CHAPTER 1

IMPLEMENTING RULES AND REGULATIONS OF THE NATIONAL SERVICE TRAINING PROGRAM

(NSTP)
__________________________________________________________________________________________
Pursuant to Section 12 of the Republic Act No. 9163 otherwise known as the National Service Training
Program act of 2011, the Commission on Higher Education (CHED), Technical Education and Skills
Development Authority (TESDA), Department of National Defense (DND), in consultation with concern
government agencies, The Philippine Association of State Universities and Colleges (PASUC), Coordinating
Council of Private Educational Association of the Philippines (COCOPEA), Non-government Organization (NGO)
and recognized student organization, hereby jointly issue, adopt and promulgate the following implementing
rules and regulation to implement the provision of the Act.

Rule 1 – Guiding Principle

Section 1 – Guiding Principles.
While it is the prime of the government to serve and protect its citizens, in turn it shall be the
responsibility of all citizens to defend the security of the state, and in fulfillment thereof, the government may
require each citizen to render personal, military service.
Section 2 – Role of the Youth
The state shall promote civic consciousness among the and shall develop their physical, moral,
spiritual, intellectual and social well-being. It shall inculcate the ideals of patriotism, nationalism and advance
involvement in public and civic affairs. They shall be motivated, trained, organized and get involved in the
military, literacy civic welfare programs and other similar endeavour in the service of the nation.

Rule II – Definition of Terms

Section 3. As used in the Implementing Rules and Regulations (IRR), the following terms are used;
a. National Service Training Program (NSTP) – refers to the program aimed at enhancing civic
consciousness and defense preparedness in the youth, by developing the ethics of the three program
components specifically designed to enhance the youth’s active contribution to the general welfare.
b. Reserve Officer Training Corps (ROTC) – refers to the program component, institutionalized under
section 38 and 39 of the Republic Act No. 7077, designed to prove military training to tertiary level
students in order to motivate, train, organize and mobilize them for national defense preparedness.
c. Literacy training Service (LTS) – refers to program component designed to train students to teach
literacy and numeracy skills to school children, out of school youths and other segments of society
which is considerably in need of their services.
d. Civic Welfare Training Services (CWTS) – refers to the program component of activities contributory to
the general welfare and the betterment of life for the members of the community or the enhancement
of their facilities, especially those devoted to improving health, education environment,
entrepreneurship, safety, recreation and moral of the citizenry and other social welfare services.
e. Program Component – refers to the services components of the NSTP as defined herein.
 f. Clustering – refers to the grouping of students enrolled in the different schools and taking up the same
NSTP component into one (1) group under the management and supervision of the designated school.
g. Cross enrollment – refers to the system of enrollment where is a student is officially enrolled in an
academic program of a school but allowed to enroll in the NSTP component of other school.
h. Non-Government Organization (NGO) – refers to any private organization duly accredited by CHED or
recognized by TESDA
Rule III – Program Implementation
Section 4. Coverage
All incoming freshmen students, male or female, starting School Year 2002-2003, enrolled in any
baccalaureate and in at least two (2) year technical-vocational or associate courses, are required to complete
one (1) NSTP component of their choice, as a graduation requirement.
a. All higher and technical vocational educational institutions must offer at least one of the NSTP
components.
b. State Universities and Colleges (SUCs), shall offer the ROTC component and at least one NSTP
component.
c. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), Philippine
National Police Academy (PNPA) and SUCs of similar nature, in view of the special character of this
institution are exempted from the NSTP.
d. Private higher and technical-vocational education institutions with at lest 350 student cadets may offer
the ROTC component and consequently establish/maintain a Department of Military Science and
Tactics (DMST), subject to the existing rules and regulations of the Armed Forces of the Philippines
(AFP).
Section 5. Program Components
a. NSTP shall have the following component which the students can choose from those defined in Rule II
Section 3 hereof, the Reserve Officer Training Corps (ROTC), Literacy Training Service (LTS), and Civic
Welfare Training Service (CWTS).
b. All program components; the ROTC in particular shall give emphasis on citizenship training and shall
instill patriotism, moral virtues and respect for the right of civilians and adherence to the Constitution.
The CHED and TESDA, in consultation with the DND, and PASUC and COCOPEA and other concerns
government agencies, may design and implement such as other non-military training components as
maybe necessary in consonance with the provisions of R.A. 9163.
c. Within 30 days of approval of this IRR, the CHED, TESDA, and the DND shall issues the minimum
standards for the three NSTP components, which shall form part of these guidelines.
Section 6. Duration and Equivalent Course Unit.
a. Each of the aforementioned components shall be undertaken for an academic period of two (2)
semesters. It shall be credited three (3) units per semester, for a duration of 54 hours to 90 training
hours per semester.
b. A one (1) summer program in lieu of the two-semester program may be designed, formulated and
adopted by the DND, of the school and the AFP to handle the same.
Section 7. Clustering and Cross Enrolment
a. Clustering of students from different educational institutions during semestral or summer periods may
be done in any of the NSTP component, considering logistics, branch of service and geographical
location. The host school shall be responsible in managing the program.
b. Schools that do not meet the required number of students to maintain the optional ROTC and/or any
of the NSTP components or do not offer the components chosen by the students, shall allow their
students to cross-enroll in other schools, irrespective of whether such school is under CHED or TESDA.
In the case of students taking ROTC component, irrespective of whether the two semesters are taken
from different schools whose ROTC is administered/managed by different branches of the AFP.
c. Students intending to cross-enroll shall be subject to the existing rules and regulations of the school
and the accepting school.
Section 8. Management and Monitoring.
a. The school authorities shall exercise academic and administrative supervision over the design,
formulation, adaptation and implementation of the different NSTP components of their respective
schools.
b. In case of ROTC, the school authorities and DND based on the policies and regulations and programs of
the DND on the military component of the training, shall exercise jointly supervision over its
implementation.
c. Schools which have contracted CHED accredited or TESDA recognized NGOs to formulate or administer
training modules for any of the NSTP components shall jointly exercise such academic and
administrative supervision which those NGOs within 45 from approval and issuance of this IRR, the
CHED, TESDA, and DND shall issue the necessary guidelines for the accreditation of non-government
organizations and training modules to be utilized by these NGOs.
d. CHED Regional Offices, TESDA Provincial/District Offices and DND-AFP through the Major Reserve
Commands, shall oversee and monitor the implementation of the NSTP under their respective
jurisdiction, to determine if the training conducted is in consonance with the Act. These offices shall
submit periodic report to the Central Offices of the CHED, TESDA and DND.
Rule IV – Fees and Incentives
Section 9. Fees
No fees shall be collected for any of the NSTP component except basic tuition fees, which should not be more
than fifty percent (50%) of the charges of the school per academic unit.
Section 10. Incentives
a. A program of assistance/incentives for ROTC students shall be provided and administered by DND, in
accordance with existing laws and regulations and subject to the availability of funds.
b. School authorities concerned, CHED, and TESDA shall ensure that the health and accident group
insurance is provided for students enrolled in any of the NSTP components.
c. Schools that already provide health and accidents insurance and collect the necessary fees for the
purpose from their students as of the effectivity of this rule, re deemed complied with this
requirement.
 d. A special scholarship program for qualified NSTP students shall be administered by CHED and TESDA,
with funds for the purpose to be included in the annual regular appropriations of the two agencies,
subject to the availability of funds.
Rule V – Organization of NSTP Graduation
Section 11. Organization of NSTP Graduates
a. Graduates on the non-ROTC component of the NSTP shall belong to the National Service Reserve Corps
(NSRC) that could be tapped by the state for literacy and civic welfare activities through the joint
efforts of DND, CHED and TESDA in coordination with DILG, DSWD and other concerned
agencies/associations.
b. The CHED, TESDA and DND, in consultation with other concern government and non-government
agencies, shall issue the necessary guidelines for the establishment, organization, maintenance and
utilization of the National Service Reserve Corps.
c. Graduates of the ROTC program shall for a part of the Citizen Armed Force pursuant to R.A. 7077,
subject to the requirements of the DND.
Rule VI – Transitory Provisions
Section 12. Suspension of ROTC requirement
The completion of ROTC training as a requisite for graduation is set aside for students who have
completed all their academic requirements for their respective 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 with their respective school.
Section 13. Transitory Provisions
a. All male who are not covered by section 12 of this rule and are currently enrolled but have not taken
any of the Military Service (MS), Civic Welfare Service (CWS) or Law Enforcement Service (LES) program
shall be covered by the NSTP Law.
b. Male Students who have completed two semesters of Expanded ROTC (E-ROTC)/NSP are deemed to
have complied with the NSTP requirement.
c. Male students who are not covered by section 12 of this rule and have taken only 1 semester Basic
ROTC or E-ROTC/NSP shall take 1 more semester of any of the NSTP components to qualify for
graduation.
d. Students who qualify for enlistment in the Reserve Force or attend the Advance ROTC program shall
undertake a special program for the purpose.
Rule VII – Miscellaneous Provision
Section 14. Information dissemination.
The CHED, TESDA, and DND shall provide information of these Act and IRR to all concerned publics
through the different modes of disseminating information.
Section 15. Amendatory Clause.
a. Section 35 of commonwealth Act No. 1, Executive Order No. 207 of 1939, Section 2 and 3 of
Presidential decree No. 1706 and Section 38 and 39 of the R.A No, 7077, as well as all laws, decrees,
 orders, rules and regulations and other issuances inconsistent with the provision of the Act are hereby
amended and modified accordingly.
b. This rule may be amended, modified or replaced jointly by CHED, TESDA and DND in consultation with
PASUC, COCOPEA, NOGs, and recognized students organization.
Section 16. Separability Clause.
If any section or provision of this IRR shall be declared unconstitutional or invalid, the other sections or
provisions not affected thereby shall remain in full force and effect.
Section 17. Effectivity
These rules shall take effect immediately upon adoption and issuance.
Adopted, Issued and signed by:
ANGLEO T. REYES – Secretary, DND
ESTER A. GARCIA – Chairman, CHED
LUCITA S. LAZO – Director General, TESDA.

CHAPTER 2
THE PHILIPPINE CONSTITUTION

What is a Philippine Constitution?

Constitution refers to “that body of rules and maxims in accordance with which the powers of
sovereignty are habitually exercised.
Constitution of the Philippines is a written instrument by which the fundamental powers of the
government are established limited and defined and by which these powers are distributed among the several
departments or branches for their safe and usefulness exercise for the benefit of the people.

Who are the Citizens of the Philippines?

Section of the Philippine constitution provides the following requirement.
1. Those who are citizens of the Philippines at the time of the adoption of this constitution;
2. Those whose fathers or mothers are citizens of the Philippines;
3. Those born before January 17, 1973, of Filipino mothers, who elect Philippine Citizenship upon
reaching the age of majority; and
4. Those who are naturalized in accordance with the law.

Duties and Obligations of Citizens

1. To be loyal to the Republic
2. To defend the State
3. To contribute to the development and welfare of the State.
4. To uphold the constitution and obey the laws.
5. To cooperate with duly constituted authorities.
6. To exercise rights responsibly and with due regard for the rights of others.
7. To engage in gainful work.
8. To register and vote.

The Preamble
A preamble is an introductory part of a statute or deed, stating its purpose, aims and justification.

The Preamble of the Philippines.

“We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just and
humane society and establish a government that shall embody our ideals and aspirations, promote the
common good, conserve and develop our patrimony, and secure to ourselves and our posterity, the
blessings of independence and democracy under the rule of law and regime of truth , justice, freedom,
love, equality and peace, do ordain and promulgate this constitution”.

Basic Filipino Values

Filipino people possess certain value, shared perceptions on what we hold dear, what we regard as
important to us. These values are enshrined in the Preamble of our 1987 Constitution.
1. Unity – we want to be as one.
2. Patriotism – we want our country to be honored and respected by its citizens.
3. Faith in the Almighty – we want God to be present in our lives.
4. Respect for life – we want all human life to be reserved, nurtured and safeguarded.
5. Respect for Law and Government – we want that the rule of law be upheld by all and at all times.
6. Truth – We want ourselves and others to be true.
7. Justice – we want that everyone be given what is due to him/her.
8. Freedom – We want to exercise freedom of will.
9. Love – we want that each one of us desire to love and be loved.
10. Equality – we want to have the opportunity to be fully human.
11. Peace – we want to live in a serene and secured community with harmonious relationship with others.
12. Promotion of common good – we want to meet our minimum need, and have opportunities to develop
and use our potentials.
13. Concern for family and future generations – we want what’s best for our family and future generations.
14. Concern of the environment – we want the environment to be preserved and nurtured.
15. Order – we want organization, system and predictability in all aspects of life.
16. Work – we want to have a job and support the basic needs of our family.

Section 10. Social Justice

The State shall promote social justice in all phases of national development.
Section 11. Human Dignity
The State values dignity of every human person and guarantees full respect for human rights.
Section 12. Rearing the youth for civic Efficiency and Development of Moral Character.
The State recognizes sanctity of family life and shall protect and strengthen the family as a basic
autonomous social institution.
Section 13. Role of Youth.
The State recognizes the vital role of the youth in nation-building and shall promote and protect their
physical, moral, spiritual, intellectual and social well-being.
Section 18. Labor
The State affirms labor as a primary social economic force. It shall protect the rights of workers and
promote their welfare.
Rights of workers
1. Right to self-organization
2. Right to collective bargaining.
3. Right to collective negotiation.
4. Right to peaceful and concerted activities including right to strike.
5. Right to security of tenure.
6. Right to just and humane conditions of work.
7. Right to living wage.
8. Right to participate in policy and decision-making process.

Section 22. The State recognizes and promotes the rights of indigenous cultural communities within
framework of national unity and development.

WORKSHEET NO. 1
NAME: __________________________________________ COURSE/YEAR: _________________________

Instructions: Answer each item carefully.

1. Define Constitution according to your own understanding. (5pts)

2. Who are the citizens of the Philippines? (1-4)

 3. What are the rights of the workers? (1-8)

4. What are the different values contained in the Preamble of the Philippine Constitution? (1-16)

5. Discuss briefly the role of youth in nation building. (10pts)

CHAPTER 3
SELF-AWARENESS AND FILIPINO VALUES
__________________________________________________________________________________________

In the course of life, you developed a personality. This brought about by upbringing, school, training
and normal interactions with the people around you. Within you is a part being hidden and that is your inner
self.
The key to your inner self is: Awareness. Your inner Self is subtler; it can easily overpower by your
personality due to its nature of defenselessness. It will wait until you return to it by free choice. It also takes
experience to be able to tell the difference. So do not underestimate the skills of your personality to disguise
itself as your Self.

Nature of Self and Self-awareness

According to birch (1997), one of the most crucial processes in the early years of the child’s life is the
development of sense of self. Gardner (1982) suggests that there are a number of factors that the children
should know. They should:
*be aware of their own body, its appearance, state and size.
*be able to refer themselves appropriately through language and be able to distinguish descriptions which
apply to self and which do not;
*be aware of their own personal history, experiences they have had, skills and abilities acquired, their own
needs and wishes.

Emotional Awareness
This is the ability to recognize our emotions and their effect on us. The person who possesses
competency of emotional self-awareness is one who”
*aware of his own feelings
*knows why feelings occur;
*understands implications of our emotions;
*pays attention to the physical signs that aroused in stressful situations; and
*knows his own strengths and weaknesses and understanding his own emotions and impact of his behavior on
others in diverse situations.

Accurate Self-Assessment
It is the ability to know our inner resources, abilities and to be aware of our strengths and weaknesses.
We can only know our potentials and limitations if we are positive to constructive criticisms. The person who
possesses the competence for Accurate Self- Assessment should:
*have a sense of humor about himself;
*be aware of own strengths and weaknesses;
*be open to feedback

Self Confidence is the belief in yourself, your capability to accomplish the task. This competency is an
acknowledgement of your potentials that you are the best for the job. We can develop self-confidence if we
are equipped with sufficient knowledge and sure of what we are doing and try to act decisively. We can
improve ourselves if we accept feedback positively. By doing so, we can be sure that we can change for the
better.

Roots of the Filipino Character

There are factors affecting the roots of Filipino strengths and weaknesses. These are:
1. Home Environment – the home lays an important role in the development of the character of
individuals. The childbearing practices, family relations, and family attitudes and orientation are the
main components of the home environment.
2. Social Environment – we are social beings and we cannot live without the support of one another, for
“no man is an island”. No one can survive without depending on another person.
 3. Culture and Language – Filipinos have been noted as warm and our being person-oriented, devoted to
family and with sense of joy and humor are part of our culture and reinforced by all socializing forces
such as the family, school and peer group.
Filipino culture is also characterized by being open minded to the outside forces which easily accepts
foreign elements without being conscious of cultural core. This is brought by colonial mentality in
which we feel the white Americans are superior to us, hence the acceptance of English language as the
medium of instruction in schools.
4. History – our mentality is the product of our colonial history which regarded as the culprit for our lack
of nationalism. Colonialism developed a mind-set on us, to think of the colonial power as superior and
more powerful. With the invasion of the Spaniards and Americans, we developed a sense of
dependence on foreign powers that made us believe that we are a second-class citizen to them and we
are not responsible for our country’s fate.

The Educational System

Going back to history of education in the Philippines, our curriculum was patterned from American
educational system. Problems cropped up because the textbooks being used are still dependent on foreign
sources, therefore it is not relevant on Philippine settings. At present we still lack of suitable local textbooks.
Schools are highly authoritarian with the teacher as the central focus. Students are taught to be
dependent on whatever the teacher says. As it is, everything should be written precisely by the students
during the examination. With the innovation in our educational system, the central focus now in the teaching-
learning process is the pupil.

Religion
It plays a vital role in the spiritual and moral development of an individual. It is the root of Filipino
optimism and its capacity to accept life’s hardships.

The Economic Environment

Poverty is the number one problem in our society and it serves as an excuse for graft and corruption in
our bureaucracy. It is also a vital factor in the crime incidence not only in our country as well as all over the
world.
Our Filipino traits are rooted from poverty and hard life. Our economic difficultie4s drive us to take risks, imel
us to work very hard and develop in us the ability to survive.

Political Environment
Our government is obliged to deliver the basic services to the people and in return, we pay our taxes.
Our political government is characterized by greed and power during election. The political power and
authority are concentrated in the hands of the elite and the participation of the people is limited only o voting
in elections.

Mass Media
They have strong impact on the moral development of the youth. The children idolize young
actors/actresses. If they portray negative values it is internalized in our children’s mind.

STRENGHTS OF FILIPINO CHARACTER

 1. Pakikipag-Tao (regard to other) - this is manifested in a basic sense of justice and fairness, ability to
empathize with others, helpfulness and generosity in times of need in the practice of bayanihan or
mutual assistance, in the famous hospitality and in concern for others.
2. Family Orientation – pertains to our concern for our family which is manifested in the honor and
respect for parents and elders.
3. Joy and Humor – Filipinos by nature are fond of social celebrations which we inherited from the
Spaniards.
4. Flexibility, Adaptability and Creativity – we have great capacity to adjust, become creative,
resourceful, adept at learning and have the ability to improve and make use of whatever is on hand in
order to create and produce any thing.
5. Hard work and Industry – pertain to the desire to raise one’s standard of living by working hard, given
proper conditions and to possess essentials of a decent life for their loved ones.
6. Faith and Religiosity – we are noted for deep faith in god because of the belief of life after death. We
live very intimately with religion and that is very tangible in our everyday lives.
7. Ability to Survive – Filipinos make the most with whatever is available in the environment, e.g. by
eking out a living from garbage dump. This is a survival instinct of the Filipinos, which is related to basic
optimism, flexibility and adaptability.

WEAKNESSES OF FILIPINO CHARACTER

1. Extreme Personalism – this is manifested in the tendency to give personal interpretations to actions
e.g. pakiusap (request), lagay and regalo (fixing), palakasan (power influence), nepotism and favoritism
and to “take things personally”. Personalism is manifested in so many ways such as establishing
personal relationships in work business and it so hard to turn down when personal contacts are
involved. This also leads to graft and corruption, which is evident in the society.
2. Extreme Family Centeredness – Excessive concern for the family could be detrimental to the common
good and acts as a block to national consciousness.
3. Lack of Discipline – this is manifested in relaxed attitude towards time, tagged as “Filipino Time” and
space which in itself is lack of precision, in compulsiveness in poor time management and delays of
work and in procrastination. We are also noted of “ningas cogon” starting projects with full vigr and
interest which abruptly die down, leaving things unfinished.
4. Passivity and Lack of Initiative – one has to be told what has to be done. This is related to a hammer
(an authority), we need to have a strong authority figure and feel safer and more secure if things to do
comes from a superior.
5. Colonial Mentality – pertains to the openness of the Filipinos to the outside – adapting and
incorporating the foreign elements into our image of ourselves. This is manifested to our acceptance of
modern mass culture which is often Western. This is made of two dimensions: lack of patriotism and
actual preference for foreign things.
6. Kanya-kanya Syndrome – Filipinos have as selfish, self-serving attitude that generates a feeling of envy
and competitiveness towards others. This characteristic could be described as “Crab Mentality”.
7. Lack of Self-analysis and Self-reflection – this is related to the Filipinos emphasis of form (maporma)
rather than substance. There is a tendency to be satisfied with rhetoric and to substitute this for
reality. Filipinos’ tendency to joke at things even if it is serious matter and prevent from looking deeply
into the problem.
8. Filipino Indolence – Filipinos are called by Spaniards as indolent which means lazy and lack of initiative
and ambition, but Rizal refuted this negative description and explained that:
 -it is unhealthy to work in the Philippines hot climate
-the industries during Spanish era proved that they were not lazy but instead the invaders forced
labor and closed down the industries
-the Spaniards were the ones taught gambling to Filipinos
-Filipinos were discriminated and discouraged to pursue their studies.
9. Manana Habit – this negative attitude was inherited from the Spaniards. This means putting off for
tomorrow what can be done today or procrastination. It has the element of fatalism and is linked with
“bahala na” attitude.
10. The Fiesta Syndrome – this is still being celebrated in the rural areas. Filipinos are fond of celebrations
Like feast of Patron Saints, birthdays, baptismal, marriage and the like.
11. Hospitality – Filipino families are known for hospitality. The visitors are welcomed warmly with full
enthusiasm.

ACTIVITY:
Look for a picture showing the strength and weakness of Filipino character.

WORKSHEET NO 2
NAME _______________________________________ COURSE/YEAR ________________________________

Instructions
1. Enumerate the following:
a. Strengths of Filipino character
b. Weaknesses of Filipino character
c. Roots of Filipino Character
2. Explain briefly:
 a. Man, as a person.
b. The educational system in the Philippines.
c. How does character affect one’s life?
d. In this time of pandemic, what can you say about the economic and political environment of the
country.

CHAPTER 4
LEADERSHIP CHALLENGES FOR THE YOUTH OF TODAY
_________________________________________________________________________________________

In every organization, a leader is an essential person. He is the one that leads a group to attain a goal.
According to Fiedler (1967) one may use the leadership to: 1. distinguish people in an organization or group;
2. an ability; 3. A relationship. In the first sense, Leadership refers to those who provide direction and
guidance. And in the second sense leadership is defined as the “art of inducing subordinates to accomplish
their assignments with zeal and confidence. (Koonts and O”Donnell, 1981). In the third sense it is “the
relationship in which one person influences others towork together willingly on related tasks to attain goals
desired by the leader and or a group (Terry and Frankin, 1982).

Definition of Leadership
-the process of influencing individuals or groups to achieve goals. It can be correlated to the following:
Authority, direction, motivator, reinforce, persuasion, cheerleader, coach, nurturer and delegate.

Functions of Leadership
Villamargo as cited by Coloma & Herrera (2004) gives three function leadership such as:
1. Provide Vision
-it expected of you to de a vision for the organization through participatory management.
2. Achieving Goals
- it is very essential that you and your co-workers set goals or objectives. Motivation is needed to have quality
output.
3. Initiating camaraderie and smooth relationship
- all organization cannot avoid conflicts and disagreements because of individual differences. It is the task of a
leader to resolve immediately so that it will not become worst. A leader must lead a harmonious relationship
to come up with a successful result.

Three Types of Leadership

1. Authoritative – management style where a leader is in complete control. Is the one who sets goals,
determines the processes, and oversees all steps it takes to reach those goals with little or no input
from members.
Characteristics of Authoritative Leadership
-self confidence
-empathy
-ability to adapt, identify and remove barriers

PROS
a. Brings clarity -they are effective because of their ability to inspire, motivate and influence their
team
b. Provide direction and vision – approach projects and initiates from a position confidence. They
have clear vision of what success looks like.
c. Breed Goodwill – approach their team from a position of empathy by understanding the personal
and professional emotions, desires and worries of a team member. He I better in identifying
roadblocks to performance and remove them.
CONS
a. Can appear overbearing – for employees who are accustomed to having free reign over how they
complete task, work toward company goals and contribute to overhead, the prescriptive approach
of the authoritative leadership style can appear somewhat overbearing.
b. Must own their mistakes – team members must be given a clear goal to work toward and
instructions for getting there.

2. Persuasive or democratic – passive or aggressive style. This has a knack for convincing others to follow
her because she is entertaining and likeable.
 Characteristics of Persuasive/Democratic Leadership
-strong support translates to credibility
-dialogue is most effective when it is kept short
Specific evidence is valuable

PROS
-improve productivity of workforce
-improve ability to succeed under pressure
-increased emotional intelligence
-improved charisma and seriousness
Growth in confidence in the team
Improved communication and listening skills

CONS
-since you are a bona fide expert, you’re expected to make decisions and plans at work. On top of that,
it is your job to get your team to believe in your ideas and carry out the work to a particular standard.

3. Free-rein or Laissez-fair – delegative leadership, is a style in which leaders are hands-off and allow
group members to make decisions.

Characteristics of Laissez Fair

-hands-off approach
-leaders provide all training and support
-decisions are left to members
-comfortable with mistakes
-accountability falls to the leader

PROS
-allows team members to maximize their own leadership skill
-provide members the most experience to shine
-creates an environment of independence
-encourages team members to explore new ideas
CONS
-downplays the role of the leader on the team
-reduces the cohesiveness of the group
-changes how accountability is assigned within the group
-allows leader to avoid leadership
-members has the possibility to abuse.

Traits of a Good Leader

1. Adaptability – adjustable to changing situations
2. Considerateness – thoughtful and kind
 3. Dedication – devotion especially on duty
4. Dignity – quality of being honorable or excellent
5. Faith – a belief without evidence; confidence or independence on a person
6. Experience – something undergone
7. Honesty – trustworthiness
8. Initiative – first move; does not wait to be told, but does what is proper under the circumstances
9. Integrity – Uprightness of character
10. Judgment – decision reached
11. Justice – impartiality, righteousness
12. Kindness – gentleness of heart, humanness
13. Knowledge – knowledgeable
14. Loyalty – constancy and faithfulness
15. Strong Personality – that which distinguishes and characterizes a person as having strong
characteristics that could easily influence others.
16. Persuasiveness – power to move others to do something by inducement
17. Poise – dignity in bearing or carriage
18. Resourcefulness – capacity for finding or adapting means in any situation
19. Tact – a quick or intuitive appreciation of what is fit, proper or right, especially to avoid offending or
disturbing other people
20. Thoughtfulness – manifesting regards for others
21. Unselfishness – not regarding self-more than others

ACTIVITY:
Make one (1) activity or game and identify what kind leadership skill is to be used.

WORKSHEET NO. 3
NAME: _______________________________________ COURSE/SECTION: _________________________
Instructions:
1. Write at least 10 leadership traits that you possess and rank them according to importance.
2. To which of the three types of leadership do you belong? Why? Explain comprehensively.

3. Describe briefly how each leadership trait help you in working with a group.