A Narrative Report

Presented to

Mr. Mohammad Junaid Mala

Department of Military Science and Tacties

Mindanao State University

Marawi City

In Partial fulfillment

Of the course

National Service Training Program

1st semester, 2018

Hasmin M. Baute

December 2018
THE NATIONAL SERVICE TRAINING PROGRAM

The National Service Training Program was 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”
(italics supplied). This is the same principle that created and sustained the Reserve Officers
Training Corps.

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
whom 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 ensured that the
three components – Civic Welfare Service, Literacy Training Service, and Reserve Officers
Training Corps – will be given the same and equal implementation in educational institutions.
Moreover, it defined the different components, the duration of the training, coverage, etc.

The National Service Training Program (NSTP) is a Law otherwise known as Republic Act 9163
or the NSTP Act of 2001, refers to the program aimed at enhancing civic consciousness and
defence preparedness in the youth, by developing their ethics of service and patriotism while
undergoing training in any of the three (3) program components, the Civic Welfare Training
Service (CWTS), the Literacy Training Service (LTS) and the Reserve Officers’ Training Corps
(ROTC), especially designed to enhance the youth’s active contribution to the general welfare.
The law was implemented effective school year 2002-2003 in all HEI’s.

VISION
The FCU-NSTP envisions an efficient, civic conscious and highly motivated NSTP committed
towards social transformation.
MISSION
The FCU-NSTP ensures the efficient implementation of NSTP components for the enhancement
and defence preparedness among the Filipino youth.

GOALS
Develop civic consciousness and national defence preparedness among the Filipino Youth
particularly those that enhance their total well-being as agents towards the pursuit of national
development.

This program is aimed at enhancing civic consciousness and defense preparedness in the
youth by developing the ethics of service and patriotism while undergoing training in any of its
three (3) program components, namely

Reserve Officers’ Training Corps (ROTC) - designed to provide military training to tertiary level
students in order to motivate, train, organize and mobilize them for national defense
preparedness.

Civic Welfare Training Service (CWTS) – refers to programs or activities contributory to the
general welfare and the betterment of life for the members of the community or the
enhancement of its facilities, especially those devoted to improving health, education,
environment, entrepreneurship, safety, recreation and morals of the citizenry.

Literacy Training Service (LTS) – designed to train students to become teachers of literacy and
numeracy skills to school children, out of school youth, and other segments of society in need
of their service.

Starting Academic Year 2002-2003, all male and female students enrolled in any baccalaureate
or of at least two (2) year technical/vocational courses are required to complete the equivalent
of two (2) semesters of any one of the NSTP components listed above as a requisite for
graduation.

Each NSTP component shall be undertaken for a period of two (2) semesters, with fifty-four (54)
training hours and student load credit of 3 units per semester.
Group Dynamics

A group can be defined as several individuals who come together to accomplish a particular
task or goal. Group dynamics refers to the attitudinal and behavioral characteristics of a group.
Group dynamics concern how groups form, their structure and process, and how they function.
Group dynamics are relevant in both formal and informal groups of all types. In an
organizational setting, groups are a very common organizational entity and the study of groups
and group dynamics is an important area of study in organizational behavior.

The following sections provide information related to group dynamics. Specifically, the
formation and development of groups is first considered. Then some major types or
classifications of groups are discussed. Then the structure of groups is examined.

GROUP DEVELOPMENT

As applied to group development, group dynamics is concerned with why and how groups
develop. There are several theories as to why groups develop. A classic theory, developed by
George Homans, suggests that groups develop based on activities, interactions, and sentiments.
Basically, the theory means that when individuals share common activities, they will have more
interaction and will develop attitudes (positive or negative) toward each other. The major
element in this theory is the interaction of the individuals involved.

Social exchange theory offers an alternative explanation for group development. According to
this theory, individuals form relationships based on the implicit expectation of mutually
beneficial exchanges based on trust and felt obligation. Thus, a perception that exchange
relationships will be positive is essential if individuals are to be attracted to and affiliate with a
group.

Social identity theory offers another explanation for group formation. Simply put, this theory
suggests that individuals get a sense of identity and self-esteem based upon their membership in
salient groups. The nature of the group may be demographically based, culturally based, or
organizationally based. Individuals are motivated to belong to and contribute to identity groups
because of the sense of belongingness and self-worth membership in the group imparts.

Group dynamics as related to development concerns not only why groups form but also how.
The most common framework for examining the "how" of group formation was developed by
Bruce Tuckman in the 1960s. In essence, the steps in group formation imply that groups do not
usually perform at maximum effectiveness when they are first established. They encounter
several stages of development as they strive to become productive and effective. Most groups
experience the same developmental stages with similar conflicts and resolutions.

According to Tuckman's theory, there are five stages of group development: forming, storming,
norming, performing, and adjourning. During these stages group members must address several
issues and the way in which these issues are resolved determines whether the group will succeed
in accomplishing its tasks.
1. Forming. This stage is usually characterized by some confusion and uncertainty. The
major goals of the group have not been established. The nature of the task or leadership
of the group has not been determined (Luthans, 2005). Thus, forming is an orientation
period when members get to know one another and share expectations about the group.
Members learn the purpose of the group as well as the rules to be followed. The forming
stage should not be rushed because trust and openness must be developed. These feelings
strengthen in later stages of development. Individuals are often confused during this stage
because roles are not clear and there may not be a strong leader.
2. Storming. In this stage, the group is likely to see the highest level of disagreement and
conflict. Members often challenge group goals and struggle for power. Individuals often
vie for the leadership position during this stage of development. This can be a positive
experience for all groups if members can achieve cohesiveness through resolution.
Members often voice concern and criticism in this phase. If members are not able to
resolve the conflict, then the group will often disband or continue in existence but will
remain ineffective and never advance to the other stages.
3. Norming. This stage is characterized by the recognition of individual differences and
shared expectations. Hopefully, at this stage the group members will begin to develop a
feeling of group cohesion and identity. Cooperative effort should begin to yield results.
Responsibilities are divided among members and the group decides how it will evaluate
progress.
4. Performing. Performing, occurs when the group has matured and attains a feeling of
cohesiveness. During this stage of development, individuals accept one another and
conflict is resolved through group discussion. Members of the group make decisions
through a rational process that is focused on relevant goals rather than emotional issues.
5. Adjourning. Not all groups experience this stage of development because it is
characterized by the disbandment of the group. Some groups are relatively permanent
(Luthans, 2005). Reasons that groups disband vary, with common reasons being the
accomplishment of the task or individuals deciding to go their own ways. Members of the
group often experience feelings of closure and sadness as they prepare to leave.