Lesson 1

Citizenship Training

INTRODUCTION

This lesson introduces NSTP in accordance with its newly revised Implementing Rules and
Regulations (IRR). The NSTP components are the Reserve Officer’s Training Corps (ROTC),
Literacy Training Services (LTS), and Civic Welfare Training Services (CWTS). NSTP aims
to inculcate civic consciousness and defense preparedness in Filipino youth. It helps develop
in them the ethics of service and patriotism while they undergo training in any of the program’s
three components which are specifically designed to enhance the student’s participation in
nation-building. The NSTP Law or Republic Act. 9163, also known as An Act Establishing the
NSTP for Tertiary-Level Students, Amending for the purpose Republic Act No. 7077 and
Presidential Decree No. 1706 and for other purposes, was signed by former president Gloria
Macapagal-Arroyo on January 23, 2002. It is a consolidation of House Bill No. 3593 and senate
bill No. 1824 passed by the House of Representatives and the Senate on December 19, 2001.

OBJECTIVES

At the end of this lesson, you should be able to:

1. Show understanding of the National Service Training Program (NSTP)

2. Recognize the Civic Welfare Training Service (CWTS) as the component of NSTP that
aims to help alleviate social problems through the different community services; and
3. Express commitment to be actively involved in various community services.
4. Explain the history and significance of the NSTP in the purview of national security
and development;
5. Support implementation of NSTP-related activities and endeavours; and
6. Appreciate the Value of NSTP as a citizenship training program.

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 Try this!

LEARNING EXERCISE

Name: ________________________ Course: _____________ Time: ____________

Trainer: _______________________ Date: _______________ Rating: ___________

The Evolution of the National Service Training Program

Illustrate a diagram that will explain the legal bases and chronology of events in the passage of
the R.A. 9163 (NSTP Act of 2001)

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Think ahead!

1. What is the National Service Training Program Law?

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2. What are the Program Components of the NSTP?

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3. Who shall take the NSTP?

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4. How will the NSTP be taken up?

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5. What will become of NSTP Graduates?

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6. What student incentives can be provided by the NSTP?

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7. What lead agencies will monitor the implementation of the NSTP?

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8. How can a student continue to qualify for enlistment in the AFP Reserve Force?
_______________________________________________________________
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 Read and Reflect

NSTP Components

NSTP consists of the following:

1. ROTC, institutionalized under sections 38 and 39 of the Republic Act No. 7077, is
designed to provide military training to motivate, equip, organize, and mobilize the
youth for national defense preparedness. It shall instill in them patriotism, moral virtues,
respect for the rights of the civilians, and adherence to the Constitution.
2. LTS is designed to train students to teach literacy and numeracy skills to school
children, out-of-school youth, and other segments of society in need of such services.
3. CWTS is designed to involve students actively in activities that contribute 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 morals of the citizenry.

Coverage of The NSTP Law

The NSTP Law covers the following:

1. All students, both male and female, enrolled in any baccalaureate degree or two-year
technical-vocational or non-degree courses in public and private schools must complete
one NSTP component of their choice for two semesters as a graduation requirement.
2. All higher and technical-vocational institutions, public and private, must offer at least
one NSTP component.
3. State Universities and Colleges (SUCs) must offer ROTC and at least one other NSTP
component, namely LTS or CWTS.
4. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy
(PMMA), Philippine National Police Academy (PNPA), and other SUCs of similar
nature, in view of the special character of these institutions, are not covered by the
NSTP Law.
5. Private Higher Educational Institutions (HEIs) and Technical-Vocational Educational
Institutions with at least 350 student cadets may offer ROTC and consequently establish
and maintain a Department of Military Science and Tactics, which is still subject to the
existing rules and regulations of the Armed Forces of the Philippines.

NSTP-CWTS Vision

 To train students to become innovators of social change with a culture of excellence

and leaders with integrity, competence, and commitment to render service to the
community.
 To develop in the youth, the values of patriotism and national pride, discipline and Hard
work, integrity and accountability for nation-building, and volunteerism as valuable and
effective members of the National Service Corps of CWTS.

NSTP-CWTS Mission

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NSTP-CWTS aims to promote and integrate values education, transformational leadership, and
sustainable social mobilization for youth development, community-building, national renewal,
and global solidarity by:

1. Providing relevant activities that will contribute to the physical, intellectual, spiritual,
and social development of students.
2. Inculcating in students the values of leadership, patriotism, and social responsibility
3. Training students to become project planners, designers, and managers of innovative
and sustainable community service-oriented projects
4. Conducting capability enhancements for civic welfare services geared toward preparing
the youth to become results-oriented social entrepreneurs, volunteers, and socio-
economic mobilizing force that serves communities as value-driven innovators for
progress
5. Working closely with a network of organizations within and outside the higher
education institution
6. Creating opportunities where students can render direct service to the community

NSTP-CWTS Core Values

1. Love of God
2. Human Dignity
3. Discipline, truth, goodness, and social responsibility
4. Awareness, innovation, and creativity
5. Respect, synergy, and professionalism
6. Excellence and Indigenous learning
7. Protection and conservation of the environment
8. Quality service delivery

The Evolution of the National Service Training Program

The imposition of the national program for service and training of the youth in the
Philippines began with the creation of Commonwealth Act No.1, otherwise known as the
National Defense Act of 1935. It is a legislative act providing the basis for the national defense
of the country, punishing certain violations thereof, appropriating funds therefore, and for
other purposes under the government of President Manuel L. Quezon. The law requires
college students, particularly males, to finish two years, equivalent to four semesters, of
military training as a modality to institutionalize the reservist system in the Philippines’
national defense.

In 1980, the National Defense Act was amended to give existence to Presidential Decree No.
1706, otherwise known as the National Service Law. It mandated compulsory national service
to all Filipino citizens. It was composed of three main program components, namely: Civic
Welfare Service (CWS), Law Enforcement Service (LES), and Military Service (MS).
College students were given the option to choose one from among these components in
compliance with this requirement for tertiary education.

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 The implementation of the National Service Law, except for the provision of the Military
Service was suspended by Presidential Memorandum Order No. 1 under the incumbency of
former President Corazon Aquino, paving the way for the conceptualization of the basic
Reserve Officers' Training Corps (ROTC), embodied under R.A. 7077, effective school year
1986-1987.

The ROTC program aimed to realize the constitutional mandate of developing a strong
civilian base to supplement the professional military in the nation's defense system. It was
designed to initiate the ROTC trainees in the rudiments of soldiership, instilling in them
discipline and correct deportment. The objective of the said program was to train all able-
bodied tertiary students for military skills in case of war.

As a way to offer an alternative in neutralizing people's aversion to this military program

during the school year 2001-2002, ROTC was only made optional under the National Service
Program (NSP), conceiving the so-called Expanded ROTC (E-ROTC). The E-ROTC was
characterized by deviation from the rigid tactical training offering alternatives like rendering
civil auxiliary sources in the form of helping maintain law and order, assisting socio-
economic development projects and delivery of basic health services or aiding in addressing
local insurgency.

In view of the options, it gave the students the choice, among the following components:
Military Service (MS), Civic Welfare Service (CWS) and Law Enforcement Service (LES)

RESEARCH AND REVIEW on the following topics below:

1. Philippine Constitution (Preamble, Bill of Rights)
2. United Nations Principles on Human Rights
3. Flag Heraldic Code of the Philippines (RA 8491, s. 1998)
4. Voter Citizenship Education

See if you can do this!

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 A. Directions: Write your answers on the lines provided.

1. How can NSTP-CWTS students serve the community?

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2. What can you contribute to help achieve the mission vision of NSTP-CWTS in your school?
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B. Write the word TRUE on the blank if the statement is correct and FALSE if the
statement is wrong.

1. The NSTP Law is a consolidation of House Bill No. 3593 and Senate Bill
No.1824.
2. President Joseph E. Estrada signed Republic Act No. 9163 into law.
3. Section 35 of Republic Act No. 9163 mandates the ROTC.
4. West Point is the premier military training school in the Philippines.
5. NSTP aims for civic consciousness and defense preparedness.
6. The youth must be active agents of development, responsible leaders, and
morally upright individuals.
7. The primary task of each of the four government agencies is to supervise
the implementation of their respective programs.
8. Service and patriotism are the core values of NSTP.
9. NSTP is offered to male students only.
10. Private schools are exempt from NSTP.
11. All higher and technical-vocational educational institutions must offer one
of the NSTP components.
12. NSTP-CWTS creates opportunities where students can render direct
service to the community.
13. The PNPA, the premier school for police officers, is exempt from NSTP.
____________14. The integrative approach of NSTP-CWTS is a strategy for community
development.
____________15. NSTP is not a requisite for graduation.
LESSON 2

SELF AND FILIPINO SOCIETY

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INTRODUCTION

This Lesson discusses the nature of the human person. It answers these questions: What is
a human person? How can a human person attain his/her highest potential and contribute to the
common good? What are the roots of the Filipino Character? Why are Filipinos acting
differently? Nationalism and Patriotism as well as Good Citizenship Values of the Filipinos
Even during ancient times, these questions have been relentlessly asked and evaluated.
Psychologists, philosophers, theologians, and scientists have written in-depth analyses of
human nature using a wide range of theories and observations.

OBJECTIVES

At the end of this lesson, you should be able to:

1. Describe the nature of the Human Person;

2. Identify the importance of a person’s ability and capacity;
3. Describe a person’s unique qualities that make him/her a productive social being;
4. Define and expound on the nature and philosophical values of being a Filipino;
5. Cite popular Filipino values of good citizenship;
6. Relate the concepts discussed to real-life situations;
7. Understand the principles underpinning good citizenship, rights, and responsibilities
of citizens, service, and volunteerism for national development;
8. Appreciate the significance of good citizenship towards the attainment of national
development.

Try this!

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 A. Creatively draw below a symbol of the EDSA People Power experience, or a symbol
of the success of EDSA.

Reflect further on the symbol drawn by answering the following questions:

1. What does your illustration tell you?

2. What qualities emerged when we united as a people during the EDSA People Power
Experience?
3. What are the effects of faith and prayer in our lives?

B. Think of a slogan that will truly depict the nature of citizenship values under the
Makatao cluster. Each slogan shall comprise of not more than 12 substantive words.

1. LOVE

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 __________________________________________________________________
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2. FREEDOM
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3. PEACE
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4. TRUTH
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5. JUSTICE
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C. Identify at least five (5) national symbols and explain briefly the native values that best
describe the filipinos. Write it in the space provided for.

NATIONAL SYMBOLS NATIVE FILIPINO VALUES

1.

2.

3.

4.

5.

D. Identify one environmental issue or concern in your community and determine how
NSTP and student-trainees could address solutions to each.

1. Environmental Issue/Concern No. 1

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 __________________________________________________________________
__________________________________________________________________

Proposed Solutions:
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Think ahead!

1. According to the philosophical view, what is a human person? Cite specific examples.
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2. Why was human nature patterned after the image of god?

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3. Define the following; Pagkamaka-Diyos, Pagkamaka-Tao, Pagkamaka-Bayan,

Pagkamaka-Kalikasan.
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4. Discuss the philosophy of human values in the Filipino context.

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5. Discuss nationalism and patriotism in the Filipino context.

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Read and Reflect

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The Human Person

It is essentially difficult to understand the human person, human nature, and the
possibility of achieving a productive society through the highest potential of a person.

Estañol(2007) defines the human person as having physical, spiritual, emotional, and
intellectual attributes. St. Thomas Aquinas describes the human person as having physical and
spiritual substance because he/she has a soul and is created by a Superior Being with a divine
purpose. Dictionaries define the human person as a “self-conscious animal.”

Characteristics of a Human Person

Babor (2007) in his book, The Human Person: Not Real, But Existing, discusses the
several characteristics of a human person, namely:

1. A human person is a rational being. He/She is free to think and has the capacity to
reason and distinguish between right and wrong.

2. A human person is born free. He/She has the freedom to do or not to do things.
However, every person is responsible for his/her own action.
3. A human person is unique. He/She possesses an identity that makes him/her unlike any
other person. Generally speaking, even if two persons have the same characteristics and
physical features, they are not the same because each one has his/her own perception, and
a different set of values and priorities in life.
4. Every person is intrinsically a social being and cannot detach himself/herself from other
creatures in the universe. By nature, he/she is characterized by his/her relationships with
other creatures, objects, or his/her fellowmen.

5. All living things are sexual by nature, but the uniqueness of expression of a person's
sexuality makes him/her different. The expression of a person's emotions, attitudes,
feelings, actions, and thoughts in sexual activity best exemplifies his/her uniqueness from
animals.

Biblical Views
The human person has superiority and dignity inherited from the Supreme Being. According
to the book of Genesis, chapter 1, verses 26 to 27, God created man and woman in His own

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image and likeness and made them masters of the fish of the sea, the birds, the heaven, the
earth, the wild beasts, and all the reptiles that crawl upon the earth.
3. Socialism

In socialism, the human being readily engages in cooperative social activities

when given the opportunity. Unfortunately, this natural cooperative instinct is not
fostered when some people selfishly exploit other people.

Marx believes that man is driven primarily by a desire for economic gains. In
Das Kapital, he considers the human person as a social animal; if he/ she fails to
relate actively with others and with nature, he/she loses himself/ herself and
becomes alienated. His/Her drives lose human qualities and assume animal
qualities.
4. Fascism

Fascism holds that what matters most is the country itself. The human being
can prosper only when the nation prospers; his/her fate is merely secondary when
it comes to the country. Like the conservatives, the fascists contend that some
human beings are naturally and racially better than others.

Classical Greek Views

The early classical Greeks define the human person as “a rational animal.” An animal's
vegetative sensory and rational element is integrated within his/her being; thus he/she is a
material (body) and spiritual (soul) being. As a vegetative creature, the human person needs to
have food to grow, develop, and reproduce. As a sentient being, he/she needs sensory
perceptions to gain knowledge. As a rational animal, he/she needs the power of thought,
reason, and cognition.

Due to a person's nobility and his/her special place in God's kingdom, it is through him/her
that the rest of creation enter into a dialogue and relationship with the Supreme Being. Because
the human person is given free will to choose, decide, or shape his/her life, he/she is always
responsible for his/her action.

A human person is capable of knowing, loving, and believing, which leads him/her to be
fully aware of his/her humanity.

Sociological Views
A perspective is a particular way of looking at and seeing something. Salcedo(2004) states
that people look at this social world or at the various ways that human beings behave in a
social way. Hence, when we talk about society or the social world, we are really referring to
the behavior of human beings.

This is not to say that all sociologists necessarily see the social world from exactly the
same perspective (or viewpoint); neither do they always agree about what they see, how

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behavior could or should be understood, and so forth. As we will notice, the sociological
perspective is made up of a number of quite different sub-perspectives.

San Juan (2007) proposes some common ideas about the human person. These are the
following:

1. Human persons are social animals. We need to cooperate with others in some way to
create the social world in which to live.
2. The human person's social behavior is learned, not instinctive. In this respect, the
argument is that we have to learn, from the moment we were born, how to be not just a
human beings but also a recognizable members of the society into which we happen to
have been born.

3. To understand the human person's social behavior, we have to focus our attention on
the groups to which people belong. These groups are many and varied, but the largest
group to which people belong is society.

4. Sociology is a discipline that looks into the totality of relationships in an individual's

life. Sociologists do not restrict their studies to a single dimension of an individual's lie
(economics, politics, history, geography, psychology, and so forth). Although each of
these areas is significant and interesting in varying degrees, it is only by looking at how
these relationships affect each other that we can arrive at a complete picture of human
social behavior.

Sociologists do not reject the contributions of other social sciences. Sociology as an

academic discipline itself is based on the recognition that human beings are not one-
dimensional but rather multi-dimensional.
For example, in our society, people work (economic dimension), have the opportunity to
vote in elections (political dimension), and live in different areas of the country (geographic
dimension). What interests’ sociologists in this regard might be the relationship between these
three dimensions-how does the area in which people live affect the type of work they do and
how does the type of work they do affect how they vote in elections?
If the sociological perspective differs from that provided by other social sciences, it is evident
that it also differs from a final perspective we have to consider, namely, that of a naturalistic
or commonsensical explanation of the social world. Investigating some examples of
commonsensical ideas about the social world will allow us to demonstrate more effectively the
idea of a sociological perspective and show how sociology provides a greater understanding of
human behavior.

Hierarchy of Needs

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 The guiding principle in realizing a person's competence and ability is the exploration of
his/her totality in the field of humanistic psychology, which theorizes that a person's behavior
and his/her relationship with others are shaped by his/her inner feelings and self-image.

Maslow presented the levels of the hierarchy of needs in his theory of personality.

1. Physiological needs include biological and basic needs such as water and clothing.
These needs are immensely important because they are essential for survival.
2. Safety needs include security and protection from physical and emotional harm.
3. Social needs include affection, a sense of belonging, and friendship, which people
seek to overcome feelings of loneliness and alienation.
4. Self-esteem needs include achievement, mastery, and confidence derived from
recognition, respect, and attention. When these needs are satisfied, the person feels
confident and valuable. However, when they are not met, the person may feel inferior,
weak, helpless, and worthless.

5. Self-actualization means a person has reached the peak of his/her potential.

Good Citizenship Values

1. Love for God or Pagkamaka-Diyos

The Philippines is the only Christian nation in Asia, our population being
predominantly Catholic. Therefore, religiousness is a prime Filipino value.

Faith is the deeply rooted submission to a divine Creator and believing in His
authority over all creations. It is also putting oneself in the hands of the Divine Authority
which is an expression of faith in and unconditional love for God.

Jesus said to them, “Have faith in God... whoever says to this mountain;Be lifted up
and thrown in to the sea! and does not doubt at all in his heart but believes that what he
says will take place, it will be done for him” (Mark 11:22-23 Amplified Bible).
2. Love for Fellowmen or Pagkamaka-Tao

St. Paul defines love in a different way: Love is patient; it never fails; it is eternal.
There are faith, hope, and love and the greatest of these is love (1 Corinthians 13). It
illustrates the real essence of love which strengthens the foundation of the family and
other social groupings. It is the strongest force within the human community. It provides
a deeper meaning to the purpose of human existence.

3. Love for Country or Pagkamaka-Bayan

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 Progressive countries are able to attain their economic goals because the people have
trust and confidence in their governments and are actively supporting their policies and
programs. These governments, in turn, reciprocate their people's support with honest,
sound, and dynamic governance.

4.Love for the Environment or Pagkamaka-Kalikasan

Environment refers to everything that surrounds us from the natural world to the
man-made physical structures. Human interventions are important to derive the full
benefits from natural resources, but such interventions have at times gone beyond the
limits of the domain reserved for human utilization.
It is high time we work hand in hand to protect our natural resources and ecosystem. In
our own little way, we can start taking care of our immediate environment and participate
in the sustainable management of our natural resources.

Roots of the Filipino Character

Here are some highlights from "A Moral Recovery Program: Building a People-Building
a Nation” by Patricia Licuanan (1988).

The strengths and weaknesses of the Filipino have their roots in many factors such as (a)
the home environment, (b) the social environment, (c) culture and language, (d) history,
(e) the educational system, (f) religion, (g) the economic environment, (h) the political
environment, (i) mass media, and (j) leadership and role models.

1. The Family and Home Environment. Child-bearing practices, family relations, and family
attitudes and orientation are the main components of the home environment. Child-bearing in
the Filipino family generally is characterized by high nurturance, low independence training,
and low discipline. The Filipino child grows up in an atmosphere of affection and
overprotection, where one learns security and trust, on the one hand, and dependence, on the
other. In the indulgent atmosphere of the Filipino home, rigid standards of behavior or
performance are not imposed, leading to a lack of discipline. Attempts to maintain discipline
come in the form of many “no's” and “don’t” and a system of criticism to keep children in line.
Sometimes, subtle comparisons among siblings are also used by mothers to control their
children. These may contribute to the “crab mentality.”

2. The Social Environment. The main components of the social environment are social
structures and social systems such as interpersonal, religious, and community interaction. The
social environment of the Filipino is characterized by a feudal structure with great gaps
between the rich minority and the poor majority. These gaps are not merely economic but
cultural as well, with the elite being highly Westernized and alienated from the masses. This
feudal structure develops dependence and passivity.

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The Filipino is raised in an environment where one must depend on relationships with others
in order to survive. In a poor country where resources are scarce and where the systems meant
to respond to people's needs can be insensitive, inefficient, or nonexistent, Filipinos become
very dependent on kinship and interpersonal relationships.

3. Culture and Language. Much has been written about Filipino cultural values. Such
characteristics as warmth and personal orientation, devotion to family, and a sense of joy and
humor are part of our culture and are reinforced by all socializing forces like the family, school,
and peer group. Filipino culture rewards such traits and corresponding behavioral patterns
develop because they make one more likable and enable life to proceed more easily.

Aside from emphasizing interpersonal values, Filipino culture is also characterized by an

openness to the outside world which easily incorporates foreign elements without a basic
consciousness of our cultural core. This is related to our colonial mentality and to the use of
English as the medium of instruction in schools.

The introduction of English as the medium of education de-Filipinized the youth and taught
them to regard American culture as superior. The use of English contributes also to a lack of
self-confidence on the part of the Filipino. The fact that doing well means using a foreign
language, which foreigners inevitably can handle better, leads to an inferiority complex. At a
very early age, we find that our self-esteem depends on the mastery of something foreign.

The use of a foreign language may also explain the Filipino's reflectiveness and mental laziness.
Thinking in our native language, but expressing ourselves in English, results not only in a lack
of confidence, but also in a lack of our power of expression, imprecision, and stunted
development of one's intellectual powers.

4. History. We are the product of our colonial history, which is regarded by many as the culprit
behind our lack of nationalism and our colonial mentality. Colonialism developed a mindset in
the Filipino which encouraged us to think of the colonial power as superior and more powerful.
As second-class citizens beneath the Spanish and then the Americans, we developed a
dependence on foreign powers that makes us believe we are not responsible for our country's
fate.

The American influence is more ingrained in the Philippines because the Americans set up a
public school system where we learned English and the American way of life. Present-day
media reinforce these colonial influences and the Filipino elite set the example by their Western
ways.

Another vestige of our colonial past is our basic attitude toward the government, which we
have learned to identify as foreign and apart from us. Thus, we do not identify with the
government and are distrustful and uncooperative toward it. Much time and energy is spent
trying to outsmart the government, which we have learned from our colonial past to regard as
an enemy.

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5. The Educational System. Aside from the problems inherent in the use of a foreign language
in our educational system, the educational system leads to other problems for us as a people.
The lack of suitable local textbooks and dependence on foreign textbooks, particularly in the
higher school levels, force Filipino students as well as their teachers to use school materials
that are irrelevant to the Philippine setting. From this comes a mindset that things learned in
school are not related to real life.

‘’Aside from the influences of the formal curriculum, there are the influences of the “hidden
curriculum,” i.e., the values taught informally by the Philippine school system. Schools appear
to be highly authoritarian, with the teacher as the central focus. The Filipino student is taught
to be dependent on the teacher as we attempt to record verbatim what the teacher says and to
give this back during examinations in its original form and with little processing. Usually,
teachers reward well-behaved and obedient students. Some teachers tend to be uncomfortable
with those who ask questions and express a different viewpoint. Hence, the Filipino student
learns passivity and conformity.

6. Religion. Religion is the root of the Filipinos' optimism and capacity to accept life's
hardships. However, religion also instills in our attitudes of resignation and a preoccupation
with the afterlife and superstitions.

7. The Economic Environment. Many local traits are rooted in the poverty and hard life that is
the lot of most Filipinos. Our difficulties drive us to take risks, impel us to work very hard, and
develop in us the ability to survive. Poverty, however, has also become an excuse for graft and
corruption, particularly among the lower rungs of the bureaucracy. Unless things get too
difficult, passivity sets in.
8. The Political Environment. The Philippine political environment is characterized by a
centralization of power. Political power or authority is concentrated in the hands of the elite
and the participation of most Filipinos often is limited to voting in elections.

Similarly, basic services from the government are concentrated in Manila and its outlying
towns and provinces. A great majority of Filipinos are not reached by such basic services as
water, electricity, roads, and health services. Government structures and systems-e.g., justice
and education-are often ineffective or inefficient.

Since the government often is not there to offer basic services, we depend on our family, kin,
and neighbors for our everyday needs. The absence of government enhances our extreme
family- and even community-centeredness. We find it difficult to identify with a nation-family
since the government is not there to symbolize or represent the state.

The fact that political power is still very much concentrated in the hands of a few may lead to
passivity. The inefficiency of government structures and systems also leads to a lack of
integrity and accountability in our public servants.

9. Mass Media. Mass media reinforce our colonial mentality. Advertisements using Caucasian
models and emphasizing a product's similarity with imported brands are part of our daily lives.

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The tendency of media to produce escapist movies, soap operas, comics, etc., feeds the
Filipinos' passivity. Rather than confront our poverty and oppression, we fantasize instead. The
propensity to use flashy sets, designer clothes, superstars, and other bongga features reinforce
porma.

10. Leadership and Role Models. Filipinos look up to their leaders as role models. Political
leaders are the main models, but all other leaders serve as role models as well. Thus, when our
leaders violate the law or show themselves to be self-serving and driven by personal interest,
when there is lack of public accountability, there is 'a negative impact on the Filipinos.

Nationalism and Patriotism

The philosophy of nationalism nowadays does not concern itself much with the aggressive and
dangerous form of invidious nationalism that often occupies center stage in the news and in
sociological research. Although this pernicious form can be of significant, instrumental value
mobilizing oppressed people and giving them a sense of dignity, its moral costs are usually
taken by philosophers to outweigh its benefits.
The term nationalism is generally used to describe two things. The first is the attitude of the
members of a nation which includes the concepts of national identity, origin, ethnicity, and
cultural ties. The second is the action that the members of a nation take when seeking to achieve
or sustain full statehood with complete authority over domestic and international affairs.
Patriotism is love of and devotion to one's country.

The word comes from the Greek patris, meaning “fatherland." However, patriotism has had
different meanings over time, and its meaning is highly dependent upon context, geography,
and philosophy. Although patriotism is used in certain vernaculars as a synonym for
nationalism, nationalism is not necessarily considered an inherent part of patriotism. Likewise,
patriotism is strengthened by adherence to a native religion, particularly some communities
that may have their own holy places. This also implies a value preference for a specific civic
or political community.

Development of Nationalism and Patriotism in the Philippines

Nationalism is characterized by the attachment of superiority to one's country, an

aspiration for its continuity and prosperity, and maintaining a high regard and respect for its
laws, principles and policies. A country is an artificial body of people that need protection and
identity. The government constitutes all non-political and political personnel in the service of
the country. They range from the President to the last civil servant.Philippine nationalism
witnessed an upsurge of patriotic sentiments and nationalistic ideals in the late 1800s as a result
of the Filipino Propaganda Movement from 1872 to 1892. It became the main ideology of the
first Asian nationalist uprising, the Philippine Revolution of 1896. Spain already ruled the
Philippines for about 333 years before Philippine nationalism was developed.

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 The term Filipino originally referred to Spaniards born in the Philippines and not the native
inhabitants. But certain events finally led to the development of native patriotism and
transcended the cultural and geographical boundaries that had been barriers to the unification
of the inhabitants of the archipelago.

Personal Development Plan

Do you know where you are going to? Where do you see yourself one year, five years, and
perhaps ten years down the road?

A personal development plan will help you figure that out and help you get there.

Wells (2012), in his book Seven Simple Steps-Life Transformation Guide, states that
success requires an articulated goal. It is not a product of wishful thinking. The purpose will
set the context and get you thinking about your life and what is important to you.

Prepare your own personal development plan. Be guided by these components suggested
by Wells.
1. Your True Self-Begin with some introspection to help you define your values, your
patterns, and your beliefs.

2. Make It Personal-Understand success and achievement, and what it means to you and
to others.

3. Know Your Outcome-Set your goals and how to achieve them. This section is really
about knowing where you're going.

4. Design Success-Lay out your “success blueprint.” If the prior section covers where
you're going, this is about how you'll get there.

5. Harness the Power-Determine to make your plans a reality. In order to succeed, you
need more than a plan; that plan needs to be executed.

6. ·Accept Success-Establish a mindset to succeed in bringing your desired outcomes to

fruition.

7. Life is Circular-Look forward to the future, and move on beyond the completion of
your plan.

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 See if you can do this!

A. Below is a self-assessment test of good 4. Respect for law and government

citizenship values. Determine to what extent
you possess these Filipino values. Check (/) ____ Do I follow traffic rules relative to bus
before the item should your answer is “yes” to stops, pedestrian lanes, traffic lights, etc.?
the question. ____ Do I join street demonstrations that seek
to bring down the government?
____ Do I report lawbreakers like those
1. Concern for the environment engaged in illegal gambling, drug
pushing, etc., especially within the school
____ Do I conserve water? premises?
____ Do I keep my surroundings clean? ____ Do I condone corruption by emulating
____ Do I segregate my garbage? persons who have enriched themselves
____ Am I a litterbug? through corruption?
____ Do I throw garbage in canals and
waterways that causes floods? 5. Equality
____ Do I plant trees?
____ Do I give preferential treatment to the rich
2. Promotion of the common good and powerful?
____Do I treat everyone with respect regardless
____ Do I consider the welfare of others in what of status or position?
I do - that I will harm no one or disturb the ____Do I take advantage of anyone because
peace nor deface my surroundings? they are poor, ignorant, or powerless?
____ Do I help the less fortunate?
____ Do I go out of my way and engage in 6. Unity
activities that will benefit others, e.g.,
give food and clothing to disaster ____ Do I work with and cooperate with others?
victims, etc.? ____ Do I foment intrigue, dissension, distrust?
____ Do I engage in activities that harm others, ____ Do I help others?
e.g., helping out criminal syndicates in my ____ Am I a team player in the family, at school
neighborhood pushing drugs and and in the community?
promoting illegal gambling?
7. Justice
3. Patriotism
____ Do I give everyone their due even if
____ Do I consider what is good for my country difficult?
in my actions, e.g., when I commit acts of ____ Am I fair in all my dealings, especially to
vandalism like writing graffiti on walls, the poor and powerless?
breaking street lights, etc.? ____ Do I try to take advantage of others?
____ Do I patronize our native products? ____ Do I try to get more than what I deserve
____ Do I say or do anything that will give a or what is rightfully mine?
the bad image of my country?

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8. Truth 13. Work

____ Am I a truthful individual? ____ Do I go to school on time?

____ Did I hurt somebody during the time that ____ Do I do my homework and participate in
I'm not truthful? school activities?
____ Did I do something to correct my fault? ____ Do I do my best in everything I do?
____ Do I value the essence of truth in my life, ____ Do I volunteer to help others, especially
family,work and country? the old, the sick and small children?
____ Do I commit myself to the truth in my own ____ Do I follow rules and regulations-at home,
dealings and defend righteousness as a in school and in the community?
virtue? ____ Do I maintain cleanliness and orderliness
at home and in my school?
9.Peace ____ Am I trustworthy in handling money and
property that belong to others?
____ Do I resolve conflict in a peaceful way?
____ Do I maintain a harmonious relationship 15. Respect for life
with others... at home...at work...in the
community? ____ Do I take care of my health?
____Do I help iron out misunderstandings ____ Do I engage in unhealthy activities like
among friends and family members? drinking, taking drugs,etc.?
____ Am I considerate of the health of others?
10.Freedom ____ Do I engage in violent fights and hurt
others physically?
____ Do I respect the freedom of others?
____ Do I impose my will on others? 16. Faith in Almighty
____ Do I use my freedom for good?
____ Do I exercise my freedom responsibly so ____Do I follow God's will and
that I dò no harm to anyone? commandments?
____ Do I use coercion or intimidation to make ____ Do I turn to God in difficult times?
others do what I want them to do or be ____ Do I pray?
what I want them to be?

11.Love

____ Do I make sacrifices for the good of those

I love?
____ Am I kind and compassionate to others?
____ Do I help the poor?
____ Do I forgive offenses against me or do I
exact revenge?

12. Concern for the family and future

generations

____ Do I help in household chores?

____ Do I have a loving relationship with all the
members of my family?
____ Am I kind and considerate with the
members of my family?
____ Do I show a good example to all the
younger members of my family?
____ Am I considerate of the needs and welfare
of the next generation?

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 LESSON 3

VOLUNTEERISM

INTRODUCTION

This lesson takes up volunteerism-its meaning and benefits, values expected of volunteers,
and volunteer opportunities. Volunteerism helps hasten and strengthen community development
as it promotes the active participation of individuals in different programs and projects that respond
to the needs of the community.

OBJECTIVES

At the end of this lesson, you should be able to:

1. Give the meaning and benefits of volunteerism-its meaning and benefits, values expected
of volunteers, and volunteer opportunities.
2. Name the core values expected of volunteers; and
3. Explore volunteer opportunities that one may engage in.

Try this!

Make your own philosophy about Volunteerism, add your picture and be creative. See sample
below.

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 My Philosophy about Volunteerism
(INSERT HERE)

Think ahead!

1. Define volunteerism and give its benefits.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________

2. List down volunteer opportunities that will best suit you.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________

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 3. Explain how volunteering can help provide direction for your future career goals.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________

Read and Reflect

Volunteerism

Volunteerism is the act, practice, or principle of contributing one's time, talents, and fesources
freely to worthwhile purposes without tangible compensation. It is considered the most
fundamental act in the society. It is geared toward good causes that help alleviate the suffering of
others.It promotes peace, solidarity, and trust among citizens.

Volunteerism can serve in various areas ranging from medical, environmental, and
educational support groups to child protection and human rights advocacies, poll or election work,
peacekeeping missions, and relief operations, to name a few.

Some people consider volunteerism a pastime; others see it as a vocation. Some volunteers
have high-paying jobs and stable careers; others are well known in their fields.Volunteers could
be teachers, doctors, lawyers, or celebrities. They could also be housewives, students, or retirees.

Regardless of age, economic status, sex, and educational attainment,volunteers work together
toward a common cause for which they commit their time,know-how and expertise, and sometimes
even their own money.

However, one does not become a volunteer by simply raising his/her hand. A volunteer has to
undergo trainings and attend seminars for specific functions or tasks that he/she volunteers for.
Moore (2002) describes a volunteer as follows:

“A volunteer is a person who is a light to others, giving witness in a mixed-up age, doing
well and willingly the tasks at hand, namely, being aware of another's need and doing
something about it.

“A volunteer is a person who strives to make other people happy, who takes the loneliness
out of the alone by talking to them, who is concerned when others are unconcerned, who has
the courage to be a blessing and to say the things that have to be said for the good of all.

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 “A volunteer is a person whose charity is fidelity, who is faithful in an unfaithful world,
grateful in an ungrateful world,giving when all are grasping, listening when others need to
tell about their fears and problems.”
Volunteers are people from all walks of life, all ages and stages, having a common desire to make
a difference in their community and their own life by giving of their time and expertise. For young
people, volunteering brings a new sense of confidence and self-gratification. It is a good way to
interact in the “grown-up world.” It enables them to develop communication, career-building, and
social skills that will be useful in other facets of their lives.

Benefits of Volunteers

Volunteerism yields the following benefits:

1. Community development
2. Development of the skills of volunteers
3. Peace, solidarity, and trust among citizens
4. Career opportunities for volunteers
5. Friendship among citizens
6. Experience and self-esteem gained by volunteers
Values Expected of Volunteers

Here are some core values expected of volunteers:

1. Commitment. Volunteers are attached to identified with and involved in

community service.
2. Professionalism. Volunteers observe work ethics in performing their
responsibilities with socially and morally accepted behavior.
3. Creativity. Volunteers search constantly for new strategies and methods of doing
a task for improved results.
4. Unity. A volunteer supports teamwork to achieve a common goal.
Volunteer Opportunities

The 2001 National Survey of Giving, Volunteering, and Participating shares the following
questionnaire, the answers to which help determine what kind of volunteer opportunities will be
suited to the individual volunteer:
1. If you have all the human and financial resources in the world, what problem would you
solve, what would you change, and what would you create? Your answers will tell you what
matters the most to you.

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 2. What kind of time commitment are you willing to make? Are you looking for a
regular/weekly volunteer commitment or a short-term/one-time opportunity?

3. Would you like to volunteer with other people or by yourself?

4. Would you like to volunteer from your own home or would you prefer to volunteer in an
organization?
5. If you would like to volunteer away from home, where is the best location for you near
your home, your work, or your child's care center?

6. Do you have specific skills or talents that you would like to share with an organization?
7. Would you like to develop a specific skill?
8. What are your personal goals? Would you like to re-enter the workforce or meet new
people?

Potential volunteer opportunities are as follows:

A. Based on the interests of an individual

1. If you like animals, you can help out at an animal shelter or the nearest zoo.

2. If you like working with kids, you can get involved at a daycare or preschool center or
help younger students with their schoolwork.

3. If you enjoy playing sports, you can play games with the kids at a nearby sports complex
or organize a mini-sports fest.

4. If you like to cook, you can get together with friends and teach moms or housekeepers
new recipes, the latest about food preparation and preservation, and entrepreneurship
opportunities in cooking.

5. If you enjoy arts and crafts, you can teach how to make curtains or bedspreads, embroider
pillowcases and towels, and make unique fashion accessories at a women's shelter,
nursing home, or orphanage.

6. If you enjoy the outdoors, you can help organize a clean-up drive in your street or park or
help a neighbor plant flowers.

7. If you enjoy dancing, singing, and acting, you can participate in your community's
cultural show group.

8. If your grandparents have passed away or live far away and you do not get to see them as
often as you want to, you can make friends with a senior citizen and adopt him/her as
your grandma or grandpa.

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 9. If you are interested in foreign culture, you can volunteer at a school that accepts foreign
students.

10. If you are concerned about people with disabilities, you can volunteer at an agency or
institution that cares for people with physical or mental disabilities.

B. Based on the future career goal of an individual

1. If you like to work in the medical field, you can volunteer at a community health
center or a government hospital or clinic.
2. If you are interested in teaching, you can volunteer at a public school.

3. If you are interested in science, you can volunteer at the local science museum or zoo.

4. If you like to work in an office someday, you can volunteer at a non-profit organization.

Community Service

Community service is identified by the higher educational institution(HEI)in consultation

with the local government, community-based organizations, and non-governmental organizations
as designed to improve the quality of life of community residents, particularly low-income
individuals, or to solve particular problems related to their needs. Community service includes the
following:

1. first aid training or health care, preschool storytelling, social welfare, social services, trauma
counseling, group dynamics, crime prevention, recreation, street cleaning, and community
improvement
2. serving in the youth corps as defined in the NSTP Act of 2001
3. assisting students with disabilities
4. tutoring, supporting educational and recreational activities, and counseling, including career
counseling

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 See if you can do this!

Write True on the blank if the statement is correct and False if the statement is wrong.

1. Community development entails identifying resources and building up

present strengths.
2. Volunteerism is geared toward self-improvement.
3. Creativity is the constant search for new strategies and methods of doing a
task for improved results.
4.Commitment means that volunteers are attached to, identified with, and
involved in community service.
5.Volunteerism is the act of freely contributing one's time, talents, and
resources to worthwhile purposes.
6. If you like animals, you can volunteer at the zoo.
7. Volunteerism can be considered a pastime or vocation.
8. Volunteers could be teachers, doctors, or lawyers.
9. If you are interested in teaching, you can join a cultural show group.
10. Housewives cannot be volunteers.
11. If you enjoy dancing, singing, and acting, you can volunteer in your
community's preschool program.
12. If you are interested in science, consider volunteering in a cultural show
group.
13. Friendships are fostered among citizens.
14. Community service is identified by the higher educational institution
(HEI) in consultation with the local government.
15. Volunteer community service can be rendered in government offices.

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 LESSON 4

LEADERSHIP TRAINING AND GROUP DYNAMICS

INTRODUCTION

This lesson discusses leadership training in which the leader inspires the followers to
perform well and develop their own leadership potential. Leadership is a process of giving control,
guidance, headship, direction, and governance to a group or organization. It is a key dynamic factor
that motivates and coordinates organizations to accomplish their objectives. Without being
inspired by a leader, the whole organization or a department might drift along with no definite
focus on key objectives such as trying to improve the worker's safety.

Leadership is the art of influencing and directing others to do assigned tasks or goals, in such
a way as to attain them. There is obedience, respect, loyalty, and cooperation. Leadership can be
exercised by anyone irrespective of the framework of command. Also, it is the process of guiding
and directing the behavior of the people in the work environment.

Leadership is the highest potent quality of an individual to be greatly successful in life. It is

the key dynamic factor that can encourage one to actively participate in many ventures that lead

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to the attainment of goals. It is also the key force to developing teamwork to ensure the completion
of common goals or purpose.

It is in this premise that the youth, in their role as nation-builders, must develop leadership
potentials such as knowledge, skills, and positive attitude to ensure efficiency and effectiveness in
meeting their goals and develop the spirit and ethics of service for the good of others. Hence, the
need for training the youth to be servant leaders is very essential.

OBJECTIVES

At the end of this lesson, you should be able to:

1. Describe transformational leadership;

2. Identify the characteristics of a leader;
3. Express commitment to teamwork;
4. State the fundamentals of group dynamics;
5. Explain the concepts, characteristics, and types of groups; and
6. Classify groups as formal or informal.

Try this!

Name: _____________________ Course:________________ Time:_______________

Trainer:____________________ Date:__________________ Rating:______________

Directions: Indicate the extent to which you agree with each statement, using the following scale:

1-strongly agree
2-disagree
3-neither agree nor disagree
4-agree
5-strongly agree

________1. I am energized when people count on me for ideas.

________2. As a practice, I ask people provocative questions when we are working on
projects together.
________3. I take delight in complimenting people that I work with when progress is made.
________4. I find it easyto be the cheerleader for others, when times are good and when
times are bad.

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________5. Team accomplishment is more important to me than my own personal
accomplishments.
________6. People often take my ideas and run with them.
________7. When involved in group projects, building team cohesiveness is important to me.
________8. When involved in group projects, coaching others is an activity that I gravitate
toward.
________9. I find pleasure in recognizing and celebrating the accomplishments of others.
________10. When involved in group projects, I frequently find myself to be an ‘’idea
generator’’
________11. Resolving interpersonal conflict is an activity that I enjoy.
________12. When involved in group projects, my team members problems are my problems.
________13. When involved in group projects, I am inclined to let my ideas be known.
________14. I find pleasure in being a convincing person.

SCORING and INTERPRETATION

63-70 High motivation for leadership

50-62 Moderate motivation for leadership
35-49 Uncertain about your motivation for leadership
Less than 35 Low motivation for leadership

Think ahead!

1. Name five characteristics of a good leader and explain each.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________

2. Name five behaviors of a transformational leader and explain each.

___________________________________________________________________________
___________________________________________________________________________

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 ___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________

3. What is the concept of the group?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________

4. Why do people form groups? Is forming group accidental or spontaneous? Why?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________

Read and Reflect

Human Behavior

According to businessdicionary.com, human behavior is the “capacity of mental, physical,

emotional, and social activities experienced during the five stages of a human being's life-prenatal,
infancy, childhood, adolescence, and adulthood. It includes the behaviors as dictated by culture,
society, values, morals, ethics, and genetics.”

Encyclopedia Britannica (2012) states that human beings have a typical life course that
consists of successive phases of growth, each of which is characterized by a distinct set of physical,

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physiological, and behavioral features. These phases are prenatal life, infancy, childhood,
adolescence, and adulthood (including old age). Human development or developmental
psychology is a field of study that attempts to describe and explain the changes in human cognitive,
emotional, and behavioral capabilities and functioning over the entire life.

Motivation

Motivation encompasses the internal and external factors that stimulate desire and energy in
people to be continually interested in and committed to a job, role, or subject, and to exert persistent
efforts in attaining a goal. It results from the interaction among conscious and unconscious factors
such as the (a) intensity of desire or needs, (b) incentive or reward value of the goal, and (c)
expectations of the individual and of his/her significant others.

According to Swindell (2012), motivation means the drive and ambition needed to achieve
our goals. We all need that extra push at some stage of our life, whether it be at work, in school,
or at home; or maybe to give up a bad habit or shed a few pounds. We need motivation to get a job
done and achieve a goal. Self-motivation can work for some people. For example, if you are trying
to lose some weight, just imagine how you will look and feel when you can fit again in your
smaller-sized clothes. An old photograph of a slimmer you could help motivate you to keep going.

If you work in sales, it is important to stay motivated to achieve your targets in order to earn
cash bonuses or even job promotions in addition to commission.
It is also easy to become demotivated. For example, you may be way off your sales targets and
you realize there is no chance of reaching them, so you just give up. Negative people can
demotivate you as well.

Good Leadership
Leadership pertains to the qualities exemplified by a leader. It also refers to acts of leading
or the “process of social influence in which one person can enlist the aid and support of others in
the accomplishment of a common task.” It is often said that some people are good leaders while
others are not. But what is really the basis for judging one's capacity to be a good leader? From a
follower's perspective, good leadership can be attributed to qualities that make people follow a
leader. It would be great to have all these qualities, but not all leaders do have them.

Characteristics of a Good Leader

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 Here are ten essential characteristics of a good leader. Do you think you possess them?
1. Vision. Good leaders know where they want to go and they can motivate people to believe
in their vision for their country, community, and family. Good leaders view things as what
they could be and not simply as what they are.
2. Wit. Good leaders can make sound judgments and decisions even during crucial situations.

3. Passion. Good leaders are very passionate and intensely obsessed in whatever they are
focused on, be it business, sport, or hobby.

4. Compassion. Good leaders show compassion for their supporters and followers. They
possess exemplary coaching and development skills. While these leaders have goals to
accomplish, they can still consistently care for their constituents. They are not selfish
individuals who think only about their own wants and needs. They have a heart for others.
5. Charisma. Good leaders are captivating, charming individuals who tend to draw people
toward them. It could be because of the way they talk, or carry themselves. They excel in
building relationships and eliciting performance from their groups.

6. Communication skills. Good leaders are usually great orators and persuaders. They can
express their ideas clearly and convincingly.

7. Persistence. Good leaders are determined to attain their goals in spite of obstacles and
problems. They believe that the benefits of attaining their goals outweigh the risks and
hardships.
8. Integrity. Good leaders mean what they say. They walk the talk, practice what they
preach, and keep their promises. They are reliable.

9. Daring. Good leaders are bold, willing to take risks, and determined to chase their dreams
amid the reality of fear and uncertainty. Winston Churchill states that courage is the virtue
on which all others virtues rest.

10. Discipline. Good leaders observe self-control and order. Where most people are easily
distracted or dejected, good leaders manage to stay focused and steady regardless of the
situation.
Maxwell (1999) says that a leader should recognize, develop, and refine certain personal
characteristics needed to be a truly effective leader, the kind of leader people will want to follow.
These are some of the traits of that leader:

1. Character is the quality of a person's behavior as revealed by his/her habits. thoughts and
expressions, attitudes and interests, actions, and personal philosophies in life. Be a piece of

35 | P a g e
 the rock. There are always two paths to choose from: character and compromise. Opt for
character.

2. Charisma is a special spiritual gift bestowed temporarily by the Holy Spirit on a group
or an individual for the general good. It is an extraordinary power in a person, group, or
cause, which takes hold of popular imagination and wins popular support.
3. Commitment engages one to do something as a continuing obligation. It is a state of
intellectual and emotional adherence to some political, social,and religious theory of action.
4. Communication is a two-way process of reaching mutual understanding, in which
participants do not only exchange (encode-decode) information but also create and share
meaning. The meaning of communication is in the response and not in what is said or how
it is said.

5. Competence indicates a sufficiency of knowledge and skills that enable someone to act
in a wide variety of situations. It is the capacity ofa person to understand a situation and to
respond to it accordingly and reasonably. A core competency is fundamental knowledge,
ability, or expertise in a specific area.

6. Courage is the quality of the mind that enables a person to face difficulty and danger
without fear. It begins with an inward battle. It is making things right, not just smoothing
them over. It inspires commitment from followers. Life expands in proportion to one's
courage.

Transformational Leadership
Bass (1990) explains that transformational leadership is a form of leadership that occurs when
leaders broaden and elevate the interests of their employees, when they generate awareness
and acceptance of the purposes and mission of the group, and when they stimulate their
employees to look beyond their own self-interest for the good of the group. Transformational
leaders have a clear collective vision, and most importantly, they manage to communicate it
effectively to all employees. By acting as role models, they inspire employees to put the good
of the whole organization above self-interest. They also motivate employees to be more
innovative, and they themselves take personal risks and are not afraid to use unconventional
(but ethical) methods to achieve the collective vision.

This form of leadership goes beyond traditional forms of transactional leadership that
emphasizes corrective action and mutual exchanges and rewards only when performance
expectations are met. Transactional leadership relies mainly on centralized control. Managers
direct most activities by telling each person what to do, when to do it, and how to do it:

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Transformational leaders, on the other hand, trust their subordinates and give them enough space
to breathe and grow.

Transactional and Transformational Leadership

Transactional leadership is based on power that makes use of rewards and coercion to deliver
benefits to members (patronage), or to force or instill fear as illustrated by colonization, vote-
buying, and similar methods.

Transformational leadership or real leadership starts from the recognition of what the
members need and the steps toward achieving these needs, and relating rewards to effort.

The leader acts as a role model. He/She lives out values, demonstrates personal qualities, is
approachable and accessible, and accepts pressure to perform. The leader treats people as
individuals and involves many in decision-making, seeks to empower and give maximum freedom,
and is concerned with developing members collectively and individually.

Behaviors of a Transformational Leader

1. Is articulate in creating a compelling vision of the future
2. Uses stories and symbols to communicate his/her vision and message
3. Specifies the importance of having a strong sense of purpose and a collective mission
4. Talks optimistically and enthusiastically and expresses confidence that goals will be
achieved
5. Engenders the trust and respect of his/her followers by doing the right thing rather than
simply doing things right
6. Instills pride in employees
7. Talks most about important values and beliefs
8. Considers the moral and ethical consequences of decisions
9. Seeks different perspectives when solving problems
10. Encourages employees to challenge old assumptions and to think about problems in new
ways
11. Spends time teaching and coaching
12. Considers each individual employee's different needs, abilities, and aspirations
13. Is compassionate, appreciative, and responsive to each employee and recognizes and
celebrates each employee's achievements

Four Components of Transformational Leadership

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 1. Charisma. The leader's charisma or idealized influence is envisioning and building confidence,
and he/she sets high standards to be followed.

2. Inspirational motivation. The leader's inspirational motivation provides followers with

challenges and meanings/reasons for engaging in shared goals and undertakings.

3. Intellectual stimulation. The leader's intellectual stimulation moves followers to question

assumptions and generate more creative solutions to problems.

4. Individualized consideration. The leader treats each follower as an individual and provides
coaching, mentoring, and growth opportunities.
The qualities of transformational leadership can be found at different levels: community,
national, and even global communities; and in various sectors of the society. The leaders are able
to translate their vision and commitment into institutional practice. Transformational leadership is
non-hierarchical in structure and participatory in the processes. It is characterized by high moral
and ethical standards in each of the aforementioned components.

Seven Habits of Highly Effective People

Adopted from Seven Habits of Highly Effective People by Stephen Covey (2007)
1. Be proactive.

Proactive means being able to take responsibility for your life. You have the freedom
to choose your behavior and response to stimuli. Use your creativity and have some
initiative. You are the one in charge.

2. Begin with the end in mind.

Know where you want to go. When making plans and decisions, see to it that the time
and effort that will be spent conform to what you want to achieve. Envision your goal and
make it happen.
3. Put first things first.

Practice self-management. Know your priorities.

4. Think win-win.

Look at life as a cooperative arena, not a competitive one. Enter agreements or make
solutions that are mutually beneficial and satisfying to both parties.
5. Seek first to understand, then to be understood.

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 As the saying goes, "The best way to understand is to listen." The practice of empathy
governs this habit. It is about putting yourself in someone else's shoes. By listening to a
person's explanation, only then can you evaluate probe, give advice, and interpret his/her
feelings.

6. Synergize.
The whole is greater than the sum of its parts. More tasks can be done if all things within reach
are maximized and utilized. Synergize is the habit of creative cooperation. Better results can
be produced as a group than as individuals

Group

A group is defined as two or more persons engaged in social interaction. This implies that
each member of a group is aware of the other members and their influence. Some psychologists
consider this definition too general and prefer to limit the use of the term group to a collection of
individuals who find their association with one another rewarding. Others say that a group exists
only when the individual members have developed status and role relationships with respect to
one another. Still, others insist that individuals must have a common goal in order for them to be
considered as a group.

The existence of any group is assumed to depend on the participation and satisfaction of the
individuals comprising it.

Group Dynamics

The social process by which people interact in a small group and in a face-to-face manner is
called group dynamics. Dynamics comes from the Greek word dunamis which means “force.”
Group dynamics then refers to the study of the forces operating within a group.

Forces Found in Small Groups

There are two important historical landmarks in understanding small groups. These are the
research of Elton Mayo and his associates in the 1920s and 1930s, and the experiments conducted
in the 1930s by Kurt Lewin, considered as the founder of the group dynamics movement.
According to Mayo, workers tend to establish formal groups that affect job satisfaction and
effectiveness. Lewin shows that different kinds of leadership attitudes produce different responses
in groups.

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 A group is composed of individuals who have come together to accomplish a particular task
or goal. Group dynamics refers to the attitudinal and behavioral characteristics of a group. In a
group, the members share the consciousness of membership and interaction. A group is not a mere
collection of individuals but an aggregate of personalities acting and interacting with one another
in the process of living. To be a member of a group, one must participate in its common life and
activities. Group dynamics form the structure of a group and how its members function.

Concepts of Social Group

San Juan and Centeno (2011) present that "psychologically, man is said to be a rational being;
politically, he is a political and power-seeking being; theologically, he is a religious, God-seeking
being; and sociologically, man is a gregarious social being seeking the company of other social
beings.” The saying “No man is an island” explains that a person cannot live satisfactorily by
himself/herself alone. His/Her very existence and the satisfaction of his/her needs and wants, as
well as his/her happiness, depends to a large degree upon his/her association with other people.

Special Properties of Groups

The special properties of groups are illustrated by a simple lesson in mathematics, as in one
plus one equals three. This is a logical error in the world of mathematics.In the world of group
dynamics, however, this is rational. In a group, there is no such thing as merely a composition of
two people. It is their relationship that makes it three. For instance, salt (sodium chloride) has
different properties from the sodium and the chlorine elements that form a group to make it (San
Juan &Centeno, 2011).

Group types are classified as formal or informal in nature. Formal work groups are established
by an organization to achieve its goals.

Types of Groups
Groups are generally classified as follows:

1. Primary group is characterized by intimate face-to-face association and cooperation

among its members. It fundamentally forms the social nature and ideals of an individual. It
involves sympathy and mutual identification which is a form of natural expression (San
Juan & Centeno, 2011).
2. Secondary group consists of members who are aware and cognizant of personal
relationships, but they do not feel that their lives are bound with one another except in times
of social crisis. The members may be separated from one another by distance or by a lack

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 of personal physical contact. Nevertheless, they can share their interests through
correspondence, press, radio, telephone, or other means (San Juan & Centeno,2011).

Characteristics of a Group
Here are the important characteristics of a group:

1. Interaction is the pattern of mutual influence (physical, verbal, non-verbal, emotional,

etc.).
2. Structure is a stable pattern of relationships.

a. Roles deal with the behavior expected of members in a given position.

b. Norms are the rules that identify and describe appropriate behavior.

c. Inter-member relations are influenced by authority and communication.

3. Goals are the reason for existence.
4. Perceived groupness is the extent in which members see themselves as one
(common fate, similarity, proximity).
5. Dynamic interdependency occurs when the members are active, energized,
vibrant, and changing.
6. Motivation focuses on personal needs which-when attained-lead to satisfaction.
Kinds of Formal Groups

Formal groups are divided into the following:

1. Command groups are specified by the organizational chart and often composed of a
leader and the members who directly report to him/her.

Example: An academic department consisting of a chair and faculty members

2. Task groups consist of people who work together to achieve a common task. Members
are brought together to accomplish a narrow range of goals within a specified time.
Examples: Ad hoc committees, project groups, standing committees
3. Functional groups are created by an organization to accomplish specific goals within
an unspecified time frame. They continue to function even after their goals have been
achieved.
Example: A sales and marketing department

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Kinds of Informal Groups

1. Interest groups usually continue over time and may last longer than general informal
groups. The goals and objectives of interest groups are specific to each group and may not
be related to organizational goals and objectives.
Example: Students who come together to form a study group for a specific class

2. Friendship groups are formed by individuals who enjoy similar social activities, political
beliefs, religious values, or other common bonds. Members enjoy each other's company.
Examples: Students who have an exercise group or who meet for a so-called
jamming
3. Reference groups are composed of people who are evaluated for social validation and
social comparison. Social validation allows individuals to justify their attitudes and value
while social comparison helps individuals evaluate their own actions by comparing
themselves with others.

Informal groups are formed naturally in response to the common interests and shared values
of individuals. They are created for purposes other than the accomplishment of organizational
goals and do not have a specified time frame. Informal groups are not designated by an
organization and members can invite others to join from time to time.
The meeting is convened for different purposes. Some are for information, advice, decision-
making, negotiation, coordination, and creative thinking. A committee holds a specific type of
meeting in which members have been delegated authority with regard to the problem at hand.
A meeting of five people seems to be preferred for typical situations (Davis 1982). A smaller group
sometimes has difficulty functioning because conflicts of power develop. If membership rises
above seven, communication tends to become centralized because members do not have adequate
opportunity to communicate with one another (Evangelista 1992).

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 See if you can do this!
Write TRUE in the space provided if the statement is correct and FALSE if the statement is wrong.
___________1. A group is defined as two or more persons engaged in social interaction.
___________2.. Group dynamics refers to the study of the forces operating within a group.
___________3. A group refers to the attitudinal and behavioral characteristics of individuals.
___________4. Psychologically, a person is a gregarious social being seeking the company of
other social beings.
___________5. In the world of group dynamics, it is rational to say that one plus one equals
three.
___________6. The secondary group involves sympathy and mutual Identification which is a
Form of natural expression.
___________7. Primary group members are aware of personal relationships, but they do not
feel that their lives are bound to one another except in times of social crisis.
___________8. Interaction is the pattern of mutual influence.
___________9. Dynamic interdependency occurs when the members are active, energized,
Vibrant, and changing.
___________10. Command groups are specified by the organizational chart and are often
composed of a leader and members who directly report to him or her.
___________11. Tasks groups are created by an organization to accomplish specific goals
within an unspecified time, frame.
___________12. Friendship groups are formed by individuals who enjoy similar social
activities, political beliefs, religious values, or other common bonds.
___________13. A meeting of five people enables communication to become centralized
because members do not have an adequate opportunity to communicate with
one another.

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