Bl. — Chapter 01 NATIONAL SERVICE TRAINING PROGRAM The Legal Basis of the National Service Training Program (NSTP) The National Service Training Program (NSTP) Law or RA 9163 also known as “An Act Establishing the National Service Training Program (NSTP) for tertiary level students, amending for the purpose Republic Act No. 7077 and Presidential Decree No. 1706, and for other purposes” was enacted last January 2002 to amend the Expanded ROTC. This program is aimed to enhance civic consciousness and defense preparedness in the youth by developing the ethics of service and patriotism while undergoing training in any of its three (3) program components, specifically designed to enhance the youth"s active contribution to the general welfare. i The Development of the National Service Training Program 2000, December. Mark Welson Chua, a regular cadet of the ROTC (Reserve Officer's Training Course) Program of the University of Santo Tomas (UST), with another officer and some cadets, filed a complaint on the irregularities of the program and the UST ROTC officers, such as collection of unauthorized funds, physical and moral harassment, abuse of authority or manhandling of subordinates, to the Department of National Defense (DND), which led to the relief of the UST Department of Military Science and Tactics (DMST), 2001, March. Mark Welson Chua was found dead floating along Pasig River. His body was thrown to the river and wrapped up with the carpet used in UST-DMST, faced. wrapped tight with packaging tape, and his hands bound at his back. At firs, the parents were called for a kidnap-for-ransom event, but days later, even before the said deadline for the ransom, Mark was brutally killed. The father raised the concem to the court and the history of Mark’s complaint about the ROTC Program came about, Mark's parents suspected the involvement of the DMST Training Staff and the ROTC Officers on the crime. A lot of evidence emerged which pointed to the involvement of one training staff and some ROTC officers, This event dramatically raised critiques of the ROTC Program, 2001, June. The University Belt Consortium headed by UST called for the abolition of the ROTC Program in response to the complaint of Mark Chua, his death, and the Student Council advocacies. It appealed that the program did not meet the constitution it was based, and that it perpetuated the power of the military over the liberal University orientation. It claimed that the program being a requisite for Sraduation showed that the Commandant was the one to decide whether a student shall graduate or not, and therefore stealing the University the right and authority to proclaim a University student as its graduate. Other concems and reasons have emerged, among them are from professionals, student council presidents of different universities, and government officials, NSTP-CWTS T iThose in favor of the abolition of the ROTC Program reasoned that the ROTC program was destructive in nature because of the following reasons; © Itexposed the students to the tricks and trade of bribery, graft and corruption, and a foretastes and a foretaste of military brutality;" © "school's permission was never sought for other fees that the ROTC program imposed on the students," © “many young men look at ROTC as a waste of time and money that they would rather devote for study and rest;" ‘© “students [receive] little instruction and benefit but much hardship and harassment;” © illegal actions "become [the students’ first - and lasting - impression of the military: corrupt, abusive, and hiding behind the veneer of the nation's defense system to prey on defenseless civilians." However, some government officials suggested instead that a reform should be made. These officials emphasized the importance of the program given the role it plays for national security and defense. They also pointed out that the problems incurred did not result from the program itself, but originated from the people in it. The response of the Armed Forces of the Philippines (AFP), on the other hand, was quite predictable. The AFP reasoned that such civil obligations have been recognized since 1935, and that such moves to abolish the program have doubtlessly ulterior self-serving motives, maybe personal, for the students to escape hardships, or institutional, for the university to show its strength over national interest. The motives, however, were merely suspicious, and in response to the increasing controversies over the stand of the government, many bills both from the House of Representatives and the Senate, were filed, among them are: © SB 41: Citizens Police Training and Community Service Act; © SB 60: Optional Military Training Act; * HB 535: An Act Establishing the National Service Training Program (NSTP) for All Higher Education Institutions, © HB 607: An Act Establishing an Optional ROTC Program for All Educational Institutions and for Other Purposes; © HB 1252: An Act Establishing the National Service Training Program as a Substitute for the Reserved Officers’ Training Corps Program, Amending for the Purpose Certain Provisions of the Commonwealth Act No. 1 otherwise known as the "National Defense Act", and © Republic Act No. 7077, otherwise known as the "Citizen Armed Force or the Armed Forces of the Philippines Reservist Act," and for Other Purposes; © HB 1253: An Act Suspending the Operation of Republic Act No. 7077, Entitled “Citizen Armed Force or Armed Forces of the Philippines Reservists Act,” With Respect to the Provisions on the Reserve Officers’ Training Corps Program for the School Years 2001-2002, 2002-2003 and 2003- 2004; 5 NSTP-CWTS |Reserve Officers’ Training Corp (ROTC) Optional for All Students , Amending Thereby Pertinent Provisions of Republic Act 7077 Otherwise Known as an "Act Providing for the Development, Administration, Organization, Training, Maintenance and Utilization of the Citizen Armed Forces of AFP and for Other Purposes; «HR 0024; Resolution Directing the Appropriate Committee to Conduct an Inquiry in Aid of Legislation into the Proposed Abolition of the Reserved Officers’ Training Corps (ROTC) by Rep, Mikhail Abraham Mitra; «HR 0015: Resolution Directing the Appropriate Committee to Conduct an Inquiry in Aid of Legislation into the Proposed Abolition of the Reserved Officers’ Training Corps (ROTC) By Rep, Rafael Nantes; House Bill 2806: Optional ROTC Act of 2001. « HBI684: An Act Making the in All Colleges and Universite Suggested Reforms Government official, Manuel L. Quezon III, a De that ROTC Program be voluntary as an option to render national service. He emphasized that selflessness nteerism. Apart from this suggestion, he also La Salle University - Manila alumnus, suggested and sacrifice are most properly motivated by the spirit of volui discussed the lack of government attention and funds on such programs. He proposed that the government must be the one to issue the uniforms, needed snacks and "financial compensation by way of school subsidies or credits," and scholarship opportunities for officers. Although not all of these suggestions were followed, the emphasis on volunteerism issued the essential element for the subsequent development of the National Service Training Program (NSTP). HISTORY OF NSTP (Syjuco, J.G. Military Education in the Philippines) EARLY YEARS The Spanish Years - During the Spanish colonial years, there was a training course, similar to what is presently known as ROTC, at the University of Sto. Tomas. © Modern ROTC Begins - To most contemporary writers, however, real ROTC in this country did not start until 1912, when military instruction was conducted at the University of the Philippines . ROTC in World War Il - Records show that the products of ROTC were called to the colors in 1942 and, during the occupation, proved their worth on the battlefield. © Post-war Training Executive Order No.59 . . . made mandatory for all colleges and universities ... the inclusion of the ROTC Course in their respective curricula . POST MARCOS ERA © The CMT Years - Citizen Military Training replaces ROTC * The Retum of ROTC - Republic Act 7077, or the AFP Reservist Act PRESENT DAY * ROTC Crisis of 2001 - Student protests threaten the very existence of ROTC. NSTP-CWTS | t+ Mandatory No-More - The end of mandatory ROTC in the Philippines, and the establishment of the National Service Reserve Corps The NSTP Act Republic Act 9163, also known as the NSTP Act of 2001, was created from the combination of Senate Bill 1824 and House Bill 3593. This program comprises of the following components: ROTC, Civil Welfare Training Services (CWTS), and Literacy Training Services (LTS), which are made optional which freshman students can choose from at the start of the enrollment. State Universities and Colleges (SUCs) and other institutions of higher learning are required to offer the ROTC and CWTS Program, The NSTP is also known as "An Act Establishing the National Service Training Program (NSTP) for Tertiary Level Students, Amending for the Purpose Republic Act No. 7077 and Presidential Decree no. 1706, and for other Purposes" or Republic Act No. 9163. It was signed into law in January 23, 2002 amidst the various calls of dissenting sectors for its abolition or reform, It invoked the constitutional provision regarding the "duty of the state to serve and protect its citizens,” specifically Article II (Declaration of Principles and State Policies), Section 2, which states that "The prime duty of the government is to serve and protect the people. The government may call upon the people to defend the state, and in fulfillment thereof, all citizens may be required under conditions provided by law, to render personal military or civil service." This is the same principle that created and sustained the Reserve Officers Training Corps. Primary Obje The primary objective of the NSTP law is to promote the role of the youth in nation-building. As such, it aims to encourage the youth to become civic and/or military leaders and volunteers who could be called upon by the nation in cases their services are needed Compared with the ROTC which specializes in military training, and the E-ROTC which granted three options for students yet was limited in implementation, the NSTP law ensure that the three components - Civic Welfare Service, Literacy Training Service, and Reserve Officers Training Corps - are given the same and equal implementation in educational institutions. Moreover, it defines the different components, the duration of the training, coverage, etc. The Three NSTP Components The National Service Training Program is composed of three different components. The Civic Welfare Training Service (CWTS) is geared towards activities that have social impact through activities that could contribute to "health, education, environment, entrepreneurship, safety, recreation and morals of the citizenry," thus the CWTS component of the NSTP stresses the importance of Youth involvement in broad programs or activities that will benefit the people. T NSTP-CWTS |mn programs to enhance the living conditions of the people, the Literacy limited yet equally useful objective that is to "train students to become Kills to school children, out-of-school youth, and other segments of s specializes in the education of the people while empowering the While the CWTS focuses 0: ‘Training Service (LTS) has a more teachers of literacy and numeracy society in need of their service," LTS thu people through education. Meanwhile, Reserve Officers’ Training Corps (ROTC), while deemed equally important by the NSTP law (it maintained its existence and nature mentioned in RA 7077 having the primary objective to prepare the youth in national defense, becomes merely a component of the program. ‘The NSTP requires male and female students to undergo the program they have chosen for two (2) semesters or one (1) academic year in contrast with the ROTC which required males to take military training for four (4) semesters or two (2) academic years. Students taking up NSTP will get three (3) units from taking the program equivalent of 1.5 units every semester. Thus, in contrast to the mandatory - yet free - ROTC, students will now have to pay for their NSTP. This includes the former cadets of the ROTC who enjoyed the free reservist program. Also, the law states that private learning institutions could offer one of the three options but required state colleges and universities to maintain their ROTC units together with an alternative unit from the two other options. The law also limits the existence of the ROTC in private and vocational institutions requiring it to have 350 cadets for it to be called a unit, otherwise - and considering other factors such as insufficient cadet number, lack of logistics to support ROTC program of instruction (POD), etc. - cross-enrolling the students to other schools for their NSTP is an option. The goal of the law and of the program is to hamess the strength and capacity of the youth to contribute to nation-building, thus the National Service Reserve Force is created to enlist CWTS and LTS graduates equivalent to the Citizen Armed Force of the ROTC. In the event that the state will need people for its civic and literacy activities, it will merely utilize the personnel of the reserve force, the student volunteers the NSTP-CWTS and the NSTP-LTS has produced. As with the need of the Armed Forces for additional force for its defense campaigns, it can easily use its body of reservists in the Reserve Command. Importance of National Service Training Program National Service is another name for a period of compulsory service or conscription to one of the armed forces of a government. Citizens of a country, typically males, between the ages of 18 and their late 20’s are drafted for military service, usually for a period of not less than one year. A national service program can provide manpower to supplement existing military bodies in the event of warfare, natural disaster or national emergency. ‘ The term National Service became common during the Second World War in Britain when the entire population were required to register with the Ministry of Labor. The majority of men between the ages of 18 and 51 were “called up” for military service, with the exception of men working as farmers, skilled tradesmen, policemen and firemen, etc who were exempt from military service due to their contribution to the “war effort” on home soil. NSTP-CWTS I t i allThere are several schools of thought on why National Service is i rtant, but perh th more widely held beliefs are that it can: Y cere anEa ut perhaps some of the + Build a sense of teamwork and loyalty, + Provide discipline, + Promote respect for others, and + Encourage honesty and integrity. ‘Teamwork and loyalty is one of the driving forces behind National Service and it is instilled that the team and the mission comes first, before onerself, even when the going gets tough. Adopting these attitudes earlier in adult life is more likely to encourage a team-focused approach throughout life. Discipline creates an ability to follow rules and helps to define an acceptable pattern of behavior. Self-discipline not only sets a good example to others, but works to achieve a common goal, especially within a team environment. Respect for others is recognition that someone has a value and, while we might not always agree with what they do or say, respect for their right to hold that opinion must be maintained. Treating people how one would expect to be treated is a key part in showing respect for others. Honesty and integrity are key qualities that are promoted during National Service - being truthful promotes trust within a team and having integrity demonstrates that one supports one’s own morals and ethics, with no malpractices, further increasing bonds between team members and fostering a desire to work together to achieve a common goal Isevery first year student covered by the NSTP Law? Yes, every first year student starting School Year 2002-2003, male or female, enrolled in any baccalaureate degree and in at least two years Technical-Vocational or associate course is required to complete at least one of the three components of the NSTP as a graduation requirement as stipulated in Republic Act No. 9163, Rule 3, section 4a. What if a student is a second degree taker? Or a graduate of associate course before SY 2003-2004? Ora transferee which took the NSTP from other University? Based on Republic Act No, 9163, Rule 3, sections 4al, 4a2 and 4a3, students who finished or graduated before School Year 2003 and 2004 are exempted to take the NSTP. Also, exempted are those students who completed any of the three components but considered freshmen to the course where they transferred or shifted; foreign students; and students of Philippine Merchant Marine Academy, Philippine National Police Academy, and Philippine Military Academy in view of the special character of these institutions, 7 NSTP-CWTSIHow long will it take to finish the NSTP Program? Rule 6, sections 6a and 6b of Republic Act No. 9163 clarifies the course duration of NSTP wherein every student shall take NSTP for an academic period of two semesters which consists of 3 units per semester with a minimum of 54 hours and a maximum of 90 training hours per semester or it can be undertaken for one summer program in lieu of the two semesters. How much is the payment for taking NSTP? ; yet The NSTP tuition is paid at fifty percent off of the current tuition fee per unit of the university. For example, ifa student is paying Php 200.00 tuition per unit for a subject with 3 units, he/she may pay Php £600.00 tuition, Ifthe same student takes the NSTP subject, the student may pay Php 300.00 only. This is in reference to Rule 4, section 9 of the NSTP law which states that: “No fees shall be collected for any of the NSTP components except basic tuition, which should not be more than fifty (50%) percent of the charges of the school per academic unit.” Even though NSTP law stipulates that only basic tuition is allowed to be collected, majority of universities are collecting other fees such as uniform as approved by proper authorities of the university. The reason for collecting uniform fee in NSTP is for identification and safety of the students since most of the NSTP Programs are done outside the university. What will happen after the students have complied with the NSTP Program? Every student will be given a certificate of completion with corresponding serial number issued by CHED, TESDA, and DND as reflected in Rule 6, section 12 of Republic Act No. 9163. All graduates 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 IIc of the NSTP la Who are covered by the suspension of the 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 in their respective schools. What happens to male students who are currently enrolled and have not taken nor completed the ROTC requirements for graduation? 4. Male students who are not covered by Section 12 of this Rule and are currently enrolled but have not taken any of the Military Service (MS), Civie Welfare Service (CWS) or Law Enforcement Service (LES) shall be covered by the NSTP Law. b. Male students who have completed two semesters of the Expanded ROTC (E-ROTC) / National Service Program (NSP) are deemed to have complied with the NSTP requirement. NSTP-CWTST 70¢. Male students who are not covered by Section 12 of these Rules and have taken only one (1) semester of Basic ROTC or E-ROTC/NSP shall take any of the NSTP components to qualify for graduation. 4, Students who want to qualify for enlistment in the Reserve Force or attend the advance ROTC program shall undertake a special program for this purpose. How are Clustering and Cross-Enroliment done? a. Clustering of students from different education institutions during semestral or summer periods may be done for any of the NSTP component, taking into account logistics, branch of service and geographical locations. 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 any of the NSTP components, or do not offer the component chosen by the student shall allow their students to cross-enroll in other schools irrespective of whether such school is under CHED or TESDA; and in the case the students taking the ROTC component irrespective of whether the two semesters shall be taken from different schools whose ROTC is managed by different branches of service of the Armed forces of the Philippines(AFP) What is NSTP-One Summer Program (NSTP-OSP)? NSTP-OSP is created under RA 9163 or the NSTP Act of 2001, especially Section 6 and jointly devised, formulated and adopted by DND, CHED and TESDA. NSTP-OSP is established for the three (3) components: ROTC, CWTS and LTS. This is intended for graduating students in baccalaureate or at least two-year technical-vocational or associate courses, who have yet to comply with the NSTP as a requirement for graduation, as well as for students, thus allow them to concentrate on the academic subjects and other co-curricular concerns. What is the National Service Reserve Corps (NSRC)? NSRC is created under Section 11 of RA 9163 or the NSTP Act of 2001, composed of graduates of the non-ROTC components: the CWTS and LTS. Members of this Corps maybe tapped by the State for literacy and civic welfare activities, through the joint efforts of DND, CHED, and TESDA. i NSTP-CWTS 1Chapter 02 THE HUMAN PERSON Person ‘Aperson is a being, such as ahuman, who has certain capacities or tributes constituting personhood, the precise definition of which is the subject of much controversy. Prior to the advent of Christianity, the word "persona" (Latin) or "prosopon" (Greek) referred to the masks worn by actors on stage, The various masks represented the various "personae" in the stage play, while the masks themselves helped the actor's voice resonate for the audience to easily hear. In Roman law, the word "persona" could also refer to a legal entity. The concept of a "person" was further developed during the Trinitarian and Christological debates of the first through sixth centuries. Since then, a number of important changes to the word's meaning and use have taken place, and attempts have been made to redefine the word with varying degrees of adoption and influence. The criteria for being a person... are designed to capture those attributes which are the subject of our most humane concern with ourselves and the source of what we regard as ‘most important and most problematical in our lives. —Harry G. Frankfurt Personhood Personhood is the state of being a person. Defining personhood is a controversial topic in philosophy and law, and is closely tied to legal and political concepts of citizenship, equality, and liberty. ‘According to law, only anatural person or legal personality has rights, protections, privileges, responsibilities, and legal liability. Personhood continues to be a topic of international debate. Historically, personhood was questioned during the abolition of slavery, the fight for women's rights and animal rights, debates about abortion, fetal rights and reproductive rights as well as debates about corporate personhood, Various specific debates have focused and continue to focus on questions about the personhood of different classes of entities. Historically, the personhood of animals, women, and slaves has been a catalyst of social upheaval. Today, most living adult humans are usually considered persons, but depending on the context, theory or definition, the category of "person" may be taken to include such non-human entities as animals, corporations, estates in probate, artificial intelligences, or extraterrestrial life; and may exclude some human entities in prenatal development or those with extreme mental impairments or injuries. A deceased person may be considered a person or property, depending on jurisdiction. The Human Person It is essentially difficult to define man. A human person exhibits an activity that brute animals do not, He can reason, and he can make free choices. Although he has five external senses, internal senses (i. imagination, sense memory, etc) as well as two sense appetites from which all the emotions are derived (love, desire, satisfaction, hate, aversion, sorrow; hope, despair, daring, fear, anger), man can reason NSTP-CWTS1 4 —to conclusions on the basis of judgments composed of concepts, and he can make choices that are contrary to his appetites. For example, he can reason that although certain foods make him feel good, they are not healthy, and so he can choose to sacrifice them, although his appetites still desire them. This is called "will power" or the power of the will, When we talk about the human person, spiritual, emotional and intellectual attributes, 71 different perspectives: Aristotle and Boethius des: js able to know, it is obviously everything that pertains to man - physical, here are several definitions of a human person based on cribed man as a rational being. As rational being, a person reason out and apply what he knows. Theologians describe a human person as a substance of physical and spiritual. Man is spiritual in nature because he has a soul and is created by a Superior Being with a divine purpose. Man is Physical in nature, because a person is created with body and faculty that correspond to his relationship with society. Characteristics of a Person The human person has several characteristics, among which are the following: 1. Rational - This is what differentiates a person from all other beings in the world. As a rational being, a person js able to think and has the capacity to reason. He can discriminate what is right and what is wrong since he has intellect. 2. Free - An individual has the liberty to do or not to do a specific action. However, each person must be accountable for his own action. In other words, a person can do whatever he pleases but not to the point of doing harm to others. 3. Unique - Every person has his own distinctiveness such that no two persons are the alike. Generally speaking, human beings have the similar characteristics and physical features and but no two persons are the same because every person has its own insight, has diverse sets of values and priorities in life. 4, Social being — A person cannot separate his “being” from others and all other creatures in the universe. Human nature is characterized by his closeness and connection towards other creatures; be it a thing, object or his fellowman Sexual - All created living things are sensual in nature but the inimitability of expression of a person’s sexuality makes it all different. The manifestation of a person's sentiment, attitudes, feelings, activities and thoughts in sexual activity best represents his distinctiveness from animals. MASLOW'S HIERARCHY OF NEEDS Maslow's Hierarchy of Needs is a theory in psychology, proposed by Abraham Maslow in his 1943 paper A Theory of Human Motivation. Maslow subsequently extended the idea to include his observations of humans’ innate curiosity. His theories parallel many other theories of human developmental Psychology, all of which focus on describing the stages of growth in humans. Maslow used the terms Physiological, Safety, Belongingness and Love, Esteem, and Self-Actualization needs to describe the Pattern that human motivations generally move through. SDSSU-LIANGA CAMPUS, ae + oS ORT NSTP-CWTS | LIBRARY!eos Mae Hierarchy of Needs is often portrayed in the shape of a pyramid, with the largest ang most fundamental levels of needs at the bottom, and the need for self-actualization at the top. "The most fundamental and basic four layers of the pyramid contain what Maslow called "deficiency needs" or "d-needs": esteem, friendship and love, security, and physical needs. With the exception of the most fundamental (physiological) needs, if these "deficiency needs" are not met, the body gives no physical indication but the individual feels anxious and tense. Maslow's theory suggests that the most basic level of needs must be met before the individual will strongly desire (or focus motivation upon) the secondary or higher level needs. Physiological Needs ; For the most part, physiological needs are obvious ~ they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function. ‘Air, water, and food are metabolic requirements for survival in all animals, including humans. Clothing and shelter provide necessary protection from the elements. The intensity of the human sexual instinct is shaped more by sexual competition than maintaining a birth rate adequate to survival of the species. Safety Needs With their physical needs relatively satisfied, the individual's safety needs take precedence and dominate behavior. In the absence of physical safety ~ due to war, natural disaster, or, in cases of family violence, childhood abuse, etc. — people (re-)experience post-traumatic stress disorder and trans- generational trauma transfer. In the absence of economic safety ~ due to economic crisis and lack of work opportunities — these safety needs manifest themselves in such things as a preference for job security, grievance procedures for protecting the individual from unilateral authority, savings accounts, insurance policies, reasonable disability accommodations, and the like.Safety and Security needs include: ‘© Personal security © Financial security © Health and well-being © Safety net against accidents/illness and their adverse impact © Love and belonging Love and Belonging ‘After physiological and safety needs are fulfilled, the third layer of human needs is social and involves feelings of belongingness. The need is especially strong in childhood and can over-ride the need for safety as witnessed in children who cling to abusive parents. Deficiencies with respect to this aspect of Maslow’s hierarchy — due to hospitalism, neglect, shunning, ostracism etc. — can impact individual's ability to form and maintain emotionally significant relationships in general, such as: * Friendship * Intimacy a * fey (2U9MAD AOMALU WaARald |i ncailiaanellll Humans need to feel a sense of belonging and acceptance, whether it comes from a large social group, such as clubs, office culture, religious groups, professional organizations, sports teams, gangs, or small social connections (family members, intimate partners, mentors, close colleagues, confidants). They need to love and be loved (sexually and non-sexually) by others. In the absence of these elements, many people become susceptible to loneliness, social anxiety, and clinical depression. This need for belonging can often overcome the physiological and security needs, depending on the strength of the peer pressure; an anorexic, for example, may ignore the need to eat and the security of health for a feeling of control and belonging. Esteem All humans have a need to be respected and to have self-esteem and self-respect. Esteem presents the normal human desire to be accepted and valued by others. People need to engage themselves to gain recognition and have an activity or activities that give the person a sense of contribution, to feel self-valued, be it in a profession or hobby. Imbalances at this level can result in low self-esteem or an inferiority complex. People with low self-esteem need respect from others. They may seek fame or glory, which again depends on others. Note, however, that many people with low self-esteem will not be able to improve their view of themselves simply by receiving fame, respect, and glory externally, but must first accept themselves intemally. Psychological imbalances such as depression can also prevent one from obtaining self-esteem on both levels. Most people have a need for a stable self-respect and self-esteem. Maslow noted two versions of esteem needs, a lower one and a higher one. The lower one is the need for the respect of others, the need for status, recognition, fame, prestige, and attention, The higher one is the need for self-respect, the need for strength, competence, mastery, self-confidence, independence and freedom. The latter one ranks higher because it rests more on inner competence won through experience. Deprivation of these needs can lead to an inferiority complex, weakness and helplessness Maslow also states that even though these are examples of how the quest for knowledge is separate from basic needs he warns that these “two hierarchies are interrelated rather than sharply separated” (Maslow 97). This means that this evel of need, as well asthe next and highest evel, are not strict, separate levels but closely related to others. Self-actualization “What a man can be, he must be.” This forms the basis of the perceived need for self-actualization. This level of need pertains to what a person's full potential is and realizing that potential. Maslow describes this desire as the desire to become more and more what one is, to become everything that one is capable of becoming. This is a broad definition of the need for self-actualization, but when applied to individuals the heed is specific. For example one individual may have the strong desire to become an ideal parent, in another it may be expressed athletically, and in another it may be expressed in painting, pictures, or inventions, As mentioned before, in order to reach a clear understanding of this level of need one must first Hot only achieve the previous needs, physiological, safety, love, and esteem, but master these needs. 7 NSTP-CWTS |of prejudice air cae voment, respect of other: Cord An interpretation of Maslow's Hierarchy of Needs, represented as a pyramid with the more basic needs at the bottom Erikson's Stages of Psychosocial Development Erikson's stages of psychosocial development describe eight developmental stages through which ahealthily developing human should pass from infancy to late adulthood, In each stage the person confronts, and hopefully masters, new challenges. Each stage builds on the successful completion of earlier stages. The challenges of stages not successfully completed may be expected to reappear as problems in the future. Erik Erikson developed the theory in the 1950s as an improvement on Freud's psychosextal Stages. Erikson accepted many of Freud's theories (including the id, ego, and superego, and Freud's infantile Sexuality represented in psychosexual development), but rejected Freud's attempt to describe personality solely on the basis of sexuality. In his most influential work, Childhood and Society (1950), he divided the human life cycle into eight psychosocial stages of development STAGES OF DEVELOPMENT ACCORDING TO ERIK ERIKSON Approximate Age * Birth to 18 months: Trust vs. Mistrust: Basic Strength: Drive and Hope: Babies learn either to trust or to mistrust that others will care for their basic needs including nourishment, sucking warmth, cleanliness, and physical contact. If a person fails to experience trust and is constantly frustrated because his/her needs are not met, he/she may end up with a deep-seated feeling of worthlessness and 4 mistrust of the world in general. The maternal parent or whoever is his/her significant and constant caregiver is the most significant relationship. The most effective teaching approaches for this stage are sight words and basic knowledge. Programs such as “Your baby can read” have unlocked the key ! teaching this stage. Activities such as flash cards and recollection of everyday items to build a basic understanding of the world would be very effective in this stage NSTP-CWTS 1 18= Fidnadual Taoreating Cacineneal Industry ve lnferoniy TISHSMY VE SRSTS The Stages of Human Development «18 months to 3 years: Autonomy vs. Shame and Doubt: Basic Strength: Self-control, courage, and will: Children learn either to be self-sufficient in many activities, including toileting, feeding, walking, and talking or to doubt their own abilities. A person may have the opportunity to build self-esteem and autonomy as he/she gains more control over one’s bodies and acquire new skills and learn right from wrong. The most significant relationships are still with the parents at this stage. In this stage, the most effective teaching approaches are the grasping of simple concepts. Building on the concepts established in the previous stage, children may be able to recognize basic words Initiative vs. Guilt: Basic Strength: Purpose: Children want to undertake many adult- erstepping the limits set by parents and feeling guilty. During this stage, mini cars, and playing out roles in a trial universe, and pretending lationship is now the basic family. During this stage, children or kindergarten. A lot of learning is learned through visuals and actions. Being involved in an activity will help the child learn better than being lectured to + 6 to 12 years: Industry vs. Inferiority: Children busily leam fo be competent and productive or feel inferior and unable to do anything well. This is the stage showing that they are capable of learning, creating, accomplishing numerous new skills and knowledge. When children start school and as their world expand a bit. Their basic relationships are now not only their family, but with their school, neighborhood. Their parents are not the complete authorities they once were, but they are still important. During this stage, children who have entered schools should be well-equipped with the tools that will aid them in learning throughout the rest of their ‘educational career. A teaching approach that is often Utilized ig Social Constructivism which not only helps the child overcome any boundaries in social groups they may face, but also leam how to pool knowledge from peers in collaboration. Adolescence- 12-18: Identity vs. Role Confusion: Adolescents try to figure out, “Who am I?" They establish sexual, ethnic, and career identities, or are confused about what future roles to play. Before now, Erikson believed that development mostly depends upon what is done to them, but from this moment on, development is primarily what they do. Grappling with moral issues and social interactions + 3t0 5 yea like activities, sometimes ov. children make up stories with te to be an adult. The most significant rel may be able to start basic schooling in Pre 19 NSTP-CWTS |among other things gives them their own unique sense of identity. Their most significant relationships during this stage are their peer groups oe Young Adulthood - 18-35: Intimacy ys. Isolation: Young adults seek companionship and love with another person or become isolated from others. They try to find satisfying relationships through marriage and friends and look to start a family. If they are not successful in their attempts, isolation ang distance from others may occur. Their most significant relationships are with marital partners and friends. Middle Adulthood- 35-55 or 65: Generativity vs. Stagnation: Middle-age adult are productive, performing meaningful work and raising a family, or become stagnant and inactive. Erikson observed that middle-age is when people tend to be occupied with creative and meaningful work and with issues surrounding their family. In this stage, people often fear inactivity and meaninglessness. As their children leave home, their relationships and goals may change and they are faced with large life changes: the dreaded mid-life crisis struggling to find new meaning and purposes. Significant relationships are within the workplace, the community, and the family Maturity - 55 or 65 to Death: Integrity vs. Despair: Older adults try to make sense out of lives, either seeing life as a meaningful whole or despairing at goals never reached and questions never answered. Erikson felt that much of life is preparing for the middle adulthood stage and the last stage is recovering from it. Looking back on their lives at an older age, people are content, feeling fulfilled with a deep sense that life has meaning, and they have somehow made an impact on Earth. They accept death as the completion of life. The most significant relationship is with all of humankind. ERICKSON’S PSYCHOSOCIAL STAGES a Favorable Unfavorable Stages Crisis __ Outcome Outcome Childhood —_ a year of life | TM | Cironmene and turure | SUEPICion, fear of future a yene | a | A sense of self-control Feelings of shame and 2 ye Doubt and adequacy self-doubt Ba through | mene) Abllty 9 be a “Feit | Asense of cult ana terennals | “ames ener coins | Insanquocyto be on - “Ability to learn how S™ yearto| maustryus. | thing! work to emacs ot insenjoctepat Inferiorit understand and leg Pp wey anges ¥ paral organizing. Transition years _ Taentity vi | Sening onevelt “ade ce me aa 8] Confusion over who and lescen: confusion | unique andintegratea | what one really Is person. Adulthood 7 5 “Rpiiey to MaKe cauneentty] mumocr | Commitments to Inability to form uithood | ‘olacion | Sommers attectionate relationship. ai Generotivity vs. | Concern for famity ana | Conce™ only for seit idle age | Seiy-adsorption | society in eeraret qnats Gorn erat Gaig is vert | sneer sa | Raenae of imteariny ond | Dissatisfaction with Ter Aging years! egy | Rariment, witingness, | acspale over prospect of trace aoeth Seath.CHAPTER 03 SELF-AWARENESS What is the Self? What does it actually mean to talk about the self? Of what is the self-composed? Is it physical, social or spiritual or is it all of these? These questions have long occupied philosophers and psychologists It can be seen then that the notion of the self is very complex. It is not a thing as such but ay abstraction - a way of talking - a shorthand for the part of us that deals with thinking, feeling, valuing ang so forth. i One common way of dealing with the self is to consider its aspects. Whilst it should be remembered that the self is more than the sum of its parts it is easier to discuss its sections rather than to discuss it as a whole. Bumard (1992) provides the following aspects: © Physical self © Social self © Spiritual self © Private self © Darker self | Self and its Aspects | i © The Physical Self- This is the felt sense of the self and includes our physical body. It covers our, perceptions of our body; the images we have of our body - how fat, thin, muscular and so forth. ‘© The Spiritual Self- This is the aspect involved in the investment of meaning into what we do as humans. This meaning may be framed in religious terms or it may be found in philosophy, psychology, politics and so forth. The meaning systems that people have vary. © The Darker Self- The notions of self-actualization (that were made popular by the works of Maslow, 1972) suggest a growing into the full potential of ourselves. A part of the understanding and growing into the full potential of the self, however, is the darker side, those aspects to ourselves that are not generally allowed full consciousness. © The Social Self - This is the part that is openly shared with others in various social situations such as work, home, with friends and so forth. © The Private Self - This is an aspect that we are aware of but do not show to others. Four Aspects of Self: The Quadrinity To help understand the great complexity of the self, its development and the problems resulting from the adoption of Negative Love, we use three distinct combinations of aspects of the self: the Duality, the Trinity, and the Quadrinity. The Duality consists of the two negatively programmed mental aspects of self: the emotional self and the intellectual self are combined as one entity, yet they can also be visualized separately. NSTP-CWTS | 24= sae thee sopecte of our minds asthe Trinity: the emotional self the intellectual self, and the spiritual sell. hey can be visualized as one entity although each aspect can be visualized separately. a ra cel rack enework, & model for understanding ourselves and our behavior that includes a rei embodying why eee teleet and spiritual self. The Quadrinty is our whole integrated, balanced Self, embodying all four aspects. These four aspects are interrelated and form a complex interactive system. Physical Self The body is a biological system. The body, including the brain, is the physical dwelling place for the three other aspects of the self. Through the body we act out and manifest the feelings of the emotional self, the thoughts of the intellect, and the presence of the spiritual self. The following are characteristics of the PHYSICAL SELF: ‘Composed of the elements of the physical universe and subject to its physical laws and conditions © Carrier of genetic information © Interconnected with the mind through neurological and biochemical feedback Functions in the domains of sensing, action, and communication. Behaviorally expresses thoughts and feelings . * Repository for the memories of all experiences, including thoughts and feelings * Manifests physical symptoms of unresolved conflicts between intellect and emotions Emotional Self The EMOTIONAL SELF expresses the full range of feelings and emotions through the physical body. It is where Negative Love pattems first show up developmentally and, along with the Intellect and Physical Body, where these patterns exist. The NEGATIVE EMOTIONAL SELF is defined as “childish.” Ithas no sense of time or space. It regresses readily. 25 NSTP-CWTS |+ (positive characteristics) — (negative patterns) Relational Defensive Curious Rebellious Playful Withdrawn/Stubbom Joyful Shame/guilt Sense of Humor Anger/anxiety Spontaneous Rigid Adventurous Fearful/Cautious Appreciative of selffothers Unlovable/unworthy Feels grieff/sadness Depressed Intellectual Self The INTELLECTUAL SELF is our logical and problem solving thought-processor. It includes what and how we think, our world-views, values, and beliefS. Along with the Emotional Self and Physical Body, the Intellectual Self is where negative love patterns exist. Should’s, shouldn’ts, do’s, don’ts, can’ts, etc., exist in the Intellect and can be either positive or negative. They are negative when they are compulsive. The following are some qualities of the Intellectual Self: | | + (positive) — (negative) Rational Critical Understanding Rationalize Knowledgeable Judgmental Creative Defensive Logical/Synthesizes Argumentative/deceptive Analyzes Justifies Evaluates Admonishes Spiritual Self The SPIRITUAL SELF is the pure non-programmed, non-mediated aspect of self that is positive, pure, open presence, yearning to embody our larger, true nature in this world. Our SPIRITUAL SELF is resonating in harmony with the Universe. © Wise, ever unfolding and growing, moving towards wholeness * Intuitive, responsive and unconditioned, connected NSTP-CWTS | 26Intentional, courageous © Creative # All-loving, compassionate, and forgiving «Peaceful, grounded and centered ‘# Aspires 10 goodness, truth and justice «Mediator, Integrator + Integrity, completely ethical (knows right from wrong) ‘+ Source of Strength ‘The Self-Concept in Psychology The self-concept is how we think about and evaluate ourselves. To be aware of oneself is to have a concept of oneself. The term self-concept is a general term used to refer to how someone thinks about or perceives himself. It is an important term for both social psychology and humanism, Lewis (1990) suggests that development of a concept of self has two aspects: - (1) The Existential Self This is the most basic part of the self-scheme or self-concept, the sense of being separate and distinct from others and the awareness of the constancy of the self” (Bee 1992). The child realizes that he exists as a separate entity from others and that he continues to exist over time and space. According to Lewis awareness of the existential self begins as young as two to three months old and arises in part due to the relation the child has with the world. For example, the child smiles and someone smiles back, or the child touches a mobile and sees it move. (2) The Categorical Self Having realized that he or she exists as a separate experiencing being, the child next becomes aware that he or she is also an object in the world. Just as other objects including people have properties that can be experienced (big, small, red, smooth and so on) so the child is becoming aware of him or herself as an object which can be experienced and which has properties. The self too can be put into categories such as age, gender, size ot skill. Two of the first categories to be applied are age (“I am 3.”) and gender (“Iam a girl.”). In early childhood the categories children apply to themselves are very concrete (e.g. hair color, height and favorite things). Later, self-description also begins to include reference to internal psychological traits, comparative evaluations and to how others see them. Carl Rogers (1959) believed that the self-concept has three different components: + The view you have of yourself (Sel{-image) ; + How much value you place on yourself (Self-esteem or self-worth) + What you wish you were really like (Ideal self) a NSTP-CWTS 1Self-Image (What you see in yourself) ‘This does not necessarily have to reflect reality. Indeed a person with anorexia who is thin may have a self-image in which the person believes she is fat. A person's self-image is affected by many factors, such as parental influences, friends, the media etc. Kuhn (1960) investigated self-image by using The Twenty Statements Test. He asked people to answer the question ‘Who am 17" in 20 different ways. He found that the responses could be divided into two major groups. These were social roles (external or objective aspects of oneself such as son, teacher, friend) and personality traits (internal or affective aspects of oneself such as gregarious, impatient, humorous). The list of answers to the question “Who Am 1?” probably includes examples of each of the following four types of responses: 1. Physical Description: I’m tall, have blue eyes...etc. 2. Social Roles: We are all social beings whose behavior is shaped to some extent by the roles we play. Such roles as student, housewife, or member of the football team not only help others to recognize us but also help us to know what is expected of us in various situations. 3. Personal Traits: These are a third dimension of our self-descriptions. “I’m impulsive...I’m generous...I tend to worry a lot”...ete 4. Existential Statements (abstract ones); These can range from "I’m a child of the universe" to "I'm a human being" to "I'ma spiritual being”...etc. Typically young people describe themselves more in terms of such personal traits, whereas older people feel defined to a greater extent by their social roles. Self-Esteem and Self Worth (The extent to which you value yourself) Self-esteem refers to the extent to which we like, accept or approve of ourselves or how much we value ourselves. Self-esteem always involves a degree of evaluation and we may have either a positive or a negative view of ourselves. HIGH SELF-ESTEEM i.e. we have a positive view of ourselves, This tends to lead to + Confidence in our own abilities + Self-acceptance + Not worrying about what others think + Optimism LOW SELF-ESTEEM i.e. we have a negative view of ourselves. This tends to lead to * Lack of confidence + Want to be/look like someone else + Always worrying what others might think + Pessimism NSTP-CWTST 28reyle believes there are 4 major factors that influence self-esteem. 1) THE REACTION OF OTHERS. If people admire us, flatter us, seek out our company, listen attentively and agree with us we tend to develop a positive self-image. If they avoid us, neglect us, tell us things about ourselves that we don’t want to hear we develop a negative self-image. 2) COMPARISON WITH OTHERS. If the people we compare ourselves with (our reference group) appear to be more successful, happier, richer, better looking than ourselves we tend to develop @ negative self-image BUT if they are less successful than us our image will be positive. 3) SOCIAL ROLES. Some social roles carry prestige e.g. doctor, airline pilot, TV. presenter, premiership footballer and this promotes self-esteem. Other roles carry stigma. e.g. prisoner, mental hospital patient, refuse collector or unemployed person. 4) IDENTIFICATION. Roles aren’t just “out there.” They also become part of our personality i. we identify with the positions we occupy, the roles we play and the groups we belong to. Ideal Self (What you'd like to be) If there is a mismatch between how you see yourself (e.g. your self-image) and what you'd like to be (e.g. your ideal self) then this is likely to affect how much you value yourself. Therefore, there is an intimate relationship between self-image, ego-ideal and self-esteem. Humanistic psychologists study this using the Q-Sort Method. ‘A person’s ideal self may not be consistent with what actually happens in life and experiences of the person. Hence, a difference may exist between a person’s ideal self and actual experience. This is called incongruence. Where a person’s ideal self and actual experience are consistent or very similar, a state of congruence exists. Rarely if ever does a total state of congruence exist; all people experience a certain amount of incongruence. The development of congruence is dependent on unconditional positive regard. Roger's believed that for a person to achieve self-actualization he must be in a state of congruence. Michael Argyle (2008) says there are four major factors which influence its development: «The ways in which others (particularly significant others) react to us. + How we think we compare to others + Our social roles + The extent to which we identify with other people Self-Awareness Self Awareness is having a clear perception of your 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 10 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 interpretations in our thoughts, emotions, and conversations. 2 NSTP-CWTS ISelf-Awareness Theory our attention on ourselves, we evaluate and Self-Awareness Theory states that when we focu compare our current behavior to our internal standards and values. We become self-conscious as objective evaluators 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 Tikely to align their behavior with their standards when made self-aware, People will be negatively affected if they don't live up to their personal standards. Various environmental cues and situations induce awareness of the self, such as mirrors, an audience, or being videotaped or recorded. These cues also increase accuracy of personal memory, 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. Seltawareness is one of the atributes of emotional intelligence and an important factor in achieving success. ing your abilities. Where you Self-awareness is the first step in creating what you want and master! personality and behavior determine where you go in life cour thoughts and emotions are taking you. It also so you can make the changes focus your attention, your emotions, reactions, Having self-awareness allows you to see where y' allows you to see the controls of your emotions, behavior, and personality 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 direetion of your life, Self-Awareness in Relationships This is the same whether you are at work or Relationships are easy until there is emotional turmoil nind you can change your emotions fe. When you can change the interpretation in your n in your personal li lationships. When you can change the emotions in your and shift the emotional quality of your rel: relationships you open up entirely new possibilities your life. Having a clear understanding of your thought and, behavior patter people. This ability to empathize facilitates better personal and professional relationships. s helps you understand other Develop Self-Awareness Self-awareness is developed through practice by focusing your attention on the details of your learned from reading a book. When you read a book you are focusing your personality and behavior. It isn’t in the book. With your attention on a book, you are practicing but not attention on the conceptual ideas i paying attention to your own behavior, emotions and personality. Think of learning to be mindful and self-awareness as learning to dance, When learning to dance wwe have to pay attention to how and where our feet move, our hands and body motion, what our partner is doing, music, beat, floor space, and other dancers. Self-awareness isn’t learned from books and the Tang? isn’t either. NSTP-CWTS | 30 adHow Self-Awareness Makes You More Effective Self-awareness helps managers identify gaps in their management skills which promotes skill development. But self-awareness also helps managers find situations in which they will be most effective, aasists with intuitive decision making, and aids stress management and motivation of oneself and others. Skill development. Improvement projects should normally begin with an assessment of the gap between the current situation and the desired future situation, Knowing your strengths and weaknesses. Self-awareness helps you exploit your strengths and cope with your weaknesses. If you are someone who is good at decisions, but not as good at focusing on the details, you might want to consult colleagues and subordinates that are more detail oriented when making major decisions, Developing intuitive decision-making skills. Leaders with well-developed emotional self- awareness are more effective intuitive decision-makers. People who are highly emotionally self- aware are better able to read their “gut feelings" and use them to guide decisions. Stress. Jobs that don't suit your personality tend to give you more stress than jobs that are more compatible. Be aware that you will need to work extra hard to develop the skills for that job, and there are jobs that would be less stressful for you Motivation. It's very difficult to cope with poor results when you don't understand what causes them. Self-awareness is empowering because it can reveal where the performance problems are and indicate what can be done to improve performance Leadership. When we understand "what makes us tie way we do, ete. -what gets us excited, why we behave the we also have insight into what makes others tick. Knowing how to motivate yourself is tantamount to knowing how to motivate 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 psychologi cal needs that drive our behaviors. «© Personality. We don't normally change our personalities, values and needs based on what we Jean 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 each know 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 ET] NSTP-CWTS |‘* Needs. Maslow and other scholars have identified a variety of psychological needs that drive our behaviors such as needs for esteem, affection, belongingness, achievement, sel. actualization, power and control. One of the advantages of knowing which needs exert the strongest influence on our own behaviors is the ability to understand how they affect our interpersonal relationships. How Do We Develop Self-Awareness? conscious of our feelings, and understanding the impa for becoming more Self-aware include: 1. Basically, developing self-awareness is about being engaged in what is going on around us, being .ct of those emotions on our ability to perform. Tips Be in touch with your own feelings. Find time to be alone, know yourself and write down your thoughts. Practice reflective thinking. Journaling is an excellent way of doing this in a way that promotes reflection. Jot down key events, interactions that failed to meet expectations and cues (verbal, visual, physical) that suggest that your intentions were not achieved. Review these notes and seek clarification. Do not deny your feelings, Recognize that feelings are not sins. Where needed, share your feelings with others. However, sharing with others does not mean total honesty in sharing all your thoughts now the maturity of your potential confidant. Can he and feelings on any subject or person. ¢. or she handle what you will be sharing? Exercise caution in revealing feelings or facts that may hurt others. Do not allow your feelings to dictate your behavior. S should not do. It is important to establish principles beforehand as to what to do when caught in such situations because emotions may dominate your being and rational thoughts go out the your own criteria on what you should and window. It has been said that one will never see a clearer reflection of themselves than that they see in the eye of a friend. Seek feedback from those that you are close to and trust. Encourage them to be open and candid. Where possible, make use of the many different assessments that are available in the marketplace. Many of these can be obtained at little cost. Take advantage of 360 degree assessments conducted at your workplace. Get the most out of performance reviews. Seek specific information that is relevant to building greater self-awareness. Human Behaviors Essential for Obtaining Self - Success 1, An Independent Nature If we rely too much on those around us for assistance and/or support we will be setting ourselves up for disappointment in the future. This is not to say that we shouldn't look to others for help when the time is right, but crafting our pursuits in such a way that requires the intervention of another is like handing NSTPCWTST %over the keys and getting in the back seat. Our friends and colleagues may help open the doors of opportunity, but it is our own responsibility to take the wheel, 2, Self-Confidence Every decision we make in life will have some kind of effect on future outcomes. If our choices are filtered through fear and doubt, we can be assured of the life we are trying to avoid. Trust your instincts and listen to your heart. When you make a mistake, don’t look at it as reason for doubt, but instead, realize the opportunity for wisdom as you continue to push ahead. : 3, Persistence Long hours and hard work sometimes could drain you to death many times did you consider throwing in the towel when things didn’t go your way? But every year that’s gone by, every road block you've pushed through, without you knowing your problems are resolve and your aim to make it a success has strengthened. Persistence is not an optional trait for those who desire success, but an essential attitude that must be embraced, 4, A Big Imagination When you think of some of the greatest ‘achievers’ in American history you'll see great innovators and people of purpose. Names like Henry Ford, Walt Disney and Bill Gates come to mind. From cars to cartoons to computers, their personalities were as diverse as their pursuits. But one thing they share is the wonderful ability to see what's not yet visible to the naked eye. It was the imagination of Henry Ford that first painted the picture of a car in every garage, and Bill Gates, a computer in every home. And it was Walt Disney who continues to inspire millions with the idea that ‘anything is possible, Those with inevitable success can see the unseen. They've become successful in their minds before they laid their first brick 5. A Thick Skin You may be a people-pleaser at heart and can be devastated by disappointment. But as a necessity in life's struggles, you should have grown a thick skin that would allow you to deflect defeat while is those with a strong maintaining your focus. Whether in corporate conflict or the liabilities of life, armor who will maintain their momentum. 6. Clarity of Self Understanding Ifyou don’t know who you are, you will never truly know what you're capable of. Itis in our daily Pursuits that we need accurate information on our strengths and weaknesses to succeed, Because being blind sided by your own inability or missing out on your true talents will bring nothing more than failure and frustration. 33 NSTP-CWTS |7. Clarity of Intent ¢ individuals with very his Model T’s. Disney believed in his dream, and Gates, We can see thre filling the roads with ‘And even when no one fGate’s greatest goal. Continuing with the analogy of Ford, Disney | ‘i clear intentions. No one ever questioned Ford's intentions of \was never far from his pursuits of capturing our imaginations. 1 of populating every home with a PC, there was never a question 8, Focus it comes to getting thingy ‘There's a lot of talk about multi-tasking and single-tasking wr te at the core of your done. But however you go about accomplishing your goals, focus rn yeeping their nose 10 the character. Successful people have the knack for deflecting distraction OW TT ue focus we arindstone. It is our drive that pushes us forward and keeps our momenttly will just be moving for the sake of motion. 9. Optimism wut this key ingredient. Without Mi \f the trait {tioned thus far would not be possible witho : : vt constantly dos the cap ba stay focused. Being blind to being able to constantly see the cup as half full, we would never be able t , ‘ that silver lining would paralyze our persistence. So it is absolutely crucial that our minds maintain & positive outlook on life and never give in to the destruction of defeat. Optimism is at the heart of a successful human being! 10. Passion Success can be obtained by many, but maintaining the drive to reach our goals requires a passion for pursuit and a lust for life. We can create a to-do list and set our goals with the best of them, but without this necessary habitual hunger, we will most certainly fail to bring to the table the results we imagined. Characteristics of self-actualizing people: «They have better perceptions of reality and are comfortable with it. © They accept themselves and their own natures, © They lack of artificiality. © They focus on problems outside themselves and are ith basic i a concerned with basic issues and eternal © They like privacy and tend to be detached, They rely on their own development and continued growth * They appreciate the basic pleasures of lif ; e (e.g. do not i * They have a deep feeling of kinship with others ‘ake blessings for granted). * They are deeply democratic and are ‘ not reall © They have strong ethical and moral sanders was oh Geirenees: They are original, inventive less constricted and NSTP-CWTS I 7 fresher than othersSOON ee {JoHARI WINDOW ‘The Johari Window, named after the fi an irst names of its i one of the most useful models describing the process of hn x pventors, Joseph Luft and Harry In; personal arenes into four different types, as pinion re interaction. A four paned we igham, is . The lines dividin Y its four quadrants: ow," divid unknown. The viding the four panes are like window shades, which ts: open, hidden, blind, ca » which can move as an intera interaction pore: johari Window Four Regions 1 what is known by the person about hinvher i sel self, free area, free self, or 'the arena’ ae 2, what is unknown by the person about him/hs arr \invherself but which others know - blind area, 3, what the person knows about hinvherself i ‘that othe i ese ea STaNIE1 car cerca 4, what is unknown by the person about hinvherself and is also unknown by others - unkno ~ unknown area or unknown self i. 2 open/free . Srea blind area 3 4 hidden area unknown area The Seven Dimensions of Wellness by others - open area, open blind self, ago, wellness didn't exist. abused and itis not being tial: itis self-directed and an ever- ns, and twenty years What is "wellness" per se? There are many definitior "is being overused, But today, the industry is growing fast, and the term "wellnes Used in its appropriate context. Wellness is achieving one's fall poten eee evolving process. Wellness has seven dimensions: social, occupational, spiritual, intellectual, emeP0%t» yt eavironmental and physical. When all of these dimensions are meh then we are considered whole or complete, Wellness is more than just products to make us feel good or De physically fit. NsTP-CWTS | 35means: Here is what each of the seven dimensions venment and community and putes to his/her envito ntributi 1, Social Wellness. This is how a person contribu jhe social dimension encourages CO ing how he or she builds better living spaces and social networks. to one's environment and community: 5 11 developm« e's attitude soe one i work, itional deve! es abt i Saat a ri Jament in one’s life through work. The cho! “ ° — ona .e are all im) components of this 7 e oa Se ai exactly what they want to do in life and are 2. Occupational Well and recognizes personal satisfaction an‘ job satisfaction, career ambitions and pe "To be occupationally-well, a person is ultimately doing comfortable with their future plans. recognizes our search for meaning and purpose in hat it is better to ponder on the meaning of life and ds and become intolerant. Spiritually-well people ea clear sense of right and wrong, and 3. Spiritual Wellness. The spiritual dimension human existence. It does not mean one is religious, but t be tolerant of the beliefs of others than to close our min take time out of their day for spiritual growth and learning. They hav‘ they act accordingly. 4, Intellectual Wellness, This dimension recognizes one's creative and stimulating mental activities as well as expands knowledge and skills while sharing his or her gifts with others. The intellectually-well person is open to new ideas, thinks critically and seeks out new challenges. These people will stretch and challenge their minds with intellectual and creative pursuits instead of becoming self-satisfied and unproductive. one’s feelings and related 5, Emotional Wellness. This dimension includes the capacity to man behaviors, including the realistic assessment of one's limitations, development of autonomy and the ability to cope effectively with stress, Emotionally-well people have the ability to express feelings freely and manase feelings effectively. They are also aware of and accept a wide range of feelings in themselves and others. - 6. Environmental Wellness. This includes the ability : ty to promote health measures t standard of living and quality of life in the community, including laws and agencie i a Fe physical environment. The environmentally-well person is aware of the earth's Ts sou resources, energy, buys orpanic foods and products, and enjoys and appreciates spending time in matrcl conan natural settings. 7. Physical Wellness. This is what we all do well in our hee combination of good exercise and eating habits, taking precautions f Sn Iba Screenings thlghout oa 168" leo tes tthe pera ea illnesses and knowing when professional medical attention is clubs. It is met through thi ‘are and receiving appropria onsibility and care for minor ically well people understand Personal resp needed. Physi NSTP-CWTS 1 36Chapter 04 VALUES DEVELOPMENT Values are deeply held beliefs that path our daily decisions. They are found within the subconscious and are tightly woven into the fabric of everyday life. We make decisions and choose our behaviors, close friends, professional employment, and entertainment based on our values. We follow this code to live our lives and we raise our children with these values hoping they will follow in our footsteps. “Your personal codes of values are what are important to you; not something you want or would like to have, but something you literally need in your life to be happy. A value is a principle or quality intrinsically valuable or desirable to you. Values are personal. They are your convictions, your beliefs, and your ethics rolled into one. Your personal code of values may be identical to your family's values. Or they may be dramatically different” (Lopper, 2007). THE FILIPINO VALUE SYSTEM The Filipino value system refers to the set of values or the value system that a majority of Filipino people have historically held important in their lives. This Philippine value system includes their own unique assemblage of consistent ideologies, moral codes, ethical practices, etiquette, and cultural and personal values that are promoted by their society. As with any society though, the values that an individual holds sacred can differ on the basis of religion, upbringing and other factors. ‘As a general description, the distinct value system of Filipinos is rooted primarily in personal alliance systems, especially those based in kinship, obligation, friendship, religion (particularly Christianity), and commercial relationships. Filipino values are, for the most part, centered at maintaining social harmony, motivated primarily by the desire to be accepted within a group. The main sanction against diverging from these values are the concepts of "hiya," roughly translated as 'a sense of shame,' and "amor propio" or ‘self-esteem’. Social approval, acceptance by a group, and belonging to a group are major concems. Caring about what others will think, say or do, are strong influences on social behavior among Filipinos. According to the anthropologist Leonardo Mercado, the Filipino worldview is basically ‘nondualistic,' Basing on linguistic analyses of Filipino value terms like “‘loob” (Cebuano “buot”), he concludes that Filipinos desire harmony, not only interpersonal relationships, but also with nature and religion, while still remaining nondichotomous. "The Filipino wants to harmonize the object and the subject, while at the same time holding both as distinct." —Elements of Filipino Philosophy (1974), Leonardo Mercado, SVD 39 NSTP-CWTS |1 he first is the exo; F. Landa Jocano identified two models of the Filipino value om. total san Tistat model or the foreign model, while the second is the indigenous model i vy model is described s model is deseribed to be a "legal and formal" model, while the indige ( i bconscious of the Filipin “traditional and non-formal" model or guide but is deeply embedded in ve fee the Seaaiind _ The foreign model was inherited by Filipinos from Westem cultures, P' vrmey exhibited in the governme the Americans. An example of a foreign or exogenous influence is bureaucracy tl of the Philippines. Elements and Composition and other literatures made by experts ang re values, along with the Filipino character tipino, the Filipino value system are found t he future, pessimism with regards ty nce of friendship and and others, respect for the Based on studies, surveys, opinions, anecdotes, researchers in relation to Filipino social values or Filipino co Filipino identity of a person or an individual known as the Fi possess inherent key elements. Among them are optimism about present situations and events, the concern and care for other people, friendliness, the habit of being hospitable, religious nature, respect fulnes female members of society, the fear of God, and abhorrence of acts of cheating and thievery. the ex to self The core values of Filipinos specifically upholds the following items: solidarity of the family unit roups, personalism, the concepts of "lob" of security of the Philippine economy, orientation to small-g “"kalooban" (meaning "what's inside the self,” the "inner-self,” or the "actual personal feelings of the self"), existence and maintenance of smooth interpersonal relationships, and the sensing of the feelings or needs grouped into general clusters or of others (known as pakikiramdam). In a larger picture, these values ar "macroclusters": namely, the relationship cluster, the social cluster, the livelihood cluster, the inwardness cluster, and the optimism cluster. Philippine Core Values Philippine Values is defined by the way people live their lives as an influence of one’s culture. The Philippines, being an archipelago, has not become a hindrance towards having a single values system throughout the country. In whatever part of the country one may be, one will find the same hospitality that the Filipinos are known for as well as many other values that have originated from the Filipino forefather The values of Filipinos have been looked upon by foreigners as a weakness instead of strength due to the nature of how they may be abused and manipulated due to these values, But values are wh mat up a certain nation both in growth and unity. Some may see that Filipino values as a hind ct . wth of the country and yet others may say that these are what make our country powerful. rancor In order to understand these concepts, let us look into the different val fhe Fi they may be of influence to a person’s growth. atoes of he Filipinos and 2 NSTP-CWTS | rTFamily The Philippines is known to be a family-centered nati jportant social structure that one must take care of. The ive it family. The Filipino family is so intact that itis coramon foe ie same company. It is also common to find the whole clan livin be too far from their own family. ‘The Filipinos recognize their family as an importance to the safety and unity of one’s embers of the same family to work for the ig in the same area as Filipinos are afraid to People get strength from their family, thus a child may have several godparents to ensure his future incase his parents will not be there for him. They also do not let their elders live too far away from them. The Filipinos take care of their elders by taking them into their homes. Unlike the Westemers, the Filipinos donot send their elders to nursing homes to be taken care of. They believe that when their elders are unable to live alone, the time has come for them to pay their respects and to be able to serve their parents just as they were cared for when they were younger. Politeness . Filipinos are taught to become respectful individuals. This is mainly due to the influence of Christianity that tells us to honor both our parents and our elders. The use of “"po"” and “opo”” when in conversation with an elder or someone who is older is a manifestation of how Filipinos respect their elders. Hospitality The Filipinos are very hospitable when it comes to their fellowmen. They will invite their visitors to come into their homes and offer them treats such as snacks and drinks after a long journey. There are also instances when the Filipinos will serve only the best to their visitors even if at times they may not be able to afford it. They also go to the extreme as to give up the comfort of their own bedrooms for their guests and to the point of sleeping on the floor just to ensure that their guests are comfortable. Gratitude Gratitude or “utang na loob” is a very popular Filipino characteristic. One does not forget the good deeds that others may have done to him or her especially at times of great need, This sense of gratitude is sometimes abused by those who have done well to others as they may ask favors or things that may either be unreasonable or beyond the means of the one in debt. Shame +» ig a very common Filipino value, It is said that Filipinos would go to great lengths in order for one not to be ashamed. Hiya has a great influence on one’s behavior for one will do everything, even if it is beyond his means just to save his reputation as well as the family’s. When it comes to economic standing, Filipinos feel pressured to meet the status quo of the society, One indication of this might be a willingness to spend more than they can afford on a party rather than be shamed by their economic circumstances. Shame or **Hiya’ A NSTP-CWTS |Flexibility, Adaptability, and Creativity ; si ed tres. Th Filipinos’ sense of joy and humor is evident in their optimistic approach a that contributes to ability to laugh at themselves and their predicament is an important coping aa .djust to often difficult emotional balance and a capacity to survive. These are manifested in the ability to ac Renamer ae circumstances and prevailing physical and social environments. Filipinos have , ae ambiguity that enables them to respond calmly to uncertainty or lack of informatiot ‘ th ee on n improvise and make productive and innovative use of whatever is available. These ar i BS ae en repeatedly demonstrated in their capacity to adapt to living in any part of the world and in their ability to accept change. Loyalty Loyalty or ‘‘pakikisama’’ is another Filipino value. Filipinos are said to be loyal to their friends and fellowmen in order to ensure the peace in the group. This is manifested in their basic sense of justice and fairness and concern for other's well-being. Filipinos recognize the essential humanity of all people and regard others with respect and empathy. With this orientation, Filipinos develop sensitivity to the nature and quality of interpersonal relationships which are their principal source of security and happiness. Hard Work and Industry The related capacity for hard work and industry among Filipinos is widely recognized. Filipinos are universally regarded as excellent workers who perform well whether the job involves physical labor and tasks or highly sophisticated technical functions. This propensity for hard work, which often includes a highly competitive spirit, is driven by the desire for economic security and advancement for oneself and one's family. This achievement orientation is further accompanied by typically high aspirations and great personal sacrifices. Resignation Trust in God or the concept of ‘’bahala na”” has been over-used time and again. This ideal is used when a person does not know what to do or is too lazy to do anything at all. This belief to put fate in God’s hands may be a sign of how religious Filipinos may be and at the same time show that the Filipinos are free-spirited and that they put their life in fate’s hands, Significance of Studying Filipino Values The shaping of the Philippine society into a successful and understanding and appreciating the positive side of Filipino values goal, Thus, itis imperative that a full understanding and appreciation of the positive side of evr nary san principles be made and used for our personal and national Success. The purpose of this chapt eek re, is to help us understand our Filipino values to enable us to put the posit BU sere mNerelUTe, and to disregard the negative ones. Thus, in the end, through the values, we may bring out the best in the Filipino society in general Progressive nation would depend on and how they are applied to attain such levelopment and use of positive Filipino and the individual in particular, NSTPOWTST aStudents Transformational and Enrichment for Truth (STET) This refers to the inculcat . commitment to the common a aa of virtues and providing opportunities to concretely express Saninistraiox with iandvadive id ET calls for an empowering dynamism of a leader, a manager, and a ideas, It requires proactive stance and professional competence of a social entrepreneur responding to the various concerns Be - of the students an: i administrative constraints in a changing environment. id bridges them with the prevailing Fundamental components of the STET Paradigm (Dr. Vivian A. Gonzales, UPLB) Leadership Education and Administrative Development (LEAD) 1, Itinvolves capability building for leadership through training, education and development. aR ome on the Principle-centered leadership paradigm practiced from the inside out on four levels: personal, interpersonal, managerial and organizational. ional Analysis for Integrative Leavening (SAIL) Itrefers to a need assessment strategy It consists of consultative and participatory processes. It involves stakeholders and interest groups. It analyzes strengths, weakness, opportunities and threats relative to the well-being of the students and the community. 5. Itis a continuous process. eeyr Holistic Emancipation from Life’s Pressures (HELP) 1. It is an integrative approach responsive to the development of the four interrelated dimensions of human nature: physical, mental, spiritual and socio-emotional. 2. Ttincludes generation of support through networking, linking, and collaborative projects. 3. It takes into consideration the multi-dimensional, inter-disciplinary, and dynamic nature of community development. Worthy Organizational Reaffirmation of Knowledge for Society (WORKS) 1. It is an operational mechanism for student’s initiatives in carrying out projects to benefit society. 2 It enables the students to operationalize the values of integrating the “personal and national perspectives.” Continuing Action for Reengineering and Empowerment (CARE) L. It is a sustainability measure which adopts the six conditions of the operational concept of empowerment: character, skills, win-win agreement, self-supervision, helpful structures and accountability. 2. Teimcludes feedback mechanisms, monitoring and evaluation activities, awards and incentives. 43 NSTP-CWTS |Chapter 05 HIP CONCEPTS OF LEADERS! equivalent to ization was ee anizatio uite it; Tused to think that running a OrBON | hink that’s quite it conducting a symphony orchestra. But 1dOn" 00" Bennis it's more like jazz. There is more improvise! re and willpower, you can become an effec desi ; Good leaders are made not bom. If you have the vie of self study, education, traning leader. Good leaders develop through a never ending uate meas experience (Jago, 1982). This guide will help you through that p! are certain things you must be, kay, ual work and study. Good leaders a hey are NOT resting on their laurel, To inspire your workers into higher levels of teamwork, there and, do. These do not come naturally, but are acquired through contin continually working and studying to improve their leadership skills; t Definition of Leadership Leadership is a process by which a person influences others to accomplish an objective and dies, the organization in a way that makes it more cohesive and coherent. This definition is similar to Northousi (2007) definition — Leadership is a process whereby an individual influences a group of individuals » achieve a common goal Leaders carry out this process by applying their leadership knowledge and skills. This is calld Process Leadership. However, we know that we have traits that can influence our actions. This is calle Trait Leadership, in that it was once common to believe that leaders were bom rather than made. These two leadership types are shown in the chart below (Northouse, 2007): Trait Theory of Process Theor Leadership of leadership’ Residesin oe Leader Canbe observed interact Followers, toe Followers NSTP-CWTS |While leadership i , on ee Jeamed, the skills and knowledge processed by the leader can be influenced by a its, such as beliefs, values, ethics, and character. Knowledge and skills contribute directly to the process of leadership, while the other attri : i jer attri isti ‘Bake fied oe hercuiques ibutes give the leader certain characteristics that Leadership & Human Behavior Asa leader, one needs to interact with his followers, peers, seniors, and others; whose support he needs in order to accomplish his goals. To gain their support, he must be able to understand and motivate them. To understand and motivate people, one must know human nature. Human nature is the common qualities of all human beings. People behave according to certain principles of human nature. Human needs are an important part of human nature, Values, beliefs, and customs differ from country to country and even within group to group, but in general, all people have a few basic needs. As a leader you must understand these needs because they can be powerful motivators. Unlike other researchers in the earlier days of psychology, Abraham Maslow based his theory of human needs on creative people who used all their talents, potential, and capabilities (Bootzin, Loftus, Zajonc, Hall, 1983). His methodology differed from most other psychological researchers at the time in that these researchers mainly observed mentally unhealthy people. Maslow (1970) felt that human needs were arranged in a hierarchical order that could be divided into two major groups: basic needs and metaneeds (higher order needs): Basic Needs are physiological, such as food, water, and sleep; and psychological, such as affection, security, and self-esteem. These basic needs are also called “deficiency needs” because if they are not met by an individual, then that person will strive to make up for the deficiency Metaneeds or being needs (growth needs). These include justice, goodness, beauty, order, unity, ete. Basic needs normally take priority over these meta needs. For example, a person who lacks food or water will not normally attend to justice or beauty needs. It should be noted that almost no one stays in one particular hierarchy for an extended period. We constantly strive to move up, while atthe same time various forces outside our control try to push us down, Those on'top get pushed down for short time periods, ie., death of a loved-one or an idea that does not work, while those on the bottom get pushed up, ie., come across a small prize, Our goal as leaders therefore is to help people obtain the skills and knowledge that will push them up sis, People who have their basic needs met become much better the hierarchy on a more permanent ba: workers as they are able to concentrate on. fulfilling the visions put forth to them, rather than consistently Struggling to make ends meet. 47 NSTP-CWTS |FOUR FACTORS OF LEADERSHIP sahig! There are four major factors in leadet Factors of Leadership Leader 2 of who Situation A leader must have an honest understandin| nat he is, what he knows, and what he can do. Also, note tl 2 es is the followers, not the leader or someone else w! ° io - 4 determine if the leader is successful. If they do not ae lack confidence in their leader, then they will be uninspire' To be successful a leader has to convince his followers, not == a himself or his superiors, that he is worthy of being followed. Followers freshman re Different people requite diferent styles of leadership. For example, @ mm Rarer 5 supervision than a senior student when it comes to university policies. A persor _ rs vata requires a different approach than one with a high degree of motivation. A leader must know his peop The fundamental starting point is having a good understanding of human nature, such as needs, emotion, and motivation. A leader must come to know the people's he, know, and do attributes Communication A leader leads through two-way communication. Much of it is nonverbal. For instance, when ya “set the example,” it communicates to others that you would not ask them to perform anything that ye would not be willing to do. What and how a leader communicates either builds or harms the relationship between him and others. Situation Alll situations are different. What a leader does in must use his judgment to decide the best course of action For example, he may need to confront a follower for ina late or too early, too harsh or too weak, then the results None situation will not alw ‘ays work in another. He and the leadership style needed for each situation. Ppropriate behavior, but if the confrontation is 00 may prove ineffective, Also note that the situation normally has a greater ° effect si — because while traits may have an impressive stability over a io Keaders action than his traits 1 across situations (Mischel, 1968). This is why a number of leadersh sens: they have File consis Leadership is amore curate han the Trt Theory oy Loni ship scholars think the Process Theo” ship. BOSS OR LEADER? Alta a postion a class president, student council off, ra accomplish certain tasks an objectives in the organization (cat Cer student etc, gives the authority hot make the person a leader, it simply makes him the bos Len led Assigned Leadership), this power 4° &: Keadersh; : NSTP-CWTST rn 'P differs in that it makes the follow®®want to achieve high goals (called Emergent Lea : aon gets Assigned Leada yh geet Leadership), rather than simply bossing people around, Thus ‘h ; 5 a edo great hege ship by the position and displays Emergent Leadership by influencing poSS' THEORY OF LEADERSHIP Boss’ theory of leadership states that there leaders. The first two explain the leadership develop are three basic ways to explain how people become : ment for a small number of people. These theories are: Some personality traits may lead people naturally into leadership roles. This is the Trait Theory. A crisis or important event may cause a person to rise to the occasion, which brings out extraordinary leadership qualities in an ordinary person. This is the Great Events Theory. People can choose to become leaders. People can learn leadership skills. This is the Transformational or Process Leadership Theory. TOTAL LEADERSHIP What makes a person want to follow a leader? People want to be guided by those they respect and who have a clear sense of direction. To gain respect, they must be ethical. A sense of direction is achieved by conveying a strong vision of the future. When a person is deciding if she respects a person as a leader, she does not think about his attributes, rather, she observes what he does so that she can know who he really is. She uses this observation to tell if he is an honorable and trusted leader or a self-serving person who misuses authority to look good and get promoted. Self-serving leaders are not as effective because their followers only obey them, not follow them. They succeed in many areas because they present a good image to their seniors at the expense of their workers. PRINCIPLES OF LEADERSHIP To help you (leader) be, know, and do, follow these eleven principles of leadership: 1. Know yourself and seek self-improvement. - In order to know yourself, you have to understand your be, know, and do, attributes. Seeking self-improvement means continually strengthening your attributes. This can be accomplished through self-study, formal classes, reflection, and interacting with others. 2. Be technically proficient. - As a leader, you must know your job and have a solid familiarity with your employees’ tasks. 3. Seek responsibility and take responsibility for your actions. - Search for ways to guide your organization to new heights. And when things go wrong, they always do sooner or later — do not blame others, Analyze the situation, take corrective action, and move on to the next challenge. 4. Make sound and timely decisions. - Use good problem solving, decision making, and planning tools, 5. Set the example. - Be a good role model for your employees. They must not only hear what they are expected to do, but also see. We must become the change we want to see - Mahatma Gandhi rT) NSTP-CWTS |Te PL ee Fe todd ee ear eT ee aan Serie ae ae Know human nature and the jy or well-beis- ~ ey 6. Know your people and look out for ae icate with not only them, but als, 2 7 unit of sincerely caring for your Loe how to comm oA 7. Keep your workers informed. elp to develop good character Rigg and other Key people. ay in your workers: a . i 8 Develop a sense of rer professional responsibil ss ‘complished. - Communication ig te, will help them carry ou ay ; yervised, 9, Ensure that tasks are understood, suP to this responsibility. headers ca ation, dep 10. Train as a team. - Although many sO eerie a group of people doing their jobs, are P init You'wi as eam ey ere ee pated "py developing @ a YOU willbe sy, sales ya cera disten raenion et. tits fullest capabilities. employ your organization, 11 their organization, department, Seg ATTRIBUTES OF LEADERSHIP If you are a leader who can be trusted, then tho: a leader, there is a Leadership Framework to guide you: se around you will grow to respect you. To bes BE KNOW DO | BE a professional. Example: Be loyal to the organization, perform selfless service, take person responsibility. BE a professional who possesses good character traits. Examples: honesty, competence, candy, commitment, integrity, courage, straightforwardness, imagination. * KNOW the four factors of leadership — follower, leader, communication, situation. * KNOW yourself. Examples: strengths and weakness of your character, knowledge, and skills. * KNOW human nature. Examples: human needs, emotions, and how people respond to stress. * KNOW your responsibilities and obligations. Examples: Be proficient and be able to train othes in their tasks. * KNOW your organization. Examples: Know its foundation and history. * DO provide direction. Examples: goal setting, problem solving, * DO implement. Examples: communicating, coordinating, * DO motivate. Examples: develop morale and esprit de counsel. decision making, planning supervising, evaluating. corps in the organization, train, cost THE PROCESS OF GREAT LEADERSHIP The road to great leadership that is comm, © Challenge the process. - First, find a © Inspire a shared vision. - Next, sh followers. 10 to successful leaders; Process i : are are * you believe needs to be improved the most ‘on in Words that can be understood by 3 cain° —— the heart, - Share the glory with your followers’ hearts, while keeping the pains within your own, THE FIVE POINTS OF LEADERSHIP POWER Al Capone once said that “You can get much farther with a kind word and a gun than you can with a kind word alone.” However, while almost anyone can use power, it takes skill to use leadership. Leadership power is much more than the use of force. Leadership is influencing others to truly WANT to achieve a goal, while power forces others to achieve a goal, Power refers to a capacity that a person (boss) has to influence the behavior of another so that he or she acts in accordance with the boss' wishes. This power is a capacity or potential as it implies a potential that need not be actualized to be effective. That is, a power may exist, but does not have to be used to be effective. For example, an officer in the Army has certain powers over enlisted personal, but that power does not have to be used to be effective. The mere knowledge of an officer's power by an enlisted person has some influence over him or her. A person has the potential for influencing five points of power over another. 1. Coercive Power — Power that is based on fear. A person swan — with coercive power can make things difficult for people. These are the persons that you want to avoid getting angry pe People under coercive leaders are unlikely to be committed, and more likely to resist the leader. 2. Reward Power — Compliance achieved based on the ability to distribute rewards that others view as valuable. Able to give special benefits or rewards to people. You might find it advantageous to trade favors with him or her. 3. Legitimate Power — The power a person receives as a result of his or her position in the formal hierarchy of an organization. The person has the right, considering his or her position and your job responsibilities, to expect you to comply with legitimate requests. 4, Expert Power — Influence based on special skills or knowledge. This person earns respect by experience and knowledge. Expert power is the most strongly and consistently related to effective employee performance. 5. Referent Power — Influence based on possession by an individual or desirable resources or personal traits. You like the person and enjoy doing things for him or her. LEADERSHIP STYLES Understanding the many different types of leadership styles is a necessary first step in leadership development, "4 groom used to spend whole days in currycombing and rubbing down his Horse, but at the same time stole his oats and sold them {for his own profit. “Alas!” said the Horse, “if you really wish me to be in good condition, you should groom me less, and feed me more.” — Aesop's Fables 51 NSTP-CWTS |Most common Leadership Types © Autocratic leadership * — People-oriented leadership or relations. Bureaucratic leadership oriented leadership © Charismatic leadership © Servant leadership © Democratic leadership or participative © Task-oriented leadership leadership * Transactional leadership © Laissez-faire leadership © Transformational leadership Autocratic Leadership Autocratic leadership is an extreme form of transactional leadership, where a leader exerts hig levels of power over his or her employees or team members. People within the team are given fa ‘opportunities for making suggestions, even if these would be in the team's or organization’s interest. Mo, people tend to resent being treated like this. Because of this, autocratic leadership usually leads to hig levels of absenteeism and staff turnover. Also, the team's output does not benefit from the creativity ay experience of all team members, so many of the benefits of teamwork are lost. For some routine ay unskilled jobs, however, this style can remain effective where the advantages of control outweigh th disadvantages. Bureaucratic Leadership Bureaucratic leaders work “by the book,” ensuring that their staff follow procedures exactly. Thi is a very appropriate style for work involving serious safety risks (such as working with machinery, wit toxic substances or at heights) or where large sums of money are involved (such as cash-handling). In oth situations, the inflexibility and high levels of control exerted can demoralize staff, and can diminish th organizations ability to react to changing external circumstances. Charismatic Leadership A charismatic leadership style can appear similar to a transformational leadership style, in that leader injects huge doses of enthusiasm into his or her team, and is very energetic in driving others forwa However, a charismatic leader can tend to believe more in him or herself than in their team. This can crea a risk that a project, or even an entire organization, might collapse if the leader were to leave: In the eye of their followers, success is tied up with the presence of the charismatic leader. As such, charisma leadership carries great responsibility, and needs long-term commitment from the leader. Democratic Leadership or Participative Leadership Although a democratic leader will make the final decision, he or she invites other members of team to contribute to the decision-making process. This not only increases job satisfaction by involvif employees or team members in what's going on, but it also helps to develop people’s skills. Employees team members feel in control of their own destiny, and so are motivated to work hard by more than just financial reward. As participation takes time, this style can lead to things happening more slowly than # NSTP-CWTS 1 B2 ite Jautocratic approach, but often the end re aoe sult is better. It is rental, and quality is more important th can be most suitable where team working is ian speed to market or productivity. Laissez-Faire Leadership This French phrase means “leave it be" and is used to describe a leader who leaves his or her colleagues #0 set on eit their work. It can be effective if the leader monitors what is being achieved and communicates this back to his or her team regularly. Most often, laissez-faire leadership works for teams in which the individuals are very experienced and skilled self-starters. Unfortunately, it can also refer to situations where managers are not exerting sufficient control. People-Oriented Leadership or Relations-Oriented Leadership This style of leadership is the opposite of task-oriented leadership: the leader is totally focused on organizing, supporting and developing the people in the leader’s team. A participative style, it tends to lead to good teamwork and creative collaboration. However, taken to extremes, it can lead to failure to achieve the team’s goals. In practice, most leaders use both task-oriented and people-oriented styles of leadership. Transactional Leadership This style of leadership starts with the premise that team members agree to obey their leader totally when they take a job on: The “transaction” is (usually) that the organization pays the team members, in retum for their effort and compliance. As such, the leader has the right to “punish” team members if their work doesn’t meet the pre-determined standard. Team members can do little to improve their job satisfaction under transactional leadership. The leader could give team members some control of their income/reward by using incentives that encourage even higher standards or greater productivity. Altematively a transactional leader could practice ‘management by exception,’ whereby, rather than rewarding better work, he or she would take corrective action if the required standards were not met. Transactional leadership is really just a way of managing rather a true leadership style, as the focus is on short-term tasks. It has serious limitations for knowledge-based or creative work, but remains a common style in many organizations. Transformational Leadership A person with this leadership style is a true leader who inspires his or her team with a shared vision of the future, Transformational leaders are highly visible, and spend a lot of time communicating. They don’t necessarily lead from the front, as they tend to delegate responsibility amongst their teams. While their enthusiasm is often infectious, they need to be supported by “detail people.” In many organizations, both transactional and transformational leaderships are needed. ; The transactional leaders (or managers) ensure that routine work is done reliably, while the transformational leaders look after initiatives that add value. The transformational leadership style is the dominant leadership style taught in the "How to Lead: Discover the Leader Within You" leadership program, although we do Tecommend that other styles are brought as the situation demands. 5a NSTP-CWTS |i dership Using the Ri t Style - Situational Lea / ‘ ‘ oe ae ‘ransformation Leadership approach is often highly effective, there is no one “Tighe While he Ta al the most effective approach for you, YOU muy way to lead or manage that suits all situations. TO choose consider: ‘© The skill levels and experience of | Ee . rk involved (routine or neW creative). ; : aa vopoizational environment (stable or radically changing, conservative or adventurous). « = Yourown preferred or natural style. : find him or herself swi ‘A good leader will and work they are dealing with. This is often referred to as ‘your team. itching instinctively between styles according to the peop “situational leadership”. asic Skills of ‘Outstanding Leadership Ten Bi - 1. Integrity 6. Adaptability 2. Vision/strategy 7. Teamwork 3. Communication 8. Coaching and Development 4, Relationships 9. Decision-making 5, Persuasion 10. Planning A. Integrity How deep are your convictions on the things you believe in? What do you believe in SO MUCH abou your work that you will stand up to anyone about it? How much are you willing to compromise your important beliefs? To what extent do your behavior and the choices you make align with your guiding values and principles? Integrity means honesty and more. It refers to having strong internal guiding principles that one does not compromise. It means treating others as you would wish to be treated. Many experts believe that a solid sense of right and wrong and strong guiding principles are the most ‘essential and basic of all leadership skills. It promotes trust, and not much is accouuplished without trust. B. Vision/strategy Can you see where your department, team, and organization are going? How often do you talk about the ways by which what you are doing in your area are related to the overall mission? Do you think and speak inspiring fo what the organization is doing and about the future of the organization? leader must have a clear idea where his or her organizati i : , . ° ganization and unit are goi month’s results or this year’s budget. Where is it going in the long term? ne Bh oa A lead i . pe oe bec shoe ne and needs to refer frequently to the vision, mission, and v io iy oe « ° ee oe ns with others. Vision is another example of an es: NSTP-CWTS | a