Civic Welfare Training Services National Service Training Program (NSTP-CWTS I)

St. Paul University-Manila

Introduction

Human Bingo Get to know as many fellow students names as you can using the following indicators/pointers:

Name: _________________________________________ Course/Year/Section: _____________________________ Date: __________________________________________

Human Bingo
Classmate being the youngest member of the family: Classmate whose favorite color is orange: Classmate who has a red birthmark: Classmate who knows the meaning of NSTP: Classmate who knows the name of the SPUM Vice-President for Academics:

Classmate whose favorite music genre is rock:

Classmate you knew already even before enrolling at St. Paul:

Classmate who plays badminton:

Classmate who knows what is R.A. 9163:

Classmate who did a last minute shopping last night:

Classmate who finished high school in Bataan:

Classmate who graduated valedictorian:

Classmate whose shoes size is 7.5:

Classmate who knows the name of the SPUM President:

Classmate who plays any musical instrument:

Organize yourselves into five (5) groups. Choose your group leader and rapporteur. Discuss within the group your idea/s about what NSTP is all about.

What are your expectations from this class, including methodologies to be used in implementing our program. What will facilitate your learning/s and what will not?

Goal
At the end of the semester, the students will be able to understand, appreciate and learn the basic concepts of the Students Transformation and Enrichment for Truth (STET) in view of empowering them in becoming a potent resource for community development. Objectives

Become familiar with the description, purpose, objectives, and components of the NSTP
Determine the objectives and the thrust of the CWTS as a component of NSTP Show understanding of and appreciation of the STET as a program for youth development Work together as a potent resource group in the service of the community

Requirements

At the end of the semester, students are required to compile all the group reports, reaction papers, and activity reports using Times New Roman, font size 12; 2x1.25x1.25.1 margins, hard bound.

National Service Training Program (NSTP) According to R.A. 9163 otherwise known as the NSTP Act of 2001, this refers to the program aimed at enhancing the civic consciousness and defense preparedness in the youth, by developing the ethics of service through the spirit of VOLUNTEERISM and PATRIOTISM while undergoing training in any of the three (3) program components, specifically designed to enhance the youths active contribution to the general welfare.

Components of NSTP
1. Reserve Officers Training Corps (ROTC) refers to the program component, institutionalized under Sections 38 and 39 of R.A. No. 7077, designed to provide military training to tertiary level students in order to motivate, train, organize and mobilize them for national defense preparedness. 2. Civic Welfare Training Service (CWTS) another program component or activities contributory to the general welfare and the betterment of life for the members of the community or the enhancement of its facilities, especially those devoted to improving health, education, environment, entrepreneurship, safety, recreation and moral of the citizenry and other social welfare services. 3. Literacy Training Service (LTS) program component designed to train the students to teach literacy and numeracy skills to school children, out-of-school youths and other segments of society in need of their services.

Coverage
All students, except foreigners, of any baccalaureate degree course or at least 2-year technical or vocational courses in public and private educational institutions shall be required to complete one (1) NSTP component as a requisite for graduation. State universities and colleges however are required to take ROTC and another component of NSTP. For private institutions, especially if they lack of 350 cadet students, ROTC is not required, but in case male students would like to take said component, they will be allowed to cross-enroll with other schools. NSTP shall be implemented for two semesters.

SELF CONCEPT AND THE FILIPINO VALUE SYSTEM

Definition:
Self Concept Understanding and knowledge you have of your own existence (inner and outer personality) How you see yourself in relation to others and how others perceive you as a person Emphasizes individual growth towards selfactualization Self Awareness Clear perception of personality including strengths, weaknesses, thoughts, beliefs, motivation and emotions Allows to understand other people and how they perceive you Your attitude and responses to others

To develop a healthy Self Concept, you must:

Know

your self Love yourself Be true to yourself Through: assessment planning effort

Importance of knowing yourself:

Skills development 2. Advantage of knowing your own strengths and weaknesses 3. Develop intuitive decision-making skills 4. High motivation 5. Leadership 6. Relationship-building
1.

When one maintains a solid self-concept:

nothing or no one can rattle you

nothing can take you off your stride confidence and assurance is by your side you can handle the adversities and challenges that come your way

Human Reasons as a Multidimensional Being:

Physical substantial, natural 2. Intellectual rational, logical, cerebral 3. Moral ethical, just, principled 4. Social shared, societal, collective 5. Economic fiscal, financial, monetary 6. Political government affairs, state policy 7. Emotional/Psychological sensitivity 8. Spiritual pious, religiousness, devout
1.

Values - these are powerful drivers of how we think and behave

Filipino Value System

hailed from our culture or way of life distinctive way of becoming human in this particular time & place sense of historical consciousness of values that has evolved w/in us

A value system is a set of consistent ethic values (more specifically the personal and cultural) and measures used for the purpose of ethical or ideological integrity. A well defined value system is a moral code.

Categories of Values
Personal
values developed very early in life may be resistant to change. They may be derived from those of particular groups or systems, such as culture, religion, and political party.

Categories of Values
Social values where the majority of the citizens agree with; they are beliefs; prescriptions about desirable modes of conduct or established orientations toward living and existence; they are conceptions of, preferences for and prescriptions about desirable endstates of existence and social ideals.

Categories of Values
Political values that offer the spirit of totalitarianism, and seek to promote and practice of intelligent deliberation, informed public discussions, engaged criticism, and the very possibility of freedom and a vital democratic politics.

Categories of Values
Economic
economic values are useful to consider when making economic choices choices that involve tradeoffs in allocating resources. measured by the desire and willingness to give up in other goods and services in order to obtain a good, service, or state of the world

Categories of Values
Spiritual

or religious are ethical principles founded in religious traditions, texts and beliefs. In contrast to personal, religious-based values are based on scriptures and a religion's established norms

Two General Types of Values

Primary Values development & maintenance of selforganizing capacity humanitarianism impartiality service excellence volunteerism internationalism

Humanitarianism
is an ethic of kindness, benevolence and sympathy extended universally and impartially to all human beings. It has been an evolving concept historically but universality is a common element in its evolution. No distinction is to be made in the face of human suffering or abuse on grounds of gender, tribal, caste, religious or national divisions.

Impartiality
A principle of justice holding that decisions should be based on objective criteria, rather than on the basis of bias, prejudice, or preferring the benefit to one person over another for improper reasons.

Service Excellence
Providing excellent service is about meeting the expectations of your clients, customers, partners or decision-makers in a way that makes them leave the feeling wowed and wanting to return. Exerting the best efforts in all the activities to be undertaken.

Volunteerism
The principle of donating time and energy for the benefit of other people in the community as a social responsibility rather than for any financial reward.

Internationalism

The condition or quality of being international in character, principles, concern, or attitude.

A policy or practice of cooperation among nations, especially in politics and economic matters

Core Values

values we hold which form the foundation on which we perform work and conduct ourselves

Importance of Core Values 1. govern personal relationships 2. clarify who we are 3. articulate what we stand for 4. guide us on how to teach 5. inform us on how to reward 6. guide us in making decisions

Leadership

Leadership
is the art of inducing subordinates to accomplish their assignments with zeal and confidence. the relationship in which one person influences others to work together willingly on related tasks to attain goals desired

Leadership is a planned process which results to the following: challenging people to work collaboratively creating a threat-free environment for growth encouraging and building working relationship optimizing available material and human resources

Functions of Leadership
1.

Providing vision Achieving goals Initiating camaraderie and smooth relationship

2.

3.

Leadership Styles

Authoritative Style of management is through fear. There is no positive working relationship as motivation and persuasion are lacking. Subordinates are expected to obey orders without receiving any explanations.

Democratic/Persuasive/Participative the leader encourages the participation of the members in the decision-making process. The leader acts as a coach, gathers all the information but final decisions are still being made by the him or her.

The laissez-faire leadership style is also known as the hands-off style. It is one in which the manager provides little or no direction and gives employees as much freedom as possible. All authority or power is given to the employees and they must determine goals, make decisions, and resolve problems on their own.

Transformational
Creates and sustains a context that maximizes human and organizational capabilities; Facilitate multiple levels of transformation; and align them with core values and a unified purpose to respond to a dynamic environment

Transactional Leadership Emphasizes getting things done within the umbrella of the status quo; In opposition to transformational leadership; By the book" approach the person works within the rules; Commonly seen in large, bureaucratic organizations

Creative Leadership
Ability to uniquely inspire people, to complex and readily changing situations; To generate shared innovative responses and solutions

Corrective Leadership
Empowers staff to facilitate collaborative and synergism; Working with and through other people instead of bowing to authoritarianism

Change Leadership
Endorses alteration beyond thinking about individuals and individual organization, single problems and single solutions; Rethinking systems to introduce change on parts of the whole and their relationship to one another

Intelligence Leadership
To navigate the future by embracing ambiguity and reframing problems as opportunities; A proactive stance in taking their organizations into uncharted territory.

Multi-cultural Leadership

Fosters team and individual effectiveness; Drives for innovation by leveraging multicultural differences; Teams work harder in an atmosphere of understanding and mutual respect

Pedagogical leadership

Paradigm shift from leader/teacher centered "orientation" to an interactive, connective organizational system using a democratic learning and communicative style An alternative to instructional leadership by enabling the learning and intellectual growth of those led

Servant Leadership
A practical philosophy focusing on people who choose to serve first and then lead as a way of expanding service Servant leaders are "servants first" with the object of making sure that other people's highest priority needs are being served Leaders put the needs of their followers first; These leaders rare in business

Bridging Leadership

Fostering synergy and reinforcing behavior and motivation through the use of communication to create climate of trust and confidence Projection of confidence on the face of a difficult challenge

Purposeful Leadership
Leader and the community share a common purpose to develop or provide the drive authority and commitment to undertake projects

Determining the best Leadership Style

Should leaders be more task or relationship (people) oriented, leaders have a dominant style, one they use in a wide variety of situations No one best style - leaders must adjust their leadership style to the situation as well as to the people being led. Many different aspects to being a great leader - a role requiring one to play many different leadership styles to be successful

Dimensions of Sustaining Leadership

Partnership Vision

and values Knowledge Savvy (common sense) and persistence Personal qualities

Qualities of a Good Leader

A leader should act as:

should act as support system

 chess master coach fellow workers scout help identify strengths and weaknesses cartographer help provide directions and roadmaps

 challenge the complacency of the group by generating discussions creating opportunities for dialogue setting high standards (target vs. output or quantity vs. quality)

 delegate responsibilities encourage innovations encourage risk-taking track the work progress exercise flexibility (openmindedness)

 push decision-making at the lowest possible level strategize procedures elaborate with the staff support staff effort make people realize the benefits of change willing to accept mistakes/faults and changes