Republic of the Philippines

Pangasinan State University - Bayambang Campus

COLLEGE OF TEACHER EDUCATION
Bayambang, Pangasinan

Written Report in National Service Training

Program

Topic: Self-Awareness and Values Development; Leadership Training

Discussant:
Julie Ann A. Sison
Jackielyn Junio
Arlyn Prestoza
Maricris Solomon
Ricamelle Garcia
Aira Cayabyab
Sheen Maeriel Montemayor
Kristine Cay Ramos

Instructor:
Mrs. Agnes F. Doreza

Self-Awareness and Values Development

Self-Awareness- is having a clear perception of your personality, including strengths,
weaknesses, thoughts, beliefs, motivation, and emotions. Self-Awareness allows you to
understand other people, how they perceive you, your attitude and your responses to
them in the moment.
Self oftentimes refers to yourself, myself, himself/herself, oneself, and your ownself.
This refers to a person in a prime condition, as entire person or individual. Awareness is
referred having to having to or showing realization, participation, commitment and
knowledge of ones values development.
Values- are the basis of judging what attitudes and behavior are correct desirable and
what are not.
Values are:
1.
2.
3.
4.

Noble ideals we struggle to attain and implement in our daily lives.

Derived from the natural and moral las and not from mans opinions and feelings.
Based on objective, eternal universal truths.
Valid for all mankind at all times.

Human Values are the virtues that guide us to take into account the human element
when one interacts with other human beings. They are the many positive
dispositions that create bonds of humanity between people and thus have value for all
of us as human beings. They are our strong positive feelings for the human essence of
the other. Its both what we expect others to do to us and what we aim to give to other
human beings ("Do unto the other what you wish for yourself"). These human values
have the effect of bonding, comforting, reassuring and procuring serenity.
Human values are the foundation for any viable life within society: they build space for a
drive, a movement towards one another, which leads to peace.
Human values thus defined are universal: they are shared by all human beings,
whatever their religion, their nationality, their culture, their personal history. By nature,
they induce consideration for others.
Basic Values
1. Integrity needed to experience love and happiness, and implies reliability and
truth.
2. Human-friendliness implies respect, helpfulness, reliability and creates peace.

3. Empathy causes helpfulness, sharing and respect, and needed to experience

love.
4. Loyalty implies respect, helpfulness, empathy and sharing.
5. Justice implies reliability, empathy and respect.
6. Modesty avoids or diminishes egocentrism, arrogance and greed.
7. Respect for nature saves nature from human misuse, pollution and destruction
8. Responsibility-awareness avoids respectless behaviour.
9. Realism needed for responsible decisions and veracity.
10. Humane idealism needed for solidarity and unity of peoples in the world.
11. Positive creativity for prosperity and realization of universal human values.
12. Intelligence needed for understanding, human health, environment and
prosperity.
Nature of Self
The old saying "Know Thy Self" implies that man does not know his own nature
completely and in truth. Just as an illusory snake is superimposed on the rope, similarly
an illusory personality is superimposed on the real self. Thus a man tends to think of
himself as other than he really is.
This state of misidentification is traceable to the misconceptions that the soul is identical
with the physical body. The conviction that this gross physical body is myself is the
cause of mistaking one thing for another. "I am this physical body which is liable to be
damaged by time; I have been scolded by such and such person" these and such-like
statements are applicable to the relationship of the gross and subtle physical bodies.
The real unalloyed "I" has no beginning nor end. I am neither the gross physical body,
nor also the mind. I am not the emotions that change when the morning changes into
noon and noon into evening. I am not the mind which is sometimes cheerful and at
other times miserable. I am the self who is experiencing the physical, mental, and
emotional operations of body and mind. The real self, which is the spirit soul, is
obscured by the cocoon of false identification with the gross body, mind and senses,
which are nothing but coverings of the real self, and so the living entity imagines himself
to be a product of this material world.
Therefore, to differentiate between body, mind and soul, or matter and spirit, is the first
step in yoga.
Everyone can observe that his body and mind is constantly changing from infancy to
boyhood, to old age and death, but that the self-inside the body is always the same; it
does not change. The changeless self is the observer of the changing body and
therefore ever different from the physical body, which is its object. As the observer is
different from that which is seen; similarly, the self which is the witness of everything can
never be the same as that which is witnessed. The changeless self, which is

transcendental by nature, is therefore not the body, mind or intellect but the spirit soul
which is encaged within this material body.
The Srimad-Bhagavatam describes the nature of the self as follows:
"Just as fire, which burns and illuminates, is different from firewood which is to be
burned to give illumination; similarly, the seer within the body, the self-enlightened spirit
soul, is different from the material body, which is to be illuminated by consciousness.
Thus the spirit soul and the body possesses different characteristics and are separate
entities." [11.10.8]
"Just as fire may appear differently as dormant, manifest, weak, brilliant, and so on,
according to the condition of the fuel; similarly, the spirit soul enters a material body and
accepts particular bodily characteristics." [11.10.9]
Such analytical study leads to differentiation between body, mind and soul. This process
of understanding is also known as self-realisation and called in the vedic scriptures
'aham-brahmasmi :I am spirit'. This means that one should understand that he is spirit
soul and not this material body.
Human Person and Values Development
HUMAN PERSON

The subject of the education: he is a person learning and being taught. Is

multidimensional: a distinction between the person as self and the person in the
community.

The program engages the critical exploration of social, cultural, economic,

historical, and political frameworks and the ways in which individuals, families,
and communities are situated within them. The goal of the programs is to foster
students' understanding of complex human conditions. The division values
diversity and is committed to exploring issues of equity and social justice.

How we can Change others think, feel, believe and do.

The Imprint Period

Up to the age of seven, we are like sponges, absorbing everything around us and
accepting much of it as true, especially when it comes from our parents. The
confusion and blind belief of this period can also lead to the early formation of
trauma and other deep problems. The critical thing here is to learn a sense of
right and wrong, good and bad. This is a human construction which we
nevertheless often assume would exist even if we were not here (which is an
indication of how deeply imprinted it has become).
The Modeling Period

Between the ages of eight and thirteen, we copy people, often our parents, but
also other people. Rather than blind acceptance, we are trying on things like suit
of clothes, to see how they feel. We may be much impressed with religion or our
teachers. You may remember being particularly influenced by junior school
teachers who seemed so knowledgeable--maybe even more so than your
parents.
The Socialization Period

Between 13 and 21, we are very largely influenced by our peers. As we develop
as individuals and look for ways to get away from the earlier programming, we
naturally turn to people who seem more like us. Other influences at these ages
include the media, especially those parts which seem to resonate with our the
values of our peer groups.
Becoming Principled

It's tough to have high moral values, but some people get there
Pre-moral

In the pre-moral state, we have no real values (we are thus 'amoral'). Young
children are premoral. So also are psychopaths. Our basic nature tells us to be
Machiavellian, doing whatever it takes to achieve our goals, even if it means
hurting other people.
Conventional

Most people have conventional values, as learned from their parents, teachers
and peers. These basically say 'here are the rules to live in reasonable
harmony with other people.' The bottom line of this state is that we will follow
them just so long as we think we need to. We will break our values occasionally,
and especially if our needs are threatened or we are pretty sure we can get away
with breaking values with nobody else knowing about it.
PRINCIPLED

When we are truly principled, we believe in our values to the point where they are
an integral and subconscious part of our person. Right and wrong are absolute
things beyond the person, for example as defined by a religion. The test of a
principled person is that they will stick to their values through thick and thin, and
even will sacrifice themselves rather than break their principles.
IMPORTANT REALITIES OF THE HUMAN PERSON

1. THE SELF IMAGE

Self image refers to a persons understanding of himself or herself.

Three kinds of self image

Negative self image- delves on limitations and differences rather
than assets.
Overrated self image- stresses on the positive traits.
Realistic on the real self.
2. THE OTHERS
Persons or group that one consider as important and thus are given the right to
influence ones self.
3. THE BEING
It is mainspring or a motivating force in the human person.
SEVEN APPROACHES TO GET IN TOUCH WITH THE BEING :
1. Approach by way of the self image.
2. Approach by way of important choices.
3. Approach by way of action.
4. Approach by way of what is natural and stress less
5. Approach by way of people who had the greatest impact on you.
6. Approach t self through severe trials.
7. Approach by way of deep and not yet fulfilled aspiration.
4. THE I
THREE DIFFERENT ASPECTS
INTELLECT
FREEDOM
WILL
5. THE SENSIBILITY AND THE BODY
There are the important realities of the human person.
The Values of Being and Giving
A true and universally acceptable value is one that produces behavior that is
beneficial both to the practitioner and to those on whom it is practiced. A value is a
quality distinguished by a.) its ability to multiply and increase in our possession even as
it is given away; and b.)the fact (given by law) that, the more it is given to others, the
more it will be returned by others and received by others.
1. On values of Being
Honesty
Courage
Peacebly
Self Relience anf Potencial
Self-Discipline and Moderation
Fidelity and Chastity
2. On Values of Giving

Loyalty and Dependability

Respect
Love
Unselfishness and Sensitivity
Kindness and Friendship
Justice and Mercy

Leadership Training
1. Leadership
a. Definition
Leadership is a process by which a person influences others to
accomplish an objective or task, or sway their decision and
opinionsi;
Leadership also means to direct the organization in a way that
makes it more cohesive and coherent; or to influence a group of
individuals to reach a common goal.
b. Two types of Leadership
Process leadership these are leaders that acquires their
leadership skills and knowledge thru leadership training, workshop
and seminars;
Trait leadership a common knowledge that leaders are born and
not made.
c. Four Factors of Leadership
Leader - You must have an honest understanding of who you are,
what you know, and what you can do as a leader to be able to lead
effectively;
Followers they are the direct recipient of leadership
Communication there must be continuous and two-way
communication between leaders and followers and much of it is
nonverbal in form;
Situation the circumstance when the leadership is exercised and
followed. No situations are the same. You must always use your
judgment to decide the best course of action and style needed for
each situation.
d. Legitimacy of Leadership
Assigned Leadership the authority to lead is vested in a particular
position a leader occupies like a manager, supervisor, lead, etc;
Emergent Leadership the authority to lead comes directly from
the follower who thinks that the groups goal could be best achieved
under your leadership.

2. Bass' Theory of Leadership

a. Bass' theory of leadership list down the three basic ways to explain how
people become leaders:
Trait theory - some personality traits may lead people to be
appointed or led naturally into leadership roles;
Great Events Theory a crisis or important event may cause a
person to be appointed or assumed leadership role;
Process Leadership theory basically argues that people can learn
leadership skills.
3. Leadership Models
a. Leadership models help us to know what makes leaders act the way they
do:
Four Framework Approach:ii
1. Leaders display leadership behaviors in one of four types of
frameworks: Structural, Human Resource, Political, or
Symbolic.
a. Structural Framework
i. The leader is a social architect whose
leadership style is to analyze and design
course of action. They focus on structure,
strategy,
environment,
implementation,
experimentation, and adaptation.
b. Human Resource Framework
i. The leader is a catalyst and servant whose
leadership style is to support, advocator and
promotes empowerment.
c. Political Framework
i. The leadership style is based on coalition and
building alliances.
d. Symbolic Framework
i. The leader serves as a prophet, whose
leadership style is inspiration.
4. What makes a person want to follow a leader?
a. People want to be guided by those they respect and who have a clear
sense of direction.
5. The Two Most Important Keys to Effective Leadership
a. Trust and confidence
b. Effective communication
6. Principles of Good Leadership
a. Know yourself and seek self-improvement
b. Be technically proficient

c.
d.
e.
f.
g.
h.
i.
j.
k.

Seek responsibility and take responsibility for your actions

Make sound and timely decisions
Set the example
Know your people and look out for their well-being
Keep your workers informed
Develop a sense of responsibility in your workers
Ensure that tasks are understood, supervised, and accomplished
Train as a team
Use the full capabilities of your organization

7. The Process of Great Leadershipiii

a. Challenge the process
b. Inspire a shared vision
c. Enable others to act
d. Model the way
e. Encourage the heart
8. Virtue
The following virtues are considered the foundation of leadership:
a. Prudence the habit which enable man to direct his actions to human
lifes goal.
b. Justice - the habit of giving each one his due with constant and perpetual
will.
c. Fortitude the habit of overcoming the difficulties and pressures of life in
the pursuit of good.
d. Temperance the habit of bringing the desires and natural inclination of
man under the control of reason.
e. Industry the habit of working hard and working under pressure.
f. Loyalty the habit of remaining true to your friends and to your principles
(goals) in times of troubles.
g. Responsibility the habit of being accountable for ones actions, duties
and obligations; readiness to answer the consequences of ones actions.
h. Cheerfulness the habit of being optimistic, positive and always seeing
the bright side of things.
i. Generosity the habit of sharing the good that one has with other people;
thinking first of the people around him and looking for ways he can help
and serve them,
j. Magnanimity the habit of having great ideas and ambitions of doing
good; being concerned with doing great deeds of service to others by
devoting ones life to serve the country or to help people.
9. Decision Making
a. Authoritarian Leadership (Survival)
A leader makes a decision and announces it.
The member of the group is not asked for opinion or suggestions
but all major decision is from top to bottom

 The leader does not consult its member and take sole responsibility
of the organization. iv
b. Consultative Leadership (Security)
A leader presents a tentative decision subject to change
The members of the group received a pre-conceived plan and
decisions which are still subject for approval, reform and changes
The leader consults the member but in the end still take full
responsibility of decision making
c. Enabling Leadership (Participation)
A leader defines limits, calls on members to make a decision.
The members are given more power and privilege in defining the
nature, objective and the course of action of the organization
Each member of the group has more opportunity to be trained to
become leaders in the future
The leaders believe in shared aims and objectives and a sense of
commitment to the group
To motivate the members to participate there must be acceptance
of group values and norms
There is also feeling of mutual trust and dependency which leads to
full participation by all members and decision-making
10. Vincentian Leadership skills and principles
a. Objective
The National Service Training Program of Adamson University is
not just intended to promote civic consciousness and social
responsibility among students but also to mold a Vincentian leader
among them.
b. Four characteristics of Vincentian Leader
Make no small plans
People and process first
Promote sustainable institutions
A heart and concern for the poor
c. The Task of a Vincentian Leader
Strive for excellence by following through with a task until
completed.
Offer clear directions to achieve objectives.
They must be pragmatic and effectively communicate ideas and
plans, base judgments on facts, and set clear and realistic goals.
Take risks, pursuing innovation even if risky.

 View conflict as opportunities for growth.

Openly receive criticism and challenges from others.
d. How does a Vincentian and NSTP youth leader conducts extends service
to the community, to their fellowmen and the country
Inspire others with examples of service.
Practice leadership as a responsibility rather than a position.
Serve others regardless of race, gender, religion, or position.
Empower people by helping others to become better leaders.
Create environments that promote learning.
Delegate appropriately; encourage others to work independently.
Work for social justice by seeking to transform the causes of
poverty and challenge unjust practices.
References:
https://www.coursehero.com/file/8569897/Module-3-Basic-Leadership-Principles-andSkills-REVISED/
http://www.humanbasics.org/Basic_human_values/basic_human_values.html
https://www.coursehero.com/file/8569906/Module-2-Self-Awareness-and-ValuesFormation-REVISED/
http://webcache.googleusercontent.com/search?q=cache:http://www.yogaphilosophy.com/eng/knowthyself.htm
https://www.scribd.com/doc/81352446/Human-Person-and-Values-Development
http://www.humanbasics.org/Basic_human_values/basic_human_values.html

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