Professional Documents
Culture Documents
CONTENTS
Course Objectives
Course Description
CWTS Student Attendance
Grading System
MODULE 1: THE MAPÚA-CWTS
The National Service Training Program
NSTP-MAPÚA Office
MAPÚA-CWTS Office
Vision
Mission
MODULE 2: THE HUMAN PERSON
The Human Person: Overview
Human Person: Revisited
Who am I?
Core and Related Values
The Essence of A Person
Eight Stages of Development
In a Nutshell
MODULE 3: THE FILIPINO VALUE SYSTEM
The Filipino Value System
MAPÚA INSTITUTE OF Filipino Characteristics
Other Strengths of the Filipino Character
TECHNOLOGY Other Weaknesses of the Filipino Character
MODULE 4: GROUP DYNAMICS
NATIONAL SERVICE TRAINING Definition
PROGRAM Types of Groups
Characteristics of Groups
CIVIC WELFARE TRAINING MODULE 5: LEADERSHIP
The Leader
SERVICE How To Become A Good Leader
[MAPÚA-CWTS] The 21 Indispensable Qualities of A Leader
Transformational Leadership
The Seven Habits of Highly Effective People
MODULE 6: DECISION MAKING
STUDENT’S MODULE Involvement In Decisions
Difficulties in Decision-Making
Conflict Resolution and Styles and Problem Solving
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COURSE DESCRIPTION
Subject Code Description
• Students who incurred more than two (2) absences Area Percentage
within a term will automatically fail the course, Attendance 50%
regardless of class performance. Written Exam(s)/Reports 20%
Student’s Classroom 30%
Participation/Community Involvement
• Students who report to class fifteen (15) minutes after
the official start of the class will be considered tardy. Total 100%
Three (3) accumulated tardiness is equivalent to one (1)
absence.
GRADING SYSTEM
The grading system shall be as follows:
MODULE 1
THE MAPÚA-CWTS
03
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All higher and technical-vocational education 4. Who are covered by the suspension of the ROTC
institutions must at least offer one (1) of the NSTP requirement?
components.
The completion of ROTC training as a requisite for
State universities and colleges (SUC’S), shall offer graduation is set aside for students who have completed
the ROTC component and at least one (1) other all their academic requirements for their respective
NSTP component. courses as certified by the school on or before the
effectivity of the NSTP Act of 2001, which is March 23,
2002. The concerned students may apply for graduation
The Philippine Military Academy (PMA), Philippine with their respective schools.
Merchant Marine Academy (PMMA), Philippine
National Police Academy (PNPA), and other SUC’s 5. What happens to male students who are currently
of similar nature, in view of the special character of enrolled and have not taken nor completed the
these institutions, are exempted from the NSTP. ROTC requirements for graduation?
Private higher education and technical-vocational a. Male students who are not covered by Section 12
education institutions with at least 350 student of this Rule and are currently enrolled but have
cadets, may offer the ROTC component and not taken any of the Military Service (MS), Civic
consequently establish / maintain a Department Of Welfare Service (CWS) or Law Enforcement
Military Science and Tactics (DMST), subject to the Service (LES) shall be covered by the NSTP Law.
existing rules and regulations of the Armed Forces
Of The Philippines (AFP). b. Male students who have completed two
semesters of the Expanded ROTC (E-ROTC) /
National Service Program (NSP) are deemed to
What is the duration and equivalent course unit of each have complied with the NSTP requirement.
of the NSTP Component?
c. Male students who are not covered by Section 12
Each of the NSTP component shall be undertaken for an of this Rules and have taken only one (1)
academic period of two (2) semesters for 54 to 90 semester of Basic ROTC or E-ROTC/NSP shall take
training hours per semester. It shall be credited for any of the NSTP components to qualify for
three (3) units per semester. graduation.
Reserve Force or attend the advance ROTC Organizations (NGOs) to formulate and
program shall undertake a special program for administer training modules for any of the NSTP
this purpose. components shall jointly exercise academic and
administrative supervision with those NGOs.
a. Clustering of students from different education d. CHED Regional Offices, TESDA, Provincial/District
institutions during semestral or summer periods Offices and DND-AFP (through the Major Service
may be done for any of the NSTP component, Reserve Commands), shall oversee and monitor
taking into account logistics, branch of service the implementation of the NSTP under their
and geographical locations. The host school shall respective jurisdiction, to determine if the
be responsible in managing the Program. trainings are being conducted in consonance with
the objectives of the NSTP Law.
b. Schools that do not meet the required number of
students to maintain the optional ROTC and any 8. What are the Guidelines for the Accreditation of
of the NSTP components, or do not offer the NGOs to Formulate and Administer Training
component chosen by the student shall allow Modules?
their students to cross-enroll to other schools
irrespective of whether such school is under CHED / TESDA shall jointly accredit NGOs which satisfy
CHED or TESDA; and in the case the students the following:
taking the ROTC component irrespective of
whether the two semesters hall be taken from • Duly registered with the Securities and Exchange
different schools whose ROTC are managed by Commission (SEC) / Cooperative Development
different branches of service of the Armed forces Authority (CDA);
of the Philippines(AFP).
• Have good track record of community service;
7. Who will manage the NSTP implementation?
• Have qualified personnel with experience in
a. The school authorities shall exercise academic program related implementation;
and administrative supervision on the design,
formulation, adoption and implementation of the • Viable and sustainable organization; and
different NSTP components in their respective
schools. • Program of Instruction (POI) / Curriculum Program
for Civic Welfare Training Service (CWTS) which
b. In the case of ROTC, the school authorities and should include the dimensions of development
Department of National Defense (DND), subject such as Health and Nutrition, Safety and Security,
to the policies, regulations and programs of DND Recreation, Education and Training,
on the military component of the training, shall Entrepreneurship and Social Welfare Concerns
exercise joint supervision over its particularly Dangerous Drugs Prevention and
implementation. Control, Voters Awareness and Poverty
Alleviation.
c. Schools who have contracted CHED accredited or
TESDA-recognized Non-Governmental
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• Accreditation Certificate shall be issued for a the ROTC Commandant or CWTS / LTS
maximum period of three (3) years subject to Coordinator and approved by the school head;
renewal / revocation upon periodic evaluation.
• The remaining fund balance shall be carried over
the next semester;
9. What are the basic guidelines for the formulation • Expenditures / disbursement shall be subjected to
of the NSTP Curriculum? periodic audits by the proper school authorities
and concerned NSTP Officers and
a. The curriculum shall be formulated by the Program
coordinator duly approved by the school authorities, • ROTC Commandants / CWTS and LTS Program
copy furnished CHED / TESDA Regional Offices. It Coordinators shall submit a comprehensive report
shall comply with the intent and requirements of the on the utilization of the NSTP Funds to their
NSTP and its components. respective school heads and Reserve Unit
Commanders / Program Heads, two (weeks) after
b. It shall provide for both lecture and practicum the end of every semester.
activities. NSTP Practicum activities shall be separate
from the practicum requirements of other subjects / 11. What is NSTP-One Summer Program (NSTP-OSP)?
courses.
NSTP-OSP is created under RA 9163 or the NSTP Act of
c. The course syllabi shall clearly define the objectives, 2001, especially Section 6 and jointly devised,
contents, activities, requirements and student formulated and adopted by DND, CHED and TESDA.
evaluation system.
NSTP-OSP is established for the three (3) components:
d. Program coordinators and instructors / lecturers shall ROTC, CWTS and LTS. This is intended for graduating
be duly qualified in terms of training and experience, students in baccalaureate or at least two-year technical-
to handle their respective assignments. vocational or associate courses, who have yet to comply
with the NSTP as a requirement for graduation, as well
10.What is CMO No. 5, series of 2003? as for students, thus allow them to concentrate on the
academic subjects and other co-curricular concerns.
It is the utilization of the NSTP Trust Fund wherein:
12.What is the National Service Reserve Corps
• NSTP fee collected shall constitute a Trust Fund, (NSRC)?
70% of which shall be exclusively for the
operation of the Program; NSRC is created under Section 11 of RA 9163 or the
NSTP Act of 2001, composed of graduates of the non-
• The remaining 30% retained by the school, shall ROTC components: the CWTS and LTS. Members of this
serve as contingency funds especially in Corps maybe tapped by the State for literacy and civic
unprogrammed activities not originally included welfare activities, through the joint effort of DND, CHED,
in the Program of Expenditures (POE) prepared by and TESDA.
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NSTP-MAPÚA OFFICE
The National Service Training Program of the Mapúa Institute of
Technology Office also known as NSTP-MAPÚA Office supervises
the implementation of the Civic Welfare Training Service
[CWTS] and the Reserve Officer Training Corps [ROTC]. Its
implementation is governed by R.A. 9163 of 2001.
MAPÚA-CWTS OFFICE
The MAPÚA-CWTS Office shall serve as the coordinating body
composed of MAPÚA-CWTS Program Coordinator, Staff and
Facilitators.
VISION
In line with the Mapua Institute of Technology’s vision, the
MAPÚA-CWTS shall be the center of excellence in values
education through the promotion of civic consciousness and
holistic development of individuals to become productive
members of the society.
MISSION
The MAPÚA-CWTS thrusts are:
MODULE 2
THE HUMAN PERSON
THE HUMAN PERSON: OVERVIEW WHO AM I?
What is a human person? What is the nature of a human To be able to fully understand the meaning of a person, let us
person? How does a person attain his highest potential that can re-evaluate and understand the characteristics of a person:
create a positive result towards society?
Characteristics of a Person
Even during ancient times, these questions had been Eddie Babor discussed in his book “The Human Person, Not Real
consistently raised and evaluated. Brilliant psychologists, But Existing” that the human person have several
philosophers, theologians, and even natural scientists had characteristics, among which are the following:
written and made in-depth analyses on the topic of human
nature using wide range of theories and observations.
1. Rational - every person is a rational being. This is what
distinguishes a person from all other creatures in the
It is essentially difficult to define man. This perspective aims to
world. As a rational being, a person is free to think and
revisit and challenge, in all humility, our perception of human
has the capacity to reason. He can distinguish what is
nature; and the possibility of achieving a productive society
right and what is wrong because he has intellect.
through the actualization of a person’s highest potential.
THE HUMAN PERSON: REVISITED 2. Free - all human beings are born free. A person has the
freedom to do or not to do a specific action. However,
When we talk about the human person, it is obviously every person must be responsible for his own action. In
everything that pertains to man - physical, spiritual, emotional other words, a person can do whatever he pleases but
and intellectual attributes. There are several definitions of a not to the extent of doing harm to his co-creatures.
human person based on different perspectives:
3. Unique - every person is unique. Every person has his
Aristotle and Boethius described man as a rational being. As own identity such that no two persons are the same.
rational being, a person is able to know, reason out and apply Generally speaking, human beings have the same
what he knows. characteristics and physical features and but no two
persons are the same because every person has its own
Theologians describe a human person as a substance of perception, has different sets of values and priorities in
physical and spiritual. Spiritual in nature because man has a life.
soul and is created by a Superior Being with a divine purpose.
Physical in nature, because a person is created with body and
faculty that correspond to his relationship with society.
4. Social being - every person is intrinsically a social
being. He cannot detach his “being” from others and all
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Physical Fitness, cleanliness, explored in the field of humanistic psychology. This study
harmony with the material
theorized that a person’s behavior and relationship with others
universe, beauty and art
INTELLECTUA TRUTH
is shaped by his inner feelings and self-image.
L
Knowledge, creative and critical One of the foundations of humanistic psychology is Abraham
thinking Maslow and his theory on the hierarchy of needs as illustrated
MORAL LOVE below:
Integrity/honesty, self-worth/
self-esteem, personal discipline
SPIRITUAL SPIRITUALITY
Faith in God
SOCIAL SOCIAL RESPONSIBILITY
IN COMMUNITY
The hierarchy of needs has five levels, namely: shelter and safety. The highest motive - self actualization - can
only be fulfilled after all other needs are fulfilled.” (Intro to
1. Physiological Level - these are biological needs such Psych 10th ed by Atkinson, Smith, Bem, p. 525)
as food, water and clothing. They are the strongest
needs because when a person is deprived of these, the Following Maslow’s theory, Carl Rogers (1902-1987) in his
person will ultimately find ways to fulfill its satisfaction. person-centered therapy theory, believed that every person
has within him an inherent desire towards a positive
2. Safety - when physiological needs are met, the person transformation and development of his capacity.
transcends in finding security and protection from Furthermore, he came to believe that man is basically good and
physical and emotional harm. inherently possesses a seed of goodness no matter how
imprudent his actions are.
Age
plan future events. goals by defeat of infantile
• Caring is the attainability of fervent
(Birth)Infancy
(Ages 4Pre-School
explore what kind of foiling fear of punishment.
child. are more future-oriented)
person he can become
• If parents are • Children lacking
limits are tested to find
enough trust cannot hope
– 5)
rejecting and the
out what is permissible
satisfying needs of the because they must worry
and what is not.
child is inconsistent, it constantly about whether
their needs will be • Guilt develops if
develops feelings of
satisfied and therefore are parents ridicule the
mistrust
tied to the present. child’s self-initiated
behaviors and fantasies.
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(Ages 6 – 11)School Age
Industry VS. Inferiority Competence
• Industry – the sense • It is the free exercise
of enjoyment from work of dexterity and
and from sustained intelligence in the
attention. completion of tasks,
unimpaired by infantile
• Intimacy – the ability tasks that the individual must muster in a struggle to adjust to
to merge one’s identity the demands of the social environment.
with that of another
person.
• Isolation – the
Each stage should be viewed as a psychosocial crisis or conflict
inability to share one’s – and whether the conflict of a particular stage is successfully
identity with that of Love resolved or not, the individual is pushed by both biological
another person. • Defined as the maturation and social demands into the next stage. The conflict
mutuality of devotion
forever subduing the in each stage involves bipolar tasks such as trust vs. mistrust.
Generativity VS.
antagonism inherent in
Stagnation
dividend functions
• Generativity – the IN A NUTSHELL
• Development of a
impulse to help members
of the next generation.
greater sense of intimacy. The definition and characteristics of a person, the presumptions
• Stagnation – of Carl Rogers, Abraham Maslow and Erik Erikson
Young
• Edo Integrity – the • The widening concern blind enough not to notice those opportunities.
satisfaction with life and for what has been
the lack of fear of death. generated by love,
• Despair – the lack of necessity; it overcomes As discussed previously, the person himself is the best qualified
satisfaction with life the ambivalence adhering in changing and directing his life. He has always been given an
to irresistible obligation. alternative whether to do or not to do an act but this action
should be accompanied by responsibility.
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Being human, our dealings may not always be positive but that
does not negate our value as a person. Self-actualized persons
allow their innate positive values to transform further and
realize that by understanding his self first is the best way that
he can effectively relate to others.
member of the community to attain what is desirable. In other appreciating the positive side of Filipino values and how they
words, values in a society give meaning and direction to every are applied to attain such goal. Thus, it is imperative that a full
individual’s life and influence his human behavior. understanding and appreciation of the positive side of our very
own principles be made and used for our personal and national
Based on these definitions, we can say that values are those success.
which are considered by the society as desirable and important
and have attained the status as moral impetus behind every The purpose of this chapter, therefore, is to help us understand
action of each member geared towards the desired end or goal. our Filipino values in order to enable us to put the positive side
of Filipino values in use and to disregard the negative ones.
Thus, in the end, through the development and use of positive
Filipino values, we may bring out the best in the Filipino society
in general and the individual in particular.
Significance of Studying Filipino Values The basic social unit in the Philippine society is the family. It is
here where values and principles are nurtured and imbibed in
Several studies have been made on Filipino Values. They have each and every member of the family. The tradition of close
always been interested in examining Filipino values because it family ties has long been practiced and considered as the
influences a Filipino’s behavior in particular, and shaping the foundation of the Philippine society. So much is the effect of this
1
Philippine Society in general. How Filipinos feel and motivated tradition that the members of the constitutional commission of
to do a specific task is directed and evaluated by his set of the 1987 Philippine Constitution deemed it proper to include it
values. In order to understand the Filipino culture and the as a State Policy and a chapter of the fundamental law of the
development of the Filipino individual, one has to understand land. Thus, Article XV, Section 1 of the said constitution
the underlying values on which every Filipino acts. Thus, a provides that “The State recognizes the Filipino family as the
study on the Filipino values would provide us a deeper foundation of the nation.”
understanding of the Filipino culture.
It is in the family that the Filipino individual is introduced to the
The shaping of the Philippine society into a successful and concept of structure and hierarchy of power. He is always
progressive nation would depend on understanding and
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reminded to submit to the authoritarian familial set-up, where Due to this ambivalence of Filipino values, they have the
roles are prescribed especially for younger members of the potential of being used for good or evil. They may either help or
family. The Filipino family is structured in a way that autocratic hinder personal and national development, depending on how
leadership rests on the elder members, where the young submit they are understood or practiced or lived.
themselves to the decision of family elders. He is indoctrinated In order to be able to shape the Filipino society into a successful
of the tradition of primacy of the extended family over that of and progressive nation, there is a need to reevaluate the
the individual and that the only source of emotional, economic, different values that influence every Filipino individual’s action
and moral support is the family. to a set of circumstances. We need to identify the positive side
of every Filipino value and develop them in order to yield a
The Filipino individual identifies himself with his family. Right more successful and developed society.
from childhood he is made to believe that he belongs to the
family. The Filipino individual is always encouraged to get Let us then try to discuss some of the values in the Filipino
advice from his parents and submit to his parents’ direction, society and reevaluate them to develop a more positive value
counsel and advice. He is admonished to be good because any for the Filipino individual.
disgrace that he commits is a disgrace to the family. In times of
misfortune he is assured of his family’s support, sympathy and Utang na Loob
love.
There is no specific translation that can approximate the
Thus, Filipino society, in contrast with Western societies, prefers meaning of this Filipino value of utang na loob. Debt of
a rather "structured" way of life, and not where he can be gratitude is a lean excuse of a translation because it does not
assertive of his own individuality. even approximate the fertile concept of the Filipino loob.
human dignity, it would reflect the beautiful aspect of the 1. Pakikipagkapwa–Tao • Camaraderie and feeling of closeness to
Filipino character. Thus, this altruistic feeling must voluntarily one another; foundation for unity as well
as sense of social justice.
come from within the person himself, kusang loob; and should • Feeling of belongingness and rootedness
not be demanded by coercing the person who has utang na 2. Family Oriented
and a basic sense of security.
loob, so as blind his sense of judgment. • Emotional balance, optimism, a healthy
3. Joy and Humor disrespect for power and office and the
Furthermore, this value should be used discriminately. The capacity to survive.
• Productivity, innovation,
pagtatanaw ng utang na loob should emerge from within the 4. Flexibility and Adaptability entrepreneurship, equanimity and
self of an individual with sense of justice so as to repay the survival.
person for the favor or services rendered. • Productivity and entrepreneurship for
5. Hardwork and Industry some and survival despite poverty for
We should always remember that in demanding for the return others.
• Courage, daring, optimism, inner peace,
of indebtedness, the golden rule “Do unto other as you would 6. Faith and Religiosity as well as the capacity to genuinely
want them to do unto you.” By demanding the return of the accept tragedy and death.
favor, would you wish to become indebted in return? And when • Bravely live through the harshest
7. Ability to Survive
indebted, would you want that person to act the same way economic and social circumstances.
when they are demanding the return of the favor?
Bahala na
Filipinos, by nature, are a religious group of people. They firmly OTHER WEAKNESSES OF THE FILIPINO CHARACTER
believe in the supernatural and in all kinds of spirit dwelling in
individual persons, places or things. They believe in a Supreme Weaknesses of the
Results
Being who will take care of things for them. The Filipino is very Filipino Character
religious that has a saint to pray to each day of the week.
1. Extreme Personalism • Leads to graft and corruption.
The term bahala na comes from the words Bathala na. It 2. Extreme Family • Lack of concern for the common good and
reflects the Filipino’s dependence on the supernatural being Centeredness acts as the block to national consciousness.
and on fate. This tends to move toward the commonly 3. Lack of Discipline • Inefficient and wasteful work systems,
violation of rules leading to more serious
conceived procrastination character of the Filipino. transgressions and a casual work ethics
4. Passivity and Lack of leading to carelessness and lack of follow-
OTHER STRENGTHS OF THE FILIPINO CHARACTER Initiative through.
• Easily resigned to one’s fate and thus easily
oppressed and exploited.
Strengths of the Filipino • Basic feeling of national inferiority that
Results
Character 5. Colonial Mentality makes it difficult for them to relate as equal
to Westerners.
6. Kanya-kanya Syndrome • Dampening of cooperative and community
spirit and in the trampling upon of the rights
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of others.
7. Lack of Self- Analysis and • Emphasis on form more than substance.
Self – Reflection
MODULE 4
GROUP DYNAMICS
DEFINITION
Group is defined as any number of persons who share a
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 the
common life and activities of the group.
TYPES OF GROUPS
1. Primary Group - described by Charles Cooley as those
characterized by intimate face-to-face association and
cooperation. They are primary in several senses, but
chiefly in that they are fundamentally in forming the
social nature and ideas of the individual. The result of
intimate association, psychologically, is a certain fusion
of individualities in a common whole, so that one’s very
self, for many purposes at least, is the common life and
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purpose of the group. Perhaps the simplest way of 4. Perceived Groupness - extend to which members see
describing this wholeness is by saying that it is a “we”; themselves as one (common fate, similarity, proximity)
it involves the sort of sympathy and mutual identification
for which “we” is the natural expression. One lives in the 5. Dynamic Interdependency - extend to which
feeling of the whole and finds the chief of his will in that members are active, energized, vibrant and changing
feeling.
6. Motivation - personal needs / gain being satisfied
2. Secondary Group - those which do not necessarily
involve face-to-face association or intimate and personal
relations. The members are aware of these relationships
and take cognizance of them, but they do not feel that
their lives are bound up in them except in time of social
crisis. The members may be separated from one another
by distance or by lack of personal physical contact. Their
contact may be through correspondences, the press, the
radio, the telephone or other means.
CHARACTERISTICS OF GROUPS
1. Interaction - patterns of mutual influence (physical,
verbal, non-verbal, emotional)
MODULE 5
LEADERSHIP The 21 Indispensable Qualities of a Leader
John C. Maxwell’s book defines 21 indispensable qualities of a
MODULE OBJECTIVES:
leader. This book will help people recognize, develop, and refine
General Objective: the personal characteristics needed to be a truly effective
To develop the ability of the students to become good leaders. leader, the kind of leader people want to follow. The following
qualities of a leader taken from his book are as follows:
Specific Objectives:
To instill among students the qualities of a leader; Leader Qualities # 1: [CHARACTER]
To educate students to become highly effective people;
To inculcate transformational leadership to students;
THE LEADER
A Leader is: CHARACTER:
Someone who acts as a guide; • The quality of a person’s
A directing head; behavior, as revealed in his habits of thoughts and
Someone who leads a body of troops; expressions, his attitudes and interests, his action and his
personal philosophy in life.
Leadership is:
The position of a leader; Be a piece of the rock. There would always be two paths to
The quality displayed by a leader; choose from: character and compromise. “Every time a person
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Character is more than talk; Charisma can be improved by doing the following:
Talent is a gift, but character is a choice;
Character brings lasting success with people; Change your focus. Always check if your focus during
Leaders cannot rise above the limitations of their character; conversation is towards yourself. Learn how to balance.
Recognize the persons who made contributions on the success
Character can be improved by doing the following: of a project.
Search for the cracks. Reflect on the major decisions that Play the first impressions game. When you meet a person
you had done in your life as far as you can remember in terms for the first time, focus on him. Remember his name and
of letting people down or giving compromises. interests, and give positive comments. Try your best to give a
very good impression.
Look for patterns. From the reflections that you have done,
are there particular instances that kept emerging? These Share yourself. Share your resources to others. Resources
patterns will help you diagnose issues of character. come in different ways. Share what you have: talents, skills and
valuable services aside from material things. These are highly
Face the music. It is when you apologize and accept your appreciated.
mistakes that character repairs begin.
CHARISMA:
• Special spiritual gift bestowed
temporarily by the holy spirit on a group or an Leader Qualities # 3: [COMMITMENT]
individual for the general good of the church It separates “doers” from “dreamers”.
• An extraordinary power in a
person, group, cause, etc. which takes hold of popular COMMITMENT:
imagination, wins popular support • Something which engages one to
do something, a continuing obligation especially
To make yourself the kind of person who attracts others, financial
you need to personify these pointers: • The act of committing, the state of
intellectual and emotional adherence to some political,
Love Life; social, religious theory or action especially the conscious
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• Commitment starts in the heart; Be clear as a bell. Whether in oral or written communication,
• Commitment is tested by action; being brief and concise and direct simplifies and clarifies
• Commitment opens the door to thoughts. Simplicity and clarity must be noted to achieve good
achievement; communication.
Commitment can be improved by doing the following: Refocus your attention. Different instances require different
topics. Don’t make yourself arrogant. Know the needs and
Measure it. Commitments can be measured through the desires of your listener.
following: how much time you devote at work, family, in service,
in health and recreation activities, and how much you spend on Live your message. Make sure that you had been understood.
living expenses, entertainment, personal development, and Ask questions for clarity. Accept comments without
giving. Compare how much you devote and spend on these defensiveness.
things. Is it justifiable?
Know what’s worth dying for. Answer the question. Write Leader Qualities # 5: [COMPETENCE]
what’s in your thoughts. Match if your actions are parallel with If you build it, they will come.
your ideas.
COMPETENCE:
The state of being competent
Leader Qualities # 4: [COMMUNICATION]
Without it you travel alone. To cultivate competence, do the following:
Take a giant step. When everything seems to be Guidelines to focus your time and energy:
monotonous, don’t be afraid to make a career move. There are
more things out there to be enjoyed and to be discovered. 70% on strength;
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GENEROSITY-“GENEROUS” Put your money to work. Use your money to improve other’s
The quality of being generous. lives. Money as resources can be put into work to outlive your
Giving freely. expectations for better people, community, and world.
The following will cultivate the quality of generosity in Find someone to mentor. A time will come when you had
your life: reached the peak of your leadership. It would be good if you
have someone whom you would train to be a good leader like
Be grateful for whatever you have. Contentment seems to you.
be very ideal. A person cannot become generous if he is not
contented with what he has. There are things that we must be
grateful for and be contended with. Be generous in your own Leader Qualities # 10: [INITIATIVE]
small ways. You won’t leave home without it.
Don’t allow the desire for possessions to control you. Let A leader possesses the following qualities to make
your heart be in charge within you, not the material things that things happen:
you possess. There would never be satisfaction if your material
desires are endless. • They know what they want;
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• They push themselves to act; Meet people on their turf. Seek common ground to build
• They take more risks; rapport with the person you are talking. Learn something about
• They make more mistakes him so you can talk things of common interests.
“Only those who dare to fail greatly can ever achieve greatly” Listen between the lines. Factual and emotional content of
– Sen. Robert Kennedy conversation must be given attention. Listen with your heart.
Your mentors; Return to your first love. You are more enthusiastic when
Your followers; doing other things. These are the things that you had left
Your customers; behind because you have to attend to other obligations. Take
Your competitors advantage and do these things again to relax and to energize
your body.
Listening can be improved by doing the following:
Associate with people of passion. Your environment affects
Change your schedule. Have time to listen to your mentors, your being. Birds of the same feather flock together. Having
followers, customers, and competitors. passionate people around gives booster to bring you back on
track.
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To be more positive, think of the following: Problem solving can be improved by doing the following:
Your attitude is a choice; Look for trouble. Don’t avoid problems. Encountering and
Your attitude determines your actions; solving a problem is an experience that molds and strengthens
Your people are a mirror of your attitude; us to deal with different situations and difficult circumstances.
Maintaining a good attitude is easier than regaining one;
Develop a method. TEACH method for problem solving
according to J.C. Maxwell:
Write it on your wall. It does not mean that you vandalize RELATIONSHIP:
your wall. Make a corner where you can show all your awards The state or fact of being related.
and citations. Have your plaques and trophies displayed on that
corner. These will serve as a reminder that you have been doing To cultivate good relationships, it requires the following:
positive things in your life and willing to do it over and over
again. Have a leader’s head – understand people;
Have a leader’s heart – love people;
Extend a leader’s hand – help people
Leader Qualities # 14: [PROBLEM SOLVING]
You can’t let your problems be a problem. Relationships can be improved by doing the following:
Five (5) qualities demonstrated by a leader with good Improve your mind. Be mature enough and widen your
problem solving ability: understanding. Allot some time to observe and talk to people
and try your best to understand them.
They anticipate problems;
They accept the truth;
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Strengthen your heart. Show them that you care. Show your
feelings and act your way out.
Leader Qualities # 17: [SECURITY]
Repair a hurting relationship. Rebuild, reconcile and Competence never compensates for insecurity.
reconnect relationships that had crumbled even though it has
happened several years ago. Learn to forgive and apologize. Try SECURITY:
to be more loving and understanding to people whom you had Freedom from danger or risk
disagreement before. Freedom from care, anxiety or doubt
Something that protects and shelters
Leader Qualities # 16: [RESPONSIBILITY]
Common traits of insecure leaders:
If you won’t carry the ball, you can’t lead the team.
They don’t provide security to others;
RESPONSIBILITY-“RESPONSIBLE”:
They take more from people than they give;
The state or fact of being responsible
They continually limit their best people;
A person or thing for which one is responsible
Involves duties or obligations They continually limit the organization
Accountable, as for something within one’s power
The one who embraces responsibility has the following Security can be improved by doing the following:
characteristics:
Know yourself. Gather information about yourself from people
you know. Let them assess you as a person. Don’t be defensive
They get the job done;
and reactive on their assessment. Reflect and make some
They are willing to go the extra mile;
necessary improvements.
They are driven by excellence;
They produce regardless of the situation Give away the credit. Lift the morale of your team. Recognize
their contributions. This will improve the organization.
Responsibility can be improved by doing the following:
Get some help. Seek professional help if you cannot fight
Keep hanging in there. When everything seems to crumble, insecurities on your own. Be honest with yourself.
stop for a while then think and find ways to succeed. Be
creative in finding ways to keep you on the right track. Leader Qualities # 18: [SELF – DISCIPLINE]
The first person you lead is you.
Admit what’s not good enough. Failing depends on
standards that must be met. Reset your standards to a higher Action points to follow:
level. The standards that you have been following might not be
as good as it may seem as it was, compared to this time. Develop and follow your priorities;
Make a disciplined lifestyle your goal;
Find better tools. It seems that things are not falling on their Challenge your excuses;
right places even though your standards are high, you have Remove rewards until the job is done;
good attitude and you had been working hard consistently.
Stay focused on results
Consider the tools that you are using. It’s time to update your
materials and further develop your skills. Read books.
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Self – Discipline can be improved by doing the following: Move into action. Learn how to serve. You can start with your
family, your church and then with your community.
Sort out your priorities. Identify the areas in your life that
are important to you. Develop a plan where you can practice
self – discipline so that you can improve those areas. Leader Qualities # 20: [TEACHABILITY]
To keep leading, keep learning.
List the reasons. Make a list why self – discipline is important
and beneficial to you. Let this be your reminder to achieving Guidelines to help cultivate and maintain teachable
your priorities. attitude:
Get rid of excuses. Dismiss all excuses that arise in order for Cure your destination disease;
you to achieve your goals. Always think of the benefits that you Overcome your success;
will harvest and the consequences you might encounter when Swear off shortcuts;
having a lot of excuses. Trade in your pride;
Never pay the same price for the same mistake;
VISION:
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England
f seeing
A vivid imaginative conception Transformational leadership is a form of leadership that occurs
when leaders “broaden and elevate the interests of their
Things to be understood to handle vision: employees, when they generate awareness and acceptance of
the purposes and the mission of the group and when they stir
Vision starts within; their employees to look beyond their own self-interest for the
Vision draws in your history; good of the group” (Bernard Bass 1990).
Vision meets other’s needs;
Vision helps you gather resources; Transformational leaders have a clear collective vision and most
importantly they manage to communicate it effectively to all
Vision can be improved by doing the following: employees. By acting as role models, they inspire employees to
put the good of the whole organization above self interest. They
Measure yourself. Ask the opinions of people around you also stimulate employees to be more innovative, and they
regarding your vision. If your vision is coherent then you’re themselves take personal risks and are not afraid to use
living your life with your vision. unconventional (but ethical) methods in order to achieve the
collective vision.
Write it down. Writing clarifies thinking. Put your vision into
writing and evaluate it every now and then. If your vision will This form of leadership goes beyond traditional forms of
make you achieve your best, then do everything possible to transactional leadership that emphasized corrective action,
pursue it. mutual exchanges and rewards only when performance
expectations were met. Transactional leadership relied mainly
on centralized control. Managers controlled most activities,
telling each person what, when and how to do each task.
Transformational leaders, on the other hand, trust their
Do a gut check. Check your gut level by answering the subordinates and leave them space to breathe and grow. In that
following questions: respect, transformational is a more developmental and
constructive form of leadership for both individual employees
What makes you cry? and the organization as a whole.
What makes you dream?
What gives you energy? Why is transformational leadership important for
organizational functioning?
Your answer on the above questions has great impact on your
gut level. Reflect and deal with it. Numerous studies have shown that transformational leadership:
• Significantly increases
TRANSFORMATIONAL LEADERSHIP organizational performance;
Adopted from: • Is positively linked with long
Olga Epitropaki (O.Epitropaki@sheffield.ac.uk) term market share and customer satisfaction
Institute of Work Psychology
University of Sheffield
• Generates higher commitment
Sheffield
to the organization from their employees;
S10 2TN
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If such transformational leadership is authentic, it is your contribution is that small, if everybody will do their part,
characterized by high moral and ethical standards in each of things will go on smoothly.
the above dimensions.
Habit # 7: [SHARPEN THE SAW]
What we had learned a couple of years back will become
THE SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE outdated. Many things evolve and develop so fast, that there is
a need to update ourselves through various food-for-the brain
Stephen Covey wrote a book about highly effective people. The
resources.
seven habits of highly effective people are as follows:
Habit # 6: [SYNERGIZE]
The whole is greater than the sum of its parts. More tasks will
be done if we utilize all the things that we have. Even though
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DECISION MAKING 6. Majority Vote - In big groups this is often the most
INVOLVEMENT IN DECISIONS: effective way to make a decision. However, one may
lose the interest or the loyalty of the minority who voted
1. The Plop - Here the group makes a decision by not against a decision especially if they feel their point of
making a decision. “Not to decide – is to decide” view was not heard.
Someone makes a suggestion, but it drops like a stone
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7. Silent Consensus - Some groups aim at unanimous substitute personal opinions for adequate information.
decisions. These are good, if genuine, but they are rarely Or group may approach the decision making process
achieved completely on important issues. Unanimous without testing for consensus.
agreement is sometimes assumed, when some members
have not felt free to disagree and have kept silent. 6. Inadequate Leadership - A leader may hinder good
decision making if he restricts the expression of opinion
8. Consensus - This is an agreement, often involving or discussion on issues too soon. Leaders also may fail to
compromise or the combination of various possibilities, provide assistance in selecting appropriate methods for
after all opinions have been heard. Disagreements and decision making or be insensitive to the factors causing
minority viewpoints are discussed fully. It takes time and difficulty in the group.
care to build a climate in which all feel free to express
themselves, but this method does built unity, 7. Clash of Interest - Sometimes different groups or
cooperation and commitment. It does not mean listening individuals within an organization do have opposing
to people and then doing what we were going to do in interest.
the first place. It means adapting to accommodate the
concern of all. It may take longer to make a decision this CONFLICT RESOLUTION AND STYLES AND PROBLEM
way, but it will often be carried out more quickly and SOLVING
whole-heartedly.
CONFLICT – a sharp disagreement or clash of ideas, interest,
etc.
DIFFICULTIES IN DECISION - MAKING
1. Fear of Consequences - The possible outcome of an 1. “Win-Lose” Style - One party in a conflict situation
impending decision may bring division and seeks to meet individual goals at all cost, without
disagreement. concern for the needs of his opponent or their
relationship.
2. Conflicting Loyalties - When one person is a member
of a number of groups, this frequently leads to divided 2. “Yield-Lose” Style - One party view the relationship
loyalties about decisions. with the other party as the most important consideration
and not the attainment of one’s goals. The party using
3. Interpersonal Conflict - Personal differences occur this style yields and loses his position.
which provokes feelings of affection or dislike among
members and which interfere with sound decision 3. “Lose-Leave” Style - One party has low concern for
making. Often another member who is not involved in both the goals and the relationship with the opponent.
the interpersonal conflict can bring the real problem into He loses by default through withdrawing from the
the open. situation.
4. Hidden Agenda - One person may try to get the group 4. “Compromise” Style - One party has a moderate
to make a certain decision, which he wants for reasons degree of concern for both the goals and the relationship
which he will not share with the group. with the opponent. The party will try to reach a
“compromise”, or what is known as the “win some - lose
5. Blundering Methods - A group may be so bound by some” effect.
rigid procedures that there is little chance for a free
expression of differences. Or a group may allow itself to
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MODULE 7
FILIPINO CITIZENSHIP
VALUES
The given set of values is inherently within each Filipino. This
part of the module aspires to awaken these values amongst us
and hopefully, later on, inspire us to practice it in our every day
lives. These values, if carried out with one’s heart can serve as
a vehicle and reinforcement towards our goal of realizing social
change and progress.
For us to have a better view on the said topic, short stories and
activities, conveying and promoting the said set of values were
integrated in this module.
The crowd said to the Mystic, “We found a big and beautiful
house called Life. Without giving any thought to whom the
House of Life might belong, we rushed inside it. Yet to our
dismay, the House of Life was empty and there was nothing in
it. Life is empty, Life has no meaning.”
The Mystic answered the crowd, “the House of Life is not Life, after all, is not empty.
empty. When I was inside, I saw the most beautiful rooms with
golden chairs, silver tables, and jeweled walls. Above all these, I
dined and conversed with the Master of Life himself.” THE VALUE OF CONCERN FOR THE FAMILY AND THE
FUTURE GENERATIONS
“How can that be? The crowd insisted. “When we were inside
“We can get so involved in what we are doing that we forget
the House of Life, it was empty, yet now you tell us that it is
why we are doing it. We are so involved in living that we forget
not.”
the purpose of living. We get so involved in pursuing the things
money can buy that we forget about the things that money
The Mystic rebuked the crowd, “You found the House of Life
can’t buy.”
empty because you did not knock before you entered it. You
rushed into life even without knocking, as if the house belonged
Father’s Mistake - No Time
to you. The Master of Life, seeing that you lacked respect for
life and reverence for it, took away its beauty because you
One night, a father came to a parent-teacher conference in a
would not know how to use it. You are proud and vain as if you
city high school. During a talk with one of his son’s teachers,
are the master of your own life. For this reason, the Master of
the father broke down and began to cry.
Life gave you the House of Life to look at but not to live in. If
only you had knocked before you entered, then you would have
After he regained his composure, the father apologized, saying,
seen the beauty I saw and conversed with the Master of Life
“My son no longer lives with me. But I still love him and I want
himself.”
to know how he’s doing in school.”
The father then told the teacher how his wife and four children
“Tell us please,” the crowd begged the mystic, “what does it
had left him that afternoon.
mean to knock on the Door of Life?”
He was a building contractor and sometimes worked sixteen
The Mystic solemnly spoke, “to knock on the door of Life is to
hours a day. Naturally, he saw little of his family, and then
be humble enough to accept that the house does not belong to
slowly grew farther and farther apart.
you but to the Master. “To knock on the door of life is to seek
the Master of the House and not the treasure in the House. To
Then the father said something sad. He said: “I wanted to buy
knock on the Door of Life is to wait with patience for the Master
my wife and kids all the things I had dreamed of giving them.
to open it from within and not to force it from the outside. To
But in the process, I got so involved in working that I forgot
knock on the Door of Life is to follow the statutes and
about what they needed most: a father who was around at
commandments of the Master of Life.”
nights to give them love and support”.
“To knock on the Door of Life is to pray to the Master of Life
that you may love him since he not only owns the house but
THE VALUE OF TRUTH
your very selves as well.”
Lies are said in the place of truth…
They left the Mystic after they heard this. The crowd returned to Why not prefer to tell the Truth than settle for a lie?
the House of Life and they knocked before entering. The Master
of the House of Life opened it from within. Once inside, the There are no half-truths or white lies…
crowd saw the beautiful things the Mystic had seen. But most of It’s either you say the truth or tell a lie!
all, they were able to dine and converse with the Master of Life
himself. A million lies cannot make up a single truth…
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You’ll know when your lies have caught up with you… “I was a king,” answered the skull with an air of pride.
When you begin to believe in them as being the truth.
“Yes, I was once his slave,” replied another skull. “He was a
In the end, we find but a single truth about lies: tyrant, a ruthless, merciless king!”
That there is No Truth and No Good in Lies.
“How dare you speak about me like that!” countered the king-
skull. “I am your king, remember?”
THE VALUE OF EQUALITY One day, the Master himself drew near to contemplate his
Bamboo with eyes of curious expectancy. And Bamboo, in a
Each man may differ in worldly stature, but each one bears the
passion of adoration, bowed his great head to the ground in
same amount of dignity as another and all share one common
loving greeting. The Master spoke: “Bamboo, Bamboo, I would
destiny.
use thee.” Bamboo flung his head to the sky in utter delight.
The day of days had come, the day for which he had been
Skulls
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made, the day for which he had been growing hour by hour, this he was life abundant, but in his brokenness he became a
day in which he would find his completion and his destiny. His channel of abundant life to his Master’s world.
voice came low: “Master, I am ready. Use me as thou wilt.”
“Bamboo”- the Master’s voice was grave- “I would fain take THE VALUE OF CONCERN FOR THE ENVIRONMENT
thee and cut thee down!” A trembling of great horror shook
Materials needed:
Bamboo.
Manila papers/ scratch papers
“Cut… me… down! Me… who, Master, has made the most Scotch tape/ glue
beautiful in thy entire garden…to cut me down! Ah, not that, Other light indigenous materials
not that. Use me for thy joy, O Master, but cut me not down.”
In that day was Bamboo, once glorious in his stately beauty, yet
more glorious in his brokenness and humility. For in his beauty
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E-ducation
R-ecreation
V-alues Formation and Moral Recovery
I-ndustry and Entrepreneurship
C-are for Health
E-nvironment
MODULE OBJECTIVES: 3. Recreation - This area involves sports fest, parlor games for
General Objective: street children and painting that enrich youth’s capacities to
To enlighten the students regarding the MAPÚA-CWTS relate with one another in the community.
dimensions of development and the support and delivery
systems [SDS]. 4. Values Formation and Moral Recovery - This involves the
development of youth to be good leaders, responsible
Specific Objectives: individuals imbued with good moral values and active agent of
development of the community.
• To inform the students about
5. Industry and Entrepreneurship - This area includes
the different programs of MAPÚA-CWTS that will be
programs and activities that are vital to economic growth.
implemented;
CWTS students demonstrate technical skills in communities like
• To help students chose what
meat processing, silkscreen making and how to establish small
particular support and delivery system [SDS] to pursue
business.
in MAPÚA-CWTS program;
• To inform students about their 6. Care for Health - This area aims to give knowledge on
responsibilities on SDS that they will pursue. medical-related fields and extend health services needed in the
community. It includes medical services like first-aid operation,
THE NSTP-CWTS DIMENSIONS OF DEVELOPMENT vaccination, info dissemination, basic life saving seminars,
An acronym was coined for the NSTP-CWTS dimensions of heath / nutrition technical assistance and training of youth to be
development, SERVICE. This stands for: first aid assistants.
S-afety and Security
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ESDS CHE-CHM, BT
ESDS ME
ESDS CE-AR
ESDS IT
ESDS EE-ECE-COE
HSDS NURSING
THE COMMUNITY
Each and every one of us belongs to a particular community.
Each and everyone of us also, may differ in defining what a
community is. Our descriptions may be based on the various
books and magazines that we read, television shows that we
watched, and finally, on how we personally perceive our
community based on the numerous experiences that we’ve had.
The term community was actually derived from the Latin word,
communis, a noun describing quality implying “fellowship,
community of relations and feelings”.
COMMUNITY ORGANIZING
MODULE OBJECTIVES:
According to this view, the term community was defined based
The module generally aims to prepare the MAPÚA - CWTS on the elements that it possesses. Other elements that a
students in working with their partner communities. community may posses are the following:
Furthermore, at the end of the module, the students are
expected to:
• HISTORY
From public documents, folk history, historical roots
1. Learn the basic knowledge on the concepts, principles and
processes related to community organizing; • SPACE RELATIONS
Internal Relation: within the community
2. Demonstrate the basic roles and ideal qualities of a • EXTERNAL RELATION
community organizer; Relation with other communities, nation and state
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C.O. METHOD •
GUIDING PRINCIPLES OF COMMUNITY ORGANIZING
“Go to the People, Live Among the People”
One cannot help the community towards its development if
the organizers stay and work within the comforts of an
office/ school and do not integrate with the people.
A BRIEF HISTORY:
COMMUNITY ORGANIZATION IN THE PHILIPPINE • “Learn, Plan and Work with the People”
SETTING The people know better than any other outsider what their
needs and problems are. The community members, with the
Through the Philippine Ecumenical Council for Community assistance of the community organizer, must be the one to
Organization (PECCO), Community Organizing was introduced in determine the program appropriate to answer their needs/
the Philippines during the First Quarter Storm of the seventies. problems.
The group organized communities in the Tondo area where the
program, Zone One Tondo (ZOTO) was born. The program was • “Start With and Build on What the People Know”
replicated in other parts of the Philippines, including the rural Community organizers must begin with the indigenous
areas and was usually introduced through church structures. resources, technologies and structures that the community
has. Improve on their strengths!
Organizing efforts continued even when the Martial Law was
declared. During this time, Community Workers began pushing
• “Teach By Showing, Learn by Doing”
for people’s participation and community organizing became
For the community to learn effectively, the worker must
the tool for achieving this. International Development Groups
demonstrate different procedures or techniques and not
and government both began to support and fund Community
merely give instructions.
Organizing Programs. Community Organizing began to
proliferate.
• “Not Piecemeal but an Integrated Approach”
Community organizing is an inter-relationship of various
GOALS OF COMMUNITY ORGANIZING elements and factors.
The community organizers during this stage assist the PHASE SIX: PHASE OUT
community in identifying, analyzing and prioritizing current
community needs and issues. A compromise between the felt After the goals of the community have been met, and its
and objective needs must be met. Let the locals decide on to members are empowered, the community organizer can now
which program they think is appropriate for them. pull out from the community. Remember that prior to this, the
worker must prepare the community before phasing-out. This
is basic courtesy to the people.
PHASE FOUR: COURSE OF ACTION
“People’s participation is the essence of community THE COMMUNITY ORGANIZER
organizing”
ROLES OF A COMMUNITY ORGANIZER
After the problems and issues of the community have been
An organizer, while at the community, plays various roles,
identified, a systematic course of action may now be
depending on what the situation calls for. Below are the four
determined. The organizer, during this stage, plays the role of a
basic roles they portray, at one time or another:
facilitator- to which he ensures that the community is able to
communicate and express their concerns, and is able to
encourage them to give their own suggestions on how they • A FACILITATOR - Facilitates the community process
could possibly resolve their problems. Finally, organizers must through listening and questioning and by giving
also ensure of the community’s participation and continuous encouragement and support to the local
commitment on the produced plan. strivings
Consider also the available resources (human, man-made, • AN ANIMATOR - Stimulates the people to think critically
natural) in the community which can be utilized during the when identifying problems and finding new solutions.
implementation of the project.
• AN ENABLER - Consistently directed at freeing the
community (through key persons like leaders) to realize
PHASE FIVE: IMPLEMENTATION their strengths and potentials in cooperative work.
Implementation
The plan that was initially formulated with the community is
• A CATALYST - Hastens the process of transformation/
change.
now put into action. Collective work from the community
members must be encouraged by the worker, after all, the
IDEAL PERSONAL QUALITIES OF A COMMUNITY
project is for them, therefore, should also be participated by the
ORGANIZER
people themselves.
• INTEGRITY
Evaluation • CREATIVITY
In some inevitable cases when problems during the
• COURAGE
implementation may arise, the community organizer, again, as
a facilitator, may assist the community in examining what • FLEXIBILITY
happened, what went well, what has been learned and what • OBJECTIVITY
should happen next. • SELF-DISCIPLINE
• TACT
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Be a • Show your
role model. Be aware disgust or annoyance if
that in community work, any inconvenience were
you carry not only encountered.
yourself but the name of
the Institute.
MODULE 10
PROJECT PREPARATION
MODULE OBJECTIVES:
At the end of this module on Project Preparation, the MAPÚA -
CWTS students are expected to: WHO DEVELOPS A PLAN?
Other than the group or section spearheading the project, other
1. Acquire the necessary knowledge in developing a project
key persons can also be invited to help prepare a project plan.
plan;
These key persons may include the following:
2. Familiarize themselves and be able to express the steps
involved in creating a project proposal; • COMMUNITY MEMBERS DIRECTLY AFFECTED BY
THE PROBLEM (e.g. youth, mothers, workers, etc.)
3. Develop their planning skills by undertaking an actual
project planning and proposal drafting session • INFLUENTIAL PERSONS FROM THE COMMUNITY
(community leaders, elected or not)
“an outline which consists of strategies and specific The initial step in developing a plan is to establish a
actions or steps to be undertaken in order to reach the common goal. Goals are the desired or expected
goals.” outcome of an endeavor- therefore, goals are ends or
targets.
Developing a plan is said to be the first critical step in ensuring
a project’s success. Through the process of planning, the
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These goals serve as the backbone to your plans. It is usually determined by the individual’s expertise or
provides your class the guide and direction that you capability and willingness to perform the assigned task.
need in determining the projects you intend to
implement. • TIME FRAME
Because of the crucial role it plays, make sure to “When will the action steps be performed?”
consider the following points while formulating your “When do we intend to finish the tasks?”
goals:
A specific schedule shall be set to determine when the
- Be Specific. identified action steps shall be carried-out and up to when
these activities shall be performed.
Goals broadly or vaguely stated would not be of
any help to your class. Make sure your goal/s are
specific as possible.
Be Realistic. • RESOURCES NEEDED
There would be no sense in developing a goal, of “What are the materials that we need?”
which your class knew from the very start, would
be impossible to accomplish. These resources needed by your class to deliver the
action steps may not be limited to material objects but
Bear in mind also that goal/s after having been set can may also include the needed human resources
be changed. In fact, goals should be constantly (manpower) as well.
evaluated to fit changes.
• EXPECTED OUTPUT
• IDENTIFY STRATEGIES/ ACTIONS STEPS/ACTIVITIES TO BE
TAKEN “What do we expect after the action steps have
been performed?”
Assuming that a common goal has already been
established, it will now be the time for your class to GOAL:
determine the various action steps you shall undertake. STRATEGIES TIME FRAME
PERSON
These strategies/ action steps are the “how’s” to achieve / RESOURC EXPECTE
S TIME END
your goals. ACTION ES D
INVOLVE STAR FRAM
PLAN/ NEEDED OUTPUT
D T E
ACTIVITIES
In identifying your strategies/ action steps, make sure to also
1.
include in your list the following: 2.
3.
• PERSONS INVOLVED
• Project Methodologies
What techniques or procedures shall be used by the
A sample plan in a chart form group to deliver the project is clarified in this
element.
• Project Cost
This element will be based on the expected expenses
your class shall incur in the event that the project is
implemented.
THE PROJECT
Now that your class has agreed upon the specific action steps
directed to achieve your set goals, it is now time to take your THE PROJECT DEVELOPMENT CYCLE
plans to the next level. Now, ask yourselves, how are we going
to perform these activities? The solutions to this query are Projects may be differentiated according to its purpose,
projects. objectives, target beneficiaries, duration and scope. However,
all projects are subject to undergo a similar process. This
Projects, as defined by the Webster’s Dictionaries are planned process is referred to as: The Project Development Cycle.
undertakings. These projects usually possess various elements
which can be categorized namely as: PROJECT IDENTIFICATION
• Project Objectives
This element tries to answer what your project aims
to do and what the project is for.
PROJECT PREPARATION
• Project Boundaries
This element specifies the scope and limitations of
your project.
• Project Duration
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Although the phases may appear sequentially separated, the project life shall later on be endorsed to the MAPÚA – CWTS Overall
is actually a circular concept, wherein the phases continually Program Coordinator, for final approval.
.interface back and forth
Each class would also have a specific budget allotment per term
PHASE ONE: PROJECT IDENTIFICATION to facilitate the project implementation.
PROJECT PROPOSAL
Each MAPÚA - CWTS class, through the aid of their Facilitators
would be required to submit a project proposal, based on each
class’ adopted community assessment documents provided.
character
18 Independent Influential Kind Orderly
19 Out-spoken Popular Pleasant Idealistic
Procrastinato
20 Impatient Emotional Serious
r
21 Competitive Spontaneous Loyal Thoughtful 7. 8. 9.
Self-
22 Courageous Convincing Considerate
sacrificing
23 Pushy Flighty Dependent Stoic
24 Directing Stimulating Tolerant Conventional
Select a shape below that appeals to you the most and then
scroll down to read about your personality.
LIFETRAPS
A psychologist developed these shapes. They have been tested INTRUCTIONS: Rate each of the next twenty-two statements in terms
worldwide, over a period of several years. As we received of how true each is of you on this six-point scale.
feedback from our research, we carefully adjusted the color
and/or form of each shape, and then tested again, until we were SCORING KEYS
left with a highly successful set of shapes. These represent the
nine basic personality types. 1 Completely untrue of me
2 Mostly untrue of me
3 Slightly more true than untrue of me
4 Moderately true of me
5 Mostly true of me
6 Describes me perfectly
4. 5. 6. THE QUESTIONNAIRE
Chil
Now Description
d
1. I find myself clinging to people I’m close to
because I’m afraid they’ll leave me.
2. I worry a lot that the people I love will find
someone else they prefer and leave me.
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3. I am usually on the lookout for people’s ulterior Now transfer your scores from the questionnaire to the score
motives; I don’t trust people easily. sheet.
4. I feel I cannot let my guard down around other
people or they will hurt me. Example: For Question 1, take your score for this item under
5. I worry more than the average person about the Child column and transfer it to Box 1 under the Child
danger – that I will get sick or that some harm will
come to me
column in the Score Sheet. Now take your score for this item
6. I worry that I (or my family) will lose money Now and transfer it to the next Box 1 (under the Now column).
and become destitute or dependent on others.
7. I do not feel I can cope well by myself, so I feel I Next, look at your score for Question 2 under the Child column.
need other people to help me get by. Transfer it to Box 2 under the Child column. Then, take your
8. My parents and I tend to be over involved in score for Question 2 Now and transfer it to the next Box 2,
each other’s lives and problems. under the Now column.
9. I have not had someone to nurture me, share
himself/herself with me, or care deeply about what Look at all the four score in the row. Transfer your highest score
happens to me. into the last box. If your highest score is 4, 5 or 6, put a check
10. People have not been there to meet my mark in the first column. If your highest score is 1, 2, or 3, leave
emotional needs for understanding, empathy,
the box blank. Go ahead and fill in the rest of the score sheet in
guidance, advice and support
11. I feel like I do not belong. I am different. I do the same way.
not really fit in.
12. I’m dull and boring; I don’t know what to say
socially.
13. No one I desire who knew the real me – with
all my defects exposed – could love me.
THE SCORE SHEET
14. I am ashamed of myself; I am unworthy of the
love, attention, and respect of others. Chil Highest
√ Lifetrap Child Now Now
d Score
15. I am not as intelligent or capable as most
people when it comes to work (or school). Abandonment 1. 1. 2. 2.
16. I often feel inadequate because I do not
measure up to others in terms of talent, Mistrust and Abuse 3. 3. 4. 4.
intelligence and success.
17. I feel that I have no choice but to give un to Vulnerability 5. 5. 6. 6.
other people’s wishes; otherwise they will retaliate
or reject me in some way. Dependence 7. 7. 8. 8.
18. People see me as doing too much for others
and not enough for myself. Emotional
19. I try to do my best I can’t settle for good 9. 9. 10. 10.
enough. I like to be number one at what I do. Deprivation
20. I have so much to accomplish that there is Social Exclusion 11. 11. 12. 12.
almost no time to relax and really enjoy myself.
21. I feel that I shouldn’t have to follow the normal Defectiveness 13. 13. 14. 14.
rules and conventions other people do.
22. I can’t seem to discipline myself to complete
Failure 15. 15. 16. 16.
routine, boring tasks or to control my emotions.
Subjugation 17. 17. 18. 18.
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With defectiveness, you feel inwardly flawed and defective. You If you are in the Unrelenting Standards lifetrap, you strive
believe that you would be fundamentally unlovable to anyone relentlessly to meet extremely high expectations of yourself.
who get close enough to really know you. Your defectiveness You place excessive emphasis on status, money, achievement,
would be exposed. As a child, you did not feel respected for who beauty, order or recognition at the expense of happiness,
you were in your family. Instead, you were criticized for your pleasure, health, a sense of accomplishment, and satisfying
“flaws”. You blamed yourself – you felt unworthy of love. As an relationships. You probably apply your rigid standards to other
adult, you are afraid of love. You find it difficult to believe that people as well and are very judgmental. When you were a child,
people close to you value you, so you expect rejection. you were expected to be the best, and you were taught that
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anything else was failure. You learned that nothing you did was 1. Set up helpers or leaders for this game. Choose ten
quite good enough. students to play the parts of Professor Prune, Mrs.
Pheasant, Bubba, Colonel Musket, Miss Snow, Ben the
ENTITLEMENT Cook, Shawn the Chauffeur, Miss Spears, Mr. Brown, and
Grace the Gardner.
The final lifetrap, Entitlement, is associated with the ability to
accept realistic limits in life. People who have this lifetrap feel 2. Arrange and divide the room into 10 sections to
special. They insist that they be able to do, say or have represent the 10 rooms for each suspect to be. And 10
whatever they want immediately. They disregard what others items that could be the possible weapon used for the
consider reasonable, what is actually feasible, the time or kidnapping.
patience usually required and the cost to others. They have
difficulty with self-discipline. 3. Each suspect will know of two suspects that didn’t do the
crime, know of two weapons not used and two rooms
Many of the people with this lifetrap were spoiled as children. that the crime did not take place.
They were not required to show self-control or to accept the
restrictions placed on other children. As adult, they still get very 4. Predetermine who did the crime, with what weapon and
angry when they do not get what they want. where the kidnapping took place and do not give those
clues to any of the suspects to divulge. Allowing each
suspect to know only a few clues will require all teams to
visit each room.
alliterated and it continued to make the Professor mad. Finally, She is frankly tired of it and has complained to the deacons but
he had had enough. to no avail.
Miss Snow:
Miss Snow was in love with one of Pastor Green’s sons. But
Pastor would not let her near any of them. She became furious.
The Cook:
Ben, the cook loved to make dinners for the social activities of
the church. For a while he had a good relationship with Pastor
Green. Then one day, Pastor Green made fun of one of the
meals that Ben had cooked. He was totally embarrassed. Ben
was also known for a violent temper.
The Chauffeur:
Shawn, the chauffeur, is an avid golf nut. He has never really
been too fond of Pastor Green. They both ended up in a golf
tournament together. Pastor Green beat Shawn by one stroke
and received a set of golf clubs. Shawn got a divot replacer.
Shawn was livid. CLUE INFORMATION FORM
Miss Spears:
Miss Spears came to the church nearly 10 years ago. She is
rather an insecure woman and feels when Pastor Green
preaches that his sermons are directed at her and nobody else.
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Find out who knows what and what they know Objectives:
• To acquire the skill in making decisions
Suspect: through consensus;
_____ Professor Prune • To be aware of behaviors that help and those
_____ Mrs. Pheasant that hinder in deciding by means of consensus;
_____ Bubba • To develop the attitudes of being open to
_____ Colonel Musket suggestions and of flexibility
_____ Miss Snow
_____ The Cook Instructions:
_____ The Chauffeur 1. The participants count off from 1 to 5 or 6; those who
_____ Miss Spears have the same number form a group.
_____ Mr. Brown 2. Each group sits in a circle.
_____ The Gardener 3. Each group is given the “Problem Situation Sheet”.
4. Each group is given 15 minutes to do the task.
Weapon:
_____ Candlestick PROBLEM SITUATION
_____ Yard Stick
_____ Letter Opener You and your groupmates are friends who share one ticket
_____ Rope in a contest. You have won the grand prize - a round-the-
_____ Wrench world trip for one person with all expenses paid. The prize
_____ Umbrella cannot be encashed. Neither any of you can afford to pay
_____ Garden Tool the share of others, so that only one of you can take the
_____ Rolling Pen tour. Decide what to do with the prize. You have fifteen
_____ Pizza Cutter (15) minutes to come-up with a decision or else the prize
_____ Cane will be forfeited.
Room:
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
_____ Room __________
ROUND-THE-WORLD-TRIP
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STUDENT’S MODULE STUDENT’S MODULE
Warren, Rick. The Purpose Driven Life : OMF Literature Inc, 2002.
Andres, Tomas Quintin and Pilar Corazon Ilada-Andres.: Making Filipino Values
Work for You. Makati, Philippines: St. Paul Publications, 1986.
Effective Discipline through Filipino Values. Manila, Philippines: Rex Book Store,
Inc., 1996.
Andres, Tomas Quintin.: “And the Pinoy Manager said… ‘Bahala na!’” Philippine
Values Digest. Manila, Philippines: Values and Technologies Management
Centre, 1986.
Panopio, Isabel S.: Sociology: Focus on the Philippines. Quezon City, Philippines:
KEN Incorporated, 1994.
Gonzales, Vivian A.: Values Integration and Promotion: A Civic Welfare Service.
Los Baños, Laguna: Society Towards Reinforcing Inherent Viability for
Enrichment (SIKAP/STRIVE), Inc. 1997
BIBLIOGRAPHY Institute for Development Education Center for Research and Communication:
“To Every Man His Due”: Modules on Good Citizenship Values. Manila,
Philippines: The Institution Building Team, 2004.
Almonte, Andrew Maria: “Skulls”: Modules on Good Citizenship Values. Manila,
BIBLIOGRAPHY Philippines: The Institution Building Team. 2004.
Atkinson, Atkinson, Smith and Bem. Introduction to Psychology 10th edition Beltran, Benigno P.: “A Chinese Legend”: Modules on Good Citizenship Values.
:Harcourt Brace Jovanavich Publishers. Manila, Philippines: The Institution Building Team, 2004.
Babor, Eddie R. The Human Person: Not Real but Existing: C & E Publishing Social Psychology Handout Miriam College Foundation Inc.
Incorporated, 2001.
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Websites:
http://www.dictionary.com
http://www.facultyweb.cortland.edu.andersmd/HUMAN/WHAT/html
http://www.humanpsch.edu/humanistic_psychology/html
http://www.candleinthedark.com
http://www.ship.edu/maslow/html
http://www.cls.binghamton.edu/BassSteid.html
http://www.shef.ac.uk/~iwp/publications
http://www.opsltd.com
http://www.comultiversity.org.ph
http://www.content.calgary.ca
http://www.comultiversity.org.ph
http://www.ehow.com/how_2485_play-charades.html