National Service Training Program

Civic Welfare Training Service 2

Dolores Non Magbuhos

 Table of Contents

Module 1: Community Engagement

Introduction 1
Learning Outcomes 1
Lesson 1. Community Development, Involvement, and Participation 2
Lesson 2. Volunteerism 2
Lesson 3. Community Service 4
Assessment Task 5
Summary 5
References 6

Module 2: Good Governance

Introduction 7
Learning Outcomes 7
Lesson 1. Governance 8
Lesson 2. Principles of Good Governance 8
Lesson 3. Youth Involvements in Good Governance 10
Assessment Task 12
Summary 13
References 13

Module 3: Leadership
Introduction 15
Learning Outcomes 15
Lesson 1. Leadership 16
Lesson 2. Traits and Foundations of Leadership 16
Lesson 3. Qualities of a Good Leader 18
Lesson 4. Leadership Styles 19
Assessment Task 20
Summary 21
References 21
 List of Tables

No. Title Page

1 Examples of volunteer opportunities based on 3

personal interests

2 Examples of volunteer opportunities based on future 4

career goals

3 Traits with Positive Implications on Leadership 17

Success
Course Code: NSTP 2-CWTS 2

Course Description: The National Service Training Program 2 – Civil

Welfare Training Services 2 (NSTP 2-CWTS 2) is the continuation of NSTP 1.
It complements the lessons from its prerequisite course, and serves as the
application and implementation of the learnings on welfare and development
of communities through youth empowerment and participation. However, due
to the current situation of the country with regards to COVID-19 pandemic,
this course will only provide home-based activities and projects that can be
accomplished in nearby places.

Course Intended Learning Outcomes (CILO):

At the end of the course, students should be able to:

1. Develop civic consciousness and ethics of service;
2. Discuss principles of community engagement, good governance, and
leadership in relation to becoming good citizens of the country; and
3. Demonstrate knowledge and skills related to disaster management,
first-aid, environmental awareness and protection, and recreation and
wellness.

Course Requirements:
PRELIM GRADE 60% (Activity 1-4) + 40% (Prelim exam)
MIDTERM GRADE 30% (Prelim Grade) + 70% [60% (Activity 5-7) + 40%
(Midterm exam)]
FINAL GRADE 30% (Midterm Grade) + 70% [60% (Activity 8-10) + 40%
(Final exam)]
 MODULE 1
COMMUNITY ENGAGEMENT

Introduction

With all the national concerns that the Philippines face nowadays, every effort of its
citizens to help one another makes a difference. This chapter deals with the concepts of
volunteerism and community service in achieving community development. These practices
bring positive changes and growth to both volunteers and community members.

Learning Outcomes

At the end of this module, students should be able to:

1. Discuss the concepts of community development, involvement, participation,
volunteerism, and community service in relation to their roles in contributing to
transformational social change;
2. Recognize the relevance of community engagement in relation to NSTP-CWTS 2; and
3. Design a visual material that illustrates their understanding of their roles in community
development through community service and volunteerism.
Lesson 1. Community Development, Involvement, and
Participation

The term community is derived from the Latin word “communis” or “communitas” which
means common, public, or shared by many (New World Encyclopedia, n.d.). It is a physical
place; however, it is also used to refer to people or social groups who are living in a same
place, having face-to-face contact with one another, with shared interests and characteristics
or mutual relations (Goel, 2014; Louisiana Community Network, n.d.). Development, on the
other hand, is associated to the realization of potential and growth, or making something more
effective. Thus, community development is an outcome and a process for managing
community change that involves citizens in identifying the issues to be addressed, allowing
them to share their visions and participate in the implementation of activities for the betterment
of the community (Vincent, 2006, as cited in Louisiana Community Network, n.d.).

A few more concepts that relate to the attainment of community development are
community participation or community involvement. Community involvement refers to the
power of people to bring “positive, measurable change to both the communities in which [they]
operate and to [their] business” (Boston College Center for Corporate Citizenship, n.d.). On
the other hand, community participation pertains to the involvement of people in a community
in projects that may solve their problems within their localities. People are not forced to join in
respect to their human right and observance of the principle of democracy; however, they are
welcome to participate in those kind of projects. In this sense, participation does not only refer
to being involved in construction of facilities. It also means contributing their knowledge and
ideas, taking part in making decisions, and sharing responsibility (“Chapter 12”, n.d., p. 177)
in order to attain the goal that would benefit the community.

Lesson 2. Volunteerism

Volunteerism is an act and practice of deliberately rendering time, skills, and services
over time for the benefit of others and good causes without expecting a tangible compensation
(Wu, 2011). Some of the many areas that volunteerism can serve are medical, environmental,
educational, human rights, peacekeeping, elections, and relief operations (Villasoto &
Villasoto, 2018). Through activities like these, volunteers gain a strong sense of community
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engagement and contribute to transformative social changes (Office of the Secretary-
General’s Envoy on Youth, n.d.).

On a personal level, although volunteerism does not provide monetary profit to its
volunteers, it can bring them sense of confidence, self-gratification, and opportunities to
interact with the world. Furthermore, it helps them acquire social skills (e.g., communication
and interpersonal) that will be beneficial in other facets of their lives, especially when dealing
with other people at work or in their everyday lives (Villasoto & Villasoto, 2018). As a volunteer,
you may choose opportunities based on your interests or future career goals.

Table 1. Examples of volunteer opportunities based on personal interests

(Villasoto & Villasoto, 2018, p. 159)
Interests Potential volunteer opportunities
Animals Help out in an animal shelter
Children Get involved at a day-care or preschool center
Help younger students with their schoolwork
Sports Play games with the kids at nearby sports complex
Organize mini-sports fest
Cooking Teach mothers or housekeepers new recipes, latest
practices in food preparation and preservation, and
entrepreneurship opportunities in cooking
Arts and crafts Create a club that teaches handicraft making
Outdoors Organize clean-up drives in streets and parks
Plant flowers within the compound or in the streets
Performing arts (Dancing, Participate in community’s cultural show group
Singing, and Acting)
Foreign culture Volunteer at a school that accepts foreign students
Concerned about people with Volunteer at an institution that care for people with physical
disabilities or mental disabilities

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Table 2. Examples of volunteer opportunities based on future career goals
(Villasoto & Villasoto, 2018, p. 159)
Field/Area Potential volunteer opportunities
Medical Volunteer at a community health center or a government
hospital or clinic
Education Volunteer at a public school, day care center or preschool
Science Volunteer at the local science museum or zoo
Office work Volunteer at a non-profit organization

Lesson 3. Community Service

The higher educational institution (HEI) defined community service as a tool in

“[improving] the quality of life of community members, particularly low-income individuals, or
[in solving] particular problems related to their needs” (Villasoto & Villasoto, 2018, p. 160). It
can be delivered in various institutions such as government and non-government offices,
private companies, or in any place where the assistance is needed.

As mentioned by Villasoto and Villasoto (2018) in their book, here are some of the
activities that are considered examples of community service (p. 160):

1. First-aid training or health care, preschool storytelling, social welfare, social

services, trauma counselling, 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; and
4. Tutoring, supporting educational and recreational activities, and counselling

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 Assessment Task 1

Poster-making Activity

1. Create an original poster that shows your role as a student of Laguna University
in contributing to the development of your community through volunteerism or
community service. You may choose between traditional drawing and digital
drawing in making your designs. For the traditional drawing, you may use any
traditional medium for sketching and coloring (e.g., crayons, water color, pencil,
oil pastel, charcoal, etc.). For the digital drawing, any graphic design software is
allowed. No specific dimensions for the image will be required.

2. At the upper leftmost corner of the drawing, visibly indicate the following: your
name (<Surname>, <First name> <Middle initial>), course code-number/section,
and the title of your output (in Filipino or English).

Example:
Rizal, Joseph P.
NSTP 2-676
“Radiate”

3. Wait for your teacher’s announcement as to where your visual outputs will be
sent.

Summary

Community service and volunteerism provide opportunities for the participating people
to work or socialize with others, gain valuable understanding of their surroundings, and
develop various skills. Through the activities related to these practices, both the volunteers
and the community members gain benefits. Not only do community service and volunteerism
help to address issues in the community, these practices also produce individuals with
principled and richer perspective of the world, and developed skills.
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 References

Boston College Center for Corporate Citizenship. (n.d.). Community Involvement.

https://ccc.bc.edu/content/ccc/research/corporate-citizenship-news-and-
topics/corporate-community-involvement.html

Chapter 12 Community Participation. (n.d.)

https://ec.europa.eu/echo/files/evaluation/watsan2005/annex_files/WEDC/es/ES12C
D.pdf

Goel, K. (2014). Understanding Community and Community Development: Defining the

Concept of Community.
https://www.researchgate.net/publication/273134736_Understanding_Community_an
d_Community_Development_Defining_the_Concept_of_Community

Louisiana Community Network. (n.d.). Introduction to Community Development.

https://www.opportunitylouisiana.com/docs/default-source/community-development-
toolkit/lcn_module_1_overview.pdf?sfvrsn=2

New World Encyclopedia. (n.d.). Community.

https://www.newworldencyclopedia.org/entry/Community#cite_note-1

Office of the Secretary-General’s Envoy on Youth. (n.d.). Empowering Youth through

Volunteerism. United Nations. https://www.un.org/youthenvoy/2013/09/empowering-
youth-through-volunteerism/

Wu, H. (2011). Social Impact of Volunteerism. Points of Light Institute.

https://www.academia.edu/34683722/Social_Impact_of_Volunteerism

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 MODULE 2
GOOD GOVERNANCE

Introduction

Each person has the responsibility to participate in building a free and just society.
Even the force of the youth sector has been recognized to be a significant factor in shaping
the nation. This chapter aims to help NSTP 2 students understand the principles of good
governance and determine how they can engage themselves in local affairs that would benefit
themselves and their communities.

Learning Outcomes

At the end of this module, students should be able to:

1. Discuss the principles of good governance;
2. Recognize their roles in good governance and community affairs; and
3. Produce a spoken word poetry composition that presents their understanding and
realization of their roles in good governance as members of the youth sector.
Lesson 1. Governance

The concept of governance is nothing new. In fact, considered to be as old as human

civilization (Ysa et al., 2014), it is even described as an “essential prerequisite for human
development” (Walter et al., 2011). Simply put, governance pertains to the ability of the state to
serve its citizens (Kapitanova et al., n.d.) and manage the resource endowment of the State
(Gasilla-dela Cruz, 2005). It is further defined as the “interactions among structures, processes,
and traditions that determine how power is exercise, how decisions are taken, and how citizens
or other stakeholders have their way” (Plumptre & Graham, 1999, as cited in Toyin, A., 2011, p.
449). Moreover, it involves “advocating and demanding accountability and transparency from
those in authority, and facilitating opportunities for improved service delivery, through effective
participation” between the government and the citizens of the state (p. 449). It can also be
described as the society’s basic measure of stability and performance (Kapitanova et al., n.d.).

Lesson 2. Principles of Good Governance

Good governance strengthens the potential of the nation to achieve sustainable

development, and contributes to the development and consolidation of democracy and rule of
law, including human rights and fundamental freedom of each individual (Kapitanova et al., n.d.).
The foundation of this practice is the “responsibility of every person…to work in solidarity for the
protection of human dignity” (World Youth Alliance, n.d.).

In accordance to the principles of good governance, the following characteristics should

be seen and demanded from government authorities:

1. Accountable – A government official is answerable to the people and required to take

responsibility for the decision s/he has rendered (Gasilla-dela Cruz, 2005). His/her actions
are also publicized in a systematic, complete, comprehensive, and complete way
(Kapitanova et al., n.d.).

2. Participatory – A government authority should practice participatory management, wherein

the public is allowed to involve themselves in decision making process, through their

8
 representatives. In this sense, acts are created and policies are implemented, in
partnership with the citizens, social partners, civil society, and private sectors (Kapitanova
et al., n.d.).

3. Transparent – It is the government’s obligation to share access to documents or

information with the citizens that are necessary in making informed decisions concerning
the nation, as long as it will not endanger the State (American Legislative Exchange
Council, 2010; Gasilla-dela Cruz, 2005). Each element of activities of local authorities are
subject to monitoring, evaluation, and control (Kapitanova et al., n.d.).

4. Based on the rule of law – Government authorities should closely follow the Constitution
and its laws (Kapitanova et al., n.d.). Law enforcement and decision-making should never
be impartial (Gasilla-dela Cruz, 2005).

5. Efficient and effective – The services rendered by the government officials to the public
meet the needs of their constituents and address the issue at hand (Gasilla-dela Cruz,
2005). Thorough analysis of the needs and having clearly-defined objectives are the tools
in achieving the desired goals for the benefit of the people (Kapitanova et al., n.d.).

6. Responsibility – The administration’s actions and decisions should create legal certainty
and eliminate arbitrary rulings (or course of action that is only based on personal
discretion, and not on reason, legal judgment, or facts). Responsible government
authorities should be ready to defend their actions and decisions any time because these
were implemented according to legality (Kapitanova et al., n.d.).

7. Reliability and predictability – Local authorities should gain the confidence and trust of the
people through their abilities and willingness to manage, and address the long term needs
or issues, by observing known and legal procedures (Kapitanova et al., n.d.).

8. Openness – The administration’s procedures, acts, actions, and omissions should be

available for checking or external monitoring and evaluation according to predefined
criteria (Kapitanova et al., n.d.).

9
 9. Coherence – Developed policies, in accordance to the needs of the people, by the
government authorities should be easily understood by the citizens. Political commitment
and sense of responsibility are also necessary in the implementation of the policies
(Kapitanova et al., n.d.).

Lesson 3. Youth Involvement in Good Governance

(Kapitanova et al., n.d.)

It was Dr. Jose P. Rizal who dubbed the Filipino youth as the hope and future of the
country. True enough, the young generation will be the future leaders of the nation who will make
significant decisions and acts that would create an impact to the lives of the succeeding
generations. Therefore, the present generation of youth should be introduced and involved in
community participation to prepare them in leading our communities. This will result in making
them feel more empowered and committed in rendering their services to the country.

Youth participation does not only refer to their practice of exercising their powers to vote.
It also means “participating in youth representative bodies, and structuring their organizations to
be active and able to advance both youth interest and those of their communities” (p. 11). Their
participation in democratic (1) political, (2) economic, (3) social, and (4) cultural affairs should be
encouraged, in accordance to their rights, without any discrimination. They can participate in the
decision-making process, and even initiate their own community projects. Members of the youth
sector can also be consulted for suggestions, and should be informed of the decisions and
implementations concerning their local communities.

Specifically, the benefits of encouraging young people to engage themselves in good

governance and community participation include:

 Being prepared for future responsibilities in terms of community management;

 Making positive differences in their lives and communities;
 Encouragement of taking responsibility for their own actions;
 Obtaining knowledge on democracy and rights;

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 More representative decision making processes;
 Having new approaches and ideas in solving local concerns;
 Accurate identification of the needs of young people in the community;
 Provision of better services to young people;
 Improvement of the situation of youth in the local context; and
 Prevention of social problems.

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Assessment Task 2

Online Spoken Word Poetry Performance

1. Record a video of yourself creatively performing your original composition of

spoken word poetry based on the topic of this chapter: Youth and Good
Governance. (Note: Your teacher might ask you to upload your video on social
media; hence, make sure that you did not copy the content of your video from
other composition to avoid problems concerning intellectual property rights.)
2. The composition may be in English or Filipino.
3. The video should be three to five minutes long.
4. You can edit or enhance your videos, but your faces should be shown.
5. Use of background music is allowed to complement the delivery. However, make
sure that it does not overpower your voice.
6. Memorization is not required. You may read your poems as long as it will not
impede your delivery.
7. Prepare the typewritten spoken word poetry piece (soft copy), as it will also be
submitted to your teacher. Indicate your name, course code-number, and title of
the composition in the paper.

Example:
Rizal, Jose P.
NSTP 2-676
“Puhon”

8. Wait for your teacher’s announcement regarding the mode of submission of your
outputs.

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 Summary

Governance refers to the “rules, processes, and behavior by which interests are
articulated, resources are managed, and power is exercised in society” (Kapitanova et al., n.d.,
p. 8). As every citizen should dream of having good government, we should also play our part in
ensuring the existence of an efficient, responsible, and accountable administration in the country.
Moreover, members of the youth sector should involve themselves in good governance and
initiatives that foster development in their local communities.

References

American Legislative Exchange Council. (2010). Transparency and Government Accountability

Act. https://www.alec.org/model-policy/transparency-and-government-accountability-act/

Gasilla-dela Cruz, S. (2005). National Development via National Service Training Program
(CWTS2). Books Atbp. Publishing Corp.

Kapitanova, G., Limani, M., & Limani, H. (n.d.). Handbook on Youth and Good Governance
Based on the European Charter for Youth Participation in Local and Regional Life. U. S.
Agency for International Development (USAID).
https://www.yumpu.com/en/document/read/53066029/handbook-on-youth-and-good-
governance

Toyin, A. (2011). Beyond the Moral Panic: The Good Governance Option to Youth Socio-
Economic Empowerment in Nigeria. African Research Review, 5 (5), 441-456.
http://dx.doi.org/10.4314/afrrev.v5i5.35

Walter, F., Mair, D., & Mair, A. (Eds.). (2011). Good Governance Policy Document. Austrian
Development Cooperation.
https://www.entwicklung.at/fileadmin/user_upload/PD_Governance_July2011_EN.pdf

13
World Youth Alliance. (n.d.). Declaration on Good Governance.
https://www.wya.net/publications/declarations/good-governance/

Ysa, T., Albareda, A., & Forberger, S. (2014). Chapter 2. What is governance. In Peter, A.,
Gerhard, B. & Toni, G. (Eds.), Reframing addictions: policies, processes and pressures.
ALICE-RAP. https://www.researchgate.net/publication/269107473_What_is_governance

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 MODULE 3
LEADERSHIP

Introduction

Young people today will be the leaders of the next generation. Thus, it is important to
nurture in them the characteristics and skills of a responsible citizen who can be a team-player
and a good leader. In this chapter, we will discuss how a youth member can become an
effective leader by knowing the forms, traits, and foundations of leadership, qualities of a good
leader, and leadership styles that can be employed depending on the situation and preference
of a person.

Learning Outcomes

At the end of this module, students should be able to:

1. Determine the forms, traits, and foundations of leadership;
2. Identify the key characteristics of a good leader;
3. Differentiate the kinds of leadership styles; and
4. Conduct an online interview with a leader in their community to assess the quality of
leadership that the interviewee employs using the concepts discussed in this chapter.
Lesson 1. Leadership

Leadership is the art and process of influencing others to obtain the necessary support
and cooperation in community affairs (Lee, 2013). It is also the ability to facilitate individuals
and collective efforts to accomplish desired goals (Schermerhorn et al., 2012). It appears in
two forms:

1. Formal leadership – employed by people who are appointed or elected to positions

of formal authority in organizations; and
2. Informal leadership – exerted by people who become influential due to their special
skills that meet the needs of others.

Lesson 2. Traits and Foundations of Leadership

The concept of leadership has long been the interest of various scholars. For over a
century, they attempted to identify the key characteristics that distinguish leaders from
nonleaders. Through studies, they were able to list down possible leadership strengths linked
to successful leadership and organizational performance (Schermerhorn et al., 2012).

Based on leadership researches, physical characteristics (e.g., height, weight, and

physique) are inconsequential in determining successful leadership. What shows to be
consistent with the results of the studies are the certain personality traits that are common
among the best leaders (See Table 3). Aside from the traits, leadership success is also found
to be affected by their behaviors – especially on how they behave when dealing with their
followers or constituents. These leadership behaviors are categorized into two: (1) concern
for the task to be accomplished, and (2) concern for the people doing the work (Schermerhorn,
2013).

 High concern for task – The leader “plans and defines the work to be done, assigns
task responsibilities, sets clear work standards, urges task completion, and
monitors performance results” (p. 358).

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  High concern for people – The leader “acts with warmth and supportiveness toward
followers, maintains good social relations with them, respects their feelings, is
sensitive to their needs, and shows trust in them” (p. 358).

Table 3. Traits with Positive Implications on Leadership Success

(Schermerhorn et al., 2012, p. 293)
Traits Definition
Energy and adjustment or stress Physical vitality and emotional resilience
tolerance
Prosocial power motivation A high need for power exercised primarily for the
benefit of others
Achievement orientation Need for achievement, desire to excel, drive to
success, willingness to assume responsibility,
concern for task objectives; craving for power as a
means to achieve a vision
Emotional maturity Well-adjusted, does not suffer from severe
psychological disorders; recognition of own
strengths and weaknesses; orientation to self-
improvement
Self-confidence General confidence in self and in the ability to
perform the job of a leader
Integrity Behavior consistent with espoused values; honest,
ethical, trustworthy
Perseverance or tenacity Ability to overcome obstacles; strength of will
Cognitive ability, intelligence, social Ability to gather, integrate, and interpret
intelligence information; intelligence, understanding of social
setting; extensive knowledge concerning the job or
the organization
Task-relevant knowledge Knowledge about the company, industry,
organization, and technical aspects
Flexibility Ability to respond appropriately to changes in the
setting

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 Virtues, which pertain to the conformity to a standard of right and moral characteristics
of a person, are deemed to have significant relationship with how a person leads other people.
Listed below are the virtues that are considered the foundations of leadership (Lee, 2013):

 Prudence – Wisdom; knowing the right thing to do and doing it the right way
 Justice – Fairness and righteousness; giving each other what s/he deserves (or
his/her due)
 Fortitude – Resilience; overcoming the difficulties and pressures of life
 Temperance – Self-discipline; bringing desires and natural inclinations under the
control of reason
 Industry – Diligence; working hard even under pressure
 Loyalty – Faithfulness; remaining true to friends and principles especially in times
of difficulty
 Responsibility – Being accountable and ready to answer the consequences of
one’s actions and decisions
 Cheerfulness – Optimism
 Generosity – Kindness; having the habit of sharing the good, and looking for ways
to help and serve
 Magnanimity – Nobility; having great ideals and ambitions of doing good

Lesson 3. Qualities of a Good Leader

Leaders have the power to shape communities, organizations, and nations. In order
to become good leaders, they must possess qualities that help them guide and influence
people, and make positive transformational change in the society. According to Lee (2013), a
good leader should be someone who:
 Enables people to feel and become empowered;
 Inspires values of caring;
 Ensures that learning and competence matters;
 Creates an atmosphere where work is stimulating, challenging, and fun;

18
  Helps people foster a sense of unity;
 Helps members develop a sense of security and trust among one another;
 Displays reliability and integrity;
 Exhibits honesty and trustworthiness; and
 Thinks of ways to help members develop a set of intentions, outcomes, goals, and
directions (p. 59).

Lesson 4. Leadership Styles

1. Authoritarian/Autocratic leadership – In authoritarian leadership, the leader announces

his/her decision, dictates policies and procedures, and decides on the goals to be
achieved, with no feeling of responsibility or accountability to share the reasons with
the group members (Lee, 2013). The leader controls over all decisions, while the group
members have little inputs (Cherry, 2020). Completion of tasks by the group members
are done under close supervision from the leader. This type of leadership is best
applied when there is a little time for brainstorming, or when the leader has extensive
knowledge and expertise on the matter as compared to the rest of the group members
(Organizational Behavior and Human Relations, n.d.).

2. Participative/Democratic leadership – In participative leadership, the leader offers

guidance to the group and allows the involvement of key people in decision making
and problem solving process, but retain the final say. Group members feel that they
are really part of the team; thus, they become more committed to the group
(Organizational Behavior and Human Relations, n.d.).

3. Laissez-Faire/Delegative Leadership – In delegative leadership, the leader imposes

minimal direction and supervision. S/he will provide the necessary instruments to
complete a project. However, s/he will only offer little to no guidance, and leaves the
decision making up to the group members. The responsibility is still on his/her hands,
but the power to decide is handed over to the group (Organizational Behavior and
Human Relations, n.d.).

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Assessment Task 3

1. Contact one leader (e.g., barangay official from Sangguniang Barangay or

Sangguniang Kabataan) of an organization/institution/group in your community.
Request an appointment for an online interview via video chat. Through the
dialogue, identify the following:
 Form of leadership that put the interviewee in his/her position;
 Traits and foundations of leadership possessed by the interviewee;
 Qualities of a good leader that the interviewee possess and considers to be
important in becoming a good leader; and
 Leadership style/s imposed by the interviewee.
Make sure to base your assessments in the discussion points of this chapter.
2. At the end of the interview, take a picture with both of your faces shown in the
screen (preferably, smiling).
3. Write a report on your discussion with the interviewee in no less than 200 words.
4. Send your paper, together with the picture of you and your interviewee, to your
teacher. Wait for the teacher’s announcement on where you should send your
outputs.

Format of the document:

 Arial 11 pt.; 1.15 spacing within paragraphs; 1” margin in all sides
 Indicate the following information at the upper left part of the paper:
o Name (<Surname>, <First name> <Middle initial>)
o Course code-number/section
o Date of online interview
o Name and position of the interviewee in the organization
o Organization/institution/group of the interviewee

Example:
Name: Bonifacio, Andy D.
Course Code: NSTP 2-707
Date of interview: January 21, 2021
Name and position of interviewee: Hon. Apolinario Mabini (Barangay councilor)
Organization: Sangguniang Barangay ng Talaga, Tanauan, Batangas

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 Summary

Leadership is the art and process of influencing others in order to achieve a common
goal or accomplish important tasks. It has two forms: formal and informal. The traits and
foundations of leadership contribute to leadership success. It is also important that a person
possesses the characteristics of a good leader to become effective in influencing and guiding
other people. S/he may employ the three classic leadership styles, which are authoritarian,
participative, and laissez-faire leadership, in leading. Knowledge on these leadership
concepts may help develop the leadership potential of a person.

References

Cherry, K. (2020). Autocratic Leadership: Key Characteristics, Strengths, and Weaknesses

of Autocratic Leadership. Verywell Mind. https://www.verywellmind.com/what-is-
autocratic-leadership-2795314

Lee, S. (2013). National Service Training Program: Civic Welfare Training Service (CWTS)
1, Literacy Training Service (LTS) 1. C & E Publishing, Inc.

Organizational Behavior and Human Relations. (n.d.). Leadership Styles.

https://courses.lumenlearning.com/wm-organizationalbehavior/chapter/leadership-
styles/#:~:text=Leadership%20style%20is%20a%20leader's,Delegative%20(Laissez
%2DFaire).

Schermerhorn, J., Osborn, R., Uhl-Bien, M., & Junt, J. (2013). Organizational Behavior 12th
Ed. John Wiley & Sons, Inc.

Schermerhorn, J. (2013). Management 12th Ed. John Wiley & Sons, Inc.

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 Home-based Gardening

Your outputs for this activity will be checked in the Final Grading Period. As early as
now, you are encouraged to begin preparing your home-based gardening project.

You may choose to plant any of the fast-growing leafy vegetables (not ornamental
plants) available in your local community. Document the growth of your
seedlings/plants weekly by taking pictures or videos. Make sure that you can be seen
on it. At the end of the semester, your plants should be ready for harvesting.

- END OF MODULE FOR PRELIMINARY GRADING PERIOD -

INSTRUCTIONS REGARDING PRELIMINARY EXAMINATION ON NSTP 2
WILL BE ANNOUNCED BY YOUR TEACHER.

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