Module 7

Leadership
Introduction
In this module, women will have the chance to
develop themselves as leaders who will be able to
influence others and direct their group. This
module will equip socially disadvantaged women
with the knowledge and skills of an effective
leader.
Module Objectives
This module aims to:
1. Provide an opportunity for the participants for self-
awareness in preparation for leadership roles;
2. Impart information on personal effectiveness;
3. evelop the participants as leaders; and
!. Teach "roup #uildin" and maintenance.
1
Table of Contents
Topic Pag
e
Session Flow 3
Session 1:
$elf-isclosure %
Session 2:
Personal &ffectiveness 1'
Session 3:
(asic Leadership 2'
Session 4:
)roup (uildin" and *aintenance !1
Annex A:
+ohari ,indow %!
Annex :
)oal -atin" Ta#le ./
Annex C:
-oles and -esponsi#ilities .1
Annex !:
$ta"es of *aturity .%
Annex ":
0ilters to &ffective 1ommunication .2
Annex F:
,hy o )eese 0ly in 3-0orm '%

2
Session Flow
Topics Met#odolog$ Mate%ials
&eeded
Ti'e
Allot'ent
Session 1:
$elf-
isclosure
4ctivity1:
5#6ect
-epresentation
&7ercise
Lecture-
iscussion
4ctivity2:
Perception
&7ercise
Lecture-
iscussion
handouts8
Powerpoint8
L18 laptop8
chal98
white#oard
mar9er8
indi"enous
materials
which can
represent
women:s
world;
e7periences in
life
1.< hours
Session 2:
Personal
&ffectiven
ess
4ctivity 1:
)oal -atin"
&7ercise
Lecture-
iscussion
handouts8
Powerpoint8
L18 laptop8
chal98
white#oard
mar9er8
)oal -atin"
forms
1 hour
Session 3:
(asic
Leadershi
p
4ctivity 1:
(uildin" a
=ouse &7ercise
Lecture-
iscussion
handouts8
Powerpoint8
L18 laptop8
chal98
white#oard
2 hours
3
Topics Met#odolog$ Mate%ials
&eeded
Ti'e
Allot'ent
4ctivity 2:
Identification of
-esponsi#ilities
of 5fficers and
*em#ers
,or9shop
Lecture-
iscussion
mar9er
card#oard8
scissors8
mas9in"
tape8
newsprint8
pentel pens
Session 4
)roup
(uildin"
and
*aintenan
ce
4ctivity 1:
0ind >our
$oulmate or
Trust ,al9
&7ercise
Lecture-
iscussion
4ctivity 2:
(ro9en $?uare
Pu@@le -
1ommunication
&7ercise
Lecture-
iscussion
4ctivity 3:
1onflict
*ana"ement
handouts8
Powerpoint8
L18 laptop8
chal98
white#oard
mar9er
hand9erchief8
fla"lets8
pu@@les;
#ro9en
s?uares
2 hours
4
Topics Met#odolog$ Mate%ials
&eeded
Ti'e
Allot'ent
Lecture-
iscussion
S"SS()& 1
S"*F+!(SC*)S,-"
5
Introduction
This session will provide opportunity to deepen awareness and
appreciation of oneself #y sharin" one:s characteristics to other
mem#ers of the "roup.

Session Objectives
4t the end of the session8 the participants should #e a#le to:
1. $elect an o#6ect that can represent them;
2. isclose information a#out themselves to co-participants;
and
3. Identify their stren"ths and wea9nesses which can affect
their mem#ership in the "roup.
6
Estimated time
1 =our and 3/ *inutes
Methodology
Individual e7ercise
Lecture;iscussion
Materials
=andouts
Powerpoint8 L18 laptop
1hal98 white#oard mar9er
Indi"enous materials which can represent women:s world
and e7periences in life
7
Procedure
Acti.it$ 1: )b/ect -ep%esentation
1. 4s9 the participants to thin9 of and choose an o#6ect which
represents them. The o#6ect should have the ?ualities that
characteri@e their stren"ths and wea9nesses as a person.
2. 4s9 the participants to share with the "roup the o#6ect they
have chosen #y statin" the followin":
a. The o#6ect that represents them
#. The ?ualities and features of the o#6ect they have
chosen
c. The use;function of the o#6ect they have chosen
d. =ow the o#6ect relates to their stren"ths and
wea9nesses
8
Processing
1. 4s9 the participants the followin" ?uestions:
a0 Affecti.e *e.el
,hile you are doin" the o#6ect representation8 what
was your reactionA
b0 Cogniti.e *e.el
,hat was the difficult part in choosin" an o#6ectA
,hat are your discoveries a#out yourselfA
,hat are your discoveries a#out others in the
"roupA
,hat did you learn from the activityA
2. $ynthesi@e the responses and proceed to the discussion of
the Bey Learnin" Points.
9
?!
?!
Key Learning Points
1. =avin" an awareness of oneself C9nowin" one:s stren"ths
and wea9nessesD will help the participants esta#lish
interpersonal relationship with other mem#ers of the "roup.
2. The 1o#a%i 2indow is one of the most useful models
descri#in" the process of human interaction. 4 four paned
Ewindow8F divides personal awareness into four different types8
as represented #y its four ?uadrants: open8 hidden8 #lind8 and
un9nown. The lines dividin" the four panes are li9e window
shades8 which can move as an interaction pro"resses. Refer
to Annex A (ohari !indow".
1o#a%i 2indow
3nown to Self &ot 3nown to
Self
3nown to
)t
#e%
s
5pen
CarenaD
(lind $pot
&ot 3nown to
)t#e%s
=idden
CfaGadeD
Hn9nown
10
T#e 'eaning of t#e 4uad%ants
a. )pen I I 9now a#out myself and people 9now a#out
me8 too Calso called Pu#lic 4rea.
#. lind - Thin"s people 9now a#out me #ut I am not
aware of Calso called (lind $potD
c. 5idden I Thin"s I 9now a#out myself that people do
not 9now Calso called =idden 4reaD
d. ,n6nown - Thin"s that neither I 9now a#out myself
nor other people 9now a#out me
3. The 5pen ,indow can #e widened #y sharin" and
solicitin" feed#ac9. The more they open8 the more they will
#e understood8 the more they #ecome cohesive and the
more chances of havin" "ood relationships.
!. To widen the pu#lic area8 they need to do the followin":
a. $elf-assessment and reflection
#. Interaction with others
c. )ivin" and receivin" feed#ac9 from others
70 C#a%acte%istics of an "ffecti.e Feedbac6
a. It is descriptive rather than evaluative.
#. It is specific rather than "eneral.
c. It is focused on #ehavior rather than on the person.
11
d. It is directed toward chan"ea#le #ehavior.
e. It is solicited rather than imposed.
f. It is well-timed.
". It involves sharin" of information8 rather than
"ivin" advice.
h. It is clear communication.
Note to the Facilitator
#ome participants may not be ready to share sensitive
information with the group. $nform the participants that
it is up to them what information to share with the
group. Assure them that the group upholds the principle
of confidentiality.
12
Procedure
Acti.it$ 2: Pe%ception "xe%cise
1. $how the participants some confusin" pictures and
sentences. C4nne7 4D
2. 4s9 them what they see or read.
3. $ynthesi@e the responses and proceed to the discussion of
the Bey Learnin" Points.
Key Learning Points
1. Pe%ception is a process of ma9in" sense out of the 6um#le
of so many sensations. 4s o#6ects are "rouped into
se?uential patterns8 the individual easily or"ani@es what she
perceived into a meanin"ful whole8 and the result is a
unitary e7perience.
2. (llusion is a misinterpretation of perceived stimulus.
0actors which may e7plain optical illusions are:
a. *ental e7pectancies of the individuals
b. &7tent of their leanin" #ac9"rounds
13
c. Presence of differences that e7ist amon" the senses
and e7pansion as represented #y the amount #y which
the curve departs from the #aseline
.
3. &mphasi@e the followin" points #ased on the picture;words
presented:
Pictu%es8Sentence 3e$ *ea%ning
Points
Picture 1 1. People have
different
perception for
the reason that
people have
different
e7periences
from the past
and concerns at
the moment.
Perception is
limited to self
and cannot #e
imposed to
others8 thus
respect others
perception.
Hni?ueness
must #e
respected.
2. To loo9 at
the hidden
thin"s or
Picture 2
14
Pictu%es8Sentence 3e$ *ea%ning
Points
meanin"s.
Picture 3
$entences containin" the
followin":
1. (usy as a a #eaver
2. 4 #ird in in the hand
3. Beep off the the "rass
!. 1olors printed in different
color
1. $ometimes
familiarity
#ecomes a
limitation to
chan"e and
people thin9
they 9now
everythin". It is
hard for them to
ma9e
ad6ustment that
will ma9e them
#etter persons.
2. People must not
#e afraid to
consider chan"e
and #e fle7i#le.
15
Alication
0or the participants to:
aD List down personal perception of oneself
#D List down perception of other people towards self
cD 1ompare a#ove and identify personal characteristics or
areas that need to #e stren"thened to #e effective in
dealin" with others
Synthesis
4wareness to one stren"ths and wea9nesses ma9e a person reali@e
how one would approach and react to other people and esta#lish
interpersonal relationship. 1ontinuous self-reflection and elicitin"
and receivin" feed#ac9 to other people will help achieve
continuous self development and ac?uisition of #asic s9ills and
9nowled"e in dealin" and relatin" with other mem#ers of the
"roup.
16
S"SS()& 2
P"-S)&A* "FF"CT(9"&"SS
Introduction
This session will aim to open the mind of women to aim also for
personal effectiveness #y settin" up a personal "oal in life #asin" it
from their own personal assessment of their own performance.

Session Objectives
4t the end of the session8 the participants should #e a#le to:
1. 4im for personal effectiveness: and
2. 4ssess how effective they in accomplishin"
their "oals in life.
Estimated time
1 =our
Methodology
Individual &7ercise
17
Lecture;iscussion
Materials
=andouts
Powerpoint8 L18 Laptop
1hal98 ,hite#oard mar9er
)oal -atin" forms
Procedure
Acti.it$ 1: :oal -ating "xe%cise
1. Tell the participants that they have 1/ minutes to underta9e
this activity.
2. ivide the participants into "roups of five mem#ers.
3. istri#ute the copies of )oal -atin" Ta#le. -efer to
Annex % (&oal Rating Table".
!. Instruct them to fill out the ta#le with three "oals in their
lives8 their ratin" of their accomplishment of these "oals C1
is the lowest and < is the hi"hestD8 and the pro#lems they
encountered in tryin" to attain these "oals.
18
<. 4s9 them to e7chan"e papers with their "roup mates and to
fill out the Jsu""estionF portion of the ta#le8 in relation to
the correspondin" pro#lem encountered #y their "roup
mates in achievin" their "oal.
%. 4s9 the "roups to discuss their pro#lems and to come up
with su""estions.
.. 4s9 the participants to select a representative for their
"roup who will summari@e what has #een discussed #y
sharin" the followin":
a. *ost common pro#lems
#. *ost difficult pro#lems that needed the "roup
mem#ers to su""est possi#le solutions
c. $u""estions made
P%ocessing
1. 4s9 the participants the followin" ?uestions:
a0 Affecti.e *e.el
,hile you are answerin" the )oal -atin" Ta#le8
what was your reactionA
b0 Cogniti.e *e.el
,hat did you learn from the e7erciseA
19
?!
?!
2. $ynthesi@e the responses and proceed to the discussion of
the Bey Learnin" Points.
3e$ *ea%ning Points
The information shared in this session is from the 1ivil $ervice
1ommission C1$1D materials on $upervisory evelopment
1ourse I Trac9 18 2//3.
1. "ffecti.eness is maintainin" the #alance of "ettin" the
desired results and enhancin" personal a#ilities and assets.
2. Pe%sonal "ffecti.eness is acceptin" yourself for what you
are.
:oals of Pe%sonal "ffecti.eness
a. 4ccomplishin" what you want
#. 4ctuali@in" your most important values
To be effecti.e is to:
a. 4ssume authority
#. 4ccept responsi#ility
c. *a9e a choice
Three #asic actions to %eac# personal effectiveness:
a. -" sponsi#ility
#. A uthority
c. C5 oice
20
30 *ose%s .s 2inne%s
Ineffective persons end up as lose%s. Ineffective persons
#elieve they are victims of circumstances8 of #ad luc9 or of
fate.
&ffective persons or the winne%s are internally-oriented.
The effective persons assume responsi#ility for whatever
conse?uences will arise as a result of their decisions and
actions.
The effective persons attri#ute success to their s9ills and
competencies.
&ffective individuals ma9e thin"s happen.
&ffective individuals have Jdiskarte.F
40 P%ofile of an "ffecti.e Pe%son and an (neffecti.e Pe%son
T#e 2inne%
.s
T#e *ose%
Is always part of the
answer.
Is always part of the
pro#lem.
4lways has a
pro"ram.
4lways has an e7cuse.
$ays '(et me do
it.)
$ays 'That*s not my
+ob.)
$ees an answer to
every pro#lem.
$ees a pro#lem to every
answer.
$ays '$t may be
difficult but it is
possible.)
$ays '$t may be
possible but it is
difficult.)
21
22
70 Pe%sonal "ffecti.eness is;0
a0 Managing $ou% own Self+"stee'
Self+"stee' is an inner attitude of:
$elf-respect
$ense of personal worth
$tate of valuin" yourself
Self+"stee' is a sense of:
Li9in" yourself
Li9in" to relate with others
0eelin" secure
Kot havin" to prove yourself with e7ternal
sym#ol
#. *ana"in" your need for irect 1ontrol
c. *ana"in" your own need to #e li9ed
d. *ana"in" your 1onstructed $elf
The core of personal effectiveness is your
const%ucted self0
Facto%s <P("C"S= influencin" the Const%ucted
Self:
I Parentin"
I (nteraction
I "ducation
I Culture
I "7perience
23
I Self-tal9
Primary effect is #ased on initial perceptions of self-
pro6ection.
$elf-efficacy is the #elief in one:s capacity to
perform in a specific situation.
'!e are shaped by those who love us
and those who refuse to love us.)
5ow to St%engt#en t#e Const%ucted Self <A-C5=
A ccept failure
- eali"n your constructed self
C onvert ne"ative thou"hts and control
inappropriate reactions
5 ave a vision
9ision is the ima"e of the future a person intends
to create.
"ffecti.e 9isioning is li9e the wor9 of an
architect:
3ision without action is merely a dream.
4ction without vision merely passes the time.
3ision without action creates the future and
chan"es the world.
24
e. Two Faces of Self+Tal6
$elf-0ulfillin" Prophecy
L Self+fulfilling p%op#ec$ is premised on the fact
that our mind is li9e a powerful ma"net.
To create positive self-fulfillin" prophecy is
to:
I Try to see more possi#ilities
I &liminate self-defeatin" thou"hts
I irect your thou"hts to the positive
'$ may make a mistake but $ am not a
mistake.)
$elf-imposed limitations
,ays to 1han"e Ke"ative Limitin" (eliefs
- Ima"inin"
- &7perimentin"
- 4ffirmin"
- 4ffirmin" can also #e used to inspire8
encoura"e and ener"i@e your family and
"roup.
f. Mood Cont%ol is the s9ill of maintainin" a positive
emotion in every situation you encounter.
25
Alication
0or the participants to:
1. To always aim for personal effectiveness.
S$nt#esis
Personal effectiveness is acceptin" oneself and a#le to maintain a
#alance of "ettin" the "oals in life throu"h continuin" to enhance
personal a#ilities. To #e effective is ena#lin" oneself to assume
authority8 accept responsi#ility and ma9e a choice in life to what
you want and actuali@e your most important values.
The way to #ecomin" effective in life is mana"e one:s self esteem
throu"h havin" inner respect to oneself8 sense of personal self-
worth and valuin" oneself. *ana"in" self esteem is also learnin"
to appreciate oneself8 li9in" to relate with others and feelin"
secure.
Personal effectiveness can also #e achieved throu"h self direct
control8 mana"in" the constructed self8 mood control and positive
self-tal9.
26
S"SS()& 3
AS(C *"A!"-S5(P
Introduction
Leadership concepts shall #e introduced to ena#le women to
develop leadership ?ualities. This session will fully discuss the
e7pected roles of a leader and the in"redients of "ood leadership.

Session Objectives
4t the end of the session8 the participants should #e a#le to:
1. Hnderstand #asic leadership concepts; and
2. Identify specific roles8 responsi#ilities and duties as
mem#er or leader of the "roup.
27
Estimated time
2 =ours
Methodology
,or9shop
Lecture;iscussion
Materials
=andouts
Powerpoint8 L18 laptop
1hal98 ,hite#oard mar9er
1ard#oard
$cissor
*as9in" tape8 pentel pen
Kewsprint
28
Procedure
Acti.it$ 1: uilding a 5ouse "xe%cise
1. Tell the participants that they have 1< minutes to do the
e7ercise.
2. ivide the participants into small "roups of five mem#ers.
3. )ive the mem#ers of the "roup their roles which have #een
written in pieces of paper. Tell them not to reveal their role
with co-mem#ers.
-oles to include:
a. 4""ressive mem#er - insist what you want to do
#. *ere loo9er - an o#server
c. Person who sets the rules on how to finish the tas9
d. 4 person who is impatient - directs every#ody to do
it fast
e. 1ooperative mem#er
f. 4rchitect of the house
". 0ollower - mimic everythin" that co-wor9ers are
doin"
h. 4 person who stop wor9in" when he ; she is not
heard
3. 0inished houses will #e 6ud"ed accordin" to the followin"
criteria:
29
$tren"th - 3<M
4esthetics - 3/M
=ei"ht - 3<M
-----------
Total + 1>>?

Processing
1. 4s9 the participants the followin" ?uestions focusin" on
the roles;tas9s performed:
a0 Affecti.e *e.el
,hile you are performin" the role assi"ned to you8
what was your reactionA
b0 Cogniti.e *e.el
=ow did you #uild the houseA 4re there sets of
structureA )uidelinesA
,ho set the "uidelinesA
=ow did the others respondA
,ho acted as a leaderA
=ow do you assess your "roup as a wholeA
,hat did you learn a#out "roupsA
,hat did you learn a#out leadershipA
30
?!
?!
2. $ynthesi@e the responses and proceed to the
discussion of the Bey Learnin" Points.
Key Learning Points
*imeo"raphed materials on $tyles of Leadership8 Leadership
Trainin" and evelopment and Leadership 0unctions8 as well as
)roup #y *atthew (. *iles are used as reference materials in the
discussion of the Bey Learnin" Points.
10 (ng%edients of :ood *eade%s#ip
a. )enerally8 women who prove to #e successful
leaders possess the followin":
A Sense of Mission. 4 #elief in her own a#ility to
lead8 a love for the wor9 of leadership itself8 and a
devotion to the people and the or"ani@ation she
serves.
Self+!enial0 The willin"ness to fore"o self-
indul"ences such as J#lowin" her topF and the
a#ility to #ear the people and the or"ani@ation she
serves.
5ig# C#a%acte%0 =onesty and sincerity as well as
coura"e to face hard facts and difficult situations8
criticisms or one:s own errors.
1ob Co'petence0 $uita#ility for the 6o# in terms of
technical s9ill and mana"erial capa#ility.
31
:ood 1udg'ent. The a#ility to prioriti@e and
wisdom to loo9 into the future and plan for it.
"ne%g$. =as a dynamic drive for wor9.
b0 3inds of *eade%s#ip
Autoc%atic *eade%s#ip0 The leader ma9es the
decisions8 demands o#edience from the people she
supervises.
!e'oc%atic *eade%s#ip0 The leader discusses8
consults8 draws ideas from the people she
supervises; in decisions ma9in"; lets them help set
policy. The most popular type of leadership today8 it
ma9es for stron" teamwor9 throu"h participation.
F%ee+-eign *eade%s#ip. The leader acts as an
information center and e7ercise minimum control.
$he depends upon the employees: sense of
responsi#ility and "ood 6ud"ment to set thin"s done.
It is the most difficult to use.
.
c. Followe%s#ip
4 "ood leader must also #e a "ood follower. $he
may #e the leader of a wor9 "roup8 #ut she must
never lose si"ht of the fact that there is someone
superior to her to whom she owes respect.
d. *eade%s#ip and Modest$
32
$ome leaders are "ood #ut proud and vain and8
therefore8 are not popular with their followers.
There is always a place for modesty in leadership. 4
leader who is ?uic9 to "ive credit where it is due
and who does not #ra" a#out her accomplishments
#ecome #i""er in the eyes of her followers and
closer to their hearts.
.
e0 2inning t#e *o$alt$ of Followe%s
4 leader may win the loyalty of her followers #y:
$upportin" their #est interests
efendin" their actions to others who would
discredit them
$ervin" as an e7ample in loyalty to one:s
superior
f0 :%oup Ps$c#olog$ App%oac# to *eade%s#ip and
*eade%s#ip Functions
Leadership can #e made more effective throu"h
g%oup+cente%ed acti.it$.
0or a "roup to function effectively8 certain 9inds of
functions must #e performed #y the mem#ers of the
"roup. These functions can #e classified in two
cate"ories:
Tas6 Functions + are those functions that
relate directly to the tas98 the pro6ect or
pro#lem the "roup is wor9in" on8 the content
33
of the discussion8 and the "oal of the "roup is
wor9in" toward.
Maintenance Functions + relate more directly
to the process8 9eepin" the "roup to"ether as
an effective pro#lem-solvin" unit and wor9in"
toward the achievement of the "oal.
Self+)%iented Functions + decreases the
effectiveness of8 and if persisted may destroy
the "roup. The "oal of the individual is not in
harmony with that f the "roup8 and the "roup
provides a settin" for the e7istence of the self-
oriented functions.
g0 Fi.e %oad Catego%ies of *eade%s#ip Functions
(nitiating + 9eepin" the mem#ers of the "roup
movin"8 or "ettin" it "oin". Ce.". su""estin" the action
step8 pointin" out the "oal8 proposin" procedure8
clarifyin"D
-egulating + influencin" the direction of the
"roup:s wor9. Ce.". summari@in"8 pointin" out the time
limit8 restatin" "oalD
(nfo%'ing + "ivin" information or voicin" out
opinion to the "roup.
34
Suppo%ting + creatin" emotional climate which
holds the "roup to"ether ma9es it easy for mem#ers to
contri#ute to the wor9 and to the tas9. Ce.".
harmoni@in"8 relievin" tension8 voicin" "roup feelin"D
".aluation + helpin" the "roup evaluate its
decisions8 "oal or procedures. Ce.". testin" for
consensus8 notin" "roup processD
Procedure
Acti.it$ 2: (dentification of -esponsibilities of )ffice%s and
Me'be%s 2o%6s#op
1. Tell the participants that they have 3/ minutes to do the
wor9shop.
2. ivide the participants into small "roups of five mem#ers.
3. Hsin" the format #elow8 as9 them to list down the
responsi#ilities of the officers and mem#ers of the "roup.
35
-oles -esponsibilities
P%esident
9ice P%esident
Sec%eta%$
T%easu%e%
Audito%
Me'be%s
!. 4s9 the participants to identify a representative who will
share the output of their "roup.
<. &ncoura"e other participants to "ive their comments and
inputs after each presentation. The facilitator will also "ive
her inputs.
Processing
1. 4s9 the participants the followin" ?uestions:
a0 Affecti.e *e.el
,hile you are under"oin" the e7ercise8 what was
your reactionA
b0 Cogniti.e *e.el
36
?!
?!
,hat did you learn a#out the responsi#ilities of the
different officersA
,hat did you learn a#out the responsi#ilities of the
mem#ersA
3. $ynthesi@e the responses and proceed to the
discussion of the Bey Learnin" Points.
Key Learning Points
1. Present and compare the other identified roles and
responsi#ilities of each officer and mem#er Refer to
Annex , (Roles and Responsibilities".
Alication
0or the participants to:
1. Prepare the final list of responsi#ilities of each officer and
mem#er #ased on "roup outputs and comments as well as
the inputs provided #y the facilitator.
Synthesis
37
)ood leadership are characteri@ed #y havin" a sense of mission8
willin"ness to fore"o oneself8 has hi"h character8 has 6o#
competence8 has "ood 6ud"ement and ener"y in life.
Binds of leadership include autocratic leadership8 democratic
leadership and free-rei"n leadership. The democratic leader is the
most popular type of leadership today; it ma9es for stron"
teamwor9 throu"h participation. The leader discusses8 consults8
draws ideas from the people she supervises in decision-ma9in" and
in settin" a policy. 4 "ood leader is also a "ood follower and
modest and ?uic9 to "ive due credit to the mem#ers of the "roup.
Note to Facilitator
The whole -odule on (eadership, specifically the
discussion on the responsibilities of leaders will prepare
the participants in electing their officers, if the group
has no officers yet. The election will happen during the
conduct of a session in the -odule on ,ommunity
.articipation.
S"SS()& 4
38
:-),P ,(*!(&: A&!
MA(&T"&A&C"
Introduction
This session will provide discussion on the importance of "roup
#uildin" and maintenance; specify values essential in a "roup as
well as mana"ement of conflict in a "roup.


Session Objectives
4t the end of the session8 the participants should #e a#le to:
1. Identify the components of #uildin" and maintainin" a
"roup;
2. 4dopt the values that are essential in a "roup;
3. Hse communication effectively in the "roup; and
4. *ana"e conflict that can arise in a "roup.
Estimated time
2 hours
39
Methodology
$tructured learnin" e7ercise
Lecture;iscussion
Materials
=andouts
Powerpoint8 L18 laptop
1hal98 ,hite#oard mar9er
=and9erchief
0la"lets
Pu@@les
40
Procedure
Acti.it$ 1: Find @ou% Soul'ate o% T%ust 2al6 "xe%cise
There are two activities to choose from for the session on (uildin"
and *aintainin" a )roup as follows:
Find @ou% Soul'ate
1. *a9e sure that there are enou"h hand9erchiefs in order that
all the participants will #e #lindfolded.
2. 4s9 the participants to roam around the room until they
find a partner whom they li9e to #e with. It should #e a
mutual choice.
3. 4fter findin" their partners8 they will sit down until all are
seated and have partners.
!. Instruct one of the partners to ta9e off the #lindfold. Then
"ive the followin" instructions for her partner to follow and
vice versa:
a. If the hand is placed at the #ac98 the partner should
wal9 strai"ht.
#. If tapped on the ri"ht shoulder8 the partner turns
ri"ht.
c. If tapped on the left shoulder8 partner turn turns left.
41
d. If tapped on the top of the head8 the partner stops.

Processing
1. 4s9 the participants the
followin" ?uestions:
a0 Affecti.e
,hile you are #lindfolded8 what was your reactionA
,hen you do not have a partner yet8 what was your
reactionA
,hile you are the one "ivin" the instructions for
your partner to follow8 what was your reactionA
,hile you are the one who has to follow the
instructions of your partner8 what was your
reactionA
b0 Cogniti.e
,hat did you consider in choosin" your partnerA
,hat did you learn from the activityA
2. $ynthesi@e the responses and
proceed to the discussion of the Bey Learnin" Points.
42
?!
?!
T%ust 2al6
This is an alternative activity for 0indin" >our $oulmate &7ercise.
1. ivide the participants into two #i" "roups.
2. The "oal of the "ame is for the "roup to find the fla"lets
and the #anners8 which the co-facilitator placed in selected
places.
3. )ive the followin" instructions to the participants:
a. 1hoose a leader who will not #e in
the line and will not #e #lindfolded. $he will #e the one
to "ive the instructions Cmessa"eD that will #e passed on
from the first person to the last person on the line.
#. 0orm a line.
c. Identify the person who is in the
middle of the line. $he will #e tas9ed to do a special
role.
d. (lindfold every#ody. *a9e sure
there are enou"h hand9erchiefs for the activity.
e. ,hile in the line8 hold the person
infront of you on the safe parts of the #ody Ce.".
shouldersD.
f. Listen to the instruction of the person
infront of you while wal9in" to find and "et the fla"lets.
43
". The leader to"ether with the assi"ned
co-facilitator shall lead the team to the places where the
fla"lets are positioned.
h. The middle person shall "et the
fla"lets and #anner throu"h the instruction and
"uidance of the leader.
i. -ecite the "roup chant once the
middle person is a#le to "et the fla"lets.
3. 5n the way to "et the fla"lets8
they will encounter some o#stacles that the co-facilitators
have prepared earlier8 such as havin" to pass throu"h few
steps of the stairs and under the chairs.
!. The culmination of the e7ercise
will #e mar9ed #y each participant ma9in" a #i" 6ump after
the final o#stacle. They should listen carefully to the
instruction of the leader who will "uide them individually.
4fter the 6ump8 the #lindfold of the participants will #e
removed.
Processing
1. 4s9 the participants the followin" ?uestions:
a0 Affecti.e
44
?!
?!
,hile you are #lindfolded8 what was your reactionA
,hen you are "iven the tas9 to perform for the
"roup8 what was your reactionA
0or the leaders8 what was your reaction to #e the
leaderA
0or the middle person8 what was your reaction
when you are "iven the responsi#ility of "ettin" the
fla"lets;#annerA
0or the person ne7t to the leader8 what was your
reaction for #ein" the ne7t to the leaderA
,hile you are a#out to ma9e the #i" 6ump after the
final o#stacle8 what was your reactionA
4fter you 6umped and your #lindfold removed8 what
was your reactionA
b0 Cogniti.e
0or the leader8 what was your "reatest challen"eA
,hat did you learn from the e7erciseA
,hat "roup #uildin" and maintenance values can
you identify from the e7erciseA
2. $ynthesi@e the responses and proceed to the discussion of
the Bey Learnin" Points.
45
Key Learning Points
1. :%oup
4 g%oup is a collection of individuals who have re"ular
contact and fre?uent interaction8 mutual influence8 common
feelin" of camaraderie8 and who wor9 to"ether to achieve a
common ser of "oals.
Functions of a g%oup: sociali@ation into customs8 norms8
values8 social control8 and social chan"e.
:%oup p%ocesses include: #ond8 cohesion8 conflict and
conflict-resolution8 conta"ion8 and decision-ma9in".
*eade%s#ip is one of "roup structures.
20 uilding and Maintaining :%oup Co'ponents:
a. 4 climate of trust
#. Trust oneself #efore you can trust others
c. Past e7periences affect trust in others
30 9alues
The followin" are essential to enhance "roup values:
a. 1ooperation C%ayanihan $pirit;TulunganD
b. 'Tayu/tayo)
c. Keed to #elon"
46
d. Cont%ibution - helpin" a friend when in need in
times of death or crisis CAmbaganD
e. $tewardship in line with financial mana"ement
f. $mooth interpersonal relationship
". !efe%ence - "ettin" su""estions from other
h. "ndu%ance - wor9in" hard and finishin" the tas9
i. (nt%aception - analy@in" ones motives and feelin"s
in order to understand others #etter
6. Confo%'it$ - doin" what is socially correct
9. ene.olence - doin" thin"s for other people and
sharin" with them.

40 (ng%edients of "ffecti.e Tea'
CIND : - )oal
CIND - - -oles;-esponsi#ilities
C&ND ( - Interpersonal relationship
CIND P - Procedures8 $ystem8
$trate"ies8 Processes
)ive emphasis on one:s interpersonal relationship.
"'otional Auotient <"A= should #e enhanced to develop
harmonious relationships and #e a#le to wor9 more
effectively with others. 4 relationship is very hard to #uilt8
very fra"ile8 easily destroyed so it should #e nurtured.
70 Stages of Tea' Matu%it$ and (ts e#a.io%s
Refer to Annex 0 (#tages of Team -aturity and
$ts %erhavors"
$ta"e 1: Fo%'ing - Initial 4wareness: ,hy are we hereA
47
$ta"e 2: Sto%'ing - $ortin" 5ut Processes I (iddin" for
1ontrol and Power
$ta"e 3: &o%'ing - $elf-or"ani@ation
$ta"e !: Pe%fo%'ing I *aturity and *utual
4cceptance
Procedure
Acti.it$ 3: %o6en S4ua%e8PuBBle C Co''unication "xe%cise
1. ivide the participants into small "roups of five mem#ers.
2. )ive the different pieces that will form the s?uares or
pu@@le to each "roup.
3. &ach "roup will form the s?uare or the pu@@le with the
pieces they have. The mem#ers are not allowed to tal9. The
"roup will clap their hands once they have formed five
s?uares or pu@@le.
48
?!
?!
Processing
10 4s9 the participants the followin" ?uestions:
a0 Affecti.e
,hat was your reaction8 when your "roup has not
formed the s?uares;pu@@le yetA
,hat was your reaction8 after completin" the
s?uares;pu@@lesA
b0 Cogniti.e
,hat was the difficult part in assem#lin" the
s?uares;pu@@leA
,hat made the "roup finished the tas9 of formin"
the s?uares;pu@@leA
,hat did you learn from this e7erciseA
3. $ynthesi@e the responses and proceed to the discussion of
the Bey Learnin" Points.
Key Learning Points
49
Information for this session came from The Process of
1ommunication #y avid B. (erlo and ,hy 4m I 4fraid to Tell
>ou ,ho I am #y +ohn $. Powell.
1. &mphasi@e the followin" in the Co''unication P%ocess

a0 T#e P%ocess
Sende% - one who transmit the messa"e
"ncoding - choosin" si"nal how to
transmit the code e.". raises a hand to e7press she
wants to e7cuse herself from the "roup
activity
Message - the content Ce.". *ay I #e
e7cused from the "roupD
C#annel - ver#al8 non-ver#al8 written
-ecei.e% - end user of the messa"e
b0 *e.els of Co''unication
Clic#D Con.e%sation
This represents the lowest level of self-
communication. There is no sharin" of
persons. ,e tal9 in clichOs.
&7amples: '1ow are you2)
'1ow is your family2)
'$ like your dress2)
'!hen did you arrive2)
-epo%t t#e Facts About )t#e%s <!sismis=
50
=avin" the interest to inform others what
others have said or what happened to other
people.

&7ample: '3ou know Alice said4)
M$ (deas and 1udg'ent
Tal9in" and sharin" a#out oneself #y tellin"
your ideas8 thou"hts or 6ud"ments #ut
cautiously. >ou want to #e sure that you are
accepted. If the person you are tal9in" to does
not listen to what you are sayin" and starts
loo9in" in other directions8 you tend to chan"e
the topic or 6ust stop tal9in" a"ain.
M$ Feelings <"'otions=
)ut level or #ein" ready;a#le to e7press
feelin"s re"ardin" events8 persons8 etc.

&7amples: '$ feel good being with you.)
'$ feel being on top of the
world.)

This is an honest8 open8 J"ut levelF
communication
.
Pea6 Co''unication
There is a complete emotional and personal
communication P you have the same
vi#rations8 sometimes8 you need not
communicate. (y 6ust loo9in" at each other8
51
you already 9now what is in the other person:s
mind.
2. -e4ui%e'ents of a Pea6 Co''unication
a. )ut level. 1ommunication Cemotional honesty and
opennessD must never imply a 6ud"ment of the other.

&7ample: JI was hurt when you told me you did not
li9e my dress.F
#. &motions are not morals C"ood or #adD. 5ne must
accept that emotions are factual; these are
e7pressions of how we feel.
&7amples: fear8 annoyance8 happiness8 an"er8
etc.
c. 0eelin"s must #e inte"rated with the intellect and will.

,e must e7perience8 reco"ni@e and accept our
emotions.
&7amples: '$ don*t know why, but $ feel afraid
to tell you something about what
happened yesterday. The truth is4)
d. It must #e reported. ,e either spea9 out or we act them
out.
&7amples: e7press 6oy or happiness #y cuddlin"
your child.
52
e. ,ith rare e7pectations8 emotions must #e reported at
the time that they are #ein" e7perienced.
30 Facto%s t#at Facilitate85inde% Coope%ati.e and
"ffecti.e Co''unication
a0 T#e &eed fo% Coope%ati.e e#a.io%
4 woman:s over-all esteem is "reatly influenced
#y her wor9 team. =er self-esteem is affected #y her
satisfaction and competence in her wor9.
*ost people want to #e accepted and to have
smooth inter-relationships with at least one of the
small "roups to which they #elon"
4 "roup cannot achieve ma7imum effectiveness
if the leader always has to perform all the leadership
and maintenance functions. Thus8 "roup mem#ers
must also assist in leadership functions. The leader
must reco"ni@e the fact that she cannot do
everythin" and that her mem#ers are capa#le of
#ein" effective if they are "iven participation in
"roup activities.
*em#ers should #e allowed to e7press their
feelin"s towards each other and #e accompanied #y
the development of proper "roup s9ills in dealin"
with feelin"s.
*em#ers: level of interpersonal trust8 support
and cooperation must #e stren"thened.
*em#ers should #e encoura"ed to interact.
40 Filte%s to "ffecti.e Co''unication
53
-efer to Annex 5 (6ilters to 5ffective
,ommunication" for more information.
a. $elf-ima"e
#. Ima"e of others
c. efinition of the situation
d. &7pectations
$tereotypin"
Past e7periences
e. Keeds8 motives8 feelin"s8 attitudes and values
=idden a"enda
Preoccupation
*ind-wanderin"
&motional #loc9
=ostility
f. (eliefs;values
&nd the session #y readin" all to"ether the story. Refer to
Annex 6 (!hy do &eese 6ly in 7 6ormation2"
54
Procedure
Acti.it$ 4: 2o%6s#op on Conflict Manage'ent
1. Tell the participants that they have 3/ minutes to do the
wor9shop.
2. ivide the participants into "roups of five mem#ers.
2. 4s9 the "roups to "ive e7amples of conflicts at the
individual8 family and community levels that they have
e7perienced and what did they do to resolve them.
3. 4s9 the "roups to choose the representatives who will
present their outputs.
Processing
1. 4s9 the participants the followin" ?uestions:
a0 Affecti.e
,hen you have to cite e7amples of past conflicts
and share how you resolved them8 what was your
reactionA
b0 Cogniti.e
55
?!
?!
,hat was difficult in comin" up with e7amples of
conflictsA
,hat did you learn from the e7erciseA
2. $ynthesi@e the responses and proceed to the discussion of
the Bey Learnin" Points.
Key Learning Points

10 Conflict Manage'ent P%ocess
a. *a9e a clear dia"nosis of the conflict.
&7ample : ,alton:s conflict dia"nostic techni?ue
"le'ents of a Conflict
C$cle
!iagnostic )b/ecti.es
1. Issues in conflict ifferentiate #asic from
symptomatic issues and
resolva#le to irresolva#le
2. &vents or conditions that
tri""er; manifest conflict
Identify #arriers to conflict
confrontation or
mana"ement #ehavior and
events that precipitate
#ehavior
3.*anifest tactics or
resolution initiatives
Hnderstand how
characteristics conflict
#ehaviors can "enerate
additional issues
!. 1onse?uences and feelin"s
produced #y conflict
Hnderstand the feelin"s
"enerated #y conflict
56
"le'ents of a Conflict
C$cle
!iagnostic )b/ecti.es
episodes8 how they are
coped with8 whether they
are fuelin" the ne7t episode
#. 4ssess the level of motivation of all disputants to
resolve or mana"e the conflicts8 their power and the
level of tension e7perienced.
c. 4fter doin" the first 2 steps8 then #e ready to ma9e a
decisive response to the manifested conflict with
reference to the two matrices that follow:
"le'ents of a Conflict
C$cle
Action )b/ecti.es
1.Issues In conflict 1ompromise or inte"ration
of su#stantive differences
2. &vents or conditions 4void tri""erin" new
episode
3. *anifest tactics or
resolution initiative
Limit destructive tactics8
encoura"e constructive
tactic
!. 1onse?uences and feelin"s 4ssist principals to cope
#etter
T%aditional Assu'ptions *egiti'ate -ig#ts
It is selfish to put your needs
#efore others: needs
-i"ht to put yourself first
sometimes.
$hameful to ma9e mista9es.
>ou should have appropriate
response for every occasion
-i"ht to ma9e mista9es.
>ou cannot convince others
that your feelin"s are
>ou are the final 6ud"e of
your feelin"s and accept
57
T%aditional Assu'ptions *egiti'ate -ig#ts
reasona#le so you must #e
wron" or "oin" cra@y.
them le"itimately.
>ou should respect the view
of person in authority. Beep
your differences of opinion to
yourself. Listen and learn.
-i"ht to have your opinion
4lways try to #e lo"ical and
consistent.
1han"e your mind or
decide a different course
of action
>ou should never interrupt
people. 4s9in" ?uestion
reveals your stupidity.
-i"ht to interrupt in order
to as9 for clarification
Thin"s could even "et worse8
do not roc9 the #oat.
-i"ht to ne"otiate the
chan"e
>ou should not #other others
with your pro#lems.
-i"ht to as9 for help or
emotional support
People do not want to hear
that you feel #ad so 9eep it to
yourself.
-i"ht to feel and e7press
pain
Bnowin" that you have done
somethin" well has its own
reward. People do not li9e a
show-off. $uccessful people
are secretly disli9ed or
envied. (e modest when
complimented.
-i"ht to receive formal
reco"nition for your wor9
and achievements
o not #e anti-social. People
will thin9 that you do not li9e
them if you say you want #e
alone.
-i"ht to #e alone
58
Alication
0or the participants to:
1. 1onsciously practice the values crucial in "roup #uildin"
and maintenance.
Synthesis
4 "roup is a collection of individuals coordinatin" and interactin"
with one another with a common tas9 and wor9in" towards
achievin" a common "oal. In #uildin" and maintainin" a "roup8
there should #e a climate of trust8 trust to oneself and trust to others
and the positive values that should prevail in a "roup are
cooperation8 #elon"in"ness8 helpin" one another8 "ood
stewardship8 endurance8 conformity and smooth interpersonal
relationship.
0or a team or "roup to succeed8 "oal and roles should #e clear8
there is smooth interpersonal relationship and there should #e an
esta#lished procedures8 systems8 strate"ies and processes. &ffective
communication should also #e esta#lished and effective conflict
mana"ement should #e underta9en to resolve disa"reements and
misunderstandin" within a "roup.
59
Annex A
1o#a%i 2indow
4 )raphic *odel of 4wareness
In Interpersonal -elations
Bnown To Kot Bnown
$elf to $elf
Bnown to
$elf
I
4rea of
0ree
4ctivity
II
(lind
4rea
Kot Bnown to
$elf
III
4voided or
=idden
4rea
I3
4rea of
Hn9nown
4ctivity
Figu%e A0 T#e 1o#a%i 2indow
Auad%ant (E the 4rea of 0ree 4ctivity8 refers to #ehavior
and motivation 9nown to self and 9nown to others.
Auad%ant ((E the (lind 4rea8 where others can see thin"s
in ourselves8 of which we are unaware.
Auad%ant (((8 the avoided or =idden 4rea represents
thin"s we 9now #ut do not reveal to others
Ce.". a hidden a"enda or matters a#out which we have sensitive
feelin"sD.
Auad%ant (9E 4rea of Hn9nown 4ctivity. Keither the
individual nor others are aware of certain #ehaviors or motives.
>et8 we can assume their e7istence #ecause eventually some of
these thin"s #ecome 9nown8 and it is then reali@ed that these
60
un9nown #ehaviors and motives were influencin" relationships all
alon".
In a new "roup8 Nuadrant I is very small; there is not much
freedom and spontaneous interaction. 4s the "roup "rows and
matures8 Nuadrant I e7pand in si@e8 and this usually means we are
freer to #e more li9e ourselves and to perceive others as they really
are. Nuadrant III shrin9s in area as Nuadrant I "rows lar"er. ,e
find it less necessary to hide or deny thin"s we 9now or feel. In an
atmosphere of "rowin" mutual trust8 there is less need for hidin"
pertinent thou"hts or feelin"s. It ta9es lon"er for Nuadrant II to
reduce in si@e8 #ecause usually there are J"oodF reasons of
psycholo"ical nature to #lind ourselves to the thin"s we feel or do.
Nuadrant I3 chan"es somewhat durin" a learnin" la#oratory8 #ut
we can assume that such chan"es occur even more slowly than
shifts in Nuadrant II. 4t any rate8 Nuadrant I3 is undou#tedly far
lar"er and more influential in an individual:s relationships than the
hypothetical s9etch illustrates.
The +ohari ,indow may #e applied to inter"roup relations.
Nuadrant I means #ehavior and motivation 9nown to the "roup8
and also 9nown to other "roups. Nuadrant II si"nifies an area of
#ehavior of which a "roup is #lind8 #ut other "roups are aware of
this #ehavior8 e.".8 cultism or pre6udice. Nuadrant II8 the hidden
area8 refers to thin"s a "roup 9nows a#out itself8 #ut which is 9ept
from other "roups. Nuadrant I38 the un9nown area8 means a "roup
is unaware of some aspects of its own #ehavior8 and other "roups
are also unaware of this #ehavior. Later8 as the "roup learns new
thin"s a#out itself8 there is a shift from Nuadrant I3 to one of the
other ?uadrants.
Model of Awa%eness in (nte%pe%sonal -elations
61
I II
III I3
Figu%e 0 *abo%ato%$ )b/ecti.es
4n enlar"ed area of free activity amon" the "roup mem#ers
would immediately imply less threat or fear and "reater pro#a#ility
that the s9ills and resources of "roup mem#ers could #e #rou"ht to
#ear on the wor9 of the "roup. It su""ests "reater openness to
information8 opinions and new ideas a#out oneself as well as a#out
specific "roup processes. $ince the hidden or avoided area8
?uadrant III8 is reduced8 it implies that les ener"y is tied up in
defendin" this area. $ince more of one:s needs are un#ound8 there
is "reater li9elihood of satisfaction with the wor98 and more
involvement with what the "roup is doin".
T#e (nitial P#ase of :%oup (nte%action
4pplyin" the model to a typical meetin" of most "roups8
we can reco"ni@e that interaction is relatively superficial8 that
an7iety or threat is fairly lar"e8 that interchan"e is stilled and
unspontaneous.
I II
III I3
Figu%e C0 eginning (nte%action in a &ew :%oup
62
,e also may note ideas or su""estions are not followed
throu"h and are usually left undeveloped that individuals seem to
hear and see relatively little of what is really "oin" on.
T#e Model Ma$ !epict (nte%+g%oup P%ocess as 2ell as (nt%a+
g%oup P%ocesses
The "roup may #e treated as an entity or unit. 1attell C11D8
for instance8 uses the term JsyntalityF to mean the ?uality of a
"roup analo"ous to the personality of an individual. Lewin
conceived of the "roup as an or"ani@ed field of forces8 a structured
whole. In this model8 a "roup may relate to the "roups in a manner
similar to the relationship #etween individuals. 0or instance8 in
0i"ure 8 the first ?uadrant represents #ehavior and motivation of
a "roup which is 9nown to "roup mem#ers and also 9nown to
others. 4 seminar8 for instance8 may share certain 9nowled"e and
#ehavior a#out itself with other classes8 such as re?uirements for
the course8 su#6ect matter of the seminar8 or amount of wor9 it sets
out to do. =owever8 many thin"s occur in a seminar that are 9nown
to its mem#ers8 #ut not 9nown to outside "roups CNuadrant IIID.
Bnown to )roup Kot 9nown to )roup
Bnown to
5ther
)roups
I II
Kot Bnown
To 5ther
)roups
III I3
Figu%e !0 (nte%action etween :%oups
63
4n illustration of an area avoided #ehavior mi"ht #e the
feelin" that their seminar is very special or ?uite superior to other
classes. 5r they mi"ht feel the course is a waste of time8 #ut for
some reasons they do not share this attitude with outsiders. 5r
sometimes a special event occurs8 and this 9ept from outsiders.
Nuadrant II8 the #lind area8 is characteristic of certain cults which
are unaware of some aspects of their own #ehavior while outsiders
seem a#le to discern the cultish ?ualities. 5r8 sometimes8 the
pre6udices of a "roup may #e perfectly apparent to outsiders #ut
not to the "roup mem#ers themselves.
Nuadrant I3 mi"ht apply to attitudes and #ehavior which
e7ist in the "roup #ut for some reason remain un9nown to the
"roup. 4n illustration of this mi"ht #e an unresolved pro#lem with
re"ards to over-all "oals of the "roup. If the "roup is covertly split
and some mem#ers want to "o off in different directions- and if
this fact has never #een reco"ni@ed or #rou"ht out in the open- then
we could see the development of difficulties which remain
un9nown to the "roup mem#ers and un9nown to the mem#ers of
other "roups.
Annex
64
:oal -ating Table
:oal -ating of
Acco'plis#'ent
<1+7=
P%oble's
"ncounte%ed
Suggestions of
:%oup'ates
Annex C
-oles and -esponsibilities
65
3atung6ulan at :awain ng 'ga &a'u'uno
3atung6ulan Tung6ulin :awain
10 Pangulo 1.1 Tin"nan an"
pan"9alahatan"
pa"papata9#o n"
samahan.
1.2 Tumawa" at
mamuno sa pulon"
1.3 Pa9i9ipa"-
u"nayan sa $,
o samahan na may
9au"nayan sa
pa"papaunlad n"
9anilan" layunin"
1.! *a"#i"ay n"
pa"papaliwana"
tun"9ol sa proye9to
1.< 4pru#ahan an"
pa"lala"a9 at
pa"lala#as n" pondo
9un" 9ina9ailan"an.
1.1 Pa"#i#isita sa m"a
9asapi at proye9to
upan" malaman at
masuri an" suliranin"
na9a9aape9to sa ta9#o
n" samahan at
proye9to.
1.2 Pa"patawa" n"
pulon" at mamuno sa
pa"tala9ay n" m"a
pan"unahin" "awain
n" samahan.
1.3 Pa"dalaw sa Hnit
5ffice n" $, at
i#a pan" ahensiya para
sa pa9i9ipa"tala9ayan
n" m"a pa9sa na may
9au"nayan sa 9anilan"
layunin.
1.! Pa"papaliwana""
n ma sumusunod:
a. Layunin
#. *"a suliranin
n" samahan
9. )awain
d.
Basalu9uyan" ta9#o
66
3atung6ulan Tung6ulin :awain
n" samahan
1.< $uman""uni sa
pamunuan tun"9ol sa
pa"la#as n pndo at
ma9ipa"-u"nayan sa
$, wor9er at
9alihim sa pa"la#as n"
pondo.
20 Pangalawang
Pangulo
2.1 )ampanan an"
m"a tun"9ulin n"
pan"ulo 9un" siya
ay wala
30 3ali#i' 3.1 *a"tala n" m"a
a9da o 9atiti9an
Cminutes of the
meetin"D n" lupon
n" patnu"ot at
na"pupulon" n"
pan"9alahatan.
3.2 *a"-ulat sa
pa"pupulon" na
pan"9alahatan n"
#uwanan" ulat
tun"9ol sa m"a
"awain" hindi
nadaluhan.
3.1 Pa"susulat n" m"a
9atiti9an Cminutes of
the meetin"D n" lahat
n" pa"pupulon".
3.2 Pa"-uulat at
pa"papaliwana" n"
m"a ulat.
40 (ngat+@a'an !.1 *a"patala n" !.1 Pali9om n" lahat
67
3atung6ulan Tung6ulin :awain
m"a ulat tun"9ol sa
pananalapi n"
samahan.
!.2 *a"la"a9 at
ma"la#as n" pondo
n" samahan sa
9apahinulutan n"
opisyal at m"a
9asapi.
n" m"a resi#o at
pa"lilista n" m"a
transa9siyon tun"9ol
sa pananalapi n"
samahan.
!.2 $uman""uni sa
pamunuan n" tun"9ol
sa palala#as n" pondo
at pa9i9ipa"-u"nayan
sa $, wor9er at
9alihim sa
pa"papala#as n"
pondo.
70 P%o/ect )ffice% <.1 Tuman""ap n"
pro6ect proposals at
pa"-aralan ito 9un"
9arapat-dapat.
<.2 Tin"nan8
su#ay#ayan at
tulun"an an" m"a
miyem#ro sa
pa"papata9#o n"
ne"osyo.
<.3 *a9ipa"-
u"nayan sa Pro6ect
&valuation 5fficer
n" $,.
<.1 Pa"susuri sa m"a
proye9to at pa"-aralan
#atay sa m"a
pamantayan.
<.2 Pa"dalaw sa m"a
proye9to at alamin
an" m"a suliranin
nito.
<.3 Pa"dalaw sa
$, 5ffice upan"
tala9ayin an" m"a
suliranin"
na9aaape9to sa m"a
proye9to.
F0 Tagapagsu%i %.1 *a"sa"awa n" %.1 $uriin an" m"a
68
3atung6ulan Tung6ulin :awain
pa"susuri n" lahat
n" may 9inalaman
sa pananalapi n"
samahan "ayundin
an" m"a ari-arian.
%.2 *ahanda n" ulat
tun"9ol sa samahan
na may 9au"nayan
sa pananalapi at
pa"-aari n"
samahan.
papel8 resi#o at
do9umento na may
9aunayan sa pa""amit
n" salapi n" samahan.
%.2 *a"-ulat n"
m"a resulta n"
pa"susuri sa
pamunuan.
70 C%edit Collection
)ffice%
..1 *an"asiwa sa
pa"lili9om n"
salapin" nauu9ol sa
samahan tulad n"
m"a sumusunod:
a. mem#ership fee
#. fi7ed deposit
9. processin" fee
d. #ali9 puhunan
..1 *an"ole9ta n"
m"a nauu9ol sa
9a#ayaran n" #awat
miyem#ro n"
samahan.
..2 Pa""awa n"
talaan.
..3 Pa"-uulat n" m"a
na9ole9ta sa
pamunuan.
G0 Me'be%s#ip
-elations )ffice%
'.1 Tuman""ap8
pa"-aralan at
ma"re9omenda sa
m"a pamunuan
tun"9ol sa m"a
#a"on" sumasapi sa
samahan.
'.1 *a"tala n" m"a
na9ole9ta sa
pamunuan.
'.2 *a9ipa"-u"nayan
sa m"a proye9to n"
m"a 9asapi n"
samahan.
69
Annex !
Stages of Matu%it$
Stages of Tea' Matu%it$ and its e#a.io%s
Stage (: Fo%'ing
70
Initial 4wareness: ,hy are we hereA

(ehaviors
- Testin"
- ependence
- =esitant
- Participation
- -ationali@in"
- $uspicions;0ear;4n7iety
- *inimal wor9 accomplishment
- 1omplainin"
- $imple ideas
- $ayin" accepta#le thin"s
- 4void serious topics
- Beepin" feed#ac9 and shared feelin"s to a
minimum
- 4voidin" disclosure
Stage ((: Sto%'ing
$ortin" 5ut Processes I (iddin" for 1ontrol and Power
(ehaviors
- Infi"htin" and defensiveness
- Polari@ation of "roup mem#ers
- ,hinin"
- Indifference
- 1oncern over an achieva#le "oals and e7cessive
wor9
- *inimal wor9 accomplishment
- Tas9 demands perceived to interfere with personal
needs
- $harp fluctuations in relationship
- Low-trust low-ris9
71
- $tron"ly e7pressed views and poor listenin"
- 1hallen"in" leadership and authority
- ,ithdrawal #y some
- 0ull e7pression of emotions
- Lac9 of colla#oration
- 1ompetin" for control
- -eactin" defendin"
Stage (((: &o%'ing
$elf-or"ani@ation
(ehaviors
- )ettin" or"ani@ed
- 1onfidin" in each other
- 1onfrontin" issues
- 1ommon spirit and "oal
- &sta#lishment and maintenance of team norms
and procedure
- *oderate wor9 accomplishment
- $hared leadership
- *ethodical ways of wor9in"
- Preparedness to chan"e preconceived views
- -eceptiveness to ideas
- 4ctive participation #y all
- *utual pro#lem solvin" versus win lose
confrontation
- 5pen e7chan"e of ideas
Stage (9: Pe%fo%'ing
*aturity and *utual 4cceptance
(ehaviors
- Practicin" creativity;innovativeness
72
- Hnity of vision8 purpose8 "oals
- 1onstructive self-chan"e
- 5#serve closeness
- -esourcefulness
- Ta9in" the initiative
- =i"h-trust8 hi"h-ris9 ta9in"
- 1ontinuous e7chan"e to feed#ac9
- Practicin" new #ehavior
- *ost of the wor9 accomplished
- =i"h fle7i#ility of contri#ution
- =i"h creativity
- 5penness and trust
- $hared leadership
- 0eelin"s of warmth towards other individual
- &asy acceptance of differences of view
Team (uildin" ,or9shop *odule adapted #y $,
Annex "
Filte%s to "ffecti.e Co''unication
Filte%s to "ffecti.e Co''unication
1ommunication ta9es place #asically throu"h a reciprocal
transaction of sendin" and receivin" messa"es. 4t most times8
however8 thou"h messa"es have already #een sent and received8
communication has not yet effectively and fully occurred #ecause
of certain circumstances. *essa"es are only partially sent or
73
partially received as a result of environmental conditions8 lac9 of
ver#al and;or a num#er of conditions present within the sender and
receiver themselves.
5ftentimes8 environmental conditions are easy to
reco"ni@e. 0or instance8 durin" the ,omen:s ,elfare trainin"8
some children shoutin" within the premises of the place where the
session is conducted or a carpenter hammerin" away can distract
you from catchin" up with the facilitator:s instructions for the
activity. $imple inarticulateness or lac9 of ver#al s9ill may also
distort the intention of the sender. >ou may want to raise a
?uestion #ut you find yourself una#le to complete a sentence or
find the ri"ht words to say. Then you reali@e that what you had said
was not e7actly what you meant. 5ftentimes8 the sender is aware
of his own lac9 of ver#al s9ill; #ut on the receiver:s side8 if he is
unaware of the sender:s difficulty8 he may "et a very different
meanin" f the messa"e and #oth end up dissatisfied with the
communication.
The conditions that are harder to reco"ni@e and detect are
those which are present within the individuals who are themselves
en"a"ed in the transaction. (oth sender and receiver use a num#er
of filters in selectin" what they will say8 how they will say it8 when
they will say it8 what they will receive8 and how they will receive
it. 0ollowin" are a num#er of the nine common 0ILT&-$ in
interpersonal communication.
10 Self+i'age
(oth sender and receiver have ima"es f themselves
as well as feelin"s of self-worth8 self-esteem8 or self
confidence. These are the values that they have of
themselves in a transaction. 4t most times8 the feelin"s
74
and ima"es that they have themselves are somehow
related to their status. 0or instance8 while in a meetin" on
supervision policies with your superiors8 you may thin9
of yourself as inade?uate8 especially in topics on
supervision. In that situation8 you lac9 of self confidence
may ma9e you reluctant to assert your own ideas. >ou
will tend to spea9 less8 and merely listen and 9eep ?uite
rather than discuss the topic;issue even when you have
some "ood ideas to contri#ute8 or when the ideas your
superiors e7press are incorrect.
20 ('age of ot#e%s
(oth the sender and receiver also have ima"es of
others and attach certain values to them. 5ftentimes8 the
ima"e one "ives to others is also related to the others:
received status. 4t the other times8 it is the charisma of
the sender that the receiver pays so much attention to and
#uilds an ima"e around. 0or instance8 the facilitator may
seem to #e full charisma8 spea9in" as if everythin" he
says is new8 important and true. >ou may #uild up an
ima"e of her as an e7pert on the topic such that you
would #e less li9ely to as9 ?uestions or to
modify;supplement her ideas with your own.
30 !efinition of t#e situation
(oth the sender and receiver have their pictures f
situation they are in. they may have different perceptions
of the rules which "overn the situation8 or even its
purpose. These perceptions remain unreco"ni@ed unless
the ?uestion J,hat are we here forAF is as9ed. 0or
instance8 durin" the first activity of this trainin" pro"ram
75
a ?uestion was posed: J,hat do you 9now a#out the
,omen:s ,elfare Pro"ram 5rientationAF If you recall
your answers8 these would illustrate how differently a
"roup of persons can define;perceive the same situation.
These different perceptions then lead to different
interpretations and reactions to what is said and done
durin" the trainin" activities.
40 "xpectations
4n individual may have e7pectations of himself and
others #ased on the past e7periences or preconceptions
and stereotypes.
a. Ste%eot$ping P 0or instance8 you may e7pect a
conventional facilitator to appear and act li9e an
authority and #e rather aloof and distant. 4s a result8 you
may #e initially uncomforta#le listenin" to a facilitator
who shares his own personal e7periences and feelin"s
with you.
#. Past "xpe%ience P if you feel that the previous
trainin" pro"rams you have under"one have not really
contri#uted to your 9nowled"e and self-development8
you may come to this ,omen:s ,elfare 5rientation
Pro"ram e7pectin" to #e listenin" t people;topics that
will only waste your time.
70 &eedsE 'oti.esE feelingE attitudesE and .alues
(oth sender and receiver #rin" into the
communication transaction their various needs8 motives8
feelin"s8 attitudes8 #eliefs8 and values.
76
a. 5idden Agenda P 4n individual with a special
interest or a Jhidden a"endaF may only hear messa"es
which do not relate to his own interest.
#. P%eoccupation P The receiver may #e so focused on
certain thins happenin" within herself that she fails to
accurately and ade?uately "rasp the sender:s messa"es.
0or instance8 in "roup of ei"ht persons where every#ody
is e7pected to share her own ideas8 you may #ecome so
preoccupied with what you will #e sayin" and how you
will say it that you fail to listen to the person who is now
spea9in".
c. MindHwande%ing P 4n individual may #e una#le to
focus her attention for lon" for what the sender is sayin"8
and her mind starts t wander. 0or instance8 you may find
yourself una#le to finish readin" this lecture #ecause
your mind starts to "o #ac9 to whatever you have left
#ehind for this .Pdays trainin". >ou may #e thin9in" of
your loved ones #ac9 home and chores you have
dele"ated to your dau"hter;hus#and8 or tas9s you have
left unfinished.
d. "'otional bloc6 P $ome words may #e
emotionally-char"ed for an individual due t certain
circumstances in her life. 0or instance8 you may have
#een frustrated #ecause you were #ypassed in #ein"
promoted8 so that when someone else relates to you her
own recent promotion8 you are reminded of that
frustratin" e7perience and would therefore find it
difficult to share her enthusiasm or even listen to her.
77
e. 5ostilit$ I This can occur durin" communication with
an individual with whom you are an"ry. 0or instance8
your superior has favored someone else for a promotion
when you felt you were more deservin". ,henever she
calls on you and tal9s with you8 you #ecome hostile and
find it difficult to listen to her.
f. eliefs89alues I #oth sender and receiver may #e
#rin"in" into the situation their own #eliefs and values or
their reasons for doin" or not doin" certain thin"s.
4ll of us have own set of filter8 and these filters invaria#ly
influence the way we send and receive messa"es I the way we
communicate. The more aware we are of our own filters to those
with whom we interact8 the more effective our communication will
#e. 5ne concrete way of reducin" or correctin" our filters is
throu"h the process of feed#ac98 or chec9in" what messa"e was
received a"ainst what messa"es was intended.
$elf- ima"e
Ima"e of others
efinition of the situation
&7pectations
*otives;feelin"s
4ttitudes
(eliefs;3alues
78
Trainers: -eadin" I 4 P-5& &-P Pu#lication for the (ureau
of &lementary &ducation8 *&1$ #y the 4P8 12'
Annex F
2#$ do :eese Fl$ in 9+Fo%'ationI
!hy not in circles, in line like a platoon of soldiers,
scattered, 'kanya/kanyang lipad,) etc4.2
Fact 1: It has #een learned that as each #ird flaps its win"s it
creates uplift for the #ird immediately followin". (y flyin" in J3F
formation8 the whole floc9 adds at least .1M "reater flyin" ran"e
than if each #ird flew on its own.
79
*esson 1: People who share a common direction and sense of
community can "et where they are "oin" ?uic9er and easier
#ecause they are travelin" on the thrust CtrustD of one another.
Fact 2: ,henever a "oose falls out of formation8 it suddenly feels
the dra" and resistance of tryin" to "o throu"h it alone and ?uic9ly
"ets #ac9 into formation to ta9e advanta"e of the power of the
floc9.
*esson 2: If we have as much sense as a "oose we will stay in
formation and share information with those who are headed in the
same way that we are "oin".
Fact 3: ,hen the lead "oose "ets tired he rotates #ac9 in the win"s
and another "oose ta9es over. =eart rates of the #irds were lower
when flyin" in J3F formation rather than flyin" solo.
*esson 3: It pays to share leadership and ta9e turns doin" hard
6o#s. 4s with "eese8 people are interdependent on each other:s
s9ills8 capa#ilities and uni?ue arran"ement of "ifts8 talents or
resources.
Fact 4: The "eese hon9 from #ehind to encoura"e those upfront to
9eep their speed.
*esson 4: ,e need to ma9e sure our hon9in" is encoura"in". In
"roups where there is encoura"ement8 the production is much
"reater. The power of encoura"ement Cto stay #y one:s heart or
core values and encoura"e the heart and core of othersD is the
?uality of hon9in" we see9.
Fact 7: ,hen a "oose "ets sic9 or wounded and falls out8 two
"eese fall out of the formation and follow the in6ured one down to
80
help and protect him. They stay with him until he is either a#le to
fly a"ain or until he is dead. Then they launch out with another
formation to catch up with their "roup.
*esson 7: ,hen one of us is down8 it is up to the others to stand
#y us in times of trou#le.
"-:): If we have the sense of a "oose we will stand #y each
other when thin"s "et rou"h. ,e will stay in formation with those
headed where we want to "o.
$oQ the ne7t time you see a formation of "eese8 remem#er their
messa"e thatQ
(T (S (&!""! A -"2A-!E A C5A**"&:" A&! A
P-(9(*":" T) " A C)&T-(,T(&: M"M"- )F A
T"AM0
&)2E 25AT 2),*! 2" -AT5"- !) o% "I *"A-&
F-)M T5" :""S" I )- STA@ 25"-" 2" A-" A&!
-"MA(& J"ONSAI#i$ed%&
81