Professional Documents
Culture Documents
Mapua Cwtsstudentsmodule (Ay08 09)
Mapua Cwtsstudentsmodule (Ay08 09)
JESUS C. BERMIDO
MAPÚA-CWTS Community Relations Officer
jcbermido@mapua.edu.ph
RANDDIE M. OIGA
MAPÚA-CWTS Records Management Officer
MAPÚA INSTITUTE OF rmoiga@mapua.edu.ph
Introduction to NSTP-CWTS
CHAPTER 1
THE NSTP LAW
THE NATIONAL SERVICE TRAINING PROGRAM [R.A.
9163]
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1. What is the legal basis of the National Service Who are covered by the NSTP Law?
Training Program (NSTP)?
A. All incoming freshmen students, male, female,
starting school year (SY) 2002-2003, enrolled in
The National Service Training Program (NSTP) Law or RA
any baccalaureate and in at least two (2) year
9163 also known as “An Act Establishing the National
technical-vocational or associate courses, are
Service Training Program (NSTP) for tertiary level students,
required to complete one (1) NSTP component of
amending for the purpose Republic Act No. 7077 and
their choice, as a graduation requirement;
Presidential Decree No. 1706, and for other purposes.” was
enacted last January 2002 to amend the Expanded ROTC.
This program aimed to enhance civic consciousness and B. All higher and technical-vocational education
defense preparedness in the youth by developing the ethics institutions must at least offer one (1) of the NSTP
of service and patriotism while undergoing training in any of components.
its three (3) program components, specifically designed to
enhance the youth’s active contribution to the general C. State universities and colleges (SUC’S), shall offer
welfare. the ROTC component and at least one (1) other
NSTP component.
2. What are the components of the NSTP?
D. The Philippine Military Academy (PMA), Philippine
a. Reserve Officer’s Training Corps [ROTC] - Refers to
Merchant Marine Academy (PMMA), Philippine
the program component, institutionalized under Section 38
National Police Academy (PNPA), and other SUC’s of
and 39 of Republic Act No. 7077, designed to provide
similar nature, in view of the special character of
military training to motivate, train organize and mobilize
these institutions, are exempted from the NSTP.
them for national defense preparedness.
b. Civic Welfare Training Service [CWTS] - Refers to the E. Private higher education and technical-vocational
program component or activities contributory to the general education institutions with at least 350 student
welfare and the betterment of life for the members of the cadets, may offer the ROTC component and
community or the enhancement of its facilities, especially consequently establish / maintain a Department Of
those devoted to improving health, education, environment, Military Science and Tactics (DMST), subject to the
entrepreneurship, safety, recreation and moral of the existing rules and regulations of the Armed Forces
citizenry and other social welfare services. Of The Philippines (AFP).
c. Literacy Training Service [LTS] - Refers to the program 3. What is the duration and equivalent course unit of
component designed to train the students to teach literacy each of the NSTP Component?
and numeracy skills to school children, out-of-school youth
and other segments of society in need of their services. Each of the NSTP component shall be undertaken for an
academic period of two (2) semesters for 54 to 90
training hours per semester. It shall be credited for
three (3) units per semester.
The completion of ROTC training as a requisite for a. Clustering of students from different education
graduation is set aside for students who have completed institutions during semestral or summer periods
all their academic requirements for their respective may be done for any of the NSTP component,
courses as certified by the school on or before the taking into account logistics, branch of service
effectivity of the NSTP Act of 2001, which is March 23, and geographical locations. The host school shall
2002. The concerned students may apply for graduation be responsible in managing the Program.
with their respective schools.
b. Schools that do not meet the required number of
6. What happens to male students who are currently students to maintain the optional ROTC and any
enrolled and have not taken nor completed the of the NSTP components, or do not offer the
ROTC requirements for graduation? component chosen by the student shall allow
their students to cross-enroll to other schools
a. Male students who are not covered by Section 12 irrespective of whether such school is under
of this Rule and are currently enrolled but have CHED or TESDA; and in the case the students
not taken any of the Military Service (MS), Civic taking the ROTC component irrespective of
Welfare Service (CWS) or Law Enforcement whether the two semesters hall be taken from
Service (LES) shall be covered by the NSTP Law. different schools whose ROTC are managed by
different branches of service of the Armed forces
b. Male students who have completed two of the Philippines(AFP).
semesters of the Expanded ROTC (E-ROTC) /
National Service Program (NSP) are deemed to 8. Who will manage the NSTP implementation?
have complied with the NSTP requirement.
a. The school authorities shall exercise academic
c. Male students who are not covered by Section 12 and administrative supervision on the design,
of this Rules and have taken only one (1) formulation, adoption and implementation of the
semester of Basic ROTC or E-ROTC/NSP shall take different NSTP components in their respective
any of the NSTP components to qualify for schools.
graduation.
b. In the case of ROTC, the school authorities and
d. Students who want to qualify for enlistment in the Department of National Defense (DND), subject
Reserve Force or attend the advance ROTC to the policies, regulations and programs of DND
program shall undertake a special program for on the military component of the training, shall
this purpose. exercise joint supervision over its
implementation.
administer training modules for any of the NSTP maximum period of three (3) years subject to
components shall jointly exercise academic and renewal / revocation upon periodic evaluation.
administrative supervision with those NGOs.
Introduction to NSTP-CWTS
CHAPTER 2
THE MAPÚA-CWTS
NSTP-MAPÚA OFFICE COURSE DESCRIPTION
The National Service Training Program of the Mapúa Institute of Subject Code Description
Technology Office also known as NSTP-MAPÚA Office supervises
the implementation of the Civic Welfare Training Service [CWTS] NSTP11 Part 1 of the classroom-based discussion that
and the Reserve Officer Training Corps [ROTC]. Its [MAPÚA- covers the orientation on the Institute,
implementation is governed by R.A. 9163 of 2001. CWTS] introduction to NSTP-CWTS and the
theoretical concepts concerning the human
MAPÚA-CWTS OFFICE person and the Filipino value system.
The MAPÚA-CWTS Office shall serve as the coordinating body
composed of MAPÚA-CWTS Program Coordinator, Staff and NSTP12 Part 2 of the classroom-based discussion that
Facilitators. [MAPÚA- covers the theoretical concepts on working
CWTS] with the community and project
VISION development.
In line with the Mapua Institute of Technology’s vision, the NSTP13 Part 1 of the hands-on application of the
MAPÚA-CWTS shall be the center of excellence in values [MAPÚA- acquired skills and knowledge that involves
education through the promotion of civic consciousness and CWTS] project preparation, planning and
holistic development of individuals to become productive implementation at the assigned adopted
members of the society. communities.
• To harness and maximize the technical expertise and CWTS STUDENT ATTENDANCE
interests of different schools and department and
students’ courses to benefit the underprivileged and • Students are required to attend their classes on time.
economically poor sectors of the society and;
• A student who has incurred more than twenty percent
• To develop each student to possess a high level of social (20%) absences (more than two absences) shall no
awareness. longer be allowed to continue the course and will be
given a final grade of five (5.00)
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GRADING SYSTEM
The grading system shall be as follows:
Area Percentage
Attendance 50%
Written Exam(s)/Reports 20%
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DEVELOPMENT 3. Recreation - This area involves sports fest, parlor games for
street children and painting that enrich youth’s capacities to
CHAPTER OBJECTIVES: relate with one another in the community.
General Objective:
To enlighten the students regarding the MAPÚA-CWTS 4. Values Formation and Moral Recovery - This involves the
dimensions of development and the support and delivery development of youth to be good leaders, responsible
systems [SDS]. individuals imbued with good moral values and active agent of
development of the community.
Specific Objectives:
• To inform the students about the different programs of 5. Industry and Entrepreneurship - This area includes
MAPÚA-CWTS that will be implemented; programs and activities that are vital to economic growth. CWTS
• To help students chose what particular support and students demonstrate technical skills in communities like meat
delivery system [SDS] to pursue in MAPÚA-CWTS processing, silkscreen making and how to establish small
program; business.
• To inform students about their responsibilities on SDS
that they will pursue. 6. Care for Health - This area aims to give knowledge on
medical-related fields and extend health services needed in the
THE NSTP-CWTS DIMENSIONS OF DEVELOPMENT community. It includes medical services like first-aid operation,
vaccination, info dissemination, basic life saving seminars,
An acronym was coined for the NSTP-CWTS dimensions of
heath / nutrition technical assistance and training of youth to be
development, SERVICE. This stands for:
first aid assistants.
S-afety and Security
E-ducation
7. Environment - This area inculcates environmental
R-ecreation
awareness and its contribution to health and related fields. It
V-alues Formation and Moral Recovery
involves management of waste, environmental protection,
I-ndustry and Entrepreneurship
dissemination and application of technologies supportive of the
C-are for Health
community needs and livelihood activities related to
E-nvironment
environment and other related fields supportive of the national
thrust.
NSTP-CWTS SERVICE COMPONENTS
1. Safety and Security - This area involves disaster MAPÚA-CWTS SUPPORT AND DELIVERY SYSTEM [SDS]
preparedness during fire, earthquake or other calamity that
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Defining Man
CHAPTER 4
THE HUMAN PERSON
THE HUMAN PERSON: OVERVIEW
What is a human person? What is the nature of a human WHO AM I?
person? How does a person attain his highest potential that can
create a positive result towards society? To be able to fully understand the meaning of a person, let us
re-evaluate and understand the characteristics of a person:
Even during ancient times, these questions had been
consistently raised and evaluated. Brilliant psychologists, Characteristics of a Person
philosophers, theologians, and even natural scientists had Eddie Babor discussed in his book “The Human Person, Not Real
written and made in-depth analyses on the topic of human But Existing” that the human person have several
nature using wide range of theories and observations. characteristics, among which are the following:
It is essentially difficult to define man. This perspective aims to 1.Rational - every person is a rational being. This is what
revisit and challenge, in all humility, our perception of human distinguishes a person from all other creatures in the world.
nature; and the possibility of achieving a productive society As a rational being, a person is free to think and has the
through the actualization of a person’s highest potential. capacity to reason. He can distinguish what is right and
what is wrong because he has intellect.
THE HUMAN PERSON: REVISITED
When we talk about the human person, it is obviously 2.Free - all human beings are born free. A person has the
everything that pertains to man - physical, spiritual, emotional freedom to do or not to do a specific action. However, every
person must be responsible for his own action. In other
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words, a person can do whatever he pleases but not to the PHYSICAL HEALTH
AS SELF
HUMAN PERSON
extent of doing harm to his co-creatures. Physical Fitness, cleanliness,
harmony with the material
universe, beauty and art
3.Unique - every person is unique. Every person has his INTELLECTUAL TRUTH
own identity such that no two persons are the same. Knowledge, creative and critical
Generally speaking, human beings have the same thinking
characteristics and physical features and but no two persons MORAL LOVE
are the same because every person has its own perception, Integrity/honesty, self-worth/
has different sets of values and priorities in life. self-esteem, personal discipline
SPIRITUAL SPIRITUALITY
4.Social being - every person is intrinsically a social being. Faith in God
He cannot detach his “being” from others and all other SOCIAL SOCIAL RESPONSIBILITY
IN COMMUNITY
Family Mutual Love/ respect, fidelity,
creatures in the universe. Human nature is characterized by
Society responsible parenthood, concern
his togetherness and relationship towards other creatures; for others/common good,
be it a thing, object or his fellowman. freedom/equality, social justice/
respect for human rights, peace/
5.Sexual - all created living things are sexual in nature but active non-violence, popular
the uniqueness of expression of a person’s sexuality makes participation
it all different. The expression of a person’s emotions, ECONOMIC ECONOMIC EFFICIENCY
attitudes, feelings, actions and thoughts in sexual activity Thrift/conservation of resources,
work ethics, self –reliance,
best exemplifies his uniqueness from animals. productivity, scientific and
technological knowledge,
Considering the characteristics, and their definitions, given vocational efficiency,
above, it can be deduced that a human person is the ultimate entrepreneurship
expression of the Supreme Being that has the freedom, capacity POLITICAL NATIONALISM
and ability to reason, reflect and relate to his co-existence. Common identity, national unity,
esteem of national heroes,
CORE AND RELATED VALUES commitment, civic
consciousness/ pride,
DIMENSION VALUES “Bayanihan”/ solidarity, loyalty to
country
GLOBAL SOLIDARITY
International understanding and
cooperation
** Source: Values Integration and Promotion: A Civic Welfare Service Core and Related
Value
explored in the field of humanistic psychology. This study esteem the person gets from others. These include
theorized that a person’s behavior and relationship with others recognition, respect, attention etc. When these needs
is shaped by his inner feelings and self-image. are satisfied, the person feels self-confident and valuable
as a person in the world. However, when these needs
One of the foundations of humanistic psychology is Abraham are not met, the person may feel inferior, weak, helpless
Maslow and his theory on the hierarchy of needs as illustrated and worthless.
below:
5. Self Actualization - it is the highest form of motivation.
Maslow describes this need as reaching the person’s
peak potential.
surrounding him. In other words, the role of our society should Basic Trust VS. Mistrust Hope
(Birth)Infancy
be a “sounding board” of our reflections in life to be able for the • Child is helpless dependent • Emerges as an enduring
on adults. belief in the attainability
individual to realize his problem and create his own solutions for • Caring is the satisfying needs of fervent wishes
it. It is the individual who will eventually direct his own life and of the child. (trusting children are
not the people around him. • If parents are rejecting and more future-oriented)
the satisfying needs of the • Children lacking enough
child is inconsistent, it trust cannot hope
develops feelings of mistrust because they must worry
constantly about whether
their needs will be
satisfied and therefore
are tied to the present.
Autonomy VS. Shame and Will
Doubt • Defined as the unbroken
• Child develops rapidly varied determination to exercise
skills. free choice as well as
(Ages 25 – 64)Adulthood
• Industry – the sense of • It is the free exercise of • Generativity – the impulse to • The widening concern for
enjoyment from work and dexterity and intelligence help members of the next what has been generated
from sustained attention. in the completion of generation. by love, necessity; it
• Child learns skills necessary tasks, unimpaired by • Stagnation – interpersonal overcomes the
for economic survival the infantile inferiority. impoverishment – the lack of ambivalence adhering to
technological skills that will concern about the next irresistible obligation.
allow him to become generation.
productive member of his
culture.
• School is the place where
child is trained for future
employment.
• Intimacy – the ability to Each stage should be viewed as a psychosocial crisis or conflict
merge one’s identity with
that of another person. – and whether the conflict of a particular stage is successfully
• Isolation – the inability to Love resolved or not, the individual is pushed by both biological
share one’s identity with that • Defined as the mutuality maturation and social demands into the next stage. The conflict
of devotion forever
of another person.
subduing the antagonism
in each stage involves bipolar tasks such as trust vs. mistrust.
inherent in dividend
functions IN A NUTSHELL
• Development of a greater
sense of intimacy. The definition and characteristics of a person, the presumptions
of Carl Rogers, Abraham Maslow and Erik Erikson that had been
analyzed are simply guiding principles and motivations to
better understand ourselves and examine our potentials. As JFT
Bugental pointed out, “man’s life has greater possibilities but
not realized”. In other words, there are many opportunities
await each person and he is blind enough not to notice those
opportunities.
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Being human, our dealings may not always be positive but that
does not negate our value as a person. Self-actualized persons
allow their innate positive values to transform further and
realize that by understanding his self first is the best way that
he can effectively relate to others.
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Significance of Studying Filipino Values The basic social unit in the Philippine society is the family. It is
here where values and principles are nurtured and imbibed in
Several studies have been made on Filipino Values. They have each and every member of the family. The tradition of close
always been interested in examining Filipino values because it family ties has long been practiced and considered as the
influences a Filipino’s behavior in particular, and shaping the foundation of the Philippine society. So much is the effect of this
1
Philippine Society in general. How Filipinos feel and motivated tradition that the members of the constitutional commission of
to do a specific task is directed and evaluated by his set of the 1987 Philippine Constitution deemed it proper to include it
values. In order to understand the Filipino culture and the as a State Policy and a chapter of the fundamental law of the
development of the Filipino individual, one has to understand land. Thus, Article XV, Section 1 of the said constitution
the underlying values on which every Filipino acts. Thus, a provides that “The State recognizes the Filipino family as the
study on the Filipino values would provide us a deeper foundation of the nation.”
understanding of the Filipino culture.
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Weaknesses of the
Results
Filipino Character
For us to have a better view on the said topic, short stories and
activities, conveying and promoting the said set of values were
integrated in this module.
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“Treat life with respect and life itself will reveal its beauty to The Mystic solemnly spoke, “to knock on the door of Life is to be
you.” humble enough to accept that the house does not belong to you
but to the Master. “To knock on the door of life is to seek the
The House of Life Master of the House and not the treasure in the House. To knock
on the Door of Life is to wait with patience for the Master to
The crowd said to the Mystic, “We found a big and beautiful open it from within and not to force it from the outside. To knock
house called Life. Without giving any thought to whom the on the Door of Life is to follow the statutes and commandments
House of Life might belong, we rushed inside it. Yet to our of the Master of Life.”
dismay, the House of Life was empty and there was nothing in
it. Life is empty, Life has no meaning.” “To knock on the Door of Life is to pray to the Master of Life that
you may love him since he not only owns the house but your
The Mystic went to the House of Life to see if it really was very selves as well.”
empty. He knocked on the door before entering and someone
from within opened it. He stayed inside the house for quite They left the Mystic after they heard this. The crowd returned to
sometime while the crowd waited outside. It was already the House of Life and they knocked before entering. The Master
evening when the Mystic went out. of the House of Life opened it from within. Once inside, the
crowd saw the beautiful things the Mystic had seen. But most of
“Is the House of Life empty as we told you?” the crowd all, they were able to dine and converse with the Master of Life
questioned him. himself.
The Mystic answered the crowd, “the House of Life is not empty. Life, after all, is not empty.
When I was inside, I saw the most beautiful rooms with golden
chairs, silver tables, and jeweled walls. Above all these, I dined THE VALUE OF CONCERN FOR THE FAMILY AND THE
and conversed with the Master of Life himself.” FUTURE GENERATIONS
“We can get so involved in what we are doing that we forget
“How can that be? The crowd insisted. “When we were inside
why we are doing it. We are so involved in living that we forget
the House of Life, it was empty, yet now you tell us that it is
the purpose of living. We get so involved in pursuing the things
not.”
money can buy that we forget about the things that money
can’t buy.”
The Mystic rebuked the crowd, “You found the House of Life
empty because you did not knock before you entered it. You
Father’s Mistake - No Time
rushed into life even without knocking, as if the house belonged
to you. The Master of Life, seeing that you lacked respect for
One night, a father came to a parent-teacher conference in a
life and reverence for it, took away its beauty because you
city high school. During a talk with one of his son’s teachers,
would not know how to use it. You are proud and vain as if you
the father broke down and began to cry.
are the master of your own life. For this reason, the Master of
Life gave you the House of Life to look at but not to live in. If
After he regained his composure, the father apologized, saying,
only you had knocked before you entered, then you would have
“My son no longer lives with me. But I still love him and I want
seen the beauty I saw and conversed with the Master of Life
to know how he’s doing in school.”
himself.”
The father then told the teacher how his wife and four children
had left him that afternoon.
“Tell us please,” the crowd begged the mystic, “what does it
mean to knock on the Door of Life?”
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THE VALUE OF TRUTH But the farmer very calmly declared, “You see sir, I am very
poor and have no weights at home. So I take the five pounds of
Lies are said in the place of truth…
bread you give me and use it as a standard. In this way, I can
Why not prefer to tell the Truth than settle for a lie?
be sure of giving you an equal amount of bibingka.”
There are no half-truths or white lies…
THE VALUE OF EQUALITY
It’s either you say the truth or tell a lie!
Each man may differ in worldly stature, but each one bears the
A million lies cannot make up a single truth… same amount of dignity as another and all share one common
You can never transform a lie into truth. destiny.
You’ll know when your lies have caught up with you… “Hey,” said a skull to another, “who were you when you were
When you begin to believe in them as being the truth. alive?”
In the end, we find but a single truth about lies: “I was a king,” answered the skull with an air of pride.
That there is No Truth and No Good in Lies.
“Yes, I was once his slave,” replied another skull. “He was a
tyrant, a ruthless, merciless king!”
“How dare you speak about me like that!” countered the king-
skull. “I am your king, remember?”
The real heroes among us are those who live their lives daily in down and lay my beauty in the dust; but wouldst though take
genuine concern for the welfare of the others. from me my leaves and branches also?”
“Bamboo, alas, if I cut them not away, I cannot use thee.” The
A Chinese Legend sun hid his face. A listening butterfly glided fearfully away. And
Bamboo shivered in terrible expectancy, whispering low:
Once upon a time, in the western Kingdom, lay a beautiful “Master, cut away.”
garden. And there, in the cool of the day was the Master of the
garden want to walk. Of all the denizens of the garden, the most “Bamboo, Bamboo, I would yet… cleave thee in twain and cut
beloved was a gracious and noble bamboo. Year after year, thine heart, for if I cut not so, I cannot use thee.” Then Bamboo
Bamboo grew yet more noble and gracious, conscious of his bowed to the ground. “Master, Master… then cut and cleave.”
master’s love and watchful delight, but modest and more gentle So the Master of the garden took Bamboo and cut him down
withal. And often, when the wind revel to the garden, Bamboo and hacked off his branches and stripped off his leaves and
could cast aside his grave stateliness, to dance and play right cleaved him in twain and cut out his heart. And lifting him
merrily, tossing and swaying, leaping and bowing in joyous gently carried him to where there was a spring of fresh,
abandon, leading the Great Dance of the Garden which most sparkling water in the midst of his dry field. Then putting one
delighted the Master’s heart. end of broken bamboo in the spring, and the other end into the
water channel in his field, the Master laid down gently his
One day, the Master himself drew near to contemplate his beloved Bamboo. And the spring sang welcome and the clear,
Bamboo with eyes of curious expectancy. And Bamboo, in a sparkling waters raced joyously own the channel of Bamboo’s
passion of adoration, bowed his great head to the ground in torn body into the waiting fields. Then the rice was planted, and
loving greeting. The Master spoke: “Bamboo, Bamboo, I would the days went by, and the shoots grew and the harvest came.
use thee.” Bamboo flung his head to the sky in utter delight.
The day of days had come, the day for which he had been In that day was Bamboo, once glorious in his stately beauty, yet
made, the day for which he had been growing hour by hour, this more glorious in his brokenness and humility. For in his beauty
day in which he would find his completion and his destiny. His he was life abundant, but in his brokenness he became a
voice came low: “Master, I am ready. Use me as thou wilt.” channel of abundant life to his Master’s world.
“Bamboo”- the Master’s voice was grave- “I would fain take THE VALUE OF CONCERN FOR THE ENVIRONMENT
thee and cut thee down!” A trembling of great horror shook
Prepare the following materials and listen to your
Bamboo.
Facilitator for the instructions:
Manila papers/ scratch papers
“Cut… me… down! Me… who, Master, has made the most
Scotch tape/ glue
beautiful in thy entire garden…to cut me down! Ah, not that,
Other light indigenous materials
not that. Use me for thy joy, O Master, but cut me not down.”
TYPES OF GROUPS
1. Primary Group - described by Charles Cooley as those
characterized by intimate face-to-face association and
cooperation. They are primary in several senses, but
chiefly in that they are fundamentally in forming the
social nature and ideas of the individual. The result of
intimate association, psychologically, is a certain fusion
of individualities in a common whole, so that one’s very
self, for many purposes at least, is the common life and
purpose of the group. Perhaps the simplest way of
describing this wholeness is by saying that it is a “we”;
it involves the sort of sympathy and mutual identification
for which “we” is the natural expression. One lives in the
feeling of the whole and finds the chief of his will in that
feeling.
Group Dynamics
CHAPTER 7
GROUPS
DEFINITION
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CHARACTERISTICS OF GROUPS
1. Interaction - patterns of mutual influence (physical,
verbal, non-verbal, emotional)
Group Dynamics
CHAPTER 8
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From a follower’s perspective, good leadership can be attributed Character can be improved by doing the following:
on several qualities that a person must have. These qualities
make people comply and passionately follow a leader. Search for the cracks. Reflect on the major decisions that you
had done in your life as far as you can remember in terms of
letting people down or giving compromises.
Look for patterns. From the reflections that you have done,
are there particular instances that kept emerging? These
patterns will help you diagnose issues of character.
Rebuild. You have been brave enough to face your past actions
but more courage is needed to face the future. Let your past
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Charisma can be improved by doing the following: Know what’s worth dying for. Answer the question. Write
what’s in your thoughts. Match if your actions are parallel with
Change your focus. Always check if your focus during your ideas.
conversation is towards yourself. Learn how to balance.
Recognize the persons who made contributions on the success
of a project. Leader Qualities # 4: [COMMUNICATION]
Without it you travel alone.
Play the first impressions game. When you meet a person
for the first time, focus on him. Remember his name and COMMUNICATION:
interests, and give positive comments. Try your best to give a • The act of communicating
very good impression. • Something communicated
• A means of sending a message, orders, etc.
Share yourself. Share your resources to others. Resources
come in different ways. Share what you have: talents, skills and You can be more effective as a communicator if you
valuable services aside from material things. These are highly follow four basic truths:
appreciated.
• Simplify your message;
• See the person;
Leader Qualities # 3: [COMMITMENT]
• Show the truth;
It separates “doers” from “dreamers”.
• Seek a response;
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Get your head in the game. Devote yourself to your job. Be Take a giant step. When everything seems to be monotonous,
firm to give a proper amount of attention. don’t be afraid to make a career move. There are more things
out there to be enjoyed and to be discovered.
Redefine the standard. When your performance is not
consistently at high levels, evaluate yourself. Define your
standards. Make adjustments to fit standards of your job Leader Qualities # 7: [DISCERNMENT]
description. Put an end to unsolved mysteries.
DISCERNMENT-“DISCERN”:
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Develop the habit of giving. There is a time when all things • They know what they want;
come in abundance, and it is also a time of redistributing it for • They push themselves to act;
those in need. For those who don’t have material things to • They take more risks;
share, let this saying be their guide: “Richness, I have nothing, • They make more mistakes
but I can help through loving, with my life worth giving.”
“Only those who dare to fail greatly can ever achieve greatly”
– Sen. Robert Kennedy
Meet people on their turf. Seek common ground to build advantage and do these things again to relax and to energize
rapport with the person you are talking. Learn something about your body.
him so you can talk things of common interests.
Associate with people of passion. Your environment affects
Listen between the lines. Factual and emotional content of your being. Birds of the same feather flock together. Having
conversation must be given attention. Listen with your heart. passionate people around gives booster to bring you back on
track.
PASSION:
• Any compelling emotion, strong amorous feeling, Positive attitude can be improved by doing the
strong sexual desire, strong fondness or enthusiasm following:
Truths about passion: Feed yourself the right food. Books about positive attitude
are available on book stands. Give yourself time to read and
• Passion is the first step to achievement; reflect on it.
• Passion increases your willpower;
• Passion changes you; Achieve a goal every day. Setting an achievable goal every
• Passion makes the impossible possible day changes the attitude of a person. When a pattern of
achievement has been observed, a person has the tendency to
Passion can be improved by doing the following: think more positively.
Take your temperature. Assess the level of desire towards Write it on your wall. It does not mean that you vandalize
your work and your life. Passion makes the difference on how your wall. Make a corner where you can show all your awards
you see life. and citations. Have your plaques and trophies displayed on that
corner. These will serve as a reminder that you have been doing
Return to your first love. You are more enthusiastic when positive things in your life and willing to do it over and over
doing other things. These are the things that you had left again.
behind because you have to attend to other obligations. Take
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Five (5) qualities demonstrated by a leader with good Improve your mind. Be mature enough and widen your
problem solving ability: understanding. Allot some time to observe and talk to people
and try your best to understand them.
• They anticipate problems;
• They accept the truth; Strengthen your heart. Show them that you care. Show your
• They see the big picture; feelings and act your way out.
• They handle one thing at a time;
Repair a hurting relationship. Rebuild, reconcile and
• They don’t give up a major goal when they’re down
reconnect relationships that had crumbled even though it has
happened several years ago. Learn to forgive and apologize. Try
Problem solving can be improved by doing the following: to be more loving and understanding to people whom you had
disagreement before.
Look for trouble. Don’t avoid problems. Encountering and
solving a problem is an experience that molds and strengthens
us to deal with different situations and difficult circumstances.
• Have a leader’s head – understand people; • They get the job done;
• Have a leader’s heart – love people; • They are willing to go the extra mile;
• Extend a leader’s hand – help people • They are driven by excellence;
• They produce regardless of the situation
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Responsibility can be improved by doing the following: Know yourself. Gather information about yourself from people
you know. Let them assess you as a person. Don’t be defensive
Keep hanging in there. When everything seems to crumble, and reactive on their assessment. Reflect and make some
stop for a while then think and find ways to succeed. Be necessary improvements.
creative in finding ways to keep you on the right track.
Give away the credit. Lift the morale of your team. Recognize
Admit what’s not good enough. Failing depends on their contributions. This will improve the organization.
standards that must be met. Reset your standards to a higher
level. The standards that you have been following might not be Get some help. Seek professional help if you cannot fight
as good as it may seem as it was, compared to this time. insecurities on your own. Be honest with yourself.
Find better tools. It seems that things are not falling on their
right places even though your standards are high, you have Leader Qualities # 18: [SELF – DISCIPLINE]
good attitude and you had been working hard consistently. The first person you lead is you.
Consider the tools that you are using. It’s time to update your
materials and further develop your skills. Read books. Action points to follow:
SECURITY: Sort out your priorities. Identify the areas in your life that
are important to you. Develop a plan where you can practice
• Freedom from danger or risk
self – discipline so that you can improve those areas.
• Freedom from care, anxiety or doubt
• Something that protects and shelters List the reasons. Make a list why self – discipline is important
and beneficial to you. Let this be your reminder to achieving
Common traits of insecure leaders: your priorities.
• They don’t provide security to others; Get rid of excuses. Dismiss all excuses that arise in order for
• They take more from people than they give; you to achieve your goals. Always think of the benefits that you
• They continually limit their best people; will harvest and the consequences you might encounter when
• They continually limit the organization having a lot of excuses.
Security can be improved by doing the following: Leader Qualities # 19: [SERVANTHOOD]
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To get ahead, put others first. Observe how you react to mistakes. Everybody commit
mistakes. How do we react to our own mistakes? Ask someone
A true servant leader embodies the following: close to you on how you react when you commit mistakes. Do
we ask apology or are we defensive when we commit one?
• Puts others ahead of his own agenda; Accept your mistakes and learn from it.
• Possesses the confidence to serve;
• Initiates service to others; Try something new. Always open your world for challenges.
Try things that need mental, emotional and physical activities.
• Is not position-conscious;
• Serves out of love
Learn in your area of strength. There is always room for
improvement. New things are being discovered every now and
Servanthood can be improved by doing the following: then. Read books, update yourself and get a harder grip on your
field.
Perform small acts. Perform small acts of kindness to others.
Show them that you care. Others greatly appreciate small
things beneficial to them. Leader Qualities # 21: [VISION]
You can seize only what you can see.
Learn to walk slowly through the crowd. Try to connect as
much as many people in the crowd. Approach them and say VISION:
hello. Be updated on what keeps them busy.
• The act or power of seeing
Move into action. Learn how to serve. You can start with your • A vivid imaginative conception
family, your church and then with your community.
Things to be understood to handle vision:
Guidelines to help cultivate and maintain teachable Vision can be improved by doing the following:
attitude:
Measure yourself. Ask the opinions of people around you
• Cure your destination disease; regarding your vision. If your vision is coherent then you’re
• Overcome your success; living your life with your vision.
• Swear off shortcuts;
• Trade in your pride; Write it down. Writing clarifies thinking. Put your vision into
• Never pay the same price for the same mistake; writing and evaluate it every now and then. If your vision will
make you achieve your best, then do everything possible to
pursue it.
Teachability can be improved by doing the following:
Do a gut check. Check your gut level by answering the
following questions:
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TRANSFORMATIONAL LEADERSHIP
Why is transformational leadership important for
Adopted from:
organizational functioning?
Olga Epitropaki (O.Epitropaki@sheffield.ac.uk)
Institute of Work Psychology
Numerous studies have shown that transformational leadership:
University of Sheffield
Sheffield
S10 2TN • Significantly increases organizational performance;
England • Is positively linked with long term market share and
customer satisfaction
Transformational leadership is a form of leadership that occurs • Generates higher commitment to the organization from
when leaders “broaden and elevate the interests of their their employees;
employees, when they generate awareness and acceptance of • Increases employee trust in management and
the purposes and the mission of the group and when they stir organizational citizenship behaviors (extra-role work
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Habit # 6: [SYNERGIZE]
The whole is greater than the sum of its parts. More tasks will
be done if we utilize all the things that we have. Even though
your contribution is that small, if everybody will do their part,
things will go on smoothly.
Group Dynamics
Habit # 7: [SHARPEN THE SAW]
What we had learned a couple of years back will become
outdated. Many things evolve and develop so fast, that there is
CHAPTER 9
a need to update ourselves through various food-for-the brain
resources.
DECISION-MAKING
INVOLVEMENT IN DECISIONS:
1. The Plop - Here the group makes a decision by not
making a decision. “Not to decide – is to decide”
Someone makes a suggestion, but it drops like a stone
into a pond, and no one pays any attention to it at all. If
the person who made the suggestion really felt
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enthusiastic about it, the fact that it was totally ignored 7. Silent Consensus - Some groups aim at unanimous
could make that person withdraw or resist later decisions. These are good, if genuine, but they are rarely
suggestions. achieved completely on important issues. Unanimous
agreement is sometimes assumed, when some members
2. The One-Person Decision - This is quickly made, but have not felt free to disagree and have kept silent.
later when the decider depends on free or voluntary
support from others to implement it, he may find himself 8. Consensus - This is an agreement, often involving
carrying it out alone. compromise or the combination of various possibilities,
Topic Jumping: One person can also prevent a group after all opinions have been heard. Disagreements and
reaching a decision by introducing a new point just as minority viewpoints are discussed fully. It takes time and
the group is ready to decide something. If the point is care to build a climate in which all feel free to express
relevant it should be allowed, though it should have themselves, but this method does built unity,
been brought in earlier. If it is not relevant, it should be cooperation and commitment. It does not mean listening
recognized as a distraction or any attempt by one person to people and then doing what we were going to do in
to control the group, and should not be allowed to the first place. It means adapting to accommodate the
prevent the group from making a decision. concern of all. It may take longer to make a decision this
way, but it will often be carried out more quickly and
3. The Handclasp - One person makes a suggestion. whole-heartedly.
Another says, “What a marvelous idea!” and without
further discussion, the matter is decided. These DIFFICULTIES IN DECISION - MAKING
decisions are more frequent than one thinks, and other
pass unnoticed at the time but resentment comes to the 1. Fear of Consequences - The possible outcome of an
surface later. impending decision may bring division and
disagreement.
4. The Clique - This decision is made by a small group who
plan beforehand to get their way. Because they are 2. Conflicting Loyalties - When one person is a member
better organized than those who disagree, they are often of a number of groups, this frequently leads to divided
successful on the immediate issue but they bring a spirit loyalties about decisions.
of rivalry rather than cooperation into the group.
3. Interpersonal Conflict - Personal differences occur
5. Minority - These decisions are as consciously organized which provokes feelings of affection or dislike among
as those of the clique, but a few powerful personalities members and which interfere with sound decision
dominate the group, often unconsciously and then later making. Often another member who is not involved in
they wonder why the other is apathetic. the interpersonal conflict can bring the real problem into
the open.
6. Majority Vote - In big groups this is often the most
effective way to make a decision. However, one may 4. Hidden Agenda - One person may try to get the group
lose the interest or the loyalty of the minority who voted to make a certain decision, which he wants for reasons
against a decision especially if they feel their point of which he will not share with the group.
view was not heard.
5. Blundering Methods - A group may be so bound by
rigid procedures that there is little chance for a free
expression of differences. Or a group may allow itself to
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substitute personal opinions for adequate information. 5. “Integrative” Style - One party has a high concern for
Or group may approach the decision making process both the goal and the relationship with the opponent.
without testing for consensus. The conflict is resolved by working collaboratively with
all concerned parties so that everyone will end up a
6. Inadequate Leadership - A leader may hinder good winner. This is also known as “win – win” style.
decision making if he restricts the expression of opinion
or discussion on issues too soon. Leaders also may fail to
provide assistance in selecting appropriate methods for
decision making or be insensitive to the factors causing
difficulty in the group.
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PRICES of DIFFERENT
COMMODITIES
SHOOTS-UP
REQUESTS TO
AUGMENT
TRANSPORTATION
FARES
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This chapter generally aims to prepare the MAPÚA - CWTS According to this view, the term community was defined based
students in working with their partner communities. on the elements that it possesses. Other elements that a
Furthermore, at the end of the module, the students are community may posses are the following:
expected to:
• HISTORY
1. Learn the basic knowledge on the concepts, principles and From public documents, folk history, historical roots
processes related to community organizing;
• SPACE RELATIONS
2. Demonstrate the basic roles and ideal qualities of a Internal Relation: within the community
community organizer; • EXTERNAL RELATION
Relation with other communities, nation and state
3. Effectively apply the learning gained during field/ community • RESOURCES
visits. Human, man-made and natural
THE COMMUNITY • TECHNOLOGY
Modern or indigenous; the technical know-how of the
Each and every one of us belongs to a particular community. people
Each and everyone of us also, may differ in defining what a • KNOWLEDGE AND BELIEFS
community is. Our descriptions may be based on the various • VALUES AND SENTIMENTS
books and magazines that we read, television shows that we
• GOALS
watched, and finally, on how we personally perceive our
community based on the numerous experiences that we’ve had. • NORMS
• POSITION AND ROLES
The term community was actually derived from the Latin word, Elected or not elected
communis, a noun describing quality implying “fellowship, • POWER
community of relations and feelings”. • LEADERSHIP
• INFLUENCE
Webster’s dictionaries, on the other hand, define a community
as a body of people living in the same place under the same • SOCIAL RANK
laws (geographical); a body of people having common interests Standing of person in the group
(psychological). • REWARD AND PUNISHMENT
One of the most common and simplest definitions was coined TYPES OF COMMUNITIES
by R. M. McIver. According to McIver, a community is: GEOGRAPHICAL Has boundaries, territories
COMMUNITIES
“an aggregation of families and individuals settled in a
RURAL/URBAN The traditional way of
fairly compact and contiguous geographical area, with
COMMUNITIES classifying communities
significant elements of common life, as shown by
SECTORAL COMMUNITIES e.g. :Women, Youth,
manners, customs, traditions and modes of speech.”
Farmers, Fisher folks
FUNCTIONAL COMMUNITIES Groups of people who share
some common interests or
functions
TRIBAL/INDIGENOUS e.g.: Aetas, Mangyans
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COMMUNITIES
SPECIAL TYPES OF e.g.: disabled, parishes, COMMUNITY ORGANIZING
COMMUNITIES families
COMMUNITY ORGANIZATION
The very term “Community Organization” suggests that the
community is central in the use of this method usually linked to
social work. The term “Community Organizing” was first used
by American Social Workers in the late 1800’s to refer to the
specific work they were involved in with settlement houses for
new immigrants and the poor. “Community Organizing” was the
term used to describe their efforts to coordinate services for
these groups.
Other definitions have evolved all throughout the years and one
will be the following:
economic and cultural information of the community. It gives • Infrastructure (e.g., roads, transit, and water and sewage
an overview or series of snapshots of the area and is used as a systems)
basis for identifying its potentials. • Public services and facilities (e.g., schools, police, fire,
libraries, and hospitals)
The Community Profile includes: • Land-use plans and zoning
1. Narrative text that describes community • Special areas, historic districts, and parklands
characteristics, such as population demographics, • Businesses
economic and social history of the communities, the
• Housing
importance of various facilities.
• Planned and approved future development
• Community focal points or informal meeting places (e.g.,
2. Tables or graphics that summarize important data or
conclusions, such as population demographics or places of worship, playgrounds, hair salons, and
employment trends. laundromats)
4. Health Status
3. A visual map or maps that depict physical
• common and endemic diseases
characteristics, such as neighborhood boundaries, land
uses, public facilities, and commercial centers. • disease causes and management
Community Characteristics • maternal and child-care practices
The following are examples of the types of data to collect and • sources of water, waste and disposal
incorporate into a community profile. • dietary patterns
Consider also the available resources (human, man-made, • AN ANIMATOR - Stimulates the people to think critically
natural) in the community which can be utilized during the when identifying problems and finding new solutions.
implementation of the project.
• AN ENABLER - Consistently directed at freeing the
PHASE FIVE: IMPLEMENTATION community (through key persons like leaders) to realize
their strengths and potentials in cooperative work.
Implementation
The plan that was initially formulated with the community is • A CATALYST - Hastens the process of transformation/
now put into action. Collective work from the community change.
members must be encouraged by the worker, after all, the
project is for them, therefore, should also be participated by the IDEAL PERSONAL QUALITIES OF A COMMUNITY
people themselves. ORGANIZER
Evaluation • INTEGRITY
In some inevitable cases when problems during the • CREATIVITY
implementation may arise, the community organizer, again, as • COURAGE
a facilitator, may assist the community in examining what • FLEXIBILITY
happened, what went well, what has been learned and what • OBJECTIVITY
should happen next. • SELF-DISCIPLINE
• TACT
• SENSITIVITY
PHASE SIX: PHASE OUT • HONESTY
• ADAPTABILITY
After the goals of the community have been met, and its • IMAGINATION
members are empowered, the community organizer can now • SENSE OF HUMOR
pull out from the community. Remember that prior to this, the
worker must prepare the community before phasing-out. This is TIPS DURING COMMUNITY VISIT
basic courtesy to the people.
DOs DON’TS
THE COMMUNITY ORGANIZER Listen to your • Perform any task without
Facilitator’s instructions. your Facilitator’s
ROLES OF A COMMUNITY ORGANIZER knowledge or consent.
An organizer, while at the community, plays various roles,
Be simple. • Wear attention-catching
depending on what the situation calls for. Below are the four
clothes and jewelries. As
basic roles they portray, at one time or another:
much as possible also,
avoid bringing-out your
• A FACILITATOR - Facilitates the community process expensive gadgets like
through listening and questioning and by giving cellphones, MP3 players
continuous encouragement and support to the local and the like.
strivings
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HOUSEHOLD DESCRIPTION
Fifty five percent or one thousand forty (1,040) are male, while
the remaining forty five percent or eight hundred fifty one (851)
makes-up the female population of the said barangay.
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22%
45%
21% 0-5
55%
6-13
14-21
Male
Female
29% 22-35
36-UP
18%
51%
41% 2%
SINGLE-FEMALE
SINGLE-MALE
MARRIED
WIDOW/ ER
20% 60% CATHOLIC
IGLESIA NI KRISTO
MUSLIM
zero to five (0-5) years of age. Three hundred ninety six (396)
on the other hand, falls on the six to thirteen (6-13) years. Five
hundred sixty one (561) falls on the age of fourteen to twenty
(14-20), four hundred ten (410) are between the age of twenty
to thirty five (20-35). Lastly, one hundred eighty four (184)
comprises the population of those belonging to the thirty-six
years old and above (36-above) category.
47%
53%
STUDYING
NON-STUDYING
28%
72% REGULAR
NON-REGULAR
HOUSING
Majority of the houses that can be found at barangay
Luningning are made-up of semi-concrete materials. The rest,
EDUCATION however are either solely made-up of wood or concrete. Houses
Currently, eight hundred eighty six (886) of barangay made up of “patched materials” or commonly known as
Luningning’s total population are attending school. shanties can also be located from the said barangay.
GRAPH 5 – EDUCATION
on the other hand, have opted to live at “for rent” apartments. 69% DEEPWELL
RIVER
Furthermore, thirty seven (37) families chose to live either at RAIN
OWNED
CARETAKER
RENTING
28% SHARED
3%
COLLECTION
BURYING
89% BURNING
4% FEVER/ FLU
SKIN DISEASE
ASTHMA 4%
MIGRAINE 48%
HIGHBLOOD TELEVISION
3% PNEUMONIA
HEPATITIS
69%
0% CHOLERA
MALNUTRITION
0%
SOCIO-POLITICAL ASPECT
GRAPH 14 - MAJOR PROBLEMS
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ALTERNATIVE SOURCE
12% OF INCOME
RECREATION
3% OUT-OF-SCHOOL YOUTHS
AND ADULTS
DISEASES
10%
ILLEGAL DRUGS
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OBJECTIVES:
At the end of this chapter on Project Development, the MAPÚA -
CWTS students are expected to: WHO DEVELOPS A PLAN?
Other than the group or section spearheading the project, other
1. Acquire the necessary knowledge in developing a project key persons can also be invited to help prepare a project plan.
plan; These key persons may include the following:
2. Familiarize themselves and be able to express the steps • COMMUNITY MEMBERS DIRECTLY AFFECTED BY THE
involved in creating a project proposal; PROBLEM (e.g. youth, mothers, workers, etc.)
3. Develop their planning skills by undertaking an actual • INFLUENTIAL PERSONS FROM THE COMMUNITY
project planning and proposal drafting session (community leaders, elected or not)
PROJECT PLANNING • EXPERTS WHO HAVE BEEN WORKING WITH THE SAID
Each and every one of us at some point plans and implements a COMMUNITY (e.g. community organizers)
project. Whether you are a student finishing a homework, an
engineer designing a plan, an events coordinator organizing for WHAT ARE THE STEPS IN DEVELOPING A PLAN?
a friend’s wedding or a director shooting a movie- whatever
A Pre-requisite in developing your plan is the awareness of your
field or profession you might choose, it can be safely said that it
partner community’s current condition. Through the aid of the
is imperative for us to be familiar with the steps involved in
collated results (which will be provided) of the community
planning and preparing for a project. Not only this knowledge
assessment conducted, it will be much easier for your class to
will be able to make our task easier-but shall also give direction
identify possible projects for your partner community.
in achieving our project’s success.
The steps involved in developing a plan include the following:
Projects can be easily demonstrated with the aid of a
systematically prepared project plan. A plan is defined as:
• ESTABLISH YOUR GOAL
“an outline which consists of strategies and specific
actions or steps to be undertaken in order to reach the The initial step in developing a plan is to establish a
goals.” common goal. Goals are the desired or expected
outcome of an endeavor- therefore, goals are ends or
Developing a plan is said to be the first critical step in ensuring targets.
a project’s success. Through the process of planning, the
persons involved collaborate and determine the best possible These goals serve as the backbone to your plans. It
way of achieving the established goals within a given time provides your class the guide and direction that you
frame at the least possible cost. need in determining the projects you intend to
implement.
- Be Specific.
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Bear in mind also that goal/s after having been set can These resources needed by your class to deliver the
be changed. In fact, goals should be constantly action steps may not be limited to material objects but
evaluated to fit changes. may also include the needed human resources
(manpower) as well.
• IDENTIFY STRATEGIES/ ACTIONS STEPS/ACTIVITIES TO BE
TAKEN • EXPECTED OUTPUT
Assuming that a common goal has already been “What do we expect after the action steps have
established, it will now be the time for your class to been performed?”
determine the various action steps you shall undertake.
These strategies/ action steps are the “how’s” to achieve GOAL:
your goals. STRATEGIES
PERSON
TIME FRAME
/ RESOURC EXPECTE
S TIME END
In identifying your strategies/ action steps, make sure to also ACTION ES D
INVOLVE STAR FRAM
include in your list the following: PLAN/ NEEDED OUTPUT
D T E
ACTIVITIES
1.
• PERSONS INVOLVED 2.
3.
“Who would be in-charge of the identified action
steps?”
“What would be my role?”
• TIME FRAME
• Project Cost
This element will be based on the expected expenses
your class shall incur in the event that the project is
implemented.
THE PROJECT
Now that your class has agreed upon the specific action steps
directed to achieve your set goals, it is now time to take your
plans to the next level. Now, ask yourselves, how are we going THE PROJECT DEVELOPMENT CYCLE
to perform these activities? The solutions to this query are Projects may be differentiated according to its purpose,
projects. objectives, target beneficiaries, duration and scope. However,
all projects are subject to undergo a similar process. This
Projects, as defined by the Webster’s Dictionaries are planned process is referred to as: The Project Development Cycle.
undertakings. These projects usually possess various elements
which can be categorized namely as:
PROJECT IDENTIFICATION
• Project Objectives
This element tries to answer what your project aims
to do and what the project is for.
PROJECT PREPARATION
• Project Boundaries
This element specifies the scope and limitations of
your project.
PROJECT IMPLEMENTATION
• Project Location
Specifies where the project will be implemented.
PROJECT PROPOSAL
Each MAPÚA - CWTS class, through the aid of their Facilitators
would be asked to submit a project proposal, based on their
adopted community’s assessment.
Each class would also have a specific budget allotment per term
to facilitate the project implementation.
MAPÚA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE MAPÚA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE
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