MODULE I: Introduction to NSTP and Self-Awareness

Overview
This module deals with the latest IRR of RA 9163, otherwise known as the National Service Training
Program (NSTP) Act of 2001, which was issued on November 13, 2009. The Commission of Higher
Education (CHED), Technical Education and Skills Development Authority (TESDA), and Department of
National Defense (DND), in cooperation with other concerned government agencies, the Philippine
Association of State Universities and Colleges (PASUC), the Coordinating Council of Private Educational
Associations of the Philippines (COCOPEA), non-governmental organizations (NGOs), and other well-
known organizations, jointly issued, adopted, and promulgated the aforementioned IRR for the NSTP.

History and Legal Bases

Section 12 of Republic Act of No. 9163, otherwise known as the National Service Training Program (NSTP)
Act of 2001, the (CHED), (TESDA) and (DND) in consultation with concerned government agencies, the
Philippine Association of State Universities and Colleges (PASUC), the coordinating Council of Private
Education Association of the Philippines (CoPEA), Non-Government Organization and recognized student
organization, hereby jointly issue, adopt and promulgate the following implementing rules and regulations to
implement the provision of the Act.

● The National Service Training Program (NSTP) started with the passage of Commonwealth Act
No. 1 also known as National Defense Act to provide national defense of the Philippines.
● This was under the government of President Manuel L. Quezon (1935). It requires students,
specifically males, to finish 2 years or 4 semesters of Military Training to be reserved cadets of the
National Defense of the country.
● In August 8, 1980, the Commonwealth Act No. 1 was amended to give existence to Presidential
Decree No. 1703 or National Service Law which mandates compulsory national service to all
citizens of the country
● It is composed of three main component programs namely Civic Welfare Service (CWS), Law
Enforcement Service (LES), and Military Service.
● After the ouster of President Marcos, the implementation of the National Service Law except the
provisions of Military Service was suspended by Presidential Memorandum Order No. 1 of
President Corazon C. Aquino. It became the Basic Reserve Officer Training Corps. (ROTC) that
took effect on SY 1986-1987.
● On March 18, 2001, a dead body was found wrapped in a carpet and floating in the Pasig River.
The face was wrapped in packing tape and the hands and face were bounded body was identified
as Mark Welson Chua, 19-year-old, Engineering Student University of Santo Tomas (UST),
reportedly a victim of illegal ROTC practices leads to a massive protest of the college students and
concerned parents against the ROTC Program. Since then, the Expanded ROTC program morphed
into the National Training Service Program (NSTP).

Rationale of the National Service Training Program (NSTP)

● The conceptualization and the establishment of the NSTP for tertiary level students is amended in
the Republic Act 7077 and Presidential Decree No. 1706. This was enacted by the Senate and
House of Representatives in Congress, which is known as the National Service Training Act of
2001.
● NSTP is program aimed at enhancing the civic consciousness and defense preparedness in the
youth by developing the ethics of service and patriotism, undergoing training in any of the three
program components, especially designed to enhance the youth active contribution to the general
welfare
● Literacy Training Service (LTS) – refers to the program component designed to train the
students to teach literacy and numeracy skills to school children, out –of-school youth and other
segments of society which are considerably in need of their services.
● Civic Welfare Training Service (CWTS) – in this program the students would undergo lectures
and activities contributory to the general welfare and the betterment of life or the members of the
community and to render services particularly the enhancement of instructional support materials
and facilities in the following areas: (1) Improving health (2) Education (3) Environment (4)
Entrepreneurship (5) Safety (6) Recreation (7) Morale of the citizenry, and (8) Other social
services.
● In the 2nd Semester, the students will undergo actual community service involvement. Projects and
activities are designed to encourage the youth to contribute in the improvement of the general
welfare and the quality life for the local community applying various institutional components.
● The teaching is focused on the development of the youth to become assets of the community,
 society and to the nation as a whole. Thus, asking them to be aware of their great role as
individuals to the development of the nation.
● The topics of activities to be considered would be nurturing the importance and role of positive
virtues, the attitudes, and development of service-oriented characteristics of individuals as well as
their responsibility towards mankind and the environment.
● The importance of CWTS & LTS as a whole is geared towards the development and re-direction
of positive values and attitude among students. This is by giving them the chance to see that they
can create a difference in their own way. Thus, making them appreciate their role and
responsibilities not only as students but also as an individual that they can contribute to the
betterment of life be it in their family, community and to the nation as a whole.

THE PRINCIPLE BEHIND RA 9163

Section 1. Guiding Principles

What is the prime duty of the government to its citizens?
While it is the prime duty 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, or civil service.
The NSTP on the Role of the Youth

Section 2. Role of the Youth

1. “In recognition of the vital role of the youth in nation-building the State shall promote civic consciousness
among them and shall develop their physical, moral, spiritual, intellectual and social well- being. It shall
inculcate the ideals of patriotism, nationalism, and advance their involvement in public and civic affairs.”
2. “As the most valuable resource of the nation, they shall be motivated, trained, organized and involved in
military, literacy, civic welfare programs and other similar endeavors in the service of the nation.”

As mandated by the government, the City College of Angeles (CCA) shall implement Republic Act
(R.A.) 9163 also known as the NSTP or National Service Training Program through the Community
Extension Office (CEO). One of the thrusts of the program is the enhancement of civic consciousness and
defense preparedness among Filipino youths by inculcating among them the ethics of service and patriotism
through any of its three program components: Reserve Officers' Training Corps (ROTC), Literacy Training
Service (LTS) and Civic Welfare Training Service (CWTS). For the initial year of operation, the CEO will
focus on the implementation of the CWTS and LTS program components with concerned government
agencies in the next three years.

The Community Extension Office (CEO) implements the NSTP within the CCA’s mission-vision of
forming socially responsible individuals and agents of change. It also envisions not just producing world-
class and globally competitive professionals but also individuals who will serve as future leaders for
community development and nation-building.

VISION
The City College of Angeles envisions itself as an Institution of Hope, a premier educational institution
producing world-class and globally competitive professionals as well as technically capable individuals who
will serve as future leaders for community development and nation building.

MISSION
The City College of Angeles is responsively committed in providing quality education for the holistic
development of future professionals who can collaboratively work locally and globally.

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 service and patriotism while
undergoing training in any of the three (3) Program Components, specifically designed to enhance the youth’s
active contribution to the general welfare;

COMPONENTS OF NSTP

A. Reserve Officers Training Corps (ROTC) – refers to the Program component institutionalized under
sections 38 and 39 of Republic Act No. 7077, designed to provide military training to tertiary level students
in order to motivate, train, organize and mobilize them for national defense preparedness.
B. Literacy Training Service (LTS) – refers to the Program Component designed to train the students to
teach literacy and numeracy skills to school children, out-of-school youths, and other segments of society in
need of their services.
C. Civic Welfare Training Service (CWTS) – refers to the Program Component or activities contributory to
the general welfare and the betterment of life for the members of the community or the enhancement of its
facilities, especially those devoted to improving health, education, environment, entrepreneurship, safety,
recreation, and moral of the citizenry and other social welfare services.

Coverage of the NSTP Law

1. All incoming freshmen students, male and female, starting School Year (SY) 2002-2003, enrolled in any
baccalaureate and in at least two (2) years of technical and vocational or associate courses, are required to
complete one (1) NSTP component of their choice, as a graduation requirement.

2. All higher and technical-vocational education institutions must offer at least one (1) of the NSTP
Components;

3. Universities and Colleges (SUCs), shall offer the ROTC component and at the least one (1) NSTP
Component;

4. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), Philippine
National Police Academy (PNPA), and other SUC of similar nature, in view of the special character of these
institutions, are exempted from the NSTP;

5. Private higher and technical education institutions with at least 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).

Duration and Equivalent Course Unit

A. Each of the aforementioned NSTP components shall be undertaken for an academic period of two (2)
semesters. It shall be credited for three (3) units per semester, for fifty-four (54) to ninety (90) training
hours per semester.

B. A one (1) summer program in lieu of the two (2) semester program be designed, formulated and
adopted by the DND, CHED and TESDA, subject to the capability of the school and the AFP to handle
the same.

What will the students receive after completing the NSTP Program?

Every student will be given a certificate of completion with corresponding serial number by CHED,
TESDA and DND as reflected in Rule 6, section 12 of RA 9163. A graduate of the CWTS and LTS
Components of the NSTP shall belong to the National Service Reserve Corps (NSRC) and could be tapped by
the state for literacy and civic welfare activities especially in times of calamities, while those graduates of
ROTC shall form part of the Citizen Armed Forces pursuant to Republic Act No. 7077 as stipulated in Rule 5
sections 11a and 11c of the NSTP Law.

CCA-NSTP IMPLEMENTING GUIDELINES

1. ATTENDANCE
a. Students are expected to attend classes regularly, allowable absences are THREE ONLY. A
student will be marked “FA” if he/she incurs more than the allowable absences regardless of
his/her class standing.
b. Class sessions are held every Saturday from 8:00AM to 11:00NN or 1:00 to 4:00 PM.
c. Students with accumulated three (3) instances of coming late in the class session whether
consecutive or not will be equal to one absence.
d. A student who will be absent from his/her class is required to present an excuse letter written by
parents or guardians with an attached photocopy of a valid identification card for signature
verification. This should be given to his/her Facilitator immediately the following session.
Accepted excuse letters are as follows:
● Medical certificate from family or CCA doctors
 ● Letter from teacher-in-charge, trainor or coaches duly noted by the Dean citing reasons
for being excused and actual date and time of the activity/training/competition.

2. UNIFORM
a. Students are required to wear complete NSTP uniform: NSTP T-shirt, Maong Pants (blue or
black) and rubber shoes in class or during community immersion.
b. Failure to comply with the required set of uniform means NO MERIT FOR ATTENDANCE but
he/she will earn scores for his/her class standing should he/she decide to join the activities.
c. During field exposures/immersions students are expected to observe proper decorum as specified
in the Student Handbook.

3. GRADING SYSTEM
70% Class Standing: Classroom Activities/Projects, Journals, Quizzes, etc.
30% Major Examination or Community Involvement
100%

Overview

Self-Awareness

Self-awareness is having a clear perception of our personality including strengths,

weaknesses, thoughts, beliefs, motivation, and emotions. Self-awareness allows you to understand other people,
how they perceive you, your attitude and your responses to them in the moment.
We might quickly assume that we are self-aware, but it is helpful to have a relative scale for
awareness. If you have ever been in an auto accident, you may have experienced everything
happening in slow motion and noticing details of your thought process and the event. This is a state of
heightened awareness. With practice, we can learn to engage these types of heightened states and see new
opportunities for interpretation in our thoughts, emotions, and conversations.

Nature of Self Awareness

According to Birch (1997), one of the 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 children should know.
They should:
1. Be aware of their own body, its appearance, state and size (body size)
2. Be able to refer themselves appropriately through language and be able to distinguish description
which apply to self and which do not;
3. Be aware of their own needs and wishes

We have self-awareness if we can see ourselves by taking into account the attitudes and perspectives of others.
Self-esteem is the part of self-concept in which we judge our own competence in comparison to others.
Key Areas for Self-Awareness
Human beings are complex and diverse. To become more self-aware, we should develop an understanding of
ourselves in many areas. Key areas for self-awareness include our personality traits, personal values, habits,
emotions, and the psychological needs that drive our behaviors.
● Personality. We don’t normally change our personalities, values, and needs based on what we learn
about ourselves, but an understanding of our personalities can help us find situations in which we will
thrive, and help us avoid situations in which we will experience too much stress
● Values. It’s important that we know each other and focus on our personal values. When we focus on our
values, we are more likely to accomplish what we consider most important.
● Habits. Our habits are the behaviors that we repeat routinely and often automatically. Although we
would like to possess the habits that help us interact effectively with and manage others, we can
probably all identify at least one of our habits that decrease our effectiveness.
● Emotions. Emotional self-awareness has become a hot topic for discussion recently because it’s one of
the five facets of emotional intelligence. Understanding your own feelings, what causes them, and how
they impact your thoughts and actions is emotional self-awareness.
 ● Needs. Maslow and other scholars have identified a variety of psychological needs that drive our
behaviors such as needs for esteem, affection, belongingness, achievement, self-actualization, power,
and control. One of the advantages of knowing which needs to exert the strongest influence on our own
behaviors is the ability to understand how they affect our interpersonal relationships.

The Self
Self is an aspect of human being that reflects the individual's emotional, psychological, spiritual and
total personality. Self-awareness , on the other hand, means to accept one’s self, one’s strengths and weakness
to the extent that one develops a clear picture of personhood; to reveal oneself to others by investing or taking
risks towards growth; and to express one’s feelings, consonant and dissonant in a loving concern.
Every one of us has an obligation to ourselves, but there are times that we are facing difficulties in
understanding these obligations. One of the reasons is how we understand exactly what ‘self’ is.

One way to understand this selfhood, is to conceive it as a personal role that one plays in the general
drama of life. In the totality of human history, I have my own unique role to play because of the presence of
individual differences. It is a role that includes responsibilities that are to be faced, decisions that are to be
made, relationships and involvements that are to be lived and work that is to be performed.

In understanding our selfhood, there are certain moral obligations that arise. If a person has a particular
life to live then he has a basic responsibility toward that life. He has the obligation to see that life is ‘lived’ to its
fullest. He should play his role as well as he can and not neglect it.

The Self-Management Sequence

The self-management sequence – The five steps that control your success or failure:
1. Behavior – the step that most directly controls your success or failure is your behavior (“actions”)- what
you do or do not do! How you manage yourself, what you do, how you act, each and every moment,
every word you speak, motion you make and action you take or do not take, will determine how well
everything in your life works for you.
2. Feelings – how you “feel” about something always affects what you do and how well you do it.
3. Attitudes – Your “attitudes” are the perspective from which you view life.
4. Beliefs – What you “believe” about anything WILL determine your attitudes about it, create your
feelings direct your actions, and in each instance, help YOU do well or poorly succeed or fail! The belief
that you have about anything is so powerful that it can even make something appear to be something”
different than what it really is!
5. Programming – Your beliefs are created and directed entirely by your “programming”. In other words,
you believe what you are programming to believe!

Levels of Self - Talk

1. Negative Acceptance – these are items you tell yourself that are negative reinforcements or negative
beliefs about yourself. These are: I can’t or “If only… or I wish I could…but...”
2. Recognition and need to change – these are the “I need to...” or ``I ought to…`` or'' I should…” These
are statements always end up with the subconscious “but I’m going to do anything about it”
3. Decision to change – here you recognize the need to change and begin to do something about it. These
statements go like this” I never. or “I no longer…” Here you rephrase the old phrase “can’t with a
positive”.
4. The Better you – these are the “I am”. phrases that facilitate change. Really the way you want to be.
Here you say “I have a.” I will….” I do.”
5. Universal Affirmation – this level considered “oneness” with God

Concepts of self -awareness

● Man, as Image of God

● Man, as a Social Being
● Man is Divided in himself
● The Excellence of conscience
● Man’s freedom

Why develop Self-awareness?

As you develop self-awareness, you are able to make changes in the thoughts and interpretations
you make in your mind. Changing the interpretations in your mind allows you to change your emotions.
Self-awareness is one of the attributes of emotional intelligence and an an important factor in
achieving success.

Self-awareness is the first step in creating what you want and mastering your abilities. When you focus your
attention, your emotions, reactions, personality and behavior determine where you go in life.

Having self-awareness allows you to see where your thoughts and emotions are taking you. It also allows you to
see the controls of your emotions, behavior, and personality so you can make the changes you want. Until you
are aware in the moment of the controls to your thoughts, emotions, words, and behavior, you will have
difficulty making changes in the direction of your life.

Self-Awareness Theory

Self-Awareness Theory states that when we focus our attention to ourselves, we evaluate and
compare our current behavior to our internal standards and values. We become self-conscious as objective
evaluations of ourselves. However, self-awareness is not to be confused with self- consciousness.

Various emotional states are intensified by self-awareness. However, some people may seek to increase
their self-awareness through these outlets. People are more likely to align their behavior with their standards
when made self-aware. People will be negatively affected if they don’t live up to them personal standards.
Various environmental cues and situations induce awareness of the self, such as
mirrors, audience, or being videotaped or recorded. these cues also increase accuracy of personal
memory.

A. “The Johari's Window”

One of the greatest gifts we could give to ourselves is to seek, find, and apply truth in our life. The
Johari Window was invented by Joseph Luft and Harrington Ingham in the 1950s as a model for mapping
personality awareness. This is the path to becoming a healthy person. Aligning ourselves with the truth permits
a better person to eventually emerge from within. The Johari Window helps us to categorize conscious and
subconscious areas of our life. The window works much like a grid. It goes from the obvious and more
conscious areas of our life to the less obvious areas that we may not be aware of.

The Johari Window can be looked at from many angles and provides four basic forms of the Self (the
Public, Private, Blind, and Undiscovered Self).

1. The Public Self - is what you and others see in you. You typically do not mind discussing with others this
part of you. Most of the time you agree with this view you have and others have of you.

2. The Private or Hidden Self- is what you see in yourself but others don’t. In this part you hide things that are
very private about yourself. You do not want this information to be disclosed for the reason of protection. It
could also be that you may be ashamed of these areas due to vulnerability to having your faults, weaknesses,
and dysfunctions exposed. This area equally applies to your good qualities that you don’t want to advertise
to the world due to modesty.

3. The Blind Self- is what you do not see in yourself but others see in you. You might see yourself as an open-
minded person when, in reality, people around you consider you an anatomical posterior (wink). This area
 also works the other way. You might see yourself as a “dumb” person while others might consider you
incredibly bright. Sometimes those around you might not tell you what they see because they are scared of
you, fear offending you, or might consider it a waste of time. It is in this arena that people sometimes detect
that your talk and your walk don’t match. Sometimes body-language shows this mismatch.

4. The Undiscovered or Unknown Self- is the self that you cannot see nor others around you. In this category
there might be good and bad things that are out of the awareness of others and yours. The unknown area
could also include represses or subconscious feelings rooted in formative events or traumatic past
experiences which can stay unknown for a lifetime.

B. Stages of Self-Discovery
Self-awareness is developed through practices in focusing our attention on the details of our personality
and behavior. Having self-awareness allows us to see where our thoughts and emotions are taking us. It also
allows us to see the controls of our emotions, behavior, and personality so we can make changes we want.
Stage 1 is Self-protection
We are unaware of ourselves and we like it that way, sometimes ferociously so. We don’t know why we
feel like we feel, do what we do or think what we think. We are reactive. We think other people are “doing it to
us.” We get angry, hurt, bitter, resentful, happy, thrilled and overjoyed by whatever happens to us. What is “out
there” defines how we experience life. Our overriding concern is our own safety and well-being. We are needy,
insecure and self-absorbed. ” It’s all about my attitude.”

Stage 2 is Self-awareness.
We become aware of what is going on inside ourselves, brought on by those outside triggers. We realize
that other people cannot “make” us happy or unhappy. We are choosing. We are deciding. Because we decide
how we respond, we realize that we control how we feel. We realize that we have “beliefs” and “expectations.”
These are the rules of life by which we “judge” external events and thereby react to them as “good” or “bad.”
When we change our beliefs, we change our experience. We are in control. Our overriding concern is changing
ourselves in order to handle life better. We need a lot from ourselves, but not from others.

Stage 3 is Self-acceptance.
We accept our faults. We are true to ourselves. We let the world see who we are. We live as if we have
nothing to hide and nothing to prove. In doing so, we begin to “forget” about ourselves. We are comfortable in
our own skin. The only problem is, other people don’t necessarily like this new quality in us. Our authenticity is
pushing their self-protective buttons, dragging them towards a self-awareness they don’t want. The result is
often damaged relationships with people who can’t go where you are going. Sometimes, it’s best to let them go.
Sometimes, you need to change for their benefit, such as for your spouse. This is where we get pushed into the
fourth stage.

Stage 4 is Self-empowerment.
This stage happens when we are willing to intentionally make changes for the benefit of others. These
changes come at our expense. It is an ego-shrinking experience that liberates us. We begin to know at a deep
level that we can handle whatever life throws at us. We are flexible yet clear about our boundaries. The idea that
it’s “not about me” takes root at a deep, visceral soul level. We get over things quickly and we have a cheerful
soul even in the face of great difficulties.

With this level of inner peace and self-esteem, we become truly present to what is happening around us.
We see past the facades that people publicly present to the real person behind the mask. We have no desire to
unmask them or change them. We see them, we accept them, and we don’t react to them unconsciously. Our
overriding concern is to be helpful to them as they need it currently and stage in their lives. We need nothing
from them. We have all we need from the inside. We have undergone a spiritual transformation.

C. Importance of Self-Awareness to One's Life

1. Self-aware is self-assured
Self-awareness is an important skill to acquire (yes, it is a skill and not an inherent ability) because it is
an attitude that will help you face problems better and get along with people well. When we are self-aware, we
have a skill set that can build bridges, so to speak, rather than burn relationships down. To be self-aware is to be
emotionally intelligent. We become someone who can take life’s turbulence in stride with a smile on your face
and peace in your heart. It is an important key to success.

2. Self-awareness helps us to become open-minded

 This means not judging a person or a situation based on personal beliefs, behavior, or attitude. Accept
people without bias and always put yourself in other people’s shoes (without compromising your own values).
In the instances that other people hurt or put you down you will be able to stand up for your rights and assert
yourself with composure. 

3. Self-awareness builds empathy

If you have a better understanding on how you think, feel, and react to a situation you also get to
understand why people act the way they do. This is empathy. Why do we need to empathize? For the simple
reason that it feels so much better knowing you do not deliberately hurt other people’s feelings even if you got
hurt yourself and that you interact with integrity even if those whom you are talking to or dealing with are not.
At the same time in the process of becoming self-aware you also stunt the progress of negative traits like
arrogance and self-righteousness.

Moreover, when you are self-aware you get to build stronger and better relationships with your family
and friends.

MODULE 2: VALUES DEVELOPMENT

Values

Values refer to everything from eternal ideas to behavioral actions. As used in this paper, values serve
as criteria for determining the levels of goodness, worth or beauty. Values are effectively laden thoughts
about objects, ideas, behavior, and so forth that guide behavior but do not necessarily require it. The act of
valuing is considered an act of making value judgments, an expression of feeling, or the acquisition of and
adherence to a set of principles.

Etymologically, values come from the Latin word “valere” which means “to measure the worth of
something”. Values are the elements of life prevailing in any society. They lie at the core of a person’s life.
They color his/her choice. They shape and determine an individual’s or group's decision whether to like or
dislike, favor or disfavor, change or not to change.

Values may be positive or negative. They create an atmosphere, hence, the sense of values. They are of
diverse types and they transcend facts and clamor for existence and realization. There are also subjective and
objective values. Value experience involves a subject valuing and the object valued. For instance, a watch has
sentimental value to someone, which is the subjective value. Life as opposed to death is an objective value.
There are also moral values that refer to the good or evil nature of acts.

The Formation of Values

We start forming values in our childhood. First, we learn to appreciate things that fulfill our basic
needs, but we value especially those people that provide them to us. Their behavior towards us becomes the
main reference of what is valuable.

Thus, our character and personality are molded through the attitudes and behavior of the people who
raise us, whether they’re our parents or other relatives. Their behaviors determine in large part what will
subsequently become our most important beliefs and principles.

We learn to value the substance and the form of everything they say and do, and what they don't say
and don't do. Each gesture or comment affects how we learn to make choices. We also learn to differentiate
between the theory and practice our values. The latter is what marks us the most.

So, the consistency and coherence of our parents' behavior is what strengthens our formation. If they
practice what they preach, our personality will be stronger than if they don’t.

Later, when we are students, we start feeling social pressures and the pressure of values that are
different from our as we relate to other people. The strength of the values formed through our parents is put to
the test.

Values are often confused with habits, and many parents hope that school will form the values that were
not instilled at home. This is not possible, because school does not fulfill the basic needs of life…that is the
responsibility of those who raise us.

Teachers, leaders, and value models at school can reinforce what was formed at home, but they cannot
replace them. If the convictions formed at home are not solid, they will soon be exposed to an intense social
competition against other beliefs.

Why is it so difficult to form values? Because, unlike norms, values are convictions; they are
behaviors we gladly decide to follow and produce satisfaction. We can follow norms against our will, but
values have the support of our will. We have learned their importance due to the benefits they produce,
individually and collectively.

Those who play a leadership role in our lives are most powerful at conveying to us their values. They
are our parents, elder siblings, grandparents, some relatives, teachers, peers we admire, professors, and
bosses.

However, to convey something, we must first possess it. Values are only conveyed through the
example of our daily attitudes and behaviors. They can seldom be formed by explaining them or through a list
of what is considered correct or incorrect. Memorizing their theoretical meaning does not guarantee their
implementation.

CLARIFICATION OF VALUES

The philosophy of life for every person consists of two aspects:

1. A map of reality- an understanding of what life is all about of nature and the cosmos.
2. A hierarchy of values- a perception of which things are more important than others.

The philosopher Will Durant wrote that wisdom is “seeing big things as big, and small things as
small”. This implies that first, we see reality objectively, rather than in a distorted way, and second, we’re
able to see the relative importance of things.

Clarification of values means that we must review which values should guide our life. Value means
what is worthwhile. If happiness is worthwhile, then it’s a value. If giving time to the family is worthwhile,
then it's a value. If playing basketball is worthwhile then it's a value.

The problem starts when these values conflict, not only with each other but also when they compete
for our time and attention. Between family and basketball, which one is more important? Between honesty
and earning more money, which one is more important?

When we don't give time to the consideration of this point, then our conditioned values take over.
They subconsciously dictate what is more important and what is less important. Thus, a father spends more
time with his officemates than his family after work, although when he is later asked about it, he realizes that
his family is more important to him than his friends.
KINDS OF VALUES

There are three kinds of values:

1. Universal values- Universal values are valued by all human beings due to the intrinsic nature of these
values or by virtue, our being human beings.
 Truth. For example, it is valued for its own sake. We want to know the truth rather than be misled
or be under an illusion. We prefer an illusion only when there is fear or there is psychopathology. In which
case, we then put the value avoidance of pain over that of truth. But even in the latter case it's not because we
don't prefer truth to illusion.

Happiness is sought by every human being because of our biological, psychological and spiritual
makeup. Even masochists inflict pain upon themselves because they derive happiness from it.
Universal values are shared by human beings regardless of culture and age. The following are some of these
universal values:

● Truth
● Happiness
● Inner peace
● Love
● Kindness
● Justice
● Respect
● Courage and fearlessness

Schools universally espouse these values. But the problem is that schools and teachers don’t take
them seriously. They recognize that they're often impractical (such as honesty) and almost unattainable (such
as happiness or inner peace). Thus, universal values are seen as ideals. Modern society gives evidence to the
prevalence of values that contradict these universal values.

2. Cultural values- Cultural values are dependent on the social norms, religious beliefs and other
environmental situations of people. Thus, in a society in which the ratio of males to females is just one to ten,
polygyny may be legal and ethical; if the reverse; polyandry may be the legal and ethical custom. In some
countries, divorce is permitted, in some it's a sin.

Some cultural values are cruel and yet are tolerated or even promoted by members of the
community. For almost a thousand years in China, prior to 1912, many women were subjected to the binding
of the feet with cloth to make their feet small and dainty. This results in the breaking of the toes ant the
deformation of the entire foot. Girls from three years-old onwards may be subjected to this cruel practice by
their mothers, and they undergo severe pain for two or more years.

The practice was prohibited when Sun Yat Wen founded the Republic of China Cultural values also
changed with time. What used to be unethical in one generation may no longer time so in the next.

Many attitudes and beliefs are delivered from these cultural values and hence are conditioned values.
Cultural values are not necessarily good for humanity simply because they have widespread acceptance. We
need to review such values, because they can color the way we view life and the way we behave. They can
create inner and outer conflicts.

The tendency to accumulate wealth for example is a very strong cultural conditioning drive from
society's measurement of success or from family expectations. We may not have fears or strong desires that
impel accumulation, but our minds subconsciously assume that is the preferred value, and because it's an
embedded or hidden assumption it's often unquestioned. It then exerts pressure on us and can become
exceedingly influential or even overwhelming in view of its unquestioned validity. It can effectively overrule
any decision we make to adhere to universal values.

A review of our cultural values is thus a review of our philosophy of life. Few people do this
deliberately. It requires a broadness of knowledge about life and human affairs.

3. Personal Values- are worthwhile to a particular individual and differ from person to person. Thus, some
people may value art more than earning money and thus spend more time painting, even if it provides little
income. Others may value money more than art and thus spend more time buying and selling paintings than
being painters themselves.

Personal Values- are largely subjective and are neither ethical nor unethical except when they go
against one of the universal values. Thus, whether we prefer chocolate or vanilla is a subjective presence. But
whether we eat the flesh of mammals can be an ethical issue, because it now touches the pain and suffering
caused by slaughtering animals for food.

Thus, it's important to explore a way of life in which universals are in harmony with our personal
values.

CLARIFYING PERSONAL VALUES

To integrate universal values into our lives, we must do another necessary task: clarify our own
personal values.

Many of us go through life not knowing that our personal values are not really our own. They are
just reflections of the demands of our surroundings: our parents, friends, society, what people will say, etc.
We begin to wonder why we're not happy in our careers or why we easily get angry when we're performing
our work.

Would you and I be willing to devote more than twenty years of our lives to something that we
didn't really love? Lack of clarity of our personal values can condemn us to a life that we don't cherish, to a
work that we don't find fulfilling.

It's essential for each one of us to clarify what is truly meaningful in our lives-things that we would
like to live and even die for.

To help us attain such clarity, we must try to answer two questions. For some of us, they may be
difficult to answer. Nevertheless, do your best. You can always change them later. I suggest that you write
down your answers, not just think about them. Writing them will force you to be specific and to see your
present hierarchy of personal values more clearly. The first question is, what are the things that you would
like to do or achieve or become before you die? The second question is, what are three things that you would
like to do or accomplish within the next three years?

In answering the first question, you're really searching for an answer that doesn't come from your
outer self, which is your logical mind or emotions. When your outer self-answers, you might reply according
to the values of society, which may not resonate with your innermost self. You want the answer to come from
somewhere deeper within you.

For this reason, it's important to review the list after a week, a month, and a year. See whether your
answers are still the same. If at these different times your list is the same, you may be reasonably sure that
you're hearing the answer of your deeper self. If the list keeps changing, then it means that you're listening to
your outer self.

Your answer to the second question helps you determine whether you will be spending your coming
years meaningfully. If what you do for the next three years has got nothing to do with your lifetime list, then
decide whether you're doing the right things for the next three years or, on the other hand, whether your
lifetime list needs to be revised.

Check also whether your personal values are in harmony with universal values. If not, review them
and see whether develop within yourself they are really what you want in life

INTEGRATION OF VALUES

The above discussion and exercises constitute the first necessary, stage in the integration of values
and behavior.

The second stage is the integration of these values, things are required to internalize values:

1. Clarity of universal and personal values: We must convince that universal values are valid and truly
pursuing and also that our personal values are clear and strongly felt.

2. Contrary conditionings are neutralized. The conditionings to be neutralized are of two kinds:
•Physico-emotional conditionings: those involving habits and emotional reactions, such as fears, resentments
etc.
•Mental conditioning: those molded by cultural values, such as the measurement of success and failure and
philosophy of life. They create preferences for lifestyles, modes of action, etc. This aspect is related to a
review of one's map of reality.

When true clarity is achieved and conditionings are comprehensively reviewed, then values can be
fully integrated into our life with minimal difficulty.

irtues: The Good Habit

Virtues are habits of human excellence. Moral virtues are excellences of character acquired thorough
the formation of good habits and are necessary for happiness.

Understanding virtues and the specific virtues that enable people to think and behave well has a real
payoff: a serious chance at happiness, defined by Aristotle as a whole life, well lived. The virtue theory of
ethics dominated Western moral thinking from ancient times through the middle ages. It made a major
comeback in the 20th century. An understanding of what virtue and virtue ethics is all about can help people
to see why they need to form good habits of choosing and acting.

Virtues refers to human excellence. In their quest to understand what a good person is how a good life
is lived, Socrates, Plato and Aristotle studied human excellence, which came to be called virtues in particular,
enable a person not only to be good, but it's a sure thing that everyone wants to have a good life, it turns out
that you can't have a good life without being good, that is, being virtuous.

In his Nicomachean ethics, Aristotle states there are kinds of virtues: intellectual virtues which are
excellence of the mind and moral virtues which are excellence of character.

1. Intellectual virtues include:

•Art
•Science
•speculative wisdom
•practical wisdom (prudence)
•intuitive reason (understanding)

These intellectual virtues can be taught and they are actually taught in school-some more than others.

2. Moral virtues the virtues that make up good character are numerous. But the critical ones that, once
ingrained in a person, give that person the best chance of happiness are the "cardinal" virtues of:

•justice
•temperance
•fortitude or courage
•prudence

Prudence (practical wisdom) is a special virtue in that it is an intellectual one, but guides human
choices, while the moral virtues are all about doing, or action. Unlike intellectual virtues which can be taught,
moral virtues aren't acquired through teaching. Moral virtues are formed by acting in the same way over and
over again until they become habits.

Virtues are Required for the Good Life

All people want to be happy, and it turns out that a person actually needs the cardinal virtues to
achieve happiness, which means, again, a whole life well lived. The moral virtues give people the character
that they need to persist through difficulties (fortitude) to achieve worthwhile things, to say no to themselves
when it's really tempting to be self-indulgent (temperance) instead of doing what ought to be done, and to
treat others properly (justice)

How do people acquire these moral virtues? If extremely lucky, a person had parents who had them
and were therefore role models of excellence. Otherwise it's very hard work and success comes only after
years of making tough decisions and acting responsibly, over and over. Because virtues are good habits and
habits take time to form.

How will a person know when he acquires these moral virtues? By the people around him who will
look up to him, go to him for help, rely totally on his word, and trust him with their lives. In addition, such a
person will feel 10 feet tall, knowing that he is in control of all his appetites, and that he does what he says
he'll do 100% of the time, even when it costs him something. That person has good moral character or just
good character, because he possesses the moral virtues.

Aristotle maintained that it is not possible to achieve happiness, that is a whole life well lived,
without moral virtues. Moral virtue is necessary for happiness because otherwise people sabotage their own
well-being by making lots of bad choices and acting badly. But moral virtue is not sufficient for happiness as
Aristotle saw it. Good fortune is also needed to the extent that a certain minimum amount of wealth and
possession of important goods are outside of one's own power. Good health also relies to some extent on
good fortune.

Seven (7) Core-related Values

The seven (7) core values are made specific and further explained and ramified into particular values.

DIMENSION VALUES
S

PHYSICAL HEALTH
Physical Fitness
Cleanliness
A Harmony with the material universe
S INTELLECTU Beauty
AL Art
S TRUTH
H E MORAL Knowledge H
U L Creative and critical thinking U
M F SPIRITUAL LOVE M
A Integrity/Honesty A
N Self-worth/Self-esteem N
Personal Discipline
P SPIRITUALITY D
E Faith in God I
R G
S SOCIAL SOCIAL RESPONSIBILITY N
O Mutual Love/Respect I
N Fidelity T
Responsible parenthood Y
Concern for others/Common good
I Freedom/Equality
N Social Justice/Respect for human
rights
C ECONOMIC Peace/Active non-violence
O Popular participation
M ECONOMIC EFFICIENCY
M Thrift/Conservation of resources
U POLITICAL Work ethic
N Self-reliance
I Productivity
T Scientific and technological
Y knowledge
Entrepreneurship 
NATIONALISM
Common identity
National unity
Esteem of national heroes
Commitment
Civic consciousness/Pride
Bayanihan/Solidarity
GLOBAL SOLIDARITY
International understanding and
cooperation

DOMINANT FILIPINO SOCIAL AND CULTURAL VALUES

Part of understanding man is looking into the values he upholds and manifests in his actions. Working within
the Filipino context, it is helpful to consider Filipino values such as:
1. Social Acceptance is the accommodation of a group which they extend to a person so that the latter
may feel that he belongs to the former. This is manifested by other values such as:  smooth
interpersonal relations which includes, pakikisama, euphemism, tulay, and amor propio which refers
to the value that protects an individual from shame and allows him to be accepted.

2. Emotional Closeness and Security in a Family is a value that expresses the importance of family in
the life of the individual. The family is a decisive factor in the decision making and behavior of the
individual. It is considered among his priorities, if not his top priority in life.
3. Authority Value is the acknowledgement of and respect to an authority in the family or group or
society. The authority figure is the point of unity and reference for decisions, particularly in activities
that affect the whole family. The blessing or permission given by the said figure can be considered as
a confirmation of the rightness of the decisions made.

4. Personalism is a value that guarantees intimacy, special attention, and good acts which are extended
to people who are referred to or recommended by people close to him.

5. Utang na Loob is a value that obliges one to thank a person for the goodness received or return a
favor that is extended by somebody else. It gives account to our sense of gratitude.

6. Patience, Suffering and Endurance are values that enable one to be strong in life, especially in times
of troubles, pains, difficulties and problems.

MODULE III: DIMENSIONS OF DEVELOPMENT

Pretend that you and your friends witness a vehicular accident. Your friends did not move out of shock. You
noticed a victim lying on the pavement still conscious. If you were act as a leader in that scene, how would you save
the victim?
Defining Leader and Leadership
An adage states that leaders are not born but they are developed. Basically, this topic covers the basic theories
and principles of leadership that you need to learn to prepare you as a good leader in the future. The success of every
group’s endeavor in whatever nature of work (in the field of business, social, political, spiritual, and others will always
reflect from the good qualities of a leader and the type of leadership manifested.
Who actually is a leader? Microsoft Encarta 2006 has defined leader in three key roles:
1. As a Guide - where the leader assumes the role as the director, organizer, mentor, guru, and adviser.
2. As a Frontrunner – where the leader can be a spearhead, leading light, trailblazer, and groundbreaker.
3. As a Head – where he or she can be called chief, manager, superior, principal, boss, and supervisor.
Leadership is defined as a process of giving control guidance, headship, direction, and governance. It is
synonymous with the basic principles of management. In fact, leading is one of the action words and components of
management field, though, it has different perspectives.
Building Blocks in Leadership
Building Block Easy to Difficult
overcome to
overcome
1. Selfishness, self-centered
2. Pessimism
3. Passivity (inactive/not resourceful)
4. Insecurity
5. Recognition seeker
6. Subjectivity/bias/partiality
7. Lack of dedication/commitment/sincerity
8. Dishonesty
9. Immorality
10. Conceitedness/boastfulness
A leader is a human like you. Sometimes you also experience failures. But what
makes it laudable is when you take the initiative to reflect from your failures and
work to conquer them. Below are some factors that cause failures in leadership.
Reflect on your experiences. For each identified building block check (√) the column,
where you find such block as either easy to overcome or difficult to overcome.

Servant Leadership
“The law of service: He who wishes to live long must serve, but he who wishes to rule
does not live long.” – Hesse
The new trend now in leadership is termed as “Servant Leadership”. Different views on this emanated from
pious doctrines where Jesus Christ depicted as the best model of servant leader. A leader who humbled Himself to
serve His disciples especially when He performed the “washing of the feet” symbolizes humility and humbleness of
Christ.

Ten Principles of Servant Leadership

1.Listening Seeks to identify the will of a group and helps clarify that
will. The servant leader seeks to listen receptively to what is
being said.
2.Empathy Strives to understand and empathize with others. People
need to be accepted and recognized for their special and
unique spirits.
3.Healing Becomes one of the greatest strengths of servant leadership,
the potential for healing one’s self and others whereby many
people have broken spirits and have suffered from a variety
of emotional hurts.
4.Awareness Aids the servant leader in understanding issues that involve
ethics and values and view most situations from a more
integrated and holistic position.
5.Persuasion Reminds servant leaders to give primary reliance on
persuasion rather than positional authority in making
decisions within an organization.
6.Conceptualization Seeks to nurture the servant leader’s abilities to “dream
great dreams.” The ability to look at a problem (or an
organization) from a conceptualizing perspective means that
one must think beyond day-to-day realities with sensible and
functional ideas.
7.Foresight Enables the servant leader to understand the lessons and
events from the past, the realities and phenomena of the
present, and the likely impact of a decision for the future.
8.Stewardship Prioritizes the needs of others and emphasizes the use of
openness and persuasion rather than control.
9.Commitment to the Growth of Makes servant leaders believe that people have an essential
People value beyond their concrete contributions as workers
thereby the servant leader is deeply committed to the growth
of each individual.
10. Building Community Suggests that true community can be created among those
who work in business and other institutions.
Greenleaf as cited by Frick (2004) said: “All that is needed to rebuild community as a viable life form for large
numbers of people is for enough servant leaders to show the way, not by mass movements, but by each servant leader
demonstrating his/her own unlimited liability for a quite specific community related group.”
Leadership Behaviors
There is no specific leadership behavior that would guarantee efficiency and effectiveness of the
operation/mission of a certain group or organization. The adoption of a particular leadership behavior depends on the
nature of the leader, members, and work of a certain organization. Four types of leadership are listed below. Examine
each type carefully and find out which one applies to you as leader.
1. Authoritarian Leadership – leads men by means of the rank position. A self-centered type of leadership
where the leader believes he or she is the only one capable of directing the subordinates.
2. Paternalistic Leadership – leads men by always setting an example. This type of a leader manifests an
example of a father, who seems to be always after the welfare of his children.
3. Participative Leadership – makes the men participate actively in the activity or task in the organization but
reserves the right to make final decisions on critical matters.
4. Laissez-Faire Leadership – leaves decisions making to the subordinates. The leader will give an assignment,
and then it is up to the subordinates to accomplish the task in whatever manner they can.
As a leader, your primary relationship to the team is indicated by the highest total score. In descending order,
the other number indicates the relative strength of your other relationships to the team. Interpret your scores according
to the following category descriptions: this kind of leaders
1. The Contributing Leader is focused on providing reliable information to the team. This leader sets high
 standards for personal and team performance. Team members credit this kind of leader with excellent
organizational abilities, including management of budget and schedules. Members of the team may
criticize this leader for narrowness of mental pictures and firmness.
2. The Collaborating Leader is focused on fulfilling the overall goals and mission of the team. This works
well with others in a “bahala na” spirit of flexibility. Team members credit this kind of leader with vision
and far-ranging intellect. Members may criticize this kind of leader for losing track of details and
undervaluing small, but necessary tasks.
3. The Communicating Leader is focused on the processes by which the team attains its goals. This leader
listens well and encourages participation by all team members. Team members credit this kind of leader
with good “people skills” and conflict resolution abilities. Members may criticize this kind of leader for
caring more for people and processes than for results.
4. The Challenging Leader is focused on enhancing team performance through “gadfly” questions and
comments. This leader often disagrees (or appears to disagree) with the approaches, processes, and
conclusions of the group. Team members credit this kind of leader with permitting risk and independent
judgment. Members may criticize this kind of leader for being so perfectionist without considering the
weaknesses of others in terms of their capabilities.
Foundation of Leadership
Leader must know the strengths and challenges of the organization and environment. This training will be
followed by an assessment on core competencies like:
● Customer orientation
● People orientation
● Achievement orientation
● Initiative
● Leadership
● Impact
● Self confidence

Your personal development 7 steps of effective learning:

1. Choose training according to your development review
2. Define your learning objectives with your supervisor
3. Build your Personal Development Plan (PDP)
4. Set SMART objectives with your supervisor
5. Discuss your key learnings with your supervisor
6. Define actions and next steps with your supervisor
7. Ask your supervisor and peers for permanent feedback and coaching to reach your objectives
SMART Objectives
S – pecific; Who and What
M – easureable; By How much
A – mbitious; Challenging
R – ealistic: Calculate risk/obstacles
T – ime bound: When
What makes A Good Leader

The leadership qualities that make a good leader fall into two broad but overlapping categories:
● Leadership qualities that depend on the context. Different situations require the leader to exhibit different
qualities
● Some leadership qualities are generic. Leaders need to exhibit these traits in most situations.
These are not hard-and-fast distinctions, but two ends of a spectrum that can depend on your perspective. For
example, as we shall see shortly, honesty is an important generic leadership quality. However, in the first gulf war,
General Norman Schwarzkopf needed to be dishonest in order to secure victory over Saddam Hussein’s forces. He
adopted a strategy (similar to that General Eisenhower on D-day) of kidding the enemy into believing the allied attack
would take place at a different place. This deceit contributed to Eisenhower and Schwarzkopf being seen by many a s
great military leaders.

The Seven Leadership Qualities of Great Leaders

More than 50 qualities have been identified that are important to great leaders. But there are seven leadership
qualities that seem to stand out as being more important than the others. The good news is that each of these leadership
qualities can be learned, and they must be learned by practice and repetition.
1. Vision
Great leaders have vision. They can see into the future. They have a clear, exciting idea of where they
are going and what they are trying to accomplish and are excellent at strategic planning.

This quality separates them from managers. Having a clear vision turns the individual into a special
type of person. This quality of vision changes a “transactional manager” into a “transformational leader.”
While a manager gets the job done, great leaders tap into the emotions of their employees.
 2. Courage
“Courage is rightly considered the foremost of the virtues, for upon it, all others depend.” (Winston
Churchill)

The quality of courage means that you are willing to take risks in the achievement of your goals with
no assurance of success. Because there is no certainty in life or business, every commitment you make and
every action you take entails a risk of some kind. Among the seven leadership qualities, courage is the most
identifiable outward trait.

3. Integrity
In every strategic planning session that I have conducted for large and small corporations, the first
value that all the gathered executives agree upon for their company is integrity. They all agree on the
importance of complete honesty in everything they do, both internally and externally.

The core of integrity is truthfulness. Integrity requires that you always tell the truth, to all people, in
every situation. Truthfulness is the foundation quality of the trust that is necessary for the success of any
business.

4. Humility

Great leaders are those who are strong and decisive but also humble. Humility doesn’t mean that you
have the self-confidence and self-awareness to recognize the value of others without feeling threatened. It
means that you are willing to admit you could be wrong, that you recognize you may not have all the answers.
And it means that you give credit where credit is due.

Humility gets results. Larry Bossidy, the former CEO of Honeywell and author of the book Execution,
explained why humility makes you a more effective leader: “The more you can contain your ego, the more
realistic you are about your problems. You learn how to listen, and admit that you don’t know all the answers.
You exhibit the attitude that you can learn from anyone at any time. Your pride doesn’t get in the way of
gathering the information you need to achieve the best results. It doesn’t keep you from sharing the credit that
needs to be shared. Humility allows you to acknowledge your mistakes.”
5. Strategic Planning
Great leaders are outstanding at strategic planning. They have the ability to look ahead, to anticipate
with some accuracy where the industry and the markets are going.
Leaders have the ability to anticipate trends, well in advance of their competitors. They continually
ask, “Based on what is happening today, where is the market going? Where is it likely to be in three months,
six months, one year, and two years?” through thoughtful strategic planning.
Because of increasing competitiveness, only the leaders and organizations that can accurately
anticipate future markets can possibly survive. Only leaders with foresight can gain the “first mover
advantage.”

6. Focus
Leaders always focus on the needs of the company and the situation. Leaders focus on results, on what
must be achieved by themselves, by others, and by the company. Great leaders focus on strengths, in them and
in others. They focus on the strengths of the organization, on the things that the company does best in
satisfying demanding customers in a competitive marketplace.
Your ability as a leader to call the shots and make sure that everyone is focused and concentrated on
the most valuable use of their time is essential to excellent performance of the enterprise.

7. Cooperation
Your ability to get everyone working and pulling together is essential to your success. Leadership is
the ability to get people to work for you because they want to.

The 80/20 rule applies here. Twenty percent of your people contribute 80 percent of your results. Your
ability to select these people and then to work well with them on a daily basis is essential to the smooth
functioning of the organization.

Gain the cooperation of others by making a commitment to get along well with each key person every
single day. You always have a choice when it comes to a task: You can do it yourself, or you can get someone
else to do it for you. Which is it going to be?

Characteristics of a Leader

1. Proactive vs. Reactive

The exceptional leader is always thinking three steps ahead. Working to master his/her own
environment with the goal of avoiding problems before they arise.

2. Flexible/Adaptable
 How do you handle yourself in unexpected or uncomfortable situations? An effective leader will adapt
to new surroundings and situations, doing his/her best to adjust.

3. A Good Communicator
As a leader, one must listen… a lot! You must be willing to work to understand the needs and desires
of others. A good leader asks many questions, considers all options, and leads in the right direction.

4. Respectful
Treating others with respect will ultimately earn respect.

5. Quiet Confidence
Be sure of yourself with humble intentions

6. Enthusiastic
Excitement is contagious. When a leader is motivated and excited about the cause people will be more
inclined to follow.

7. Open-Minded
Work to consider all options when making decisions. A strong leader will evaluate the input from all
interested parties and work for the betterment of the whole.

8. Resourceful
Utilize the resources available to you. If you don’t know the answer to something find out by asking
questions. A leader must create access to information.

9. Rewarding
An exceptional leader will recognize the efforts of others and reinforce those actions. We all enjoy
being recognized for our actions!

10. Well Educated

Knowledge is power. Work to be well educated on community policies, procedures, organizational
norms, etc. Further, your knowledge of issues and information will only increase your success in leading
others.

11. Open to change

A leader will take into account all points of view and will be willing to change a policy, program,
cultural tradition that is out-dated, or no longer beneficial to the group as a whole.

12. Interested in Feedback

How do people feel about your leadership skill set? How can you improve? There are important
questions that a leader need to constantly ask the chapter. View feedback as a gift to improve.

13. Evaluative
Evaluation of events and programs is essential for an organization/group to improve and progress. An
exceptional leader will constantly evaluate and change programs and policies that are not working.

14. Organized
Are you prepared for meetings, presentations, events, and confident that people around you are
prepared and organized as well

15. Consistent
Confidence and respect cannot be attained without your leadership being consistent. People must have
confidence that their opinions and thoughts will be heard and taken into consideration.

16. Delegator
An exceptional leader realizes that he/she cannot accomplish everything on his own. A leader will
know the talents and interest of people around him/her, thus delegating tasks accordingly.

17. Initiative
A leader should work to be the motivator, an initiator. He/she must be a key element in the planning
and implementing of new ideas, programs, policies, events, etc.

Leadership Styles

From Mahatma Gandhi and Winston Churchill, to Martin Luther King and Steve Jobs, there can be as many
ways to lead people as there are leaders.

Fortunately, business people and psychologists have developed useful frameworks that describe the
 main ways that people lead.

When you understand there frameworks, you can develop your own approach to leadership and
become a more effective leader as a result.

In this article, we’ll highlight some of the common approaches to leadership that you can use. We’ll also look
at some specific leadership styles, and we’ll explore the advantages and disadvantages of each type.

Useful Leadership Style Frameworks

So, let’s look at some useful approaches – shown mainly in the order they appeared – they you can use
to become a more effective leader. Your own personal approach is likely to be a blend of these, depending on
your own preferences, your people’s needs and the situations you’re in.

Lewin’s Leadership styles

Psychologist Kurt Lewin developed his leadership styles framework in the 1930s, and it provided the
foundation of many of the approaches that followed afterwards. He argued that there are three major leadership
styles:

1. Autocratic Leaders make decisions without consulting their team members, even if their input would be
useful. This can be appropriate when you need to make decisions quickly, when there’s no need for team input,
and then team agreement isn’t necessary for a successful outcome. However, this style can be demoralizing,
and it can lead to high levels of absenteeism and staff turnover.

2. Democratic leaders make the final decisions, but they include team members in the decision-making process.
They encourage creativity, and people are often highly engaged in projects and decisions. As a result, team
members tend to have high ob satisfaction and high productivity. This is not always an effective style to use,
though, when you need to make a quick decision.

3. Laissez-faire leaders give their team members a lot of freedom in how they do their work, and how they are
set their deadlines. They provide support with resources and advice if needed, but otherwise they don’t get
involved. This autonomy can lead to high job satisfaction, but it can be damaging if team members don’t
manage their time well, or if they don’t have the knowledge, skills, or self-motivation to do their work
effectively. (Laissez-faire leadership can also occur when managers don’t have control over their work and
their people.)

Lewin’s framework is popular and useful, because it encourages managers to be less autocratic than
they might instinctively be.

The Blake-Mouton Managerial Grid

The Blake-Mouton Managerial Grid was published in 1964, and it highlights the best leadership style
to use, based on your concern for your people and your concern for production/tasks.

With a people-oriented leadership style, you focus on organizing, supporting, and developing your
team members. This participatory style encourages good teamwork and creative collaboration.

With task-oriented leadership, you focus on getting the job done. You define the work and the roles
required, put structures in place, and plan, organize, and monitor work.

According to this model, the best leadership style to use is one that has both a high concern for people
and high concern for the task – it argues that you should aim for both, rather than trying to offset one against
the other. Clearly, this is an important idea!

The Hersey-Blanchard Situational Leadership Theory

First published in 1969, the Hersey-Blanchard Situational Leadership Theory argues that you need to
use different leadership styles depending on the maturity of your team members. The model argues that with
relatively immature individuals, you need a more direct approach, while with higher maturity people; you need
a more participative or delegating leadership style.
You can use this model in most business situations, regardless of whether you want to build a new
team or develop an existing one.

Path-Goal Theory
You may also have to think about what your team members want and need. This is where Path-Goal
Theory – published in 971 – is useful.
 For example highly-capable people, who are assigned to a complex task, will need a different
leadership approach from people with low ability, who are assigned to an ambiguous task. (The former will
want a participative approach, while the latter need to be told what to do.)
With Path-Goal theory, you can identify the best leadership approach to use, based on your people’s
needs, the task that they’re doing, and the environment that they’re working in.

Six Emotional Leadership Styles

Daniel Goleman, Richard Boyatzis, and Annie Mckee detailed their Six Emotional Leadership Styles
theory in their 2002 book, “Primal Leadership.”
The theory highlights the strengths and weaknesses of six leadership styles that you can use –
Visionary, Coaching, Affiliative, Democratic, Pacesetting, and Commanding. It also shows how each style can
affect the emotions of your team members.

Flamholtz and Randale’s Leadership Style Matrix

First published in 2007, Flamholtz and Randle’s Leadership Style Matrix shows you the best
leadership style to use based on how capable people are of working autonomously, and how creative or
“programmable” the task is.
The matrix is divided into four quadrants – each quadrant identifies two possible leadership styles that
will be effective for a given situation, ranging from “autocratic/benevolent autocratic” to “consensus/laissez-
faire.”

Transformational Leadership

These leadership style frameworks are all useful in different situations, however, in business,
“transformational leadership” is often the most effective leadership style to use. (This was first published in
1978, and was then further developed in 1985.)
Transformational leaders have integrity and high emotional intelligence. They motivate people with a
shared vision of the future, and they communicate well. They’re also typically self-aware, authentic,
empathetic, and humble.
Transformational leaders inspire their team members because they expect the best from everyone, and
they hold themselves accountable for their actions. They set clear goals, and they have good conflict-resolution
skills. This leads to high productivity and engagement.
However, leadership is not a “one size fits all” thing; often, you must adapt your approach to fit the
situation. This is why it’s useful to develop a thorough understanding of other leadership frameworks and
styles; after all, the more approaches you’re familiar with, the more flexible you can be.

Specific Leadership Styles

As well as understanding the frameworks that you can use to be a more effective leader, and knowing
what it takes to be a transformational leader, it’s also useful to learn about more general leadership styles, and
the advantages and disadvantages of each one.

Let’s take a look at some other leadership styles that are interesting, but don’t fit with any of the
frameworks above.

Note:
Remember, not all these styles will have a positive effect on your team members, either in the short or long
term.

Bureaucratic Leadership
Bureaucratic leaders follow rules rigorously, and ensure that their people follow procedures precisely.

This leadership style is appropriate for work involving serious safety risks (such as working with
machinery, with toxic substances or at dangerous heights), or with large sums of money. Bureaucratic
leadership is also useful for managing employees who perform routine tasks.

This style is much less effective in teams and organizations that rely on flexibility, creativity, or
innovation.

Charismatic Leadership

A charismatic leadership style resembles transformational leadership: both types of leaders inspire and
motivate their team members.
The difference lies in their intent. Transformational leaders want to transform their teams and
organizations, while leaders who rely on charisma often focus on themselves and their own ambitions, and they
may now want to change anything.
Charismatic leaders might believe that they can do no wrong, even when others warn them about the
path they’re on. This feeling of invincibility can severely damage a team or an organization, as was shown in
the 208 financial crisis.

Servant Leadership
A “servant leader” is someone, regardless of level, who leads simply by meeting the needs of the team.
The term sometimes describes a person without formal recognition as a leader.
These people often lead by example. They have high integrity and lead with generosity. Their approach
can create a positive corporate culture, and it can lead to hih morale among team members.
Supporters of the servant leadership model suggest that it’s a good way to move ahead in a world
where values are increasingly important, and where servant leaders can achieve power because of their value,
ideas, and ethics.
However, others believe that people who practice servant leadership can find themselves “left behind”
by other leaders, particularly in competitive situations.
This leadership style also takes time to apply correctly: it’s ill-suited to situations where you have to
make quick decisions or meet tight deadlines.

Transactional Leadership
This leadership style starts with the idea that team members agree to obey their leader when they
accept a job. The “transaction” usually involves the organization paying team members in return for their effort
and compliance on a short-term task. The leader has a right to “punish” team members if their work doesn’t
meet an appropriate standard.
Transactional leadership is present in many business leadership situations, and it does offer some
benefits. For example, it clarifies everyone’s roles and responsibilities. And because transactional leadership
judge team members on performance, people who are ambitious or who are motivated by external rewards –
including compensation – often thrive.
The downside of this style is that, on its own, it can be chilling and amoral, and it can lead to high staff
turnover. It also has serious limitations for knowledge-based or creative work.
As a result, team members can often do little to improve their job satisfaction.