LA PATRIA COLLEGE

Santiago City

INSTRUCTIONAL MODULE IN NSTP 011

National Service Training Program 1 (CWTS)

TOPIC/S: CHAPTER 1: NSTP PROGRAM (RA 9163)

a. Legal Bases of NSTP Program
b. Coverage of the NSTP Law
c. NSTP-CWTS Vision
d. NSTP-CWTS Mission
e. NSTP-CWTS Core Values
f. NSTP-CWTS Minimum Standards

WEEK: 1

TIME ALLOTMENT: 3 Hours

OBJECTIVES/ LEARNING OUTCOMES:

By the end of this module, the students shall be able to:

1. Show deep understanding of the National Service Training Program (NSTP) through
activities;
2. Recognize the Civic Welfare Training Service (CWTS) as the component of NSTP that aims to
help alleviate social problems through the different community services; and
3. Express commitment to be actively involved in various community services.

DISCUSSION:

CHAPTER 1: THE NSTP PROGRAM (RA 9163)

REPUBLIC ACT 7722 – HIGHER EDUCATION ACT OF 1994

Republic Act 7722 is the act creating the Commission on Higher Education which covers both the
public and private institutions of higher education as well as degree-granting programs in all post-
secondary educational institutions, be it public or private.

One of the powers and functions of this act which is in line with the goal of National Service Training
Program (NSTP) is to identify, support and develop potential centers of excellence in program areas
needed for the development of world-class scholarship, nation building and national development.

THE NATIONAL SERVICE TRAINING PROGRAM (RA 9163)

1. What is 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 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 the youth’s
active contribution to the general welfare.

2. What are the components of the NSTP?

A. Reserve Officer’s Training Corps [ROTC] - refers to the program component, institutionalized
under Section 38 and 39 of Republic Act No. 7077, designed to provide military training to
motivate, train organize and mobilize them for national defense preparedness.

B. Civic Welfare Training Service [CWTS] - refers to the program component or activities
contributory to the general welfare and the betterment of life for the members of the
community or the enhancement of its facilities, especially those devoted to improving health,
education, environment, entrepreneurship, safety, recreation and moral of the citizenry and
other social welfare services.

C. Literacy Training Service [LTS] - refers to the program component designed to train the
students to teach literacy and numeracy skills to school children, out-of-school youth and other
segments of society in need of their services.

Who are covered by the NSTP Law?

A. All incoming freshmen students, male, female, starting school year (SY) 2002-2003, enrolled
in any baccalaureate and in at least two (2) year technical- vocational or associate courses, are
required to complete one (1) NSTP component of their choice, as a graduation requirement;
 B. All higher and technical-vocational education institutions must at least offer one (1) of the NSTP
components.

C. State universities and colleges (SUC’s), shall offer the ROTC component and at least one (1)
other NSTP component.

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

E. Private higher education and technical-vocational education institutions with at least 350
student cadets may offer the ROTC component and consequently establish / maintain a
Department Of Military Science and Tactics (DMST), subject to the existing rules and
regulations of the Armed Forces of the Philippines (AFP).

3. What is the duration and equivalent course unit of each of the NSTP Component?

Each of the NSTP components 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.

4. What fees shall be charged to students taking any of the NSTP components?

No other fees shall be collected except basic tuition fees, which should not be more than 50% of
the charges of the school per academic unit.

5. 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.

6. What happens to male students who are currently enrolled and have not taken nor completed the
ROTC requirements for graduation?

a. 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), Civic 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.

c. 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.

d. 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.

7. How are Clustering and Cross-Enrollment 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).

8. 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.

9. 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.
 NSTP-CWTS Vision

To train students to become innovators of social change with a culture of excellence and
leaders with integrity, competence, and commitment to render service to the community.
To develop in the youth the values of patriotism and national pride, discipline and hard work,
integrity and accountability for nation-building, and volunteerism as valuable and effective
members of the National Service Corps of CWTS.

NSTP-CWTS Mission

NSTP-CWTS aims to promote and integrate values education, transformational leadership, and
sustainable social mobilization for youth development, community-building, national renewal,
and global solidarity by:

1. Providing relevant activities that will contribute to physical, intellectual, spiritual, and social
development of students;

2. Inculcating in students the values of leadership, patriotism, and social responsibility;

3. Training students to become project planners, designers, and managers of innovative and
sustainable community service-oriented projects;

4. Conducting capability enhancements for civic welfare services geared toward preparing the
youth to become results-oriented social entrepreneurs, volunteers, and a socio-economic
mobilizing force that serves communities as value-driven innovators for progress;

5. Working closely with a network of organizations within and outside the higher education
institution; and

6. Creating opportunities where students can render direct service to the community.

NSTP-CWTS Core Values

NSTP-CWTS fosters the following values:

1. Love of God
2. Human dignity
3. Discipline, truth, goodness, and social responsibility
4. Awareness, innovation and creativity
5. Respect, synergy, and professionalism
6. Excellence and indigenous learning
7. Protection and conservation of the environment
8. Quality service delivery

NSTP-CWTS Minimum Standards

NSTP-CWTS helps develop informed and self-reliant communities by encouraging inter-

government agency cooperation and providing complementary assistance and support to
facilitate socio-economic progress, environmental management, and delivery of basic services,
geared toward uplifting the wellbeing of people.

The NSTP-CWTS strategies follow an integrative approach to community development, which

unites the people, local officials, civic leaders and non-governmental organizations.

The NSTP-CWTS 1 is a three-unit, non-academic course for students who opt to take the CWTS
component of NSTP.

The minimum standard for NSTP is the development of the common and specific modules set forth
in the IRR.

NSTP-CWTS 1 spans a total of 83 training hours for two semesters and includes seven topics and
a scope of instruction as follows:

1. Self-awareness and values development deal with the nature of self, personal development,
roots of the Filipino character, nationalism and patriotism, and good citizenship values with core
Filipino values.

2. Leadership training discusses the concepts of leadership, human behavior, communication,

motivation, teamwork, time management, and decision-making.

3. Dimensions of development cover global, national, and local issues on (a) health, (b) education
(enhancement of instructional support materials and faculties), (c) entrepreneurship, (d)
recreation, and morals of the citizenry and other social welfare concerns such as voter’s
education and poverty alleviation.

4. Community exposure and agency visits refer to the nature, development and approaches in
community work and community building.
 5. Community needs assessment includes knowing the community and the community needs
assessment process, survey, and actual conduct.

6. Community services dwell on drug education, health education (medical and dental),
environmental education, entrepreneurship, and culture.

7. Program evaluation tackles the fundamentals, development, implementation, monitoring, and

evaluation of the program.

Conclusion

NSTP as a graduation requirement is implemented by the DND, CHED, and TESDA. The NSTP Act of
2001 or Republic Act No. 9163 has made ROTC optional and introduced LTS and CWTS as new
alternatives, thus making NSTP a three prolonged program on citizenship training.

NSTP provides a policy framework on volunteerism that underscores the fundamental principle to
harmonize the broad and diverse efforts of the volunteer sector of the country into and integrative
and effective partnership for local and national development as well as international cooperation
and understanding. It sets a mechanism to protect the rights and privileges of the youth in
recognition of their roles and contributions to the development of society.

REFERENCES:

1. Bustria, M. (2017), Civic Welfare Training Service. Manila, Philippines: Wiseman`s Books
Trading, Inc.
2. Lee, S. (2013) National Service Training Program CWTS I. Manila, Philippines: C&E Publishing,
Inc.
3. Padilla, R. (2006) Civic Welfare Training Service Volume II. Manila, Philippines: Rex Bookstore,
2006.
4. Villasoto, H.(2018) Human Person Gearing towards Social Development: NSTP-CWTS 1,
Worktext for College Students, Second Edition. Quezon City, Philippines. C&E Publishing, Inc.
5. Agas, J. et al. (2019). Civic Welfare Training Service
(MAPUA-CWTS). Retrieved from
https://www.mapua.edu.ph/Campus%20Life/SOCIP/Assets/CWTS/NSTP%202019%20Module
.pdf
TOPIC/S: CHAPTER II: THE NATURE OF THE HUMAN PERSON
A. The Human Person
B. Characteristics of a Human Person
C. Biblical Views
D. Philosophical Views
E. Classical Greek Views
F. Sociological Views
G. Hierarchy of Needs

WEEK: 2

TIME ALLOTMENT: 3 Hours

OBJECTIVES/ LEARNING OUTCOMES:

By the end of this module, the students shall be able to:

1. Describe the nature of the human person;
2. Identify the importance of a person’s ability and capacity; and
3. Describe a person’s unique that make him/her a productive social being.

DISCUSSION:
THE NATURE OF THE HUMAN PERSON
The Human Person
Estanol (2007) defines the human person as having physical, spiritual, emotional, and
intellectual attributes.
St. Thomas Aquinas describes the human person as having physical and spiritual
substancebecause he/she has a soul and is created by a Superior Being with a divine purpose.
Dictionaries define the human person as a “self-conscious animal.”
Characteristics of Human Person

Babor (2007) in his book, The Human Person, Not Real, But Existing, discusses the several characteristics
of a human person, namely:

1. A human person is a rational being. He/She is free to think and has the capacity to reason and
distinguish between right and wrong.
2. A human person is born free. He/She has the freedom to do or not to do things. However, every
person is responsible for his/her own action.
3. A human person is unique. He/She possesses an identity that makes him/her unlike any other
person. Generally speaking, even if two persons have the same characteristics and physical features,
they are not the same because each one has his/her own perception, and a different set of values and
priorities in life.
4. Every person is intrinsically a social being and cannot detach himself/herself from other
creatures in the universe. By nature, he/she is characterized by his/her relationships with other
creatures, objects, or his/her fellowmen.
5. All living things are sexual by nature, but the uniqueness of expression of a person’s
sexuality makes him/her different. The expression of a person’s emotions, attitudes, feelings,
actions and thoughts in sexual activity best exemplifies his/her uniqueness from animals.
BIBLICAL VIEWS

Genesis 1:26-27

God created man and woman in His own image and likeness and made them masters of the fish of the sea,
the birds, the heaven, the earth, the wild beasts, and all the reptiles that crawl upon the earth.

The Supreme Being entrusted to the human person the care of creatures on the earth, aware of the
possibilities, challenges, and difficulties he/she will encounter in his/her life.

Agbuya (1997) states that “He/She (human person) is designated by God to exercise dominion over other
creatures in his/her everyday use of freedom, search for happiness, and openness to the world around
him/her. And what makes him/her human is his/her being a true person, which includes the special gifts
and talents of thinking, loving, longing for happiness, and making decision. The human nature was
patterned after the image of God.”
PHILOSOPHICAL VIEWS

According to Protagoras, a human person is the measure of all things that exist and of all things that do
not exist. Furthermore, Plato claimed that the perfect human being does not exist in this world because
what is in this world is just an imperfect copy of humanity’s original self in the realm of ideas. Parmenides
posited that a person has knowledge of something that exists, for a person who does not exist is nothing.

A human person like other animals has external and internal organs. A human being becomes evident when
he/she starts to share his/her thoughts and ideas with others.
Maguigad (2006) in his book, Philosophy of the Human Being, explains the different philosophical views
of the human person. These are the following:

1. Conservatism
The conservative view is not entirely positive and definitely non egalitarian. Some men contribute more
than others to society, and, therefore, must be rewarded and honored by the society. All human
persons may not be of equal value to society: some men are intended to rule, the rest to obey. This is
in line with one of Confucian ethical ideas which states that the superior man must rule and the
commoner must bow before his authority.

2. Liberalism
Liberalism has a more egalitarian view of human nature. It believes that all men are capable of reason
and rational action and have the capacity to live satisfactory and productive lives if given the
opportunity. Reason is common to human beings and this fact raises them above the level of beasts
and enables them to know the principles of suitable living. According to Mencius, “Every human being
can become a sage king, that is, anyone can gain the wisdom to rule.”

3. Socialism
In socialism, the human being readily engages in cooperative social activities when given the
opportunity. Unfortunately, this natural cooperative instinct is not fostered when some people selfishly
exploit other people.

Marx believes that man is driven primarily by desire for economic gains. In his Das Kapital, he
considers the human person as a social animal; if he/she fails to relate actively with others and with
nature, he/she loses himself/herself and becomes alienated. His/Her drives lose human qualities and
assume human qualities.

4. Fascism
Fascism holds that what matters most is the country itself. The human being can prosper only when
the nation prospers; his/her fate is merely secondary when it comes to the country. Like the
conservatives, the fascists contend that some human beings are naturally and racially better than
others.
CLASSICAL GREEK VIEWS

The early classical Greeks define the human person as “a rational animal”. (1) An animal’s vegetative
sensory and rational element is integrated within his/her being; thus he/she is a material (body) and
spiritual (soul) being. (2) As a vegetative creature, the human person needs to have food to grow, develop,
and reproduce. (3) As a sentient being, he/she needs sensory perceptions to gain knowledge. (4) As a
rational animal, he/she needs the power of thought, reason, and cognition.

Due to person’s nobility and his/her special place in God’s kingdom, it is through him/her that the rest of
creation enter into a dialogue and relationship with the Supreme Being. Because the human person id given
free will to choose, decide, or shape his/her life, he/she is always responsible for his/her action.

A human person is capable of knowing, loving, and believing, which leads him/her to be fully aware of
his/her humanity.
SOCIOLOGICAL VIEWS

Salcedo (2004) states that people look at this social world or at the various ways that human beings behave
in a social way. Hence, when we talk about society or the social world, we are really referring to the behavior
of human beings.

San Juan (2007) proposes some common ideas about human person. These are the following:

1. Human persons are social animals. We need to cooperate with others in some way to create the
social world in which to live.
2. The human person’s social behavior is learned, not instinctive. In this respect the argument
is that we have to learn, from the moment we were born, how to be not just a human being but also a
recognizable member of the society into which we happen to have been born.
3. To understand the human person’s social behavior, we have to focus our attention on the
groups to which people belong. These groups are many and varied, but the largest group to which
people belong is a society.
4. Sociology is a discipline that looks into the totality of relationships in an individual’s life.
Sociologists do not restrict their studies to a single dimension of an individual’s life (economics, politics,
history, geography, psychology and so forth).
Hierarchy of Needs

Maslow presented the levels of hierarchy of needs in his theory of personality:

1. Physiological needs include the biological and basic need such as water and clothing. These
needs are immensely important because they are essential for survival.
2. Safety needs include security and protection from physical and emotional harm.
3. Social needs include affection, sense of belonging, and friendship, which people seek to
overcome feelings of loneliness and alienation.
4. Self-esteem needs include achievement, mastery, and confidence derived from recognition,
respect and attention. When these needs are satisfied, the person feels confident and valuable.
However, when they are not met, the person may feel inferior, weak, helpless and worthless. 5.
Self-actualization means a person has reached the peak of his/her potential

REFERENCES:

1. Bustria, M. (2017), Civic Welfare Training Service. Manila, Philippines: Wiseman`s Books
Trading, Inc.
2. Lee, S. (2013) National Service Training Program CWTS I. Manila, Philippines: C&E Publishing,
Inc.
3. Padilla, R. (2006) Civic Welfare Training Service Volume II. Manila, Philippines: Rex
Bookstore, 2006.
4. Villasoto, H.(2018) Human Person Gearing towards Social Development: NSTP-CWTS 1,
Worktext for College Students, Second Edition. Quezon City, Philippines. C&E Publishing, Inc.
5. Agas, J. et al. (2019). Civic Welfare Training Service
(MAPUA-CWTS). Retrieved from
https://www.mapua.edu.ph/Campus%20Life/SOCIP/Assets/CWTS/NSTP%202019%20Module.pdf
 MODULE 3: CHAPTER III. VALUES DEVELOPMENT FOR CITIZENSHIP TRAINING
A. The Preamble
B. Philosophy of Values
C. Filipino Values
D. Good Citizenship Values
E. Roots of the Filipino Character
F. Nationalism and Patriotism
G. Personal Development Plan

WEEK: 3

TIME ALLOTMENT: 3 Hours

OBJECTIVES/ LEARNING OUTCOMES:

By the end of this module, the students shall be able to expound comprehensively the nature and
philosophical values of being a Filipino, Cite popular Filipino values of good citizenship and relate the
concepts discussed to real-life situations.

LEARNING CONTENT:

VALUES DEVELOPMENT FOR CITIZENSHIP TRAINING

INTRODUCTION

This chapter deals with values development for good citizenship, including the preamble to the
1987 Constitution, the roots of and philosophy behind Filipino values, nationalism and patriotism, and
development plan.

DISCUSSION:

VALUES DEVELOPMENT FOR CITIZENSHIP TRAINING

The Preamble of the 1987 Constitution states: “We, the sovereign Filipino people, imploring
the aid of Almighty God, in order to build a just and humane society and establish a Government
that shall embody our ideals and aspirations, promote the common good, conserve and develop
our patrimony, and secure to ourselves and our posterity the blessings of independence and
democracy under the rule of law and a regime of truth, justice, freedom, love, equality, and
peace, do ordain and promulgate this Constitution.” (De Leon et al., 2011)

A preamble is an introductory and preliminary statement in a document that explains the

document’s purpose and underlying philosophy. It may cite historical facts pertinent to the subject of the
statute. The preamble of the constitution of the Philippines dictates that the Philippines and the Filipino
people are the sovereign masters of the Philippine Islands.
Filipino Values

The Filipino value system arises from our culture or way of life, our distinctive way of becoming
human in this particular place and time.

We speak of Filipino values in a fourfold sense:

1. It is obvious that certain values take on a distinctively Filipino flavor for us. The
Greek ideal of moderation or meden agan, the Roman in medio stat virtus, and the Confucian and
Buddhist doctrine of the middle way or path, find their Filipino equivalent in walang labis, walang
kulang or katamtaman lamang.
2. Speaking of Filipino values, we do not mean that elements of these Filipino values
are absent in the value systems of other people and cultures. All people eat, talk, and sing;
but they eat a variety of food, speak various languages, and sing different songs. Thus, we easily
recognize Filipino, American, Chinese, Japanese, or any other foreign food, language, or music.
3. Universally, human values in the Filipino context (historical, cultural,
socioeconomic, political, moral, and religious) take on a distinctive set of Filipino meanings
and motivations. This is true not only on the aims and goals, beliefs, convictions, and social
principles of traditional value system of the lowland rural family but also of what Fr. Horacio de la
Costa, S.J. calls the Filipino “nationalistic” tradition (pagsasarili, pagkakaisa, pakikisama,
pakikipagkapwa tao at pagkabayani.)
4. Values in the sense of historical consciousness had evolved among the Filipino
people, leading to the concept of justice evolving from inequality to equality and to human
dignity. From the tribe, to the family, and to the nation, consciousness of different values varies
during the distinct periods of Philippine history.

Good Citizenship Values

1. Love for God or Pagkamaka-Diyos

2. Love for Fellowmen or Pagkamaka-Tao
 3. Love for Country or Pagkamaka-Bayan
4. Love for the Environment or Pagkamaka-Kalikasan

Roots of the Filipino Character

Here are some of the highlights from “A Moral Recovery Program: Building a People – Building a
Nation” by Patricia Licuanan (1988)

The strengths and weakness of the Filipino have their roots in their in many factors such as:

1. The Family and Home Environment. Child-bearing practices, family relations, and family
attitudes and orientation are the main components of the home environment. Child-bearing in the
Filipino family generally is characterized by high nurturance, low independence training, and low
discipline.
2. The Social Environment. The main components of the social environment are social
structures and social systems such as interpersonal, religious, and community interaction. The social
environment of the Filipino is characterized by a feudal structure with great gaps between the rich
minority and the poor majority.
3. Culture and Language. Much has been written about Filipino cultural values. Such
characteristics as warmth and person orientation, devotion to family, and sense of joy and humor
are part of our culture and are reinforced by all socializing forces like the family, school, and peer
group.
4. History. We are part the product of our colonial history, which is regarded by many as the
culprit behind our lack of nationalism and our colonial mentality.
5. The Educational System. This also leads to other problems for us as people. The lack of
suitable local textbooks and dependence on foreign textbooks, particularly in the higher school levels,
force Filipino students as well as their teachers to use materials that are irrelevant to the Philippine
setting.
6. Religion. It is the root of Filipinos’ optimism and capacity to accept life’s hardships.
7. The Economic Environment. Many local traits are rooted in the poverty and hard life that
is the lot of most Filipinos.
8. The Political Environment. It is characterized by a centralization of power.
9. Mass Media. These reinforce our colonial mentality. Advertisements using Caucasian models
and emphasizing a product’s similarly with imported brands are part of our daily lives.
10. Leadership and Role Models. Filipinos look up to their leaders as role models. Thus, when
our leaders violate the law or show themselves to be self-serving and driven by personal interest,
when there is lack of public accountability, there is a negative impact on the Filipinos.

Nationalism and Patriotism

The term nationalism is generally used to describe two things. (1) Attitude of the members of a
nation which includes the concepts of national identity, origin, ethnicity, and cultural ties. (2) The action
that the members of a nation take when seeking to achieve or sustain full statehood with complete authority
over domestic and international affairs.

Patriotism is love and devotion to one’s country. The word comes from Greek patris, meaning
“fatherland”. However, patriotism has had different meanings over time, and its meaning is highly dependent
upon context, geography, and philosophy. Although patriotism is used in certain vernaculars as a synonym
of nationalism, nationalism is not necessarily considered an inherent part of patriotism. Likewise, patriotism
is strengthened by adherence to a native religion, particularly some communities that may have their own
holy places. This also implies a value preference for a specific civic or political community.

Personal Development Plan

Wells (2012), in his book, Seven Simple Steps – Life Transformation Guide, states that success requires
an articulated goal. It is not a product of wishful thinking. Purpose will set the context and get you thinking
about your life and what is important to you.

1. Your True Self – Begin with some introspection to help you define your values, your patterns,
and your beliefs.
2. Make It Personal – Understand success and achievement, and what it means to you and to
others.
3. Know Your Outcome – Set your goals and how to achieve them. This section is really about
knowing where you’re going.
4. Design Success – Lay out your “success blueprint”. If the prior section covers where you’re
going, this is about how you’ll get there.
5. Harness the Power – Determine to make your plans a reality. In order to succeed, you need
more than a plan; that plan needs to be executed.
6. Accept Success – Establish a mindset to succeed in bringing your desired outcomes to
fruition.
7. Life is Circular - Look forward to the future, and move on beyond the completion of your
plan.
SUMMARY

A value literally means the worth or importance of a particular thing. Some things have greater value than
other. Things with greater value are more preferred and sought out by individuals. They serve as a basis
for decision-making since people normally choose those which will bring them happiness and contentment
both intrinsically and extrinsically.

Happiness is the end point of every human action. This desire for happiness helps create the picture of
what we really need or want to have experience. In the process, we are able to identify the things which we
value most.

REFERENCES:

1. Bustria, M. (2017), Civic Welfare Training Service. Manila, Philippines: Wiseman`s Books
Trading, Inc.
2. Lee, S. (2013) National Service Training Program CWTS I. Manila, Philippines: C&E Publishing,
Inc.
3. Padilla, R. (2006) Civic Welfare Training Service Volume II. Manila, Philippines: Rex
Bookstore, 2006.
4. Villasoto, H.(2018) Human Person Gearing towards Social Development: NSTP-CWTS 1,
Worktext for College Students, Second Edition. Quezon City, Philippines. C&E Publishing, Inc.
5. Agas, J. et al. (2019). Civic Welfare Training Service (MAPUA-CWTS). Retrieved from
https://www.mapua.edu.ph/Campus%20Life/SOCIP/Assets/CWTS/NSTP%202019%2 0Module.pdf
 MODULE 4: CHAPTER IV. LEADERSHIP TRAINING

A. Human Behavior
B. Motivation
C. Good Leadership
Characteristics of a Good Leadership
D. Transformational Leadership
Transactional and Transformational Leadership
Behaviors of a Transformational Leader
Four Components of Transformational Leader
E. Leadership Development
F. Virtuous Cycle of Leadership Control
G. Seven Habits of Highly Effective People
H. Teamwork
I. Time Management
J. Decision-making
Involvement in Decision-making
Difficulties in Decision-making

WEEK: 4

TIME ALLOTMENT: 3 Hours

OBJECTIVES/ LEARNING OUTCOMES:

By the end of this module, the students shall be able to describe correctly transformational
leadership, identify well the characteristics of a leader and express commitment to teamwork.

LEARNING CONTENT:
LEADERSHIP TRAINING

INTRODUCTION

This chapter discusses leadership training in which the leader inspires the followers to perform well
and develop their own leadership potential.

DISCUSSION

A. Human Behavior

According to businessdictionary.com, human behavior is the “capacity of mental, physical, emotional

and social activities experienced during the five stages of a human being’s life – prenatal, infancy, childhood,
adolescence and adulthood. It includes the behaviors as dictated by culture, society, values, morals, ethics
and genetics.”

Encyclopedia Britannica (2012) states that human beings have a typical life course that consists of
successive phases of growth, each of which is characterized by a distinct set of physical, physiological and
behavioral features. These phases are prenatal life, infancy childhood, adolescence and adulthood (including
old age). Human development or developmental psychology is a field of study that attempts to describe and
explain the changes in human cognitive, emotional and behavioral capabilities and functioning over the
entire life.
B. Motivation

Motivation encompasses the internal and external factors that stimulates desire and energy in people to be
continually interested in and committed to a job, role or subject, and to exert persistent efforts in attaining
a goal. It results for the interaction among conscious and unconscious factors such as the (a) intensity of
desire or need, (b) incentive or reward value of the goal, and (c) expectations of the individual and of his/her
significant others.

C. Good Leadership
Leadership pertains to the qualities exemplified by a leader.
The acts of leading or the “process of social influence in which one person can enlist the aid
and support of others in the accomplishment of a common task”.

Characteristics of a Good Leader

1. Vision. Good leaders know where they want to go and they can motivate people to believe
in their vision.
2. Wit. Good leaders can make sound judgments and decisions.
3. Passion. Good leaders are very passionate and intensely obsessed in whatever they focused
on.
4. Compassion. Good leaders show compassion for their supporters and followers.
5. Charisma. Good leaders are captivating, charming individuals who tend to draw people
toward them.
 6. Communication skills. Good leaders are usually great orators and persuaders.
7. Persistence. Good leaders are determined to attain their goals in spite of the obstacle and
problems.
8. Integrity. Good leaders mean what they say. They are reliable
9. Daring. Good leaders are bold, willing to take risks, and determined to chase their dreams
amid the reality of fear and uncertainty.
10. Discipline. Good leaders observe self-control and order.

Traits of an Effective Leader

1. Character is the quality of a person’s behavior as revealed by his/her habits thoughts and
expressions, attitudes and interest, actions, and personal philosophies in life.
2. Charisma is a special spiritual gift bestowed temporarily by the Holy Spirit on a group or an
individual for the general good.
3. Commitment engages one to do something as a continuing obligation. It is a state of
intellectual and emotional adherence to some political, social and religious theory of action.
4. Communication is a two-way process of reaching mutual understanding in which participants
do not only exchange (encode-decode) information but also create and share meaning.
5. Competence indicates a sufficiency of knowledge and skills that enable someone to act in a
wide variety of situations.
6. Courage is the quality of the mind that enables a person to face difficulty and danger without
fear. It begins with an inward battle.

D. Transformational Leadership

Transformational leadership is a form of leadership that occurs when leaders broaden and elevate
the interests of their employees, when they generate awareness and acceptance of the purpose and mission
of the group, and when they stimulate their employees to look beyond their own self-interest for the good
of the group. Transformational leaders have a clear collective vision, and most importantly, they manage to
communicate it effectively to all employees. By acting as a role models, they inspire employees to put the
good of the whole organization above self-interest. Transformational leaders, on the other hand, trust their
subordinates and give them enough space to breathe and grow.

Transactional and Transformational Leadership

Transactional leadership is based on power that makes use of rewards and coercion to deliver benefits
to members, or to force or instill fear as illustrated by colonization, votebuying and similar methods.
Transformational leadership or real leadership starts from the recognition of what the members need and
the steps toward achieving these needs, and relating rewards to effort. The leader acts as a role model.

Behaviors of a Transformational Leader

1. Is articulate in creating compelling vision of the future
2. Uses stories and symbols to communicate his/her vision and message
3. Specifies the importance of having a strong sense of purpose and a collective mission
4. Talks optimistically and enthusiastically and expresses confidence that goals will be achieved
5. Engenders the trust and respect of his/her followers by doing the right thing rather than
simply doing things right
6. Instill pride in employees
7. Talks most about important values and beliefs
8. Considers the moral and ethical consequences of decisions
9. Seeks different perspective when solving problems
10. Encourages employees to challenge old assumptions and to think about problems in new ways
11. Spends time teaching and coaching
12. Considers each individual employee’s different needs, abilities and aspirations
13. Is compassionate, appreciative and responsive to each employee and recognizes and
celebrates each employee’s achievements

Four Components of Transformational Leadership

1. Charisma. The leader’s charisma or idealized influence is envisioning and building confidence,
and he/she sets high standards to be followed.
2. Inspirational motivation. The leader’s inspirational motivation provides followers with
challenges and meanings/reasons for engaging in shared goals and undertaking.
3. Intellectual stimulation. The leader’s intellectual stimulation moves followers to question
assumptions and generate more creative solutions to problems.
4. Individual consideration. The leader treats each follower as an individual and provides
coaching, mentoring and growth opportunities.
The qualities of transformational leadership can be found at different levels: community, national, and
even global communities; and in various sectors of the society. The transformation of values,
processes, and institutions appears as follows:
A. Transformation of values
 From power as dominion to power as liberation
 From war and conflict to peace
 From efficiency consideration to equality and equity (balance between genders) From
growth to sustainability
 From “winner-take-all” norm to sharing and caring
B. Transformation of processes
 From hierarchical to participatory
 From corrupt to clean
 From secretive to transparent
 From burdensome to empowering
C. Transformation of institutions
From bureaucratic to egalitarian, responsive, and accountability

Moving from transactional leadership to transformational leadership requires a shift in leadership functions.

1. People are taking more responsibility for their own decisions. This situation requires
the leaders to provide conditions for creativity and develop fewer levels of leadership-flatter
structures.
2. Leaders concentrate on strategy to help people respond to the changing world.

Three Types of Functions 1. Transformational leadership and task functions

 Defining the tasks – involves others
 Making the plan – involves other
 Allocating the tasks – involves others rather than the leader giving out task
 Controlling the tasks – uses peer pressure and self-control rather than being
disciplinary
 Checking the performance – more self-management within the
transformational approach
 Adjusting the plan – with group review

2. Transformational leadership and team functions

 Setting the standards – involves the group
 Enforcing discipline
 Promoting team spirit
 Encouraging and motivating
 Developing sub-leaders
 Communicating with the group – has to be open and honest
 Training – lifelong learning process everyone need to undergo

3. Transformational leadership and individual functions

 Attending to personal problems
 Praising individuals, enhancing confidence
 Giving status pride
 Using abilities of the people within the organization – training as a continuing process
 Involving individuals in decision-making processes.

E. Leadership Development
Develop a pool of leaders
 Find people with basic leadership qualities
 Widen the “catchment area”
 Assure a democratic process
Provide knowledge and skills
 Build leaders’ personal capacities
 Recognize this as a lifelong process
 Support active leaders
 Actively support leaders continuously and not to place them in positions and leave
them there
F. Virtuous Cycle of Leadership Control
1. A leader should be energetic, sympathetic, friendly and understanding to ensure the
enthusiastic cooperation of followers.
 2. He/She should have confidence in knowing and doing his/her job to gain the confidence of
followers.
3. He/She should be an example to followers.

G. Seven Habits of Highly Effective People

1. Be proactive. Proactive means being able to take responsibility for your life. Your are the
one in charge.
2. Begin with the end in mind. Know where you want to go. Envision your goal and make it
happen.
3. Put first things first. Practice self-management. Know your priorities.
4. Think win-win. Look at life as a cooperative arena, not a competitive one.
5. Seek first to understand, then to be understood. As the saying goes, “The best way to
understand is to listen”. It is about putting yourself in someone else’s shoes.
6. Synergize. The whole is greater than the sum of its parts. Better results can be produced as
a group than as individuals.
7. Sharpen the saw. What you have learned a couple of years back will have become outdated.
Effective leaders know how to use humor to energize his/her follower.

H. Teamwork
Teamwork is the process of working collaboratively with a group of people in order to achieve
a goal.
Teamwork means that people will try to cooperate by using their individual skills.
Teamwork brings people together for a common purpose or goal.

I. Time Management
Time management is the art of arranging, organizing, scheduling, and budgeting one’s
time for the purpose of generating more effective work and productivity. There is an abundance of
books, classes, workshop, day-planners, and seminars on time management, which teach individuals
and corporations how to be more organized and productive.
Time management is also necessary for students, teachers, factory workers,
professionals, homemakers and perhaps most essentials for the person who runs a business
of his/her own or not.
An important aspect of time management is planning ahead. It also involves putting in more
time at the outset in order to organize one’s life. Even it one’s schedule is well ordered but is the
office and filing systems are disaster, time will be wasted trying to work efficiently in a disorderly
place.
After cleaning, purging and reorganizing the home or office, the next step in time
management is to look at all the activities. Every last detail should be written down. Often
when individuals write down every last activity, they find that there is very little time left for sleeping.
The end result is that many activities must be pared down, eliminated, consolidated, or delegated.
Lastly, good time management involves keeping a schedule of the task and activities
that have been deemed important. Keeping a calendar or daily planner is helpful to stay on task,
but selfdiscipline is also required.
The other side of the argument is to remember to live. (1) Get on top of your time
management, (2) get organized, and stay on task, but live your life, (3) schedule some time off every
day and at least one day off each week, (4) be organized, but do not be a slave to time management.

J. Decision-making
Decision-making is the process that involves selecting the most logical choice from among
two or more options. Making a decision is instrumental in the survival and prosperity of human-
beings. The right choice is what sets an average individual from the rest.
There are different types of decision-making that we do depending on the situation at hand.
Consider the following in decision-making:
1. Identification of alternative solutions
2. Evaluation of possible options to determine which one meets the decision objectives
3. Selection of the best option after an in-depth evaluation

Involvement in Decision-making

Every group has to make a decision at one time or another and all the members have to make a
commitment to choose the best option available. The following are the different types of involvement in
making decisions:

1. Consensus or agreement involves compromising various possibilities after al opinions have

been heard.
2. Majority voting is considered the most effective way to make a decision.
3. The minority is not consciously organized, but a few powerful personalities dominate the
group, often unconsciously.
 4. The silent consensus of some groups leads to unanimous decisions. This type involvement
in decision-making is rarely applied when tackling important issues.
5. The clique is a small group whose members plan beforehand to get their way in decision-
making.
6. The handclasp happens when one person makes a suggestion and another commends it.
7. The one-person decision is quickly made, but later when the decider needs free or voluntary
support from others to implement the decision, he/she might find trouble getting it.
8. The plop occurs when a group makes a decision by not making a decision at all.
Difficulties in Decision-making
1. Fear of consequences brings division and disagreement.
2. Conflicting loyalties of one person as a member of different groups frequently leads to
divided loyalties about decision.
3. Interpersonal conflicts and personal differences evoke various feelings among
members, which interfere with sound decision-making.
4. Hidden agenda or secrete motive can hinder decision-making for reasons a member does
not share with the group.
5. Blundering methods include using rigid procedure that leaves little room for expressing
differing views, substituting personal opinions for adequate information, and disregarding proper
consultation or consensus.
6. Inadequate leadership restricts the expression of opinions and discussion on issues.
Leaders fails to provide assistance in selecting appropriate methods for decisionmaking or are
insensitive to the factors that cause difficulty in the group.
7. Clash of interest occurs when different groups or individuals within an organization have
opposing interests.

SUMMARY:

Transformational leadership is an organizational system framework that influences people to come

together around a common vision. One of the marks of a good leader is the ability to listen, learn, and lead
his/her followers toward the attainment of goals. He/she is adept in teamwork, time management, and
decision-making.

REFERENCES:

1. Bustria, M. (2017), Civic Welfare Training Service. Manila, Philippines: Wiseman`s Books
Trading, Inc.
2. Lee, S. (2013) National Service Training Program CWTS I. Manila, Philippines: C&E Publishing,
Inc.
3. Padilla, R. (2006) Civic Welfare Training Service Volume II. Manila, Philippines: Rex
Bookstore, 2006.
4. Villasoto, H.(2018) Human Person Gearing towards Social Development: NSTP-CWTS 1,
Worktext for College Students, Second Edition. Quezon City, Philippines. C&E Publishing, Inc.
5. Agas, J. et al. (2019). Civic Welfare Training Service (MAPUA-CWTS). Retrieved from
https://www.mapua.edu.ph/Campus%20Life/SOCIP/Assets/CWTS/NSTP%202019%2 0Module.pdf

CONGRATULATIONS! YOU HAVE SUCCESSFULLY COMPLETED WEEK FOUR MODULE!

KEEP UP THE GOOD WORK!
 MODULE 5: CHAPTER V. FUNDAMENTALS OF GROUP DYNAMICS

A. Group
B. Group Dynamics
C. Forces Found in Small Groups
D. Concepts of Social Groups
E. Special Properties of Groups
F. Typed of Groups
G. Characteristics of a Groups
H. Kinds of Formal Groups
I. Kinds of Informal Groups

WEEK: 5

TIME ALLOTMENT: 3 Hours

OBJECTIVES:
By the end of this module, the students shall be able to state the fundamentals of group and group
dynamics, explain comprehensively the concepts, characteristics, and types of groups and classify properly
groups as formal or informal.

LEARNING CONTENT:
FUNDAMENTALS OF GROUP DYNAMICS

Introduction

This chapter dwells on the fundamentals of group and group dynamics, which include the forces found in
small groups, concepts of social group, special properties of groups, types of groups, characteristics of a
group, and kinds of formal and informal groups.

Discussion

A. Group

Group is defined as two or more persons engaged in social interaction. This implies that each member of a
group is aware of the other members and their influences. Some Psychologist consider this definition too
general and prefer to limit the use of the terms group to a collection of individuals who find their association
with one another rewarding. Others say that a group only exist when the individual members have developed
status and role relationships with respect to one another. Still others insist that the individuals must have a
common goal in order for them to be considered as a group.

The existence of any group is assumed to depend on the participation and satisfaction of the individuals
comprising it.

B. Group Dynamics

The social process by which people interact in a small group and in a face-to-face manner is
called Group Dynamics.
Dynamics comes from the Greek word “dynamics” which means “force”.
Group Dynamics then refers to forces operating within the group.

Figure 1. Group Dynamics

C. Forces Found in Small Groups

Two important historical landmarks in understanding small groups.

1. The researchers of Elton Mayo and his associates in 1920s and 1930s. According to his
research, workers tend to establish formal groups that affect job satisfaction and effectiveness.
2. The experiments conducted in 1930s by Kurt Lewin, considered as the founder of the group
Dynamics movement. His experiment shows that different kinds of leadership attitudes produce
different responses in groups.

A group is composed of individuals who have come together to accomplish a particular task or goal. Group
Dynamics refers to the attitudinal and behavioral characteristics of a group. In a group, the members shares
the consciousness of membership and interaction. A
group is not a mere collection of individuals but aggregate of personalities acting and interacting with one
another in the process of living. To be a member of a group, one must participate in its common life and
activities. Group Dynamics from the structure of a group and how its members function.

D. Concepts of Social Group

San Juan and Centeno (2011) present that “psychologically, man is said to be a rational being,
politically, he is a political and power-seeking being, theologically, he is a religious, God-seeking being and
sociologically, man is a gregarious social being seeking the company of other social being.” His/Her very
existence and the satisfaction of his/her needs and wants, as well as his/her happiness, depends to a large
degree upon his/her association with other people.

E. Special Properties of Groups

The special properties of groups are illustrated by a simple lesson in mathematics, as in one plus one
equals three. This is a logical error in the world of mathematics. In the world of group dynamics, however,
this is rational. In a group, there is no such thing as merely a composition of two people. It is their
relationship that makes it three. For instance, salt (sodium chloride) has difference properties from sodium
and the chlorine elements that form a group to make it (San Juan & Centeno, 2011).

Group types are classified as formal or informal in nature. Formal work groups are established by an
organization to achieve its goals.

F. Types of Groups

Groups are generally classified as follows:

1. Primary Group is characterized by intimate face-to-face association and cooperation among
its members. It fundamentally forms the social nature and ideals of an individual. It involves
sympathy and mutual identification which is a form nature expression (San Juan & Centeno, 2011).
2. Secondary group consist of members who are aware and cognizant of personal
relationships, but they do not feel that their lives are bound with one another except in time of social
crisis. The members may be separated from one another by distance or by a lack of personal physical
contact. Nevertheless, they can share their interests through correspondence, press, radio,
telephone, or other means (San Juan & Centeno, 2011).

Figure 2. Difference between Primary Group and Secondary Group

G. Characteristics of a Group

Important characteristics of a group:

1. Interaction is the pattern of mutual influence (physical, verbal, non-verbal, emotional, etc.).
2. Structure is a stable pattern of relationships.
a. Roles deal with the behavior expected of members in a given position.
b. Norms are the rules that identify and describe appropriate behavior.
c. Inter-member relations are influenced by authority and communication.
3. Goals are the reason for existence.
 4. Perceived groupness is the extent in which members see themselves as one (common fate,
similarity, proximity).
5. Dynamic interdependency occurs when the members are active, energized, vibrant, and
changing.
6. Motivation focuses on personal needs which – when attained – lead to satisfaction.

H. Kinds of Formal Groups

1. Command Groups are specified by the organizational chart and often composed of a leader
and the members who directly report to him/her.
2. Task groups consist of people who work together to achieve a common task. Members are
brought together to accomplish a narrow range of goals within a specified time.
3. Functional groups are created by an organization to accomplish specific goals within an
unspecified time frame. They continue to function even after their goals have been achieved.

I. Kinds of Informal Groups

1. Interest groups usually continue over time and may last longer than general informal
groups. The goals and objectives of interest groups are specific to each group and may not be related
to organizational goals and objectives.
2. Friendship groups are formed by individuals who enjoy similar social activities, political
beliefs, religious values, or other common bonds. Members enjoy each other’s company.
3. Reference groups are composed of people who are evaluated for social validation and social
comparison. Social validation allows individual to justify their attitudes and value while social
comparison helps individuals evaluate their own actions by comparing themselves with others.

Informal groups are formed naturally in response to the common interest and shared values of
individuals. They are created for purposes other than the accomplishment of organizational goals and do
not have a specified time frame. Informal groups are not designated by an organization and members can
invite other to join from time to time.

Meeting is convened for different purposes. Some are for information, advice, decisionmaking,
negotiation, coordination, and creative thinking. A committee holds a specific type of meeting in which
members have been delegated authority with regard to the problem at hand.

A meeting of five people to be preferred for typical situations (Davis, 1982). A smaller group
sometimes has difficulty functioning because conflicts of power develop. If membership rises above seven,
communication tends to become centralized because members do not have adequate opportunity to
communicate with one another (Evangelista 1992).

Figure 3. Difference between Formal Group and Informal Group

Summary

A person cannot live alone; he/she needs the company of others. By nature a social being who needs
to form a group, a person has his/her own community. Aside from permanent groupings, there are also
temporary ones such as the various organizations in society, which may be religious, economic, or political
in nature.

Forming a group is important to every human being because he/she needs a companion for the rest of
his/her life. However, regulation must be imposed and followed for the smooth existence of any group.
REFERENCES:

1. Bustria, M. (2017), Civic Welfare Training Service. Manila, Philippines: Wiseman`s Books
Trading, Inc.
2. Lee, S. (2013) National Service Training Program CWTS I. Manila, Philippines: C&E Publishing,
Inc.
3. Padilla, R. (2006) Civic Welfare Training Service Volume II. Manila, Philippines: Rex
Bookstore, 2006.
4. Villasoto, H.(2018) Human Person Gearing towards Social Development: NSTP-CWTS 1,
Worktext for College Students, Second Edition. Quezon City, Philippines. C&E Publishing, Inc.
5. Agas, J. et al. (2019). Civic Welfare Training Service (MAPUA-CWTS). Retrieved from
https://www.mapua.edu.ph/Campus%20Life/SOCIP/Assets/CWTS/NSTP%202019%2 0Module.pdf
 MODULE 6: CHAPTER VI: MOBILE LEARNING
A. Definition
B. Devices Used for Learning Today
C. A New Way to Think about Training
D. Identifying the Benefits of Your Mobile Learning Solution E. How
to Measure Training Effectiveness
WEEK: 6

TIME ALLOTMENT: 3 Hours

OBJECTIVES/ LEARNING OUTCOMES:

By the end of this module, the students shall be able to describe mobile learning and its importance
today, identify the benefits of mobile learning solutions, understand how to measure training effectiveness
and learn to guide your team in mobile learning and provide feedback.

LEARNING CONTENT:
MOBILE LEARNING
Introduction

This chapter discusses the mobile learning, its importance today and seeks to identify the benefits
of mobile learning solutions.

Discussion

A. Definition

Mobile Learning is not really about studying the technology or specifications of mobile gadgets, but
the way these devices are being used as learning tools in the Philippines. Most millenials nowadays use a
smartphone and consider it as the number one tool to use to reach out to a global community through
mobile applications like Facebook, Instagram, WeChat, and Twitter. Further, to these young ones, YouTube,
a video sharing platform is now the main source of entertainment, news and learning.

B. Devices Used for Learning Today

Mobile or wireless devices come in various brands, models, and prices. Today, these devices usually
become more affordable after 18 months or less, as new models are released in the market. This affordability
of mobile devices make it a viable tool to be used in learning. Here are some of the technologies and how
these are used to deliver mobile learning experiences today.

1. Tablets and e-Readers

The tablet is a cross between a smartphone and a laptop. Besides having many of the
capabilities of a PC, most tablets include cellphone functions, wireless Internet browsing functions,
potential GPS navigation and location services, video camera functions, and a battery life of three to
ten hours. The tablet’s larger screen size, touchscreen technology, and long battery life make it one
of the most interesting devices for creating highly interactive mobile learning. A subset of the tablet
is the ereader, such as Kindle, which is used primarily to store and read books. The main strengths
of e-readers are their capacity to carry very large amount of text-based content that can be held in
one device, their contents which are readily accessible from any location; and their large screen size
designed specifically for learning.

Figure 1. Tablets and e-Readers

2. Smartphone

Thanks to the smartphone, no matter where you are, you can check and sync your e-mail
from multiple accounts, listen to music, take and share pictures and/or video, utilize GPS location
services, and download applications for pleasure and business. Smartphones have a tremendous
potential to change the way companies deliver training to employees, both as a communication tool
and as a user-generated content-creation tool.
 Figure 2. Smartphones

3. Handheld Gaming System

Handheld Gaming System, such as Nintendo DS or Sony PSP, can be used to deploy highly
interactive serious learning games that allow learning from mistakes in a safe environment. This all-
one portable device has a built-in screen, traditional game controls, speakers, replaceable or
rechargeable batteries. However, with the high adoption rate of smartphones, this technology may
be at risk of extinction, at least as a learning platform.

Figure 3. Handheld Gaming System

C. A New Way to Think about Training

Years ago, sharing of information among teachers, students, and trainers is through electronic mail or e-
mail. Today, it is becoming common to use mobile messaging apps to share information. Thus, educators
and students must learn how to use these apps effectively. Facebook, Messenger, Viber, WhatsApp, Line,
and WeChat are the most common popular chat messaging services today. They allow not only instant
messaging but also sharing of files. Users of these apps must check other apps to see which one is most
suitable to their educational needs.

Social media is also a good tool for sharing and documenting information and events. NSTP students and
implementers know the benefits of posting NSTP activities in Facebook, YouTube, and Instagram like
organizing photos into albums and easy access to them. However, it is not the chance to post on social
media that makes learning activity special but the experience itself.

D. Identifying the Benefits of Your Mobile Learning Solution

Consider the needs and problems of your trainees (or employees in the future) in choosing what mobile
learning experience to deploy. Identify the benefits that you expect to achieve by using this delivery method.
For each mobile learning element, document the benefits of the delivery method versus other training
options (i.e. instructor-led training, elearning, distance learning, paper-based job aids, mentoring, etc.).
While you are documenting the benefits, keep in mind the following:

Providing anywhere and anytime learning opportunities

Providing content and information just in time (when the employee needs it the most)
Providing location- and context-specific content
Collecting data (both for employee and company)
Increasing the effectiveness of your formal training by extending the learning process.

E. How to Measure Training Effectiveness?

When it comes to measuring the effectiveness of training solutions, one of the most commonly used models
is Donald Kirkpatrick’s Four Levels of Evaluation, outlined in his book Evaluating Training Programs, first
published in 1994.
 Level What is Measured Common Ways to Measure
1: Reaction Student satisfaction Surveys
2: Learning Increase in the Pre- and Post- tests
learner’s knowledge
3: Behavior Application of the learning Observation of the employee on the job (over time)
content of the job
4: Results Impact on the organization Reports from internal systems and/or calculating your
return on investment

Figure 4. Donald Kirkpatrick’s Four Level Training Evaluation Model

Summary

Nowadays, our smartphone is glued to our hands. We use it for everything. Communicating with
friends and family, online shopping, ordering food, and playing games, and so on.

The circumstances of the COVID-19 pandemic highlight the opportunities and benefits that mobile
technologies can provide to students and instructors as they learn and teach in unusual times. Mobile
learning is a new way to access learning content via mobile devices. NSTP students and implementers know
the benefits of posting NSTP activities in Facebook, YouTube, and Instagram like organizing photos into
albums and easy access to them. However, it is not the chance to post on social media that makes learning
activity special but the experience itself.

REFERENCES:
1. Bustria, M. (2017), Civic Welfare Training Service. Manila, Philippines: Wiseman`s Books
Trading, Inc.
2. Lee, S. (2013) National Service Training Program CWTS I. Manila, Philippines: C&E Publishing,
Inc.
3. Padilla, R. (2006) Civic Welfare Training Service Volume II. Manila, Philippines: Rex
Bookstore, 2006.
4. Villasoto, H.(2018) Human Person Gearing towards Social Development: NSTP-CWTS 1,
Worktext for College Students, Second Edition. Quezon City, Philippines. C&E Publishing, Inc.
5. Agas, J. et al. (2019). Civic Welfare Training Service (MAPUA-CWTS). Retrieved from
https://www.mapua.edu.ph/Campus%20Life/SOCIP/Assets/CWTS/NSTP%202019%2 0Module.pdf

Prepared by: Checked/Reviewed by:

REICA MAE G. CATOLOS, LPT, MAEd GILBERT N. BERSOLA, LPT, MAEd

Instructor Coordinator, General Education Courses