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Personal Development
Self-Learning Module
Quarter 2: Weeks 1 & 2
Module 1: Personal Relationships
Module 2: The Concepts About Social
Influence, Group Leadership and
Followership

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 PERSONAL DEVELOPMENT

Learning Activity Module

Module 1: Personal Relationships

Name:____________________________________________ Q2W1
Section:___________________________________________ Date: ____________

What is It
(Background Information for the Learner – Key Concepts)

Personal Relationships
The concept of relationship is very broad and complex. In our model, personal
relationships refer to close connections between people, formed by emotional bonds and
interactions. These bonds often grow from and are strengthened by mutual experiences.

Relationships aren’t static; they are continually evolving and to fully enjoy and benefit
from them we need skills, information, inspiration, practice, and social support.

Three (3) kinds of Personal Relationships

 Family (related by birth, marriage, or adoption, and who lived as one household) 
Friends (a close tie between two people, mutual experiences, shared interests, and
emotional bonding)
 Partnerships (built upon affection, trust, intimacy, and romantic love, e.g. marriage,
romantic partnerships)

Personal Relationships consist of the following aspects:

Description
1. Relationship the way in which two or more people or concepts are
connected or in a state of being connected

2. Personal relationships refers to close connections between people (between friends,

lovers, and family members) exemplified by shared
understanding, mutual trust and social bonding

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 3. Love it is a strong affection for another arising out of kinship or
personal ties or affection based on admiration

4. Commitment the act of binding or engaging yourself to a course of action

5. Attraction the act, power, or property of attracting
6. Responsibility a form of trustworthiness it is the trait of being answerable to
someone for something or being responsible for one’s
conduct

Why personal relationships are important?

Personal relationships develop healthy relationships which are a vital component of health
and well-being. It contributes to a long, healthy, and happy life. Being alone or isolated in
one’s life are comparable to the risks associated with cigarette smoking, blood pressure, and
obesity.

A healthy relationship can help you:

 Live longer. People with strong social relationships are 50% less likely to die
prematurely while, according to Dan Buettner’s Blue Zones research calculates that
committing to a life partner can add 3 years to life expectancy and men’s life expectancy
benefits from marriage more than women’s do by (Nicholas Christakis and James
Fowler).
 Deal with stress. Researchers found that people who completed a stressful task
experienced a faster recovery when they were reminded of people with whom they had
strong relationships.
 Be healthier. People who feel they have friends and family to count on are generally
more satisfied with their personal health than people who feel isolated. Hanging out with
healthy people increases your own likelihood of health, and none-obese people are
more likely to have none-obese friends.
 Feel richer. Case like doubling group of friends has the same effect on your well-being
as a 50% increase in income!

On the other hand, low social support is linked to a number of health consequences,
such as:
 Depression. Loneliness has long been commonly associated with depression. In a
research conducted in 2012, breast cancer patients found that those with fewer
satisfying social connections experienced higher levels of depression, pain, and fatigue.,
 Decreased immune function. In the same study, there is a correlation between
loneliness and immune system dysregulation, meaning that a lack of social connections
can increase your chance of becoming sick.

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 Higher blood pressure. University of Chicago researchers who studied a group of 229
adults over five years found that loneliness could predict higher blood pressure even
years later, indicating that the effects of isolation have long lasting consequences.
A lack of relationships can cause multiple problems with physical, emotional, and
spiritual health.
# 25 MOST COMMON # TEN RULES FOR FINDING LOVE
RELATIONSHIP PROBLEMS AND CREATING LONG-LASTING,
AUTHENTIC RELATIONSHIP
1. Affairs(infidelity/cheating) 1. You must love yourself first
2. Sexual issues 2. Partnering is a choice
3. Core values and belief 3. Creating love is a process
4. Life stages 4. Relationships provide opportunities
to grow
5. Traumatic 5. Communication is essential
6. Stress 6. Negotiation will be required
7. Bored 7. Your relationship will be challenged
by changed
8. Jealous 8. You must nurture the relationship for
it to thrive
9. Blended family issues 9. Renewal is the key to longevity (fresh
and vital)
10. Violence (verbal/physical abuse) 10. You will forget all this the moment you
fall in love
11. Should not have got married in the
first
place
12. Responsibility
13. Unrealistic Expectations
14. Addictions
15. Social media
16. Lack of support
17. Manipulation
18. Lack of communication
19. One-sided
20. Lack of concern, care and
consideration / attentiveness
21. Disappointment
22. Depression
23. Discipline/deal with the children
24. Long-term stress
25. Pregnancy

You should take charge of your relationships and put in the time and energy you
would any other aspect of your wellbeing. How to develop your relationship skills? 
Connect with your family

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 One of the biggest challenges for families to stay connected. Connecting with family
by letting little grievances go, spending time together, and expressing love and
compassion to one another.
 Practice gratitude
Gratitude is one of the most accessible positive emotions, and its effects can
strengthen friendships and intimate relationships. (e.g. by saying “thank you”).
 Learn to forgive
Choosing to forgive can bring about a variety of benefits, both physical and
emotional. It’s normal for disagreements or betrayal to arise in relationships, but your choice
about how to handle the hurt can have a powerful effect on the healing process.
 Be compassionate
Compassion is the willingness to be open to yourself and others, even in painful
times, with a gentle, non-judgmental attitude. It is also, the practice of recognizing when
someone else is unhappy or whose needs aren’t being met and feeling motivated to
help them.
 Accept others
It is also important to be accepting of the other person in the relationship. Try to
understand where the person is coming from rather than judge them. As you do for
yourself, have a realistic acceptance of the other’s strengths and weaknesses and
remember that change occurs over time.
 Create rituals together
In order to nurture the closeness and support of friendship, you have to make an
effort to connect. (e.g. gatherings or trips, talking on the telephone, sharing walks in
every possible days, etc.)
 Spend the right amount of time together
People who spend 6-7 hours per day socializing (which could mean hanging out
with friends, sharing meals with family, or even emailing a colleague) tend to be the
happiest. Knowing when to give your time to others and when to take some time for
yourself can be crucial in maintaining balanced, healthy relationships as well as emotional
well-being.

What I Need to Know

After going through this module, you are expected to:

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 1. discuss an understanding of teen-age relationships, including the acceptable
and unacceptable expressions of attractions; and
2. express your ways of showing attraction, love, and commitment
Codes: EsP-PD11/12PR-IIa-9.1
EsP-PD11/12PR-IIa-9.2

What I Know

Directions: Identify what is being described in each item. Choose your answer in the box of
words. Write your answers on a clean sheet of paper and submit to your teacher for
checking/evaluating.

Love Family Friends Relationships

Commitment Attraction Responsibility
Violence Partnerships Healthy Relationships

1. It is a kind of personal relationships where two or more persons are related by birth,
marriage, or adoption, and who lived as one household.
2. It is an act, power, or property of attracting.
3. It is a close connection between people exemplified by shared understanding, mutual
trust and social bonding
4. It is a strong affection for another or personal ties or affection based on admiration
5. A vital component of health and well-being
6. It is built upon affection, trust, intimacy, and romantic love
7. It is the act of binding yourself to a course of action
8. It is the state of being answerable to someone for something or being responsible for
one’s conduct
9. It is a close tie between two people, mutual experiences, shared interests, and emotional
bonding
10. It is one of the common problems in relationships that involves verbal and physical abuse

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 What’s In

Defining me: This exercise determines your emotions/feelings. How will you express them
in relationships?

Directions: Write your answer on a clean sheet of paper and submit to your teacher for
checking/evaluating.
1. 2. 3.
Glad Afraid Angry

4. 5. 6.
Ashamed Jealous Depressed/Sad

7. Confused 8. Proud 9. Excited

10. Relaxed

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 What’s New

Directions: Write a letter to your parents related to your relationships with your siblings or
with any member in the family or regarding an affair that you cannot express to them face to
face. Limit your letter to 100 words. After writing the letter, be ready to answer the following
questions. Do this activity on a clean sheet of paper and submit to your teacher for
checking/evaluating.
1. What kind of relationship does the letter describe?
2. Who are involved in the relationship? Describe each character.
3. What roles does each character play in the relationship?
4. Are you satisfied with this type of relationship? Explain your answer.
5. Do you agree that this type of relationship can be improved? Explain your answer.

What’s More

Directions: Match column A with column B. Write only the letter of the correct answer on a
clean sheet of paper and submit to your teacher for checking/evaluating.

A B
1. Lack of social connection can increase A. Be compassionate
chance of becoming sick
2. Skill in completing a stressful task B. Be healthier
experienced early recovery
3. Most likely experienced by an isolated person C. Decreased immune
4. It is having a strong social relationships and system well
committed with partners. D. Live longer
E. Connect with your family
5. Stay connected with the family by F. Accept others
spending time together expressing love G. Deal with stress

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and compassion to one another. H. Create ritual together
5. Willingness to be open and help others even I. High blood pressure
in painful times in a non-judgmental attitude. J. Learn to forgive
6. Remembering family members, friends,
or love ones talking on the phones, going out
for picnic or having lunch/ dinner together.
7. It can bring a variety of benefits, both physical and emotional.

What I Have Learned

Directions: Share what you have learned from this module about personal relationships by
answering the following questions. Write your answers on a clean sheet of paper and submit
to your teacher for checking/evaluating.
1. As adolescent, how does attraction, love, and commitment help you become more
responsible in a relationship?
2. How do you express your feelings, whether positive or negative? Please cite ways.
3. If your relationship is not doing well, how will you deal with it?

What I Can Do

Directions: In each box, describe your relationships with your parents, siblings, friends, and
with someone special (if applicable). And cite ways on how you can maintain a good
relationship with them. Do the following activities on a clean sheet of paper and submit to
your teacher for checking/evaluating.
• My relationship with my parents. • My relationship with my siblings.

• How to maintain a good relationship • How to maintain a good relationship with

with them? them?

• • My relationship with my friends. • My relationship with special someone

• How to maintain a good relationship

• How to maintain a good relationship with them?
Assessment
with them?

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 Assessment
In this activity, you will test your skills if you have met the purpose of this module.

Directions: Write True or False on a clean sheet of paper and submit it to your teacher for
checking/evaluating.
1. Relationships are static; they are unchangeable.
2. Women’s life expectancy benefits from marriage more than men’s do.
3. People with strong social relationships are 50% less likely to die prematurely.
4. To love someone, we must love our self first.
5. Communication is only essential when problems in a relationship occurred.
6. Creating love is not a process.
7. Satisfying social connection experienced higher level of depression.
8. Being lonely or isolated can cause higher blood pressure.
9. Significant differences in core values and beliefs never create a problem in a relationship.
10. Expressing gratitude to our friends and family help us maintain good relationship.

References

Cox, M.G. (2016). Personal Development. Pasay City. JFS Publishing Services

Anderson, S. E., Dannal, G. E., & Must, A. (2003). Relative weight and race influence
average age at menarche: Results from two nationally representative surveys of
U.S. girls studied 25 years apart. Pediatrics, 111, 844–850.

Answerbag. (2007, March 20). What were you like as a teenager? (e.g., cool, nerdy,
awkward?). Retrieved from http://www.answerbag.com/q_view/171753

Blakemore, S. J. (2008). Development of the social brain during adolescence. Quarterly

Journal of Experimental Psychology, 61, 40–49.

Goldberg, E. (2001). The executive brain: Frontal lobes and the civilized mind. New York,
NY: Oxford University Press.

Goossens, L., Beyers, W., Emmen, M., & van Aken, M. (2002). The imaginary audience and
personal fable: Factor analyses and concurrent validity of the “new look”
measures. Journal of Research on Adolescence, 12(2), 193–215.

Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to
moral judgment. Psychological Review, 108(4), 814–834.

Jaffee, S., & Hyde, J. S. (2000). Gender differences in moral orientation: A metaanalysis.
Psychological Bulletin, 126(5), 703–726.

Kohlberg, L. (1984). The psychology of moral development: Essays on moral

development (Vol. 2, p. 200). San Francisco, CA: Harper & Row.

Lynne, S. D., Graber, J. A., Nichols, T. R., Brooks-Gunn, J., & Botvin, G. J. (2007). Links
between pubertal timing, peer influences, and externalizing behaviors among
urban students followed through middle school. Journal of Adolescent Health, 40,
181.e7– 181.e13 (p. 198).

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Mendle, J., Turkheimer, E., & Emery, R. E. (2007). Detrimental psychological outcomes
associated with early pubertal timing in adolescent girls. Developmental Review,
27, 151–171.

Pescovitz, O. H., & Walvoord, E. C. (2007). When puberty is precocious: Scientific and
clinical aspects. Totowa, NJ: Humana Press.

Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and
groups. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child
psychology: Social, emotional, and personality development (6th ed., Vol. 3, pp.
571– 645). Hoboken, NJ: John Wiley & Sons.

Steinberg, L. (2007). Risk taking in adolescence: New perspectives from brain and
behavioral science. Current Directions in Psychological Science, 16, 55–59.

Twenge, J. M. (2006). Generation me: Why today’s young Americans are more
confident, assertive, entitled — and more miserable than ever before. New
York, NY: Free Press.

Weinberger, D. R., Elvevåg, B., & Giedd, J. N. (2005). The adolescent brain: A
work in progress [PDF] National Campaign to Prevent Teen Pregnancy.
Retrieved from
http://www.thenationalcampaign.org/resources/pdf/BRAIN.pdf

Prepared and submitted: Submitted to:

BELLA A. CAMAT EDGARDO S. NUNAG SST-I

(ACNHS-SHS) EPSvr 1: EsP

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 PERSONAL DEVELOPMENT
Learning Activity Module
Module 2: The Concepts About Social Influence, Group Leadership and
Followership
Name: _______________________________________________ Q2W2
Section: ______________________________________________Date: _______________

What Is It
(Background Information for the Learner – Key Concepts)

Concepts of Leadership
Leaders are made not born. If you have the desire and willpower, you can become an
effective leader. Good leaders develop through a never-ending process of self-study,
education, training, and experience. This guide will help you through that process. To inspire
your workers into higher levels of teamwork, there are certain things you must be, know and
do. These do not come naturally, but are acquired through continual work and study. Good
leaders are continually working and studying to improve their leadership skills; they are NOT
resting on their laurels.

Leadership is a process by which a person influences others to accomplish an objective and

directs the organization in a way that makes it more cohesive and coherent. Leaders carry
out this process by applying their leadership attributes, such as beliefs, values, ethics,
character, knowledge and skills.

Although your position as a manager, supervisor, lead, etc. gives you the authority to
accomplish certain tasks and objectives in the organization, this power does not make you a
leader, it simply makes you the boss. Leadership differs in that it makes the followers want to
achieve high goals, rather than simply bossing people around. Bass' (1989 & 1990) theory of
leadership states that there are three basic ways to explain how people become leaders.

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The first two explain the leadership development for a small number of people. These
theories are:
1. Some personality traits may lead people naturally into leadership roles. This is the
Trait Theory.
2. A crisis or important event may cause a person to rise to the occasion, which brings
out extraordinary leadership qualities in an ordinary person. This is the Great Events
Theory.
3. People can choose to become leaders. People can learn leadership skills. This is the
Transformational Leadership Theory. It is the most widely accepted theory today
and the premise on which this guide is based.

When a person is deciding if he/she respects you as a leader, he/she does not think
about your attributes, rather, he/she observes what you do so that he/she can know who you
really are. He/she uses this observation to tell if you are an honorable and trusted leader or a
selfserving person who misuses authority to look good and get promoted. Self-serving
leaders are not as effective because their employees only obey them, not follow them. They
succeed in many areas because they present a good image to their seniors at the expense
of their workers.

THE TWO MOST IMPORTANT KEYS TO EFFECTIVE LEADERSHIP

According to a study by the Hay Group, a global management consultancy examined and
found out that:
1. Trust and confidence in top leadership was the single most reliable predictor of
employee satisfaction in an organization.
2. Effective communication by leadership in three critical areas was the key to winning
organizational trust and confidence:
 Helping employees understand the company's overall business strategy.
 Helping employees understand how they contribute to achieving key business
objectives.
 Sharing information with employees on both how the company is doing and
how an employee's own division is doing - relative to strategic business
objectives. So, you must be trustworthy and you have to be able to
communicate a vision of where the organization needs to go. The next
section, "Principles of Leadership", ties in closely with this key concept.

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PRINCIPLES OF LEADERSHIP
To help you be, know, and do; (U.S. Army, 1973) follow these eleven principles of
leadership (later chapters in this guide expand on these and provide tools for implementing
them):
 Know yourself and seek self-improvement - In order to know yourself, you have to
understand you be, know, and do, attributes. Seeking self-improvement means
continually strengthening your attributes. This can be accomplished through self-
study, formal classes, reflection, and interacting with others.
 Be technically proficient - As a leader, you must know your job and have a solid
familiarity with your employees' tasks.
 Seek responsibility and take responsibility for your actions - Search for ways to guide
your organization to new heights. And when things go wrong, they always do sooner
or later - do not blame others. Analyze the situation, take corrective action, and move
on to the next challenge.
 Make sound and timely decisions - Use good problem solving, decision making, and
planning tools.
 Set the example - Be a good role model for your employees. They must not only hear
what they are expected to do, but also see. We must become the change we want to
see - Mahatma Gandhi
 Know your people and look out for their well-being - Know human nature and the
importance of sincerely caring for your workers.
 Keep your workers informed - Know how to communicate with not only them, but also
seniors and other key people.
 Develop a sense of responsibility in your workers - Help to develop good character
traits that will help them carry out their professional responsibilities.
 Ensure that tasks are understood, supervised, and accomplished - Communication is
the key to this responsibility.
 Train as a team - Although many so-called leaders call their organization,
department, section, etc. a team; they are not really teams...they are just a group of
people doing their jobs.
 Use the full capabilities of your organization - By developing a team spirit, you will be
able to employ your organization, department, section, etc. to its fullest capabilities.

FACTORS OF LEADERSHIP
There are four major factors in leadership:
Follower: Different people require different styles of leadership. For example, a new hire
requires more supervision than an experienced employee. A person who lacks motivation
requires a different approach than one with a high degree of motivation. You must know your

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people! The fundamental starting point is having a good understanding of human nature,
such as needs, emotions, and motivation. You must come to know your employees be, know,
and do attributes.
Leader: You must have an honest understanding of who you are, what you know, and what
you can do. Also, note that it is the followers, not the leader who determines if a leader is
successful. If they do not trust in their leader, then they will be uninspired. To be successful
you have to convince your followers, not yourself or your superiors, that you are worthy of
being followed.
Communication: You lead through two-way communication. Much of it is nonverbal. For
instance, when you "set the example," that communicates to your people that you would not
ask them to perform anything that you would not be willing to do. What and how you
communicate either builds or harms the relationship between you and your employees.
Situation: All are different. What you do in one situation will not always work in another. You
must use your judgment to decide the best course of action and the leadership style needed
for each situation. For example, you may need to confront an employee for inappropriate
behavior, but if the confrontation is too late or too early, too harsh or too weak, then the
results may prove ineffective. Various forces will affect these factors. Examples of forces are
your relationship with your seniors, the skill of your people, the informal leaders within your
organization, and how your company is organized.
Attributes: If you are a leader who can be trusted, then those around you will grow to
respect you. To be such a leader, there is a Leadership Framework to guide you: BE KNOW
DO
 BE a professional. Examples: Be loyal to the organization, perform selfless service,
take personal responsibility.
 BE a professional who possess good character traits. Examples: Honesty,
competence, candor, commitment, integrity, courage, straightforwardness,
imagination.
 KNOW the four factors of leadership - follower, leader, communication, situation.
 KNOW yourself. Examples: strengths and weakness of your character, knowledge,
and skills.
 KNOW human nature. Examples: Human needs, emotions, and how people
respond to stress.
 KNOW your job. Examples: be proficient and be able to train others in their tasks.
 KNOW your organization. Examples: where to go for help, its climate and culture,
who the unofficial leaders are.
 DO provide direction. Examples: goal setting, problem solving, decision making,
planning.
 DO implement. Examples: communicating, coordinating, supervising, evaluating.

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  DO motivate. Examples: develop morale and esprit de corps in the organization,
train, coach, counsel.
Environment: Every organization has a particular work environment, which dictates to a
considerable degree how its leaders respond to problems and opportunities. This is brought
about by its heritage of past leaders and its present leaders. Goals, Values, and Concepts
Leaders exert influence on the environment via three types of actions:
• The goals and performance standards they establish.
• The values they establish for the organization.
• The business and people concept they establish.
Successful organizations have leaders who set high standards and goals across the entire
spectrum, such as strategies, market leadership, plans, meetings and presentations,
productivity, quality, and reliability. Values reflect the concern the organization has for its
employees, customers, investors, vendors, and surrounding community. These values define
the manner in how business will be conducted. Concepts define what products or services
the organization will offer and the methods and processes for conducting business.
These goals, values, and concepts make up the organization's "personality" or how the
organization is observed by both outsiders and insiders. This personality defines the roles,
relationships, rewards, and rites that take place.
Roles and Relationships: Roles are the positions that are defined by a set of expectations
about behavior of any job incumbent. Each role has a set of tasks and responsibilities that
may or may not be spelled out. Roles have a powerful effect on behavior for several
reasons, to include money being paid for the performance of the role, there is prestige
attached to a role, and a sense of accomplishment or challenge.
Culture and Climate: There are two distinct forces that dictate how to act within an
organization: culture and climate. Each organization has its own distinctive culture. It is a
combination of the founders, past leadership, current leadership, crises, events, history, and
size. This results in rites: the routines, rituals, and the "way we do things." These rites
impact individual behavior on what it takes to be in good standing (the norm) and directs the
appropriate behavior for each circumstance.

What I need to know

After going through this module, you are expected to:
1. identify ways to become responsible in a relationship
2. distinguish the various roles of different individuals in society and how they can
influence people through their leadership or followership; and
Code/s: EsP-PD11/12PR-IIb-9.3

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 EsP-PD11/12SR-llb-10.1

What I know

Activity 1
Directions: Do the following activities on a sheet of paper and submit to your teacher for
checking.
WHO DO YOU ADMIRE AND WHY?
1. Write down the names of people you admire or look up to.
1

2. What quality or characteristic you admire most about each of them?

1

3. How well do you possess the qualities you admire in them? In a scale of 1 to 5,
where 1 is Not Really and 5 All The Way.
Quality 1: 1 2 3 4 5
Quality 2: 1 2 3 4 5

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 Quality 3: 1 2 3 4 5

4. List one or two ways you can further develop the qualities you admire in others.
1.

2.

Activity 2
Directions: Based on the illustration below, explain how communication can help the
follower and the leader deal with a current problem. Write your answer on a separate sheet
of paper and submit it to your teacher for checking.
Note: Please limit your explanation to the illustration with not more than 50 words.

What’s In

Activity 3: The purpose of this activity is to know the different concepts of leadership.
Directions: In a separate sheet of paper, answer the following questions briefly.
1. What actions will work in favor of achieving the team’s goal?
2. What actions will prevent the team from achieving its goal, or reduced the
team’s effectiveness in achieving its goal?
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 3. How is leadership achieved?
4. If the team will choose a leader, how should this decision be made?
5. If the teacher assigned a leader, how should this make the other team members feel?
6. If no leader was initially assigned or chosen, will a leader emerge as the activity
takes place? If yes, how will this happen?
7. How can the team leader influence the actions of its members?
8. How does this activity relate to what you think about leadership?

What’s New

Activity 4

Direction: Accomplish the table given. Write at least 15-30 Qualities/Skills in each column to
describe your kind of Leader. Do this on a clean sheet of paper. Submit to your teacher for
checking/evaluating.
Describe Your Leader
Qualities/Characteristics Skills/Abilities

Write at least of 15 Write at least of 15 Skills/Abilities of a

Qualities/Characteristics of a Leader. leader.

What’s More

Activity 5: Leader Identification

Directions: Identify a person you regard as a great (effective) leader. This leader could be
someone you know, or someone you have heard of or have read about. Write down the
qualities/characteristics or skills/abilities you believe have made this person an effective

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leader. Use a clean sheet of paper to do this activity. Submit to your teacher for
checking/evaluating.

What I Have Learned

Activity 6

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Please refer to the rubric below.
Make a poster showing different roles of a leader and follower in a society that could
influence people.

CRITERIA 5 4 3 2
Pictures - All pictures are Most pictures Some Few pictures are
Relevance related to the are related to pictures are related to
topic and make the topic and related to the the topic and
it easier to make it easier topic and somewhat
understand to understand make it easier unclear to
to understand. understand.

Pictures - All pictures Most pictures Some Few pictures

Originality used on the used on the pictures used used on the
poster reflect poster reflect on the poster poster reflect a
the uniqueness some reflect a few few uniqueness
of students' uniqueness of uniqueness of of students'
creativity in students' students' creativity in
their creations. creativity in creativity in their creations.
their creations. their creations

Necessary The poster All necessary Several Few necessary

Elements includes all elements are necessary elements were
necessary included on the elements are missing.
elements as poster. included on
well as the poster.
additional
information.
Attractiveness The poster is The poster is The poster is The poster is
very attractive attractive in somewhat designed poorly
in relation to relation to attractive in and
color, design, color, design, relation to unattractive.
organization, organization, color, design
and elegance. and elegance. but a little bit
messy.

Assessment
Activity 9
Directions: Assess yourself as a leader. Use the scale given in describing your qualities.
Write your answers on a clean sheet of paper and submit to your teacher for
checking/evaluating.
1 = Statement Not true 2 = Seldom true 3 = Occasionally true

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 4 = Somewhat true 5 = Very true
1. I am effective with the detailed aspects of my work.
2. I usually know ahead of time how people will respond to a new idea or proposal.
3. I am effective at problem solving.
4. Filling out forms and working with details comes easily for me.
5. Understanding the social fabric of the organization is important to me.
6. When problems arise, I immediately address them.
7. Managing people and resources is one of my strengths.
8. I am able to sense the emotional undercurrents in my group.
9. Seeing the big picture comes easily for me.
10. In my work, I enjoy responding to people’s requests and concerns.
11. I use my emotional energy to motivate others.
12. Making strategic plans for my company appeals to me.
13. Obtaining and allocating resources is a challenging aspect of my job.
14. The key to successful conflict resolution is respecting my opponent.
15. I enjoy discussing organizational values and philosophy.
16. I am effective at obtaining resources to support our programs.
17. I work hard to find consensus in conflict situations.
18. I am flexible about making changes in our organization.

References:
Changing Minds.org. “Leadership Theories.” Theories. 2002–2009.
<http://changingminds.org/disciplines/leadership/theories/leadership_theories>. Van

Wagner, Kendra. “Leadership Theories.” About.com: Psychology.

<http://psychology.about.com/od/leadership/p/leadtheories.htm>.

For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

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