SYLCLead Com

LEADERSHIP COMMUNITIES FACILITATOR’S GUIDE 2012
PROGRAM OVERVIEW
The Leadership Communities (LeadCom) program is an initiative of Ayala Foundation that
aims to develop, inspire, empower, and nurture the leadership of young Filipinos and promote
servant leadership to student leaders in various parts of the Philippines.
LeadCom takes inspiration from the Ayala Young Leaders Congress (AYLC), the flagship program
of the Ayala Group of Companies for Youth Leadership Development and is a response to the
AYLC program’s goal of providing opportunities for a greater number of young Filipinos to learn
and develop their leadership. Through LeadCom, more young Filipinos are expected to become
servant leaders actively engaged and committed to bringing change in their respective
communities.
The 6-phased program aims to inspire and develop servant leaders in a defined area (city or
province). Working with 5 to 10 partner colleges and universities, the goal over 12 months is to
form a community and network among these schools to champion youth leadership
development and to equip all partner school with the needed skills and competencies to train
student leaders on a regular and sustained basis.
PHASES 1 to 3
A Core Group composed of 2 representatives from each partner school takes the lead in
forming the leadership community and in preparing for the LeadCom leadership camp, with
support and guidance from Ayala Foundation. This core group is expected to become a
mechanism and platform for synergy and cooperation among partner schools and other local
institutions for youth leadership development.
Together, partner schools organize the 3-day LeadCom Leadership Camp for 100 college
student leaders. Trained facilitators and volunteers from each partner school commit their
presence to meet the learning objectives of the 3-day leadership experience. As one
community, school representatives and facilitators work to create a venue for their student
leaders to interact with each other, practice servant leadership, and hone their skills to help
them become positive agents of change in their schools, and communities and in society. The
camp program includes talks, group discussions, reflection activities, and experiential learning
challenges aimed to help each participant learn and better understand his/her self and
leadership.
PHASES 4-6
The next three phases is focused on forming the facilitator network and conducting the uniform
leadership program, sharing leadership through the Servant Leadership in Practice (SLIP) small
project grants, and sustaining the community:
The facilitators training and planning workshop aims to establish the Facilitator Network.
Inputs provided during the workshop guides the group in designing a uniform leadership
program, to be conducted in each partner school. The resulting program will retain the key
features of the camp experience and will communicate clearly the key leadership concepts and
values espoused by LeadCom while designed to suit the capacities of all schools. Partner
schools are expected to conduct the school-based program they have designed together and
will tap the LeadCom facilitator network in its conduct.
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The Servant Leadership in Practice (SLIP) is a follow through activity from the Leadership
Camp that allows participants to translate and apply their leadership learning into tangible
projects that will benefit their chosen community. Through small grants for each leadership
team, youth leaders are expected to work collaboratively and conceptualize a project
based on the identified needs of their chosen community or of their school. The process is
a concrete leadership experience where they learn to mobilize support, define their
responsibilities, plan and organize tasks, and implement the project within a 3-month
timeframe.
FACILITATING THE LEADCOM CAMP

FACILITATION AS LEADERSHIP
You lead when you facilitate. You facilitate when you lead.
Facilitation is defined in the dictionary as “the act of assisting or making easier progress or
improvement.” In the context of leadership development, progress refers to individual growth
and progress in learning (individual and group) and group functioning. A facilitator is a “non-
directive leader whose role is one of assistance and guidance, not of control (Avery, Auvine,
Streibel, and Weiss).” “(The facilitator) focuses on guiding without directing…helping people
self-discover new approaches to solutions and problems (Kayser).”
Your role as facilitator is crucial to the learning of your young leaders. Though inputs about
leadership come from many sources in the camp, it is through your facilitation that your
participants will be led to discover and learn for themselves what is personally and particularly
important for them as leaders and how these can relate to their unique context and leadership
responsibilities.
As a facilitator, you serve as an example of servant leadership to your participants. The

manners by which you listen deeply, show genuine love and concern, challenge individual and
group growth, promote teamwork, and inspire excellence are marks of servant leaders.
Model the way. One of the most effective ways to teach leadership is by example.
FACILITATION PROMOTES GROWTH

Your over-all objective as camp facilitators is to promote individual learning and insights about
leadership and the participant’s unique leadership context. Each participant must be
encouraged and led to grow and develop by:
1. Experiencing fully all challenges and activities of the camp.

2. Practicing leadership during the camp and trying different ways of leading.
3. Reflecting constantly on experiences during the camp, and even outside, on an ongoing
basis
4. Understanding, challenging, or affirming personal assumptions and mindsets about
leadership
5. Sharing personal stories and insight in a safe and nurturing group environment
6. Committing to action for personal growth
7. Committing to service in his/her community
CAMP METHODOLOGIES
Choosing the appropriate process or methodology is to achieving a desired learning objective.
Finding the appropriate methodology requires a keen understanding of the group’s needs and
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what works for them. A clear learning objective coupled with a process that does not connect
with the participants will be ineffective.
A variety of methods are available to you as a facilitator. Whereas traditional leadership

training programs rely heavily on lectures and talks, the LeadCom Camp uses a combination of
methodologies to keep participants interested and involved. Combining appropriate
methodologies enhance the whole learning experience and addresses participants’ various
learning styles, age, culture, and context.
One approach that has enhanced learning in leadership development programs, and has been
adopted as an underlying learning methodology in the LeadCom Camp program is
Experiential Learning.
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EXPERIENTIAL LEARNING
The underlying principle of experiential learning describes that individuals learn best through
experience that is reflected on and drawn learning from. Most experiential learning models
have four distinct phases: experience, reflection, generalization, application.
The experiential learning cycle describes the various stages that a group or an individual
goes through after an experience. As a facilitator, your role is to help your participants move
through this cycle to learn and gain meaning from an experience. The experience can be
anything (i.e.: dancing, running, telling a story, bringing down a hoop, crossing a fence,
discovering a maze pattern, keeping silent, etc). Experiences can range from positive or
negative, successes or failures, comfortable or uncomfortable. However, there is something to
be learned from all experiences—as long as one takes time looking back on it.
Step 1. Experiencing (Activity, doing)

Step 5. Applying
Learning (planning Step 2. Reflection,
more effective behavior)
EXPERIENCING Sharing Reactions and
Observations
APPLYING PROCESSING
Step 4.Generalizing
GENERALIZING
(connecting experience to Step 3: Discussing patterns and
“real life”, inferring principles dynamics, understanding what
about the “real world”) happened in the experience
Reflection occurs within an individual. Reflecting and understanding what happened in the
experience is a very important aspect of the experiential learning cycle. Participants are able to
internalize the experiences that they had and begin to see the larger meaning and dynamics at
work in these experiences.
Processing/Interpreting can occur on an individual basis or as a part of a larger group. Often

in a teambuilding program, processing is part of the debriefing activity. Processing helps find
the meaning of the activity. The chart below is a framework for questioning covering all stages
of the experiential learning process.
The Generalization and Application of new knowledge is a key piece to this learning model.
The learning from the experience has been distilled through reflection and processing. The
participants begin to think about how they will apply what they have just learned to future
experience in their lives.
“I HEAR AND I FORGET, I SEE AND I REMEMBER, I DO AND I UNDERSTAND”
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CO-FACILITATORS
Co-facilitation has many advantages, perhaps the most important being having a better
attention to and perspective on group and individual issues and dynamics but it also has
disadvantages owing to personal and theoretical differences between co-facilitators.
To manage these disadvantages, meet with your co-facilitator prior to each session. Get to
know each other’s facilitation philosophy, style and experience. Agree on how you can best
work together. After each session, meet to review group functioning and dynamics, member
needs if any, and plan on how to proceed with the next session, including appropriate
interventions. Discuss also how you worked together and provide feedback to one another as
necessary.
Meet with your co-facilitator in preparation for the assessment of each of your small group
member so that you can exchange perspectives on each of them.
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MODULE 0: INTRODUCTIONS AND TONE

SETTING
FIRST IMPRESSIONS LAST
It is important to set the stage and tone of the LeadCom camp right from the very start. Begin
your program on a high energy level and build on this energy as you move along. Excite your
participants in creative ways to give them a preview of things to come. While some of your
participants may have attended other leadership programs, show that that the LeadCom camp
is not your typical leadership training and that there is so much to look forward to.
START FUN, START STRONG

Choose a combination of fun and engaging activities that will allow your participants to get to
know each other—their small group mates, facilitators, co-participants. Get them to share their
excitement, worries, doubts, expectations about the camp in a fun and safe atmosphere. Most
importantly, begin getting your participants to become active shapers in creating a camp
environment that will challenge and nurture growth in each person.
KEY ELEMENTS AND ACTIVITIES

The key activities in this portion are:
I. Opening Talks
II. De-Inhibitizers and Getting to Know You activities
III. Small Group Introductions and Tone Setting
A. Small Group Introductions
B. Group Juggle and Beat the Record
C. Small Group Briefing
D. Full Value and Learning Contract, Group Name, and Power Word
IV. LeadCom Camp Briefing
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I. OPENING TALKS
Objectives:  One representative from AFI, AAP,

The opening talks should be able to: Organizing Team and other partners to
 Welcome the participants; and speak
 Provide an overview of the LeadCom  Keynote Speaker
program Note: refer to guide in choosing
 Highlight the importance of leadership in speakers
the context of the province, schools,  Sound System
society today.  PowerPoint Slides
 Token for Keynote Speaker
Time Needed:
Venue:
1 hour 10 minutes
 Indoor
Hall.
seats Note to
Equipment, Materials, Resources: arranged Facilitators:
by rows the prayer
should
consider and
Process (to be facilitated by Lead Facilitator) reflect the
religious
1. Open the camp with a prayer and the Pambansang Awit (5 backgrounds
mins.) and
2. Each representative delivers the message on behalf of differences of
his/her institution. (15 mins.) These include messages from: the
participants.
a. Local Program Core Group and Organizers
b. Program Proponent: Ayala Foundation, Inc.
c. Main Program Partner: Active Aid Partnership (or others, if present)
d. When applicable, local partner/s involved in the program (LGU, Local Business,
etc.)
3. Introduce the Keynote Speaker. (5 mins.)
4. Keynote Address (30 mins.)
5. Ask key representatives to give token to keynote speaker. (5 mins.)
6. Group Photos (by school) (10 mins.)
II. DE-INHIBITIZERS AND GETTING-TO-KNOW-YOU
Objectives: Equipment, Materials, Resources:
The activities should allow the participants to: *see activity guide for specific materials
 Loosen up and relax; needed
 Get to know the others; and
 Feel the tone of the camp Venue:
 Indoor or Outdoor Space free to
Time Needed: 1 hour obstructions
Process (to be facilitated by Lead Facilitator, Small Group Facilitators may join in the GTKY
activities)
1. Gather all participants in one big circle. Ask them to stand shoulder to shoulder.
Introduce some yells/jargons that will be used throughout the camp (5 mins.)
a. Taas (clap over one’s head)
Note: the local term equivalent to “taas” should be used
b. Energy level check Note to
facilitators: Get
c. LeadCom Cheer
more interaction
d. LeadCom Handshake going! Ask
e. Q: Handa na ba kayo? / A: Oo, Shempre! participants to
(with action) share something
about themselves
f. Others that may be developed
to their partner/s as
you go through the
2. Conduct 2 de-inhibitizers that will get participants activities. (Ex:
to interact and familiarize themselves with each during bumabagyo,
other’s names and interests. Choose from the list ask the participants
of suggested activities below. (20 mins.) to say hi, sing their
 Evolution favorite song, and
do the LeadCom
 Bahay, Bata, Bagyo handshake with the
 Have you ever?/Bumabagyo persons beside
him/her)
 Switcheroo
3. Ask the participants to join their small group. Small group facilitators will take over.
Note to secretariat: If groupings can be determined prior to the camp, an engaging
process to finding one’s group is recommended
III. SMALL GROUP INTRODUCTIONS AND TONE
SETTING
Objectives:
The Introductions and tone-setting should
be able to:
Time Needed:
 Identify the expectations for the 3-day
congress; 1 hour 15 minutes
 Produce the Group Learning Contract
(GLC), the list of attitudes and behaviors Equipment, Materials, Resources:
they will practice to attain the *Itemized per activity
atmosphere for maximum learning
during the congress; Venue:
 Form the groupings, let the participants  Breakout areas for each small group
know the members of their respective within the plenary hall or
small group and set their Group Battle conveniently near the session hall
Cry and the Camp Power Words
Process (to be facilitated by small group facilitators)
A. SMALL GROUP INTRODUCTION

Materials: Two (2) small plastic/rubber balls per group
Time Needed: 15 minutes
1. Gather the participants in a circle standing shoulder to shoulder. Ask participants to

introduce himself/herself to the group using 5 P’s:
a. Pangalan (complete name and nickname)
b. Pag-aaral (school, year level and course)
c. Pinagkakaabalahan (involvements outside of school/academics - e.g. works
part-time, volunteer on week-ends)
d. Paboritong __________ (Choose 1: kanta, pagkain, artista, pananamit, kulay, etc)
e. Pangamba: “Sa Camp na ito, sana walang…”
2. After a person has introduced himself, ask him to pass the ball to a person across him in
the circle. Before proceeding with the activitiy, give the following reminders:
 Call out clearly the name of the person before passing the ball.
 Make sure the person acknowledges your communication before passing the ball.
 Do not throw the ball. Toss it in a manner helpful for the receiver.
3. The person who received the ball introduces himself/herself in the same manner as
described above (5Ps). Continue this procedure until all have introduced themselves.
B. GROUP JUGGLE and BEAT THE RECORD

Materials: Timer, Plastic Balls
1. After everyone has introduced

himself/herself, explain the
mechanics of the group juggle Note to facilitators: activity
as follows: Get the group involved.
a. The purpose of the group Have them set and juggle is
to facilitate recall of agree on their own time names of
group members. target and challenge
b. If the ball is dropped, the them to beat their own group
starts again from the record—this experience
beginning. and metaphor will be an
important foundation
c. Your goal is to pass the ball from
throughout the camp.
the first person to the last person in
Increase the level of
the fastest time possible. Time
challenge by adding
starts when the ball leaves
more balls or by having
the facilitator’s hand and stops
the group try a different
when the last person catches
passing pattern (1 ball
it.
reverse order and 1 ball
normal order)
2. Debrief the experience with the following
questions:
a. Describe how your group performed during your slowest time and fastest time.
b. What changes/improvements did you notice in your group as you went through
the rounds?
c. What helped you reach your fastest time? What did not help?
d. What learning can we draw from this?
e. How is this learning relevant to leadership? To our camp?
3. Synthesize the sharing using the points and learning shared by your group members.
C. SMALL GROUP BRIEFING

1. Taking off from the learning shared, introduce the LeadCom Camp as:
a. An experience that will challenge you as individuals and as a group
b. An opportunity to practice leadership together—have fun, make mistakes, try
new things—and through this process, learn and deepen our understanding of
yourself and of leadership.
2. Introduce yourself to your group. Share your name, school, and designation and how
you want them to call you (ate or kuya or first names). Share to your group the role of
the facilitators:
English Tagalog
 We are companions on this 3-day  Kasama ninyo kami sa 3 araw na
journey of leadership learning and paglalakbay upang matuto at
personal discovery. makatuklas ng bagong aral.
 Our role is to be a guide and NOT a  Kami ay gabay at hindi mga guro.
teacher. Expect us to ask more Huwag ninyong asahan na magbibigay
questions rather than give you kami ng sagot o solusyon. Mga
solutions or answers. We want to help katanungan ang aming ibibigay para
you learn and discover ideas for inyong gabay. Hangad naming
yourself. matuklasan ninyo ang mga aral sa
 We will encourage you to give your inyong sarili.
best and your entire self in all our  Hihikayatin namin kayong ibigay at
activities and challenges. mag-participate sa activities natin
 We will give you challenges to test nang buong husay.
your leadership and your group.  Susubukin namin kayo at ang inyong
 We will share our experience and give pamumuno sa pamamagitan ng mga
you some advice when there is a challenges na pagdadaanan ng inyong
need. grupo.
 Ibabahagi namin ang aming mga
karanasan at mga payo kung
kinakailangan.
D. GROUP LEARNING CONTRACT, GROUP NAME, POWER

WORD
Materials: Katcha/Learning Mat, Pentel Pens, Metacards, Colored Markers
1. Give each participant 3 metacards and ask them to complete the statements below by
writing in the metacard provided.
a. Para maging mas mabuti or epektibong leader ako sa aking
organisasyon/paaralan/komunidad, sana matutunan ko… (Metacard A)
b. Upang matutunan ko ito, inaasahan ko na_________________ ang aking…
i. Facilitators (Metacard B)
ii. Kasama sa grupo (Metacard C)
2. Ask each participant to share the completed statements (Metacards A, B, C). Introduce
the group learning contract with the following points:
English Tagalog
a. Many of the activities and challenges in this  Karamihan ng mga activities sa ating camp
congress will be done with this group. The ay gagawin kasama ng grupo na ito. Ang
activities and challenges involve varying mga activities at challenges na ito ay may
degrees of risk—physical, emotional and aspeto o elemento na maaaring ituring na
social risks. mapanganib—pisikal, emosyonal, at sa
b. It is important that your group is able to kapwa miyembro.
create a supportive atmosphere so that all  Dahil dito, mahalagang pagsikapan ng
members feel safe and secure to take risks grupo ninyo na makabuo ng isang samahan
—big or small. na may pagsuporta at tiwala upang panatag
c. To develop this supportive atmosphere, we ang loob ng bawat isa na magbahagi at
ask you to agree on five (5) behaviors magtaya.
that you will all practice throughout the  Para mangyari ito, kailangan ninyong mag-
camp. This agreement will define how your usap at gumawa ng isang kasunduan. Ang
group will work together toward its goals. kasunduang ito ay maglalaman ng 5 bagay
d. In coming up with your 5 agreements, na inyong gagawin sa ating congress upang
remember to consider how you will “fully makamit ng grupo ang mga layunin nito.
value”:  Sa pagbuo ng inyong kasunduan, tandaan
Your Self na ang layunin nito ay mabigyang halaga
Each Other ang mga sumusunod:
Their group and all other participants Ang inyong sarili
The Learning Experience. Ang mga kasapi ng grupo
Ang ibang participants
Ang karanasan at mga natutunan
3. Ask the group to agree on 5 behaviors that your group will practice to help them
learn from the camp. Ask the group to write these on their learning mat.
4. Ask the group to come up with a group name and a power word that best captures
the spirit of their group.
IV. LEADCOM CAMP BRIEFING
Objectives:
Equipment, Materials, Resources:
The briefing should allow the participants
to:  Sound System and Microphone
 Laptop and LCD
 Familiarize themselves with the
 LeadCom PowerPoint Slides
nature and goals of the camp
Venue:
Time Needed:
 Plenary hall
45 minutes
Process (to be facilitated by the Lead Facilitator)
1. Ask each group to share their FVLC, group name, and power word to the plenary.
Note to facilitator: Manage time well. Group representatives may have a tendency to
drag.
2. Establish the pen flip metaphor. Using the metaphor, share the principles that will guide
the conduct of the LeadCom Camp.
a. The best way to learn leadership is by doing leadership. Do not expect to just sit
down and listen. Learning about leadership happens when you get involved and
immersed in the experience.
b. Be fully present in all the activities and challenges.
c. Challenge yourself. Go out of your comfort zone
d. Listen/Silent: many learning and insights will happen when you listen deeply. To
do this you must also learn to silent yourself.
e. Keep asking: When something’s not clear, ask. When you want to know more,
ask. When you think you have found the answer, ask. When you want to learn,
ask.
f. Honor your FVCs throughout the camp. Build on them—add and clarify. Make it
your own.
3. Introduce the next Module of the Camp—Understanding Leadership.
MODULE 1: LEADERSHIP AS SERVICE

AND STEWARDSHIP
Notes from the Leadership Talk of Simon C. Mossesgeld
To facilitators: Use this sheet to note down key points from the talk. These points will be
important as we go through the rest of the camp program. Refer to these and let the ideas
guide you and your participants in understanding what leadership is all about.
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MODULE 2: KNOWING MY SELF,

KNOWING MY LEADERSHIP
SELF AWARENESS: THE STARTING POINT FOR LEADERS
The most important tool of leaders is the self, his/her person. The journey of leadership
development begins with the process of self-awareness towards an honest and critical
understanding of one’s self. This process involves reflecting honestly, deeply, and critically on
the various aspects of one’s self:
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 Personal Strengths and  Weaknesses and Areas of

Gifts Growth and Improvement
 Passion and Interests  Life History and
 Values and Principles in Life Experiences
 Desires and Dreams.
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The series of self-awareness exercises enable young leaders to look at themselves based on
their own self-knowledge, as well as from the perspective of others. In doing so, they gain a
better understanding and appreciation of who they are. In the process, they also begin to
identify areas for growth to improve themselves and consequently, their leadership.
DEVELOP SELF AWARENESS

The activities in line with this module aim to help participants gain a deeper, more heightened
and greater understanding of the aspects enumerated above. The activities aim to develop in
the participants the values, skills, and attitudes that will enable him/her to become more self-
aware and to practice this on a regular basis. By the end of this module, the participants would
have been able to:
 Deepen his/her understanding of him/her self

 Practice self-reflection
 Identify and appreciate one’s gifts and strengths
 Assess areas for improvement
Additionally, participants would also have been able to:

 Grown in the ability to listen emphatically to others’ stories.
 Establish deeper bond and connection with group mates
KEY ELEMENTS and ACTIVITIES

The key activities in this module are:
I. How I See My Self and How Others See Me (Ang Aking Dalawang Mukha)
II. Life Journey Reflection and Drawing
III. Life Journey Sharing
IV. Day 1 Reflection Session
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I. HOW I SEE MY SELF/HOW OTHERS SEE ME
A. ANG AKING DALAWANG MUKHA

By the end of the module, the participants  Dalawang Mukha Worksheet (1 per
would have been able to: participant + extra copies)
 Reflect on the positive and negative  Crayons, pencil
qualities of their self  PowerPoint Slides for Dalawang
 Share reflections with others Mukha
Time Needed: Venue:

 Breakout areas for 10 small groups
1 hour 30 minutes
within the plenary hall or
conveniently near the session hall
1. Discuss the relationship between leadership and self awareness.
2. Brief the activity as follows (5 mins.). Introduce the metaphor of the mirror—looking at
one’s self.
English Tagalog
“Leadership begins with one’s self…it “Nagsisimula ang leadership sa ating
begins with understanding who we are. sarili…sa pagkilala at pagunawa sa
To be a more effective person and tunay na ako. Para maging mas
leader, it is important for you to know epektibong lider, mahalagang makilala
and understand yourself. For this muna ng lider ang kanyang sarili. Sa
activity, you will be mirrors to each susunod nating activity, titignan ninyo
other Just like a mirror; you will look at ang inyong sarili at ibabahagi ito sa
yourself and attempt to look at how inyong mga kapwa lider. Tandaan at
others see you. You will share these simulang gawin ang inyong mga
things about you to your fellow leaders. napagkasunduan sa inyong group
Remember the agreements you had in learning contract sa activity na ito at sa
your group learning contract and begin mga susunod pa nating mga activity.”
practicing them in this and in
succeeding activities.”
3. Give each participant 1 copy of the Dalawang Mukha worksheet and some
coloring/writing materials and give the following instructions (15 mins.) [slide]
o Write your name on the worksheet and then turn to the side with the circle
drawn on it.
o Imagine that you are looking into a mirror, that what you are seeing right now in
front of you is a reflection of yourself. Imagine it clearly.
o After seeing your reflection in front of you, draw yourself on the worksheet.
4. After the face has been drawn completely, ask the participants to turn to the other side
of the worksheet, divide the blank face vertically into two sides. Ask them to label the
left side “HAPPY” and the right side “UNHAPPY.” (highlight difference between how
others see you and how you see yourself)
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5. Ask each participant to answer the following questions and write their responses in the
corresponding side of the face. Encourage them to list down as many responses as
possible on both sides of the face (15 mins.)
HAPPY SIDE  UNHAPPY SIDE 

 What do I like about myself?  What do I want to improve in
 What do others like about me? myself?
 What do I do well?  What others might not like about
me?
 What are my positive qualities?
 What don’t I do well?
 What makes me an effective
person or leader?  What are my negative qualities?
 What makes me an ineffective
person or leader?
6. Ask the participants to join their small group and share their output. Small group
facilitators debrief the experience after sharing (30 mins.)
 How did you feel while sharing your “happy” face? Your “unhappy” face? Why?
 What did you find easier to write/list down, your “happy” or “unhappy” face? Why?
 What did you find easier to share, your “happy” or “unhappy” face? Why?
 Is there a difference between how others see you and how you see yourself?
 What new aspects of yourself did you learn during this activity? What aspects did
you become more deeply aware of?
 What struck you most about others? Of what benefit is this learning to you?
 What is the benefit of this activity been for you? What do these insights tell you
about your leadership?
 What did you learn here that will be useful for you as a leader? How?
7. Give participants time to go around and view other participants’ FACE drawing.
Encourage them to get to know as many fellow leaders as they can and to ask questions
about their happy and unhappy sides (5 mins.)
8. Synthesize with Johari’s Window input. (10 mins.)
B. LIGHT AND SHADE (ALTERNATIVE)

By the end of the module, the participants  10 mini Meta cards per participant
would have been able to:  Crayons, pencil, pen
 Reflect on the positive and negative  PowerPoint Slides for Light and
qualities of their self Shade
 Share reflections with others
Venue:
Time Needed:  Breakout areas for 10 small groups
within the plenary hall or
1 hour 30 minutes
conveniently near the session hall
1. Discuss the relationship between leadership and self-awareness.
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2. Brief the activity as follows (5 mins.). Introduce the metaphor of the light—looking at how
bright and dim some parts of space are.
English Tagalog
“Leadership begins with one’s self…it “Nagsisimula ang leadership sa ating
begins with understanding who we are. sarili…sa pagkilala at pagunawa sa
To be a more effective person and tunay na ako. Para maging mas
leader, it is important for you to know epektibong lider, mahalagang makilala
and understand yourself. For this muna ng lider ang kanyang sarili. Sa
activity, you will try to see the qualities susunod nating activity, titignan ninyo
in you that are in the light and shaded ang inyong sarili at ibabahagi ito sa
areas in your life. Just like the light and inyong mga kapwa lider. Tandaan at
the shade, you will look at yourself and simulang gawin ang inyong mga
attempt to look at what aspects of you napagkasunduan sa inyong group
are placed in the light and in the learning contract sa activity na ito at sa
shadows. You will share these things mga susunod pa nating mga activity.”
about you to your fellow leaders.
Remember the agreements you had in
your group learning contract and begin
practicing them in this and in
succeeding activities.”
9. Give each participant 10 mini Meta cards and some coloring/writing materials and give
the following instructions (15 mins.) [slide]
o Take 5 Meta cards and write on them your strengths and talents, things you
think you do well, and things you like about yourself.
o Take the other 5 and write on them your weaknesses and traits about you which
you think need improvement or changing, things your are not good at, and
things that are a challenge to you now.
o As you think of your lights and shades, think of your qualities and traits that are
your lights and shades in your life. Take a moment to reflect before writing these
down on your meta cards. Use one meta card for each light and shade.
10. After identifying your lights and shades, place the Meta cards on the body part which
you associate the qualities with e.g. Witty – Forehead, Kind – Chest, etc.
11. After all participants have places the cards on their body, ask the participants to join
their small group and share their lights and shades. Small group facilitators debrief
the experience after sharing (30 mins.)
 How did you feel while sharing your “lights”? Your “darks”? Why?
 What did you find easier to write/list down, your “lights” or “darks”? Why?
 What did you find easier to share, your “lights” or “darks”? Why?
 Is there a difference between how others see you and how you see yourself?
 What new aspects of yourself did you learn during this activity? What aspects did
you become more deeply aware of?
 What struck you most about others? Of what benefit is this learning to you?
 What is the benefit of this activity been for you? What do these insights tell you
about your leadership?
 What did you learn here that will be useful for you as a leader? How?
20
12. Give participants time to go around and view other participants’ lights and darks.
Encourage them to get to know as many fellow leaders as they can and to ask questions
about their sides (5 mins.)
13. Synthesize with Johari’s Window input. (10 mins.)
21
II. LIFE JOURNEY REFLECTION AND
DRAWING
Objectives:
By the end of the module, the participants Equipment, Materials, Resources:
would have been able to  One Half-Cartolina per participant
 Reflect on their personal life  Drawing/Coloring Materials and
 Listen empathically to the life stories of Pentel Pens
others  PowerPoint Slides for Life Journey
 Draw insights and learning about their  Reflection Music
self and their leadership
Venue:
Time Needed: 3 hours
 Plenary Hall
Process (briefing to be facilitated by Lead Facilitator, sharing to be led by small group
facilitators)
BRIEFING THE ACTIVITY AND DRAWING THE LIFE JOURNEY

1. Give each participant one 1/2 cartolina and ask the participants to fold it cross-side
(show an example).
2. Plenary facilitator introduces the activity to the participants as follows (10mins)

a. Facilitator Explains:
“Who we are today is the result of the influences of our past experiences and
how we dealt with them. It is also the result of the influences of the significant
persons in our lives. (Share an example of an experience and a person who
influenced who you are now.) For this activity, you will look back at your life so
far and become aware and identify the experiences that most influenced who
you are now. Become aware also and identify the persons who have most
influenced who you are now.”
3. Help the participants recall the significant experiences and events in their life. Guide
participants further with a spiel similar to the one below (10 mins to include
reviewing one’s life)
“Close your eyes. Imagine that you are watching a movie or telenovela. The
show is about you, about your life—it starts from the time you were born and
shows your meaningful events and experiences growing up, and all the events
that have led to today. Watch your life. Who are main characters in your story?
What roles did they play in your life? How did they influence you? What were the
situations/experiences that influenced who you are now, including your
leadership? Are there happy and exciting scenes? Was there action, drama,
comedy? Are there sad scenes? Picture these situations and persons as clearly
as possible.”
4. Allow a couple of minutes for the life review after which direct participants to the
projection screen with the following reflection questions:
What are the high points and low points of your life journey?
What are the events and experiences that have shaped your life? Your
leadership?
Who have influenced your life and leadership? How?
5. Continue the instructions as follows:
“Illustrate these life experiences (happy, sad, successes, failures) and the
persons who have influenced you and leadership in the form of a life journey on
the cartolina you have been provided. Use crayons and colored markers. Draw
your life journey on the left side of the folded cartolina. Do not draw anything on
the right side.”
“Do not worry about your drawing ability. That is not important. What is
important is what is in your drawing. Be ready to share your output with your
small group.”
6. Give participants 30 minutes to draw their life journey. Remind them to work on their life
journey in a place in the hall/area where they can reflect, focus, and not get distracted.
(30 mins)
III. SHARING THE LIFE JOURNEY OUTPUT AND

DEBRIEFING THE EXPERIENCE
1. Gather the group in a place conducive for reflection, sharing, and listening. Before
starting the life journey sharing, set the mood and guidelines for the sharing by (5mins)
a. Reviewing the group’s group learning contract and the camp rules of listening
and H.O.T. Communications to emphasize the need for sharing openly and
listening deeply to each one’s story.
b. Ask that each person limit the sharing of his/her life journey to 7 minutes so
that all group members will have time to share. Inform them also that questions
can be asked only after all group member have had the chance to share.
2. After all have shared, facilitator processes activity with questions such as: (30mins)
a. How did you feel while you were reflecting on your life?
b. How did you feel sharing about yourself?
c. What did you discover about yourself because of this activity? What did you
realize more deeply about yourself because of the activity?
d. Is there anything different about you now that you have shared something about
yourself? What might it be?
e. How did you feel when someone else was sharing? How did you feel about
listening?
f. What struck you most from the stories of others?
g. Are there any common things that you in this group share?
h. How is self-knowledge important to be effective?
i. How is knowing others important to be effective in dealing with them?
j. Is there anything you would like to say to anyone in the group?
IV. REFLECTION SESSION
Objectives:
By the end of the module, the participants Equipment, Materials, Resources:
would have been able to:  Journal and Pen
 Recall the significant events of the  Reflection Music
day  Reflection Guide (PowerPoint Slides)
 Draw insights and learning about
their self and their leadership Venue:
Time Needed: 30 minutes  Plenary Hall

Process (to be facilitated by Lead Facilitator)
1. Gather the participants in the plenary hall. Ask the group to sit 2 arms apart from each
other, to quiet down, center, and to remain silent. (10 mins.)
2. When the group is settled and silent, introduce the process of reflection and its
relevance to leadership by mentioning all of the points below. [slides]
a. The reflection process is an important tool for leaders to know and improve
themselves on a regular basis. Reflecting on our experiences, feelings, and
insights will help us deepen our learning so it becomes personally meaningful for
each individual.
b. You will be given time each day in our LeadCom camp to reflect and record your
reflections in your journal. This will help you keep track of your learning, which
you can go back to in the coming days, and even after our congress.
c. The reflection is your own. Write in a manner and language that is best for you.
You can write sentences, paragraphs, a poem, or draw.
3. Lead the participants in reviewing their significant experiences and insights of the day
in silence. Play appropriate reflection music to set the mood. (5 mins.)
4. Give participants 15 minutes to journal. (15 mins.)
5. Signal the group when time is up. Ask everyone to assemble in plenary for notes and
other reminders/instructions pertaining to.
a. Draw name of Secret Angel: the will be an angel to the person they picked.
Without the person discovering or without being too obvious, you must be a
leader to this person. It is up to you to give meaning to the goal.
b. Learning Wall: We have set up a Learning Wall for you to record your learning
that you want to share with everyone in this camp. Much like your facebook wall,
feel free to
i. Write your status, post notes
ii. Comment on the status or notes written
iii. Like what is written
iv. Tag and Share to others – other people who share the same ideas,
feelings, etc.
c. Remind participants about proper attire for the following day: LeadCom Shirt,
Closed Rubber Shoes, Pants
MODULE 3: LEADING OTHERS
LEADERS CANNOT DO IT ALONE
Leadership is always practiced in relation to others. Leaders recognize that some goals and
tasks are too great for one person to do by himself or herself. Big goals such as organizing a
major outreach for disaster victims, coordinating a fundraising concert, or building support to
ban plastics in your community cannot be done by one person, no matter how excellent he or
she is. The most effective leaders are those who are able to mobilize others towards a goal.
Servant leaders, instinctively ask, “Who else can help me?” They are humble enough to ask
help from other and offer it when other leaders are in need. This ability to influence, motivate,
and move people is the very essence of leadership.
Leaders, by who they are and what they do, influence those around in a variety of ways. It is
important that leaders develop attitudes and skills that will enable them to effectively
positively engage and work with others. While prior modules sought to guide participants in
exploring and understanding who they are, Module 3’s context leading a group or with a team
effectively and it focuses on the following key leadership skills, attitudes, and values:
 Building
and
Giving
Trust
 Promotin
g and
Encourag
ing
Teamwor
k
 Listening
and
Communi
cating
Clearly
and
Effectivel
y
 Developi
ng Win-
Win
Thinking
 Collabora
tion
 Enabling
a
group/te
am
Achieve
Objective
s
 Building
Communi
ty
 Sharing
Leadersh
ip
CREATE A SAFE SPACE
This module will require extra discipline and attention on your part as facilitator. The activities
laid out for this module involve some amount of physical and even emotional risk. The safety of
your participants is of utmost importance. We do not advise that you attempt the activities if
you have not undergone proper training and do not have safety/first-aid precautions.
KEY ELEMENTS and ACTIVITIES

I. Morning Games and Recap of Previous Day’s Learning
II. Servant Leaders Panel Sharing
III. Tone-Setting Activities, Challenge by Choice, and Safety Briefing
IV. Module 3A: Leading Others – Building and Giving Trust
A. Graduated Trust Activities
i. Trust Lean
ii. Pendulum or Willow in the Wind
iii. Trust Run or Trust Fall
B. Debriefing the Trust Activities
V. Module 3B: Leading Others – Teamwork
A. Breifing and Team Challenge Initatives:
i. Learning Maze
ii. Nuclear Fence
iii. Helium Hoop
VI. Module 3C: Collaboration and Thinking Win-Win
KEY CONCEPT: CHALLENGE BY CHOICE

“Being open to a challenge is being open to
a change. A willingness to change is about
venturing into new territory, considering
different ways of doing things. It is about
risk, trust and accepting the help of others.
Panic Zone This is the essence of experiential learning.
However, in embarking on such a journey,
Growth/Learning Zone there is a potential for our fears to be
exposed; losing face, showing our
Comfort Zone vulnerability, failure and injury. Challenge
presents us with opportunities to develop,
but we can take this too far. This creates
barriers to learning both now and in the
future (Ashridge Business School, n.d.)”
“Challenge by Choice” (CbC) is an essential principle

in Experiential Learning (Neill, 2008 and Itin, 1997).
This principle is about giving participants ownership
of their experiences by allowing them to define their
level of participation or involvement in an activity.
By doing this, participants make themselves
responsible for what and how much they would
learn. If for any reason a participant feels
Comfort Zone
uncomfortable in an activity, he/she may choose a
different way to be involved with the group.
CbC is described using three zones: comfort, growth, panic. The comfort zone is the
innermost zone, followed by the growth zone, and lastly the panic zone. The comfort zone
consists of way of thinking, practices, and behaviors that participants are familiar with, used to,
or are strong at. There is a sense of security brought about by the familiarity, routine, and
acknowledged strength in knowledge, skills, and attitude.
The growth zone is an area where a great deal of learning occurs because participants are
faced with a healthy challenge. Challenges are carefully crafted to take individuals to the
“edge” of their comfort zones and invite them to choose to move toward their growth zone by
trying new ways of thinking, behaving, and approaching a given
situation. These challenges are a chance for young leaders to try
difficult tasks, recognizing that the effort and attempt is more
significant than the actual performance results. Participants have the Note to facilitators:
opportunity to back off when performance pressures or self-doubt Start your morning on
become too strong, knowing an opportunity for a future attempt will a high note. Instead of
always be available. simply gathering
participants in their
When a person remains in the comfort zone, or when they are seats, find a creative
pushed too far and are in panic zone, learning does not occur. It is way to get the group
important for facilitators to respect other’s areas of comfort but together (ex: teach a
challenge it in a manner that will lead to growth in the person. simple dance routine
or give a call song).
The outermost zone is the panic zone. When participants are posed
with a challenge that is beyond their knowledge, skill, or not fit for
their level of maturity and/or experience, they begin to experience
fear as well as frustration. This describes the panic zone.
As facilitators, you need to pay close attention to the level of challenge that will bring young
leaders beyond their comfort zones and into their growth zones and foster a group environment
that respects individual ideas and choices. When you will ask people to try potentially difficult
and/or frightening challenges, this must be done in an atmosphere of support and care.
I. MORNING GAMES & RECAP
Objectives:  Deepen friendships established on

The activities should allow the participants the first day
to:
 Loosen up and relax; Time Needed:
 Review their insights learning from 20 minutes
the previous day in a fun and
engaging manner;
Materials, Equipment, Resources:
 Sound System Venue:
 Whistle (for facilitator)  Open space (indoor or outdoor) clear
 Timer of any obstructions where
 AVP of Photos from previous day participants can move freely (some
games involve a lot of running)
1. Start the day with a prayer led by one of the camp participants. (2 mins.)
2. Gather all participants in one circle. Conduct one or two games from the options below.
Choose a game that contains an element of “teamwork”. You can use this to give a
preview of the day’s focus (leading others) and the activities. (10 mins.)
 Link Up/Knots
 Everybody Up
 Body Parts on the floor
 Rabbit, Hunter, Wall (or Samson, Delilah, Lion)
3. Guide the participants in reviewing their insights and learning from the previous day.
Use creative and interactive approaches for the recap. Suggested methods are:
 Saw-saw Suka: Facilitator leads the review of the day. In one big circle,
participants assume “saw-saw suka” position. As a chosen word is said (ex:
LeadCom), the group attempts to capture the finger of the person next to
him/her.
 Step up, Show up: Participants volunteer to share one personal insight and
learning starting with (“I learned/I realized) , and all other participants who share
the same learning step up on the tarp or circle at the same time. This may be
done as one big group or in small groups.
 Finish the story and act it out: Recap the previous day by sharing what
happened with each member saying only sentence and acting out a significant
moment of the day.
 People-2-People Recap: Ask participants to find a partner and ask them to

connect body parts with each other (ex: Forehead to elbow, right knee to left
ankle). In this position, ask them to share 1 or 2 important learning with their
partner. Do 3 to 4 set/pairs-ups in different positions.
4. Show Day 1 Photo and Video Presentation prepared by Camp Staff (Documentation
team) overnight. (3 mins.)
II. SERVANT LEADERSHIP PANEL SHARING
Objectives  2 to 3 Microphones
The panel sharing should allow the Venue
participants to:  Stage Design/Set-up for Panel
 Draw inspiration from the stories of Sharing:
servant leaders in their community; o Stage (or elevated platform)
 Identify ways they can serve and big enough to accommodate
lead in their community; the described set-up.
 Understand the needs of their area o One big sofa that can seat 2
better and begin to identify possible to 3 people, and 2 solo chairs
areas of involvement. at both sides.
o Coffee table positioned in
Time Needed front of the large sofa.
1 hour 30 minutes (inclusive of time for o Moderator should be seated
open forum) in one of the side chairs.
Equipment, Materials, Resources  Set-up for Participant Seating:

o Big enough hall that can
 Sound System and 3 Microphones
accommodate 150 people.
 Sofa and side chair
o Seats are arranged by rows.
 Coffee table
o Two microphones ready for
 Water for speakers
the Open Forum
Process (to be facilitated by the moderator)

Note: the panel moderator
should be a core group
1. Link the panel discussion with the objectives of the
member or one of the local
camp, i.e. why the camp includes a panel discussion.
facilitators who will
skillfully manage the
2. Introduce the panel discussion topic, the speakers and
interview and sharing,
give an overview of what the speakers will share. (5
much like a talk show
mins.)
host. The person should be
able to draw out stories
3. Panel Sharing: Start the discussion with the guide
questions provided (refer to panel discussion guide from the speakers for the
questions) (45 mins.) benefit of the participants
and to help participants
4. Open Forum: Manage the open forum efficiently to contextualize the sharing
allow as many participants to ask questions. Allow only into their own leadership
one question only per participant (30 mins.) experiences and roles.
5. Presentation of Tokens and Group Photos: Call representatives from the organizers
and the core group to present tokens of appreciation to the speakers. (10 mins.)
6. Invite each small group to have their photo taken with the speakers. Small group
facilitators must ensure an organized flow of people up and down the stage area.
THE SERVANT LEADERSHIP PANEL SHARING
The panel sharing brings together exemplary servant leaders with the aim of inspiring camp
participants by their own leadership story and journey. The sharing deviates from the usual
lecture/conceptual type of input and allows participants the chance to hear concrete and actual
experiences of servant leadership in action.
To create a more casual atmosphere, a “talk show” format is used for the panel sharing. A
moderator, who is core group member or one of the local facilitators, shall manage the
interview and sharing, much like a talk show host. The moderator should be able to draw out
stories from the speakers for the benefit of the participants and to help the young leaders
contextualize the sharing in their own leadership experiences and roles.
Choosing Panel Sharers

 Must be exemplars and models of servant leadership. They need not be “big-time” or
popular people, but each must be passionate with his/her work and serves sincerely and
consistently.
 Must represent a range of leadership across various fields of interests, advocacies, and
organizations. This is consistent with our goal of highlighting the importance leadership
in all areas of society.
o Consider sharers and the relevant and timely issues of the area. (ex:
Environmental speaker in CDO given the context of Sendong).
 Ensure that majority of the 4 sharers are local leaders. Their work must be based in the
area (city, province). To complement the local leaders’ sharing, 1 leader from outside
the province may also be invited to add a different perspective.
 Ensure a combination of young and old leaders. Younger leaders (35 and below) allow
participants to connect with them easily and can serve as a model for them to aspire to
in the near future (“kaya ko rin”). Older and more experienced leaders (above 35) lend
their wisdom and stature. They offer a level of success that young leaders can learn and
draw inspiration from.
 Ensure that sharers can connect with (charisma) and communicate well with young
leaders. It is not enough for sharers to be excellent in their professions. They must also
be able to share their experiences effectively to an audience of young leaders.
Guide Questions (for Sharers and Moderators)

Provide sharers and the chosen moderator a copy of the following questions. These are the
same questions that the moderator must ask to get the sharing going.
 How did your leadership journey start out? What brought you to where you are now?
o Were you always a leader or did it evolve over time? How? Do you notice any
differences?
 Share your leadership experiences as a student/youth leader and in the context of you
current work/advocacy. What were the experiences that shaped you and influenced who
you are?
 What values guide your leadership? Have these values been put to the test? How did
you handle it?
 What are the major leadership challenges you have encountered/are encountering as a
leader? In your line of work? How did/do you handle these challenges?
 What is your dream for your province/community? (Highlight that there is always
something youth leaders can do for the province – big or small--there is always
something that one can do.)
 Challenge participants to begin creating positive change in their respective
communities.
III. TONE-SETTING ACTIVITIES, CHALLENGE BY
CHOICE and SAFETY BRIEFING
Objectives Equipment, Materials, Resources
The activities and briefing should allow the  Sound System
participants to:  Whistle
 Understand the concept of  LCD and PowerPoint slides on CbC
challenge by choice
 Identify their comfort zones and Venue
growth zones
 Activity Area: Open area without any
 Prepare them for the trust activities obstructions where all group
members can move freely.
Time Needed
 Plenary briefing: Space big enough
40 minutes for briefing for the entire group.

1. Set the tone for the next set of activities and introduce the “leading others” module with
the following points: (5 mins.)
 Leaders lead people and groups. Today, we will challenge you to practice and
discover what it means to work with a team and to lead other people.
 As a small group, you will go through several challenges to explore, practice, and
learn the skills and values needed for leaders to work with others effectively.
2. Lead the group through a series of warm-up activities. Small group facilitators must
supervise the group. (15 mins.)
a. Everybody up (start with 2s, 3s, 4s, 5s, whole small group) OR
b. Yurt Circle (start with 2s, 3s, 4s, 5s, whole small group)
c. All aboard (optional)
3. Debrief the experience and introduce the idea of “leveling up”—that the activities
today will be more difficult and challenging than the previous day’s. Similar to the
progression of the tone-setting activities, today we take
it several levels higher to test their leadership. (5 mins.)
Note to facilitators:
4. Explain the concept of Challenge by Choice as follows: Explain the concept of
(10 mins.) Challenge by Choice
(CbC) in the language
 Your learning in this camp is entirely up to you. and in a manner that
Each of you has the right to make your own can be understood best
decisions regarding the level of challenge you by your participants.
choose to accept—and as a result, the learning The challenge
and growth you will achieve. activities in the camp
 CbC is represented by three zones – the comfort program can be used
zone, growth zone, and the panic zone. Our most effectively only
comfort zone represents the mindset, practices when participants
and behaviors that we are familiar with. Our understand clearly and
growth zone is where most of our learning practice CbC
happens because often times we are faced with a principles.
healthy challenge from which we can learn from and experience new things. Our
panic zone is when we are exposed to challenges which we are not used to and
are beyond our level of skills and knowledge.
 Today, we will challenge you to move beyond your comfort zone and to choose to
grow. We will ask you to try potentially difficult challenges. You may accomplish
these challenges or you may not—there is a chance of failure. You can back-off
when performance pressures or self-doubt become too strong, but know that you
can choose to try again.
 What determines. Your success is not whether you do the challenge or not but
the learning you get in the process of trying and of risking to go out of your
comfort zone.
 Since these are risky and potentially difficult, you need to create an atmosphere
of support and care for each other, where each member’s ideas and
choices are respected. Review and remember your FVCs. This is what will help
your group throughout the challenges.
5. Ask participants to think of and note down behaviors and ways of thinking that
represent their comfort zone. Ask them to think of what they can do/try/think differently
in the next challenges and for the rest of the day to move into their growth/learning
zone. (5 mins.)
6. Give an overview of the next set of challenges. Conduct the safety briefing, proper
spotting, and falling demonstration (see safety briefing below). Designate small group
facilitators to demonstrate and to ensure that the participants’ positions are correct.
After each demonstration, ask the group to practice. (15 mins.)
SAFETY BRIEFING
Spotting is a technique used to protect participants from serious injury should they fall during
an activity. The primary purpose is to protect the important parts of the body (head, neck,
shoulders, and back) from contact with the ground or any solid object if a fall would occur. The
purpose is to support, not catch, the participant. If a participant falls, the spotters reach for the
torso, brace themselves, and as gently as possible support the head, neck, shoulders, and
back.
Modeling the proper spotting techniques as you explain them to the group is important. Be sure
to emphasize that the group members should take responsibility for spotting one another and
keeping one another as safe as possible. The following are some general guidelines for spotting
during most activities:
Hands may be closed loosely to

SPOTTING PROPERLY 
 Arms raised to meet the middle

section (torso) of the person being
spotted.
 Feet should be at shoulders’ width
apart, with one foot slightly ahead of
the other, knees slightly bent.
playfulness
before
proceeding.
 If the distance between the spotters

and the participant is small, the hands
may remain open with the thumb held
close to the palm.
 Follow the rule of 2: Two eyes on the
faller, two ears listening to the faller,
two hands ready to catch the faller,
and two feet firmly planted on the
ground.
FALLING SAFELY
To minimize the risk of injury or accidents,
fallers must:
 Stand upright
 Feet together
 Arms across chest and fists tucked
under the chin
 Keep body stiff (to avoid buckling).
IV. MODULE 3A: LEADING OTHERS – BUILDING
AND GIVING TRUST
Objectives
The challenges should allow the participants Venue
to:  Plenary briefing: Space big enough
 Experience and practice giving and for briefing for the entire group.
receiving trust Open area without any obstructions
 Share how they build/give trust in their where all group members can move
daily lives freely.
 Describe the importance of trust in the
context of leadership  Small group activities: distance
between small groups must be kept
Time Needed: 1 hour to avoid distracting others. As a
safety precaution, activities that
Equipment, Materials, Resources involve running and falling from a
 Sound System high level should not be done on
 Whistle cemented or any hard flooring.
GRADUATED TRUST ACTIVITIES
Conduct the following trust activities in gradual succession. Keep in mind the level of challenge
helpful for and needed by the group and gradually increase the level of difficulty as you
progress through each activity. Always remind your participants the principles of challenge by
choice and for them to observe what is happening inside them as they fall, spot, or run.
Allow time for the experience to sink in before proceeding to another level of challenge. In
between challenges, it would be helpful for you to do a quick debrief and ask your participants
about their experience of giving and receiving trust and what they can do to make their group
atmosphere more caring and supportive. The quick huddle/debrief will allow you to assess their
level and openness for the challenge and at the same time, address important individual or
group fears and dynamics.
LEVEL 1: TRUST LEAN

Mechanics/Instructions
 Instruct the participants to pair up with a fellow participant of similar height and weight.
If participants feel uncomfortable having a partner from the opposite gender, make sure
that they are paired of with the same gender of similar height and weight.
 Tell each pair to decide who will be the “faller” and the “spotter.” Ask participants to
assume proper spotting and proper falling position.
 Teach the fallers and spotters how they will communicate before they start falling and
catching.
Faller: "Spotter are you ready?"
Spotter: "Yes I’m ready!"
Faller: "I’m (name of the faller) and I’m ready to fall."
Spotter: "Fall!"
 When the faller falls, catch him by supporting his torso and upper back and taking the
brunt of his fall with the support of your legs. After catching the faller, gently guide him
back to a stationary position. Do not push him back.
 Start with small falls where the spotter positions him/herself nearer the faller. Then
gradually, the spotter will step away from the faller to create a greater width for the
faller to fall.
 Swap spotters and fallers until everyone has tried already.
LEVEL 2: PENDULUM or WILLOW IN THE WIND

 Instruct the participants to form groups of three with people who are of similar height
and weight.
 Ask the triad to identify who will be the faller and the other two will be the spotters.
With the spotters facing each other, the faller will be positioned in between the two
spotters, facing one of the two spotters.
 Following the proper falling and spotting position and the proper dialogue, the triad will
execute the pendulum activity with the faller falling towards one of the spotters. The
spotter will catch the faller and push him gently towards the other spotter, who will then
in turn, catch the faller and push him back to the other spotter. This will allow the faller
to fall back and forth, causing a pendulum-like action.
 To stop the activity, the spotter will finally catch the faller by supporting his torso and
upper back and taking the brunt of his fall with the support of your legs. After catching
the faller, gently guide him back to a stationary position. Do not push him back.
 Swap spotters and fallers until everyone has tried falling and spotting.
 For willow in the wind, one participant stands in the center of the group. The same
safety and communication protocol is followed.
[Note: For the Graduated trust activities, the Facilitators identify whether to run the Trust Fall or
the Trust Run – depending on group dynamics and availability of space.]
LEVEL 3: TRUST RUN

Note: This activity should be done in a wide open field, without any obstructions.
 After everybody has tried the previous activities, ask the group if they are now ready to
take it even further.
 Ask participants to pair up with a group mate and assign who will be A and B. All A’s
and all B’s will form a single line, facing their respective partners.
 Ask each group to now take 20 steps backwards, forming a good distance between each
other without breaking the line. Ask the pairs to make sure that they are in line with
their pairs and have a good view of where their partners are.
 Ask the group if they were to close their eyes if they could easily make their way
towards their partners.
 Explain that for this activity, the objective is for them to find their way to their partner
who is all the way across of them. Ask for a volunteer from group B.
 Ask the volunteer to assume the proper spotting position with his hands. Arms
extended, palms up with no fingers protruding.
 Ask participant’s partner to assume the proper spotting position. Ask the same from the
participants standing on either side of him. (At all times, there should be spotters on
either side of the receiving partner. The entire row should be spotters once the runner
starts to run).
 At this point, repeat the instructions that the goal is for them to reach their partner
across of them. Add to the instructions for them to reach their partner across the field,
partner B will have to run with his eyes closed towards his partner.
 Before running, tell the group to follow this dialogue:
Runner: Spotters are you ready?
Spotters: Yes, we are ready!
Runner: I’m ____ and I’m ready to run!
Spotters: Run!
 Only once the spotters are ready and if the runner feels ready, can the runner run
towards his partner. Ask if there are any questions. If there are none, ask the first pair to
execute the activity.
 For the first run, all B’s will be runners and all the A’s will be spotters. The roles can
then be reversed after all B’s have tried running.
DEBRIEFING the TRUST ACTIVITIES

After all activities have been executed, facilitators may debrief with these guiding questions:
 How did you feel as a faller? As a spotter? As a runner?
 What made you fall? Run?
 Was it easy running to your partner? (Or falling?)
 What role do I play more often as a leader? In what situations am I the spotter? In what
situations am I the faller?
 Did I discover anything about myself from the experience of falling/running/spotting?
 Did you notice any similarities between how you went through the challenges and how
you are as a leader in your group, organizations, family?
 What realizations or learning can I use in my work as a leader or office in my
organization? How is it useful?
Pick up on points that might have happened during running these activities – somebody
hesitating, somebody falling, difficulty in running – and how the group addressed these.
MODULE 3B: LEADING OTHERS
By the end of the activity, the participants  Sound system
would have been able to:  Whistles
 Practice teamwork and leadership in a  Timer
small group setting *Refer to activity guides for materials
 Identify values, attitudes, and skills that needed per activity
are helpful when leading a small group
 Relate experiences and learning to Venue:
“back home” situations and experiences
 Plenary briefing: Space big enough
Time Needed: for briefing for the entire group.
 Challenge Initiatives Activity areas:
3 hours 30 mins. (inclusive of debriefing
Big enough space to set up all
time)
activity set-ups.
*Refer to activity guides for materials
needed per activity
Process
1. Lead Facilitator: Ask if the group is now ready to take on more challenging activities to
test their leadership. Remind the group to observe safety and of CbC principles. Instruct
the participants to proceed to their small groups. (3 mins.)
2. Small group facilitators: Introduce the afternoon challenges by reminding the

participants to pay attention to their learning in relation to their growth and comfort
zones. Inform the group that for the afternoon challenges, they need to play various
roles: (5 mins.)
A. 2 Safety Officers: ensures safety of all team members. Pays close attention to
the health, energy, and physical and emotional condition of the group members.
B. 2 Materials and Equipment Officer: secures the personal
belongings/materials of team mates when needed (bags, journals, ids, mobile
phones, etc.) and makes sure these do not get in the way of the activity.
C. 2 FVC Officers: ensure that the FVC is being observed. Reminds the group when
agreements are not being followed or honored.
*Additional role/task for Secret Angels: observe the person during the
challenges. You will be asked to give feedback to the person later in the evening
(during boundary break). Feedback must be concrete and based on actual behavior.
Give an example to illustrate how feedback must be given.
3. Give the group 2 minutes to talk and to decide who will play what role (A, B, C). (2
mins.)
4. Proceed to the first challenge upon signal from the lead facilitator. (5 mins.)
Groups 1 to 5 Groups 6 to 10
1:15 p.m. – 2:05 p.m. Nuclear Fence Learning Maze
2:05 p.m. - 2:15 p.m. Move to next challenge
2:15 p.m. - 3:05 p.m. Learning Maze Nuclear Fence
3:05 p.m. – 3:15 p.m. Move to next challenge
3:15 p.m. – 4:15 p.m. Helium Hoop Helium Hoop
4:15 p.m. – 4:45 p.m. Debriefing and Synthesis, Snacks
Activity Guide: LEARNING MAZE
Objectives:
By the end of the challenge, the Materials, Equipment, Resources:
participants would have been able to:  Maze set-up or mat
 Identify “mazes” that confront their  Maze pattern - facilitator’s copy
leadership and life  Buzzer or Whistle
 Draw learning applicable to their
own situation Venue:
 Practice the skills of  Any flat surface (indoor or outdoor).
Communication, planning, working
 There must be ample distance
together
between groups so as to minimize
distractions
Process
1. Set-up the learning maze on a flat surface. Ensure that groups are far apart from each
other to minimize distractions.
2. Present that the maze represents the group’s leadership project. In order for the group
to complete their project, all of you have to successfully cross the maze using the right
path. The right path is made up of adjacent “safe” squares. There is only one pre-
determined right path across the maze.
3. Brief the mechanics of challenge as follows: (7 mins.)
a. The objective is for all of you to cross the maze using a safe path, which you will
have to discover by walking across the maze.
b. While crossing, you will not be allowed to communicate verbally. However, non-
verbal communication will be allowed.
c. You will be given 20 minutes to get all members to cross from one end to the
other using the safe path.
d. You will be given 3 minutes to plan. During planning, you may talk and write
down notes, etc. However, you cannot step into the maze. After the planning
period, the members cannot communicate verbally anymore nor write to
communicate.
e. In moving across the MAZE, the following
guidelines/rules will apply:
 Only one person may be on the Maze at a time.
Each member will take turns crossing the Maze.
Everyone has to take a turn before repeating.
 Everyone must stay behind the starting line.
 When stepping on a square, step on it with both feet. Start crossing by
stepping onto any of the squares on the first row of the Maze.
 You can only move to any adjacent square (forward, sideward, backward and
diagonally). Skipping or stepping over a square or squares is not allowed.
 There are safe and unsafe squares. A member remains on the Maze and may
keep moving as long as he/she does not step on an “unsafe” square.
 If you have stepped on a “safe” square, the facilitator will not do anything.
You can then proceed. If you step on an “unsafe” square, the facilitator will
blow the whistle (or you will hear the buzzer). Stepping into an unsafe square
will be a “hit.”
 When a member incurs a “hit” and hears the whistle, he/she must backtrack
to the Maze’s starting line using the same path, one square at a time, he or
she used to move forward. He or she may not simply step off the Maze. When
moving back to the starting line, the member must use “safe squares” or the
safe path. Stepping on an “unsafe” square while moving back to the starting
line will also be considered a “hit.”
 For the hits you incur, penalties are also involved. The first “hit” on any
unsafe square you step on will not have any penalties. However, all
succeeding “hits” on the same square, regardless who will cause it, will be
subject to one penalty point per “hit.”
 Penalties will also be given for the second and succeeding Incidents of:
o Verbal communication
o Members going past the starting line while waiting for their turn to
cross the maze.
 Remember that the group cannot communicate verbally, use any drawing or
illustration or make any mark on the grid itself to serve as memory guides for
crossing the maze.
 The number of penalties incurred will be tallied. A penalty will result in an
additional 5 seconds to the actual time the group will use in crossing the
maze. (Example, if it takes the group 15 minutes to cross the maze, and the
group incurred six penalties, your actual crossing time will be 15 minutes and
30 seconds).
 Once the safe path has been found, the remaining members of the group
may cross the maze like a train, one after another, with more than one
person on the maze. However, if anyone steps on an “unsafe” square, the
person and anyone else behind him or her on the maze must go back and
start all over again.
 The activity ends when all have crossed the maze successfully or until 20
minutes have elapsed, whichever happens first.
4. Give the group 3 minutes to plan and agree as a group the maximum number of
penalties it will incur. At the end of the planning session, the group will state the
maximum number of penalties it will incur. Start the 20mins time allotment after 3
minutes.
5. Observe the group and pay attention to the dynamics and process on how the group
goes through the challenge. Take note of the “hits” they make, the number of penalties
they incur, and if the elapsed time. Announce each penalty incurred and the reason for
it (e.g. second or succeeding “hit” on an “unsafe” square or for verbal communication or
for crossing the starting line.
Debriefing (15 mins.)

1. How did you end up finding the right path on the maze? What plan
did you agree on during your planning? How did your plan workout? Are there times in
your life/leadership when what you have planned did not work out?
2. What were the challenges you have encountered in this activity?
How did you overcome these challenges?
3. How important is communication to a team? Are there times when
you as a leader have a difficulty communicating with your members? How do you
overcome these communication challenges?
4. Who took on leadership roles? What did he/she/they do? What
happened as a result? What would have happened if no one took on these roles?
5. How did you feel every time you heard the whistle/buzzer?
6. In life, what are your buzzers? What effect do these “buzzers”
have on your?
7. As a leader, do you act like a buzzer at times? To whom?
8. What does the path on the maze mean to you? Where are you
headed as a leader?
Activity Guide: ELECTRIC/NUCLEAR FENCE

Objectives:  Rope (preferably cotton) long
By the end of the challenge, the enough
participants would have been able to:  2 posts/trees/poles with 2 ropes or
 Work together to overcome twine tied across. The lower rope
barrier/obstacles should be waist high and the upper
 Demonstrate support for each other rope should be a bit higher than the
 Practice planning and coordination tallest member of the group.
Time Needed: Venue:

50 minutes  Any flat area, cleared of potentially
harmful objects, where the rope can
Materials, Equipment, Resources: be strung across two
posts/poles/tree
Process (to be facilitated by the Small Group Facilitator)

1. Present to the group the electric/nuclear fence setup. Establish the metaphor by asking
the group the following:
 What “fences” do you encounter and need to overcome in life? In your
organizations and communities?
Gather the responses of the group members. (5 mins.)
2. Brief the mechanics of the challenge as follows: (3 mins.)

a. You only have 20 minutes to accomplish your group goal.
b. The goal of your group is to get all members safely to the other side through
these two ropes. You will have accomplished your goal only when your entire
team has safely crossed to the other side.
c. You may not cross over the rope, under it or around the posts. You may pass only
between the two ropes
d. No part of your bodies can be extended under the lower rope at any time.
e. All participants must be connected to each other by holding hands in a line. The
only two hands not connected are the hands of those participants at the start
and end of the line.
f. Participants are not allowed to let go of each other up until the end of the
activity. TParticipants or anything they are wearing may not touch either of the
ropes. In case a participant touches the nuclear fence, your group will have to
start all over again. Other penalties may be introduced throughout the activity.
(Alternative penalty in place of starting all over again: Some participants
will not be allowed to talk for the rest of the activity.)
g. Give the following safety reminders:
 Participants may not jump over the  If a bended knee is used as a platform
fence. for stepping over the “nuclear fence” to
 Keep back straight when carrying a load. the other side, the knee must be bent at
 Do not step on people’s heads, necks, a 90 degree angle and it must be
and back. completely aligned with the foot.
 Do not use another person’s shoulder, Otherwise, the knee could be injured.
back, legs or arms as a jumping off point  Members must spot each other.
to transfer to the other side.  Arms should not be twisted
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3. Ask if there are any questions. If there are no more questions, give the group 2 minutes
to plan. (2 mins.)
4. Signal the group the start of their 20 minutes. Observe the process and watch for
teachable moments.
Debriefing Questions (20 mins.)

1. What challenged you/your group during the activity? How did you address this
challenge?
2. What was the group’s strategy? How many strategies did you have? How did you come
up with these strategies?
3. Did your first strategy work? As a leader in your community, have there been times
where you had to let go of your Plan A and think of a Plan B, C, D, or even E?
4. How did you feel when your first strategy or plan did not work? (If applicable) When your
other (second, third, etc.) plans did not work?
5. Who took on leadership roles? What did he/she/they do? What was the effect of the
leadership behaviors on the group’s performance?
6. What did the whole staying connected throughout the activity mean? What did you learn
from this activity?
7. What does the nuclear fence represent to you?
8. When are times when somebody in the groups you led let go? Have you ever let go?
9. What are some nuclear fences that you have crossed? Or need to cross as a leader?
10. What did you learn in this activity that is helpful in those situations?
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Activity Guide: HELIUM HOOP

Objectives: Materials, Equipment, Resources:
By the end of the challenge, the  Hula Hoops big enough for all
participants would have been able to: participants in the group
 Work together to overcome  Timer
barrier/obstacles  Whistle
 Demonstrate perseverance and
leadership Venue:
 Practice listening and coordination  Any flat area. Groups must be far
enough from each other to minimize
Time Needed: 50 minutes distractions
Process (to be facilitated by Small Group Facilitators)
1. Set up the scenario through a story which the participants can relate with. Make them
strongly believe that the hoop represents something very important to them and the
only way to “get it/save it” is for them to work together to bring it down to the ground.
(5 mins.)
2. Explain the mechanics of the challenge to the group: (5 mins.)
a. Everyone’s index fingers MUST remain in contact with the hoop at all times.
b. The hoop must rest on top of the fingers at all times, (no grabbing, finger curling,
etc.)
c. The starting point of the hoop is at the level of the shortest member of the group.
d. If any of the rules are violated, the group must start all over again.
3. Ask the group how long they think it will take them to lower the hoop to the ground.
Encourage the group to set challenging goals.
4. Have the group extend their index fingers at the shoulder level of the shortest person in
the group. Lay the hoop across everyone’s fingers. Give the go signal to start lowering
the hoop to the ground. (It is helpful for the facilitator to “hold down” the hoop lightly
with his/her fingers, making sure it is at the correct height, before giving the signal to
start lowering the hoop).
5. Observe the entire process and note down teachable moments. (20 mins. MAX)
Debriefing Questions (20 mins.)

1. What was the group’s goal? Did everyone understand it?
2. Were you all committed to accomplishing it? How did you know?
3. How come, if you all understood the mission and were committed to accomplishing it,
did you (initially) have difficulty lowering the hoop?
4. Who took on leadership? What did he/she/they do? How did the group benefit from
his/her/their leadership?
5. What types of behaviors are important to keep a group focused on achieving its mission
and goals? What behaviors make it difficult for a group to achieve its goals?
6. Do things similar to what you experienced in this activity also happen in your
organizations or classes? Which ones?
7. What did you learn through this activity that will be helpful to your leadership and your
organizations when you get back to your schools?
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8. In what actual leadership situations will you apply what you have learned in this activity
when you get back to your schools?
9. Synthesize learning, insights and applications.
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CHALLENGE INITATIVES DEBRIEFING and

SYNTHESIS
After running all the activities, gather the group for a debriefing session of all challenge
initiative activities. Keep in mind the experiential learning cycle when debriefing. Take note of
the group’s dynamics and the group’s growth throughout running the activities and the
debriefing and use any of the questions as suited. The facilitator may also use questions from
the team initiative activities or develop his own questions as needed.
What are some of the experiences you just had?

 Throughout the activities, what dynamics did the group observe?
 What did the group do well?
 What did not work well for the group?
 What helped the group work well? What helped in accomplishing a task?
 What did not help?
 What do you want to work on?
So what can you learn from the experience?

 What did you learn that is applicable to working in and leading a group?
 How can we connect what we just did in our activities to areas or
situations where you need to work together as a group? To leading a group?
 What roles did you play in the activities? How different were the roles
you assumed during these activities from the roles you have in your
community/organizations you serve? What did you learn that will be helpful in your
organizations/communities?
 What did you learn through these activities that would be helpful in
future situations?
Did you experience this in “real life”?

 In this activity, you said you felt ____. Do you ever feel that way in
school or in your organizations? How do you deal with those feelings there?
 Do you see what happened in these activities happening in other
situations like in school? Or in other groups you belong in or lead? How?
Now what?
 In what specific situations can you use these new learning in serving
your school or communities? What are some obstacles to implementing what you have
learned? How can you overcome these obstacles?
 What will you need from others to implement your plan or achieve your
goals elsewhere?
 Now that you have tackled challenges in activities, what issues will you
tackle in your school? Community? Province?
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MODULE 3C: COLLABORATION and THINKING

WIN-WIN
Activity Guide: CHAOS

Objectives:  10 Small Hoops to serve as stations
By the end of the challenge, the  1 Big Hoop
participants would have been able to:  100-200 balls
 Work together to overcome  Manila Paper and Pentel Pen for
barrier/obstacles score board
 Demonstrate perseverance and  Whistle for facilitator
leadership  Stopwatch/time for facilitator
 Practice listening and coordination
Venue:
Time Needed:
 Any flat area, free from obstructions
50 minutes and cleared of any potentially
harmful objects
Materials, Equipment, Resources:
Set-up the Challenge
 Lay out the biggest hoop at the center of the playing area. Place the ten smaller hoops
around it, equidistant from each other and the large hoop.
 Place all the 100 balls inside the large hoop.
Process
1. Lead Facilitator: Gather the participants in plenary.
2. Lead the group to the Chaos set-up. Assign each group to a station/circle. Ask the
members to stand behind the hoop.
3. Brief the mechanics of the challenge as follows:
a. The hoops in front of you are now your stations. (Count-off for Station 1, 2, 3, etc.
and point each station out).
b. In the middle of your stations is a larger hoop with a large number of balls.
(Announce the number). There are two points to this activity:
i. One reminder: SAFETY
ii. One instruction/goal: to have as many balls into your stations/circles as
possible.
Ask: how many balls therefore can you get into your circle/station? (The
answer of course equals the number of balls in the middle hoop)
c. We will have several rounds for this activity. For the first round, you will have two
minutes to get as many balls as possible into your station.
d. Ready for the first round? When I blow the whistle, you may begin.
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Note: If the groups stop “grabbing” balls before the end of 2 minutes, challenge
them to get more balls into their station and to get as many possible as possible into
their station. Point out the group that has most number of balls.
4. At the end of the round,
a. Conduct a tally and ask how many balls each station got. Announce the total
number of balls available. Ask, “did any of you get the maximum number of balls
possible?” (Obviously the answer will be a no.)
5. Announce a second round with the same instructions but with less time—1.5 minutes. At
the end of the second round, do as in no. 4 above.
6. Announce a 3rd round with the same instructions but with less time—30 seconds. Ask if
the group would like to strategize. If they want to strategize, give them 1 minute.
Note: If there was no change in the way the groups behaved, i.e. they continue grabbing
the balls all through the 3 rounds, ask: Is there any other way for ALL stations to get as
many balls as possible into your circles other than how you how you have been doing it?
Stop when the groups discover and use the “win-win” strategy. (i.e. place all the smaller
circles together, on top of each other and place the balls inside so that all the balls are
inside all the circles),
Debriefing Questions
1. Describe what happened. What changes in behavior, if any, took place as the rounds
progressed?
2. Why did you start by grabbing as many balls you could, even to the extent of grabbing
the other groups’ balls?
3. What does this method say about the usual way of achieving what you want?
4. Does this happen in real life? Where? How?
5. What would have happened if changes in behavior did not take place? What brought
about the changes in your behavior?
6. What is the thinking behind this approach? Win-Win
7. What is the other approach, the ones you used in earlier rounds? Win-Lose
8. What is the thinking about winning behind the Win-Win approach?
9. Why is “Win-Win” a better way when we work in a group with each other?
10. Who actively took on leadership roles during this activity? What did he/she do? What
was the effect on the group?
11. What does “Win-Win” and collaboration have to do with leadership?
Synthesis
1. Where in your back home situations can this win-win approach be useful? Describe
where and how.
2. What are some win-lose behaviors you see in the organizations or in the classes you
are part of?
3. What changes in yourself do you need so you can adopt a Win-Win/Play to Win
approach?
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4. How can you, as a leader, encourage others in your school, organizations or classes
to use a Win-Win/Play to Win approach?
5. Synthesize learning, insights and applications.
6. Ask participants to list down in their journals behaviors that are win-win and win-lose
and the situation(s) back home where a win-win approach will lead to greater
effectiveness.
Activity Guide: SUPPORT CIRCLE

Objectives
By the end of the challenge, the Materials, Equipment, Resources
participants would have been able to:  Sound System
 Celebrate as one group
 Build a sense of community with
fellow participants Venue
 Any flat area, free from obstructions
Time Needed and cleared of any potentially
10 minutes harmful objects

1. Recognize what the group has achieved for the past two days and conduct some
celebratory activity (taas clap). To celebrate what the group has achieved so far and to
build the group’s sense of community, ask everybody to form one big circle standing
shoulder to shoulder.
2. Tell the participants that they need to arrange themselves so that someone about their
same size is on either their side.
3. Instruct as follows:
a. Everyone must turn to his or her right and then step in closer to the center and
put your hands on the shoulder of the person in front of you. In a moment, we
are each going to sit on the knees of the person behind us keeping our own
knees together as we do.
b. Concentrate on guiding the person in front of you to sit comfortably on your
knees, and trust that the person behind you will guide you, too.
c. First we will have a trial run. On the count of three, we are going to sit down,
touch bottoms to the knees of the person at our back and come right back up to
make sure we are all standing closely enough together. “Ready? 1, 2, 3...” then
ask them to readjust their positions if necessary. “Now we are going to sit down
and this time, when we are all seated, we will clap our hands... Ready??? At the
count of 3, sit down….1,2,3...” When all are settled down, say, “Let’s give
ourselves a big round of applause” or “Isang (or more) taas!”.
4. When all are standing up, xplain that there will be a fellowship night and each group will
be asked to give a short creative presentation of their learning in the LeadCom camp.
Presentations must not be more than 5 minutes.
5. Allow time for the participants to plan over dinner.
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PLAYING TO WIN
 PLAYING TO WIN is not about beating someone; it’s about going as far as you can,
using all that you’ve got.
 It’s seeing change as a challenge.
 It’s taking risks and getting out of your comfort zone.
 It’s letting go of old patterns and behaviors. It’s breaking through fear.
 Playing to win is learning, growing, and continuously improving.
 Playing to win is not COMPETING its COMPLETING
53
MODULE 4: LEADERSHIP REFLECTIONS
Reflection is important in the learning process and in the work of leadership. Servant leaders
spend time reflecting on their day—how well they did and what they can do better. This module
allows young leaders ample time to review the highlights after 2 days of the camp.
KEY ELEMENTS AND ACTIVITIES

I. Journaling and Solo Walk
II. Boundary Break
III. Feedback to and from Secret Angel
I. SOLO WALK and JOURNALING

Objectives
By the end of the challenge, the participants
would have been able to:
 Reflect on and journal their most
important learning of the day
 Practice the discipline of self-reflection
 Spend time by himself/herself

Materials, Equipment, Resources
 Reflection Music (instrumental)
 Sound System
 Journal and Pen – for participants
 Reflection Guide Questions (PowerPoint
slides)
Venue
 Seats in plenary hall spread apart
 Area/s conducive for reflection
Note: since the activity will be done at
night, ample lighting must be provided
when participants walk around
Process
1. Gather the participants in the plenary hall. Settle the group down and ask them to find a
spot and to remain silent.
2. Introduce the reflection and journaling process by mentioning all of the points below.
 The reflection process is important in leadership. Reflecting on our experiences,
feelings, and insights will help us deepen our learning so it becomes personally
meaningful for each individual.
 This evening, you will be given time to reflect and note your insights and
thoughts in your journal. This will help you keep track of your learning, which you
can go back to in the coming days, and even after the camp.
 The reflection is your own. Journal in a manner and language that is best for you.
You can write sentences, paragraphs, poem, or draw.
3. Guide the participants in reviewing the activities of the past 2 days. Show the reflection
questions on the projection screen.
Note: A copy of the reflection questions is contained in the participants’ journal
4. Ask the participants to walk around and to find an area where they can be alone, sit
down and reflect. Inform them not to go too far however. They should not return to their
rooms or sit down beside anyone else/ .
5. Ring a bell as a signal for everyone to return to the plenary hall.
II. BOUNDARY BREAK

Objectives  A suitable area for each small group
for the Boundary Break activity. The
By the end of the activity, the participants
area must be:
would have been able to:
o Free and far from any noise that
 Share about their personal life to
may distract the participants as
fellow participants
the activity is on-going
 Listen empathically to the life stories
o Far enough from the area of
of others
another groupr to minimize
 Break boundaries with each other
distractions between groups.
and deepen knowledge of each
others’ story
 Set-up the activity discreetly so
participants do not see the set-up.
Time Needed
Lay out the lighted vigil candles in a
1 hour 30 minutes circle (one per participant). For
added effect, you can opt to arrange
Equipment, Materials, Resources extra candles in the middle and keep
 Lamp or Large Candle (one per a few more as spare candles.
group)
 Vigil Candles (one per participant)  The room should be dark, except for
 Copy of the Boundary Break activity the light from the candles. Keep the
guide with incomplete sentences vigil candle inside the glass
 Reflective Music (preferably container to yourself, as this will be
instrumental) passed around the group during the
 Tissue paper activity.
Venue
Process (to be facilitated by small group facilitators)
1. Ask participants to sit in a circle facing each other, with a vigil candle in front of each
participant.
2. When the group is settled, review briefly the most significant activities of the day.
3. Explain the Boundary Break activity as follows: [explain in the context of servant
leadership]
a. You have spent a lot of time so far getting to know each other and working
together. Tonight, you will continue to deepen knowing each other by sharing
something about yourself.
b. You will be asked to complete a statement or incomplete sentence that I will
state. For example, I will say, “My favorite color is…” and each of you will
complete that sentence. We will have several rounds of incomplete sentences.
c. Complete the sentence in your mind after you hear it. However, do not speak out
your response until it is your turn.
d. Be very honest. Speak slowly and clearly for everyone to hear. Do not simply
repeat what others have said. Think for yourself.
e. Speak only when you have this lamp that will be passed around the group. Only
the person who has it may speak.
f. Do not explain your answer but if you think it is absolutely necessary to do so,
explain it very briefly. Do not comment on the other people’s answers.
g. If you do not have the lamp, just listen very well to what is being shared. If you
cannot hear the speaker, raise your hand so we can tell the sharer to speak
louder or more distinctly.
h. As you listen, place yourself in the shoes of the person sharing so that you fully
understand the sharing from the point of view of the sharers. Listen empathically.
i. When the lamp gets back to the person who started the round, I will then say the
next incomplete sentence.
j. The person who has the lamp will pass it to the person to his right who will then
be the first one to complete the sentence. We will proceed similarly in the
succeeding rounds.
4. Ask if there are any questions about the process
5. Start the process. After you state the first incomplete sentence, pass the lamp to your
right.
Note to Facilitators:
 You do not have to use all the incomplete sentences listed in the guide. Do not
overdo it.
 Choose the sentence stems that you feel are most appropriate for your group.
 You may replace any of the sentence stems with your own.
 Start with the easy items to warm up the participants, then proceed to the
“deeper” questions.
 End with easy items also to “cool” them down.
III. FEEDBACK to and from SECRET ANGEL

1. End the evening session by asking the members of your group to reveal who their secret
angel is and to complete two final statements below. For the final statements. They
must explain and give concrete behaviors and observations.
a. Positive Feedback: You showed servant-leadership today when you….
b. Area for Improvement: To be a better leader, I hope you will…
2. The feedback, because there may be some “negative feedback” should be done one-on-
one as much as possible. This follows the principle that negative feedback should be
given in private.
3. After the group is done giving feedback to each other, close the session by thanking the
group for sharing themselves with each other. Encourage them to strengthen their bond
as a group and to sustain their friendship and leadership beyond the camp. Remind
them to always support and care for each other.
4. Allow participants prepare for the fellowship night, but without disturbing groups which
have not yet finished the activity.
CLOSING RITUAL: BLESSING and DISTRIBUTION

OF CERTIFICATES
Adopted from the Blessing of the Body by Joyce Rupp
Objectives Equipment, Materials, Resources:

By the end of the activity, the participants  Sound System
would have been able to:  Copies of the Pagbabasbas script
 Give and receive the blessing from  Certificates (Participant, Facilitator,
the community Core Group members)
 Prayerfully reflect on their entire
camp experience Venue:
 Space conducive for reflection and
Time Needed with as little distraction as possible.
45 minutes No seats are needed as participants
will be standing throughout the
closing blessing
1. Lead the participants toward the venue for the blessing. Ask participants to form 2
circles (inner and outer) and to face their partner.
2. Ask facilitators and everyone involved in the camp to surround the participants and join
in the final blessing.
3. Lead everyone in remembering all that have happened since the start of the camp. Run
through the various experiences and learning briefly to help in the process of
remembering.
4. Explain the process for the body blessing as follows:
a. You have journeyed together and have become one leadership community. We
call on you to keep alive your ideals and dreams. Share and spread the light of
leadership to the young leaders in your school, your community and in your
province.
b. As one leadership community, we will end by praying for each other. As we pray
for each other, keep in mind all that you have experienced. In deep gratitude,
remember all the blessings you have received in the form of friendship, learning,
growth, challenges, and insights to help you become a better leader and a better
person.
c. You will bless each other’s leadership represented by various body parts. As we
name a body part, direct your hand to that specific part. You do not have to place
your had and touch the body part. Listen closely and repeat after the prayer
leader.
5. Begin with the first body part [refer to Pagbabasbas Script]
6. After the blessing, distribute the certificates to the participants and facilitators.
PAGBABASBAS
Facilitators Copy
PAA
Prayer Leader: Pakitapat ang inyong mga kamay sa mga paa ng participant o mga participant
na nasa inyong harap at sundan ang pagbabas na aking idadasal.
Binabasbasan ko ang iyong mga paa.
Nawa’y tahakin mo ang landas ng pagiging isang servant-leader;
Nawa’y maging matatag ka sa harap ng mga pagsubok;
Nawa’y manindigan ka ng buong tikas
at walang pag-aalinlangan—na kilala ang sariling lakas,
kakayahan, prinsipyo, pagpapahalaga at layunin sa buhay.
KAMAY
Prayer Leader: Pakitapat ang inyong mga kamay sa mga kamay ng participant o mga
participant na nasa inyong harap at sundan ang pagbabas na aking idadasal.
Binabasbasan ko ang iyong mga kamay.
Nawa’y bukas palad nitong bigyang suporta,
akayin at gabayan ang higit na nangangailangan;
Nawa’y matutunan mong tanggapin
ang tulong ng iba sa oras ng iyong pangangailangan.
PUSO
Prayer Leader: Pakitapat ang inyong mga kamay sa puso ng participant o mga participant na
nasa inyong harap at sundan ang pagbabas na aking idadasal.
Binabasbasan ko ang iyong puso.
Nawa’y maghilom ito
mula sa mga masasakit at mapapait na ala-ala at karanasan;
Nawa’y arugain mo ang iyong mga pinamumunuan
at mga nangangailangan;
Nawa’y mag-alab ang iyong puso
sa dakilang pagmamahal sa bayan
Nawa’y maging maligaya ka at maramdaman mo
Na makabuluhan gn iyong buhay,
BIBIG
Prayer Leader: Pakitapat ninyo ang inyong mga kamay bibig ng participant o mga participant
Binabasbasan ko ang iyong bibig;

Nawa’y magkaroon ka ng sariling tinig;
Nawa’y magsilbi kang tinig ng mga walang kakayahan
O walang pagkakataong ipaabot ang kanilang mga hinaing;
Nawa’y maidulot mo ang inspirasyon at lakas ng loob
Sa pamamagitan ng iyong mga pananalita;
MATA
Prayer Leader: Pakitapat ninyo ang inyong mga kamay sa mga tainga ng participant o mga
Binabasbasan ko ang iyong mga mata;
Nawa’y buong liwanag mong matanaw ang sariling landas;
Nawa’y matagpuan mo ang kinabukasang hinahangad mo
Para sa iyong sarili at komunidad;
Nawa’y makita mo ang mga pagkakataong
Hindi nakikita ng iba;
Nawa’y masumpungan mo ang kabutihang-loob ng lahat ng mga tao;
TAINGA
Prayer Leader: Pakitapat ninyo ang inyong mga kamay sa mga tainga ng participant o mga
Binabasbasan ko ang iyong mga tainga;

Nawa’y mapakinggan mo ang pintig ng iyong puso
at ang kanyang mga ninanais;
Nawa’y marinig mo ang tinig ng Diyos
na tumatawag sa iyo upang paglingkuran
ang higit na nangangailangan sa iyo.
ULO
Prayer Leader: Pakitapat ninyo ang inyong mga kamay sa ulo ng participant o mga participant
Binabasbasan ko ang iyong ulo.
Nawa’y maging malinaw at mapanuri ang iyong pag-iisip;
Nawa’y isipin mo lamang ang para sa higit
na ikabubuti ng iyong kapwa;
Nawa’y mabigyan ka ng kaliwanagan sa mga bagay
na bumabagabag at humahadlang sa iyong pagiging totoo sa sarili.
HULING PAGBABASBAS
Prayer Leader: Sundan ang pagbabas na aking idadasal.
Nawa’y lahat ng iyong natutunan sa nakaraang tatlong araw
at ang mga pagkakaibigang nabuo sa bawat isa
ay makatulong sa iyo upang maging mas mabuting tao at pinuno.
Nawa’y ipagsanggalan ka ng Diyos
sa iyong paglalakbay pabalik sa iyong tahanan at sa mga
susunod na araw, lingo, buwan at taon pang darating.
BOUNDARY BREAK - LIST OF INCOMPLETE
SENTENCES
Facilitator’s Copy
Light Statements (Choose 3) 13. When I feel very troubled, the one I turn to
most of the time is….
1. My favorite food/color/activity of the day
is… 14. The person whom I owe who and what I am
now is…
2. My favorite past time or hobby is…
15. What I most want to tell this person is …
3. If I were a song, the title of the song would
be…
4. If I could take a vacation to any place in the Moderate Statements (Choose 3)
world, I would like to go to…
16. Of all the blessings that I have received in
5. The person I would like to bring with me on my life, the one blessing I am most grateful
that vacation is… for is …
17. The principle that I use to guide my life is…
Moderate Statements (Choose 3) 18. I wish other people would understand that
I…
6. The best advice I have ever received is…
19. I showed leadership today when I…
7. I am happiest when…
20. To be a better servant-leader, I will …
8. The most important learning I have gained
in this camp is… 21. The change I most want to help bring about
in my organization or community is…
9. I am most inspired by …
Light Statements (Choose 2)

Heavy Statements (Choose 3)
22. What I would most like to tell you my fellow
10. My greatest fear is…
group members is…
11. I feel most lonely when…
23. Right now, I feel…
12. My most painful experience ever was…
24. Right now, I want to…
LEARNING MAZE PATTERN SHEET
Facilitators Copy
Note to facilitators: create your own learning maze pattern based on your knowledge of your
group’s needs and level of challenge that will allow them to grow. Your pattern can be simple or
a bit complex—but do not overdo your pattern. Ensure that it is challenging enough but can be
solved in a realistic amount of time.
64
OPENNESS TO OUTCOMES
 Heightened confidence in the self
 Increased willingness to take risk
 Improved self-concept
 Enhanced leadership
 Greater reflective thinking
 Enhanced cooperation in a team setting
 More effective communication skills (listening, articulating)
 Greater trust in others and openness to ideas
 More effective ways to resolve conflict
 More effective planning and time management
 Improved problem solving
 Improved decision-making
However, the experience may also lead to other individual or group learning outcomes that
may not have been planned for or intended in the objectives. This challenges the facilitators to
be open to outcome determined by the group’s unique experience. It is important that learning
is not forced on the learner but rather it is based on what happened during the experience and
its outcome on the group and on the goal/task.
1. Experiencing the activities. Most of the facilitators first gave a thorough lecture on the
activity which facilitated the students to have a jump off point in every discussion.
2. Sharing of experiences. The training extensively uses group works as a methodology for
learning. After every discussion, the students were given time to share their experiences
and understanding of the concepts to their group.
3. Process the experience to identify common themes and principles. While the students had
different experiences and might have different understanding of the concepts, the group
discussion helped to facilitating the entire processes and to identify common theme for the
experiences. The students were also able to generate basic principles and guidelines which
could be relevant in their school and communities.
4. Application of learning to given situation. The concepts presented and discussed were
applied and considered in writing their project proposal.
Based on the framework, the training embodied three components that gave an idea on how
learning was generated among the participants. It allowed the participants to experience the
do-reflect-apply cycle.
1. Do. There has been much of doing in the training wherein the students experience an
activity. They either play games or think of community issues to be solved and analyzed.
2. Reflect. Since most of the activities were done in group, the students were able to share
their learning, reflections and insights about the concepts taught and reconciled it with their
colleagues’ personal reflection.
3. Apply. To some extent the training generated a lot of outputs from the students. The
outputs especially the project proposal were end products of in-depth identification, analysis
and reflection of community needs and resources and so coming up with a resolution to it.
The diagram below shows the learning framework of the activity.
65
Experience
Do
Apply Share
Apply Reflect
Process
Johari Window
The Johari Window model is a simple and useful tool for illustrating and improving self-
awareness, and mutual understanding between individuals within a group. The Johari Window
model can also be used to assess and improve a group's relationship with other groups. The
Johari Window model was devised by American psychologists Joseph Luft and Harry Ingham in
1955, while researching group dynamics at the University of California Los Angeles.
The Johari Window model is also referred to as a 'disclosure/feedback model of self awareness',
and by some people an 'information processing tool'. The Johari Window actually represents
information - feelings, experience, views, attitudes, skills, intentions, motivation, etc - within or
about a person - in relation to their group, from four perspectives, which are described below.
The Johari Window model can also be used to represent the same information for a group in
relation to other groups. Johari Window terminology refers to 'self' and 'others': 'self' means
oneself, ie, the person subject to the Johari Window analysis. 'Others' means other people in
the person's group or team.
The four Johari Window perspectives are called 'regions' or 'areas' or 'quadrants'. Each of these
regions contains and represents the information - feelings, motivation, etc - known about the
person, in terms of whether the information is known or unknown by the person, and whether
the information is known or unknown by others in the group.
The Johari Window's four regions, (areas, quadrants, or perspectives) are as follows, showing
the quadrant numbers
and commonly used names:
66
johari window four regions
1. what is known by the person about
him/herself and is also known by others -
open area, open self, free area, free self, or 'the arena'
2. what is unknown by the person about him/herself but which others know - blind area,
blind self, or 'blindspot'
3. what the person knows about him/herself that others do not know - hidden area,
hidden self, avoided area, avoided self or 'facade'
4. what is unknown by the person about him/herself and is also unknown by others -
unknown area or unknown self
67

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LEADERSHIP COMMUNITIES FACILITATOR’S GUIDE 2012

FACILITATING THE LEADCOM CAMP

As a facilitator, you serve as an example of servant leadership to your participants. The

FACILITATION PROMOTES GROWTH

1. Experiencing fully all challenges and activities of the camp.

A variety of methods are available to you as a facilitator. Whereas traditional leadership

Step 1. Experiencing (Activity, doing)

Processing/Interpreting can occur on an individual basis or as a part of a larger group. Often

“I HEAR AND I FORGET, I SEE AND I REMEMBER, I DO AND I UNDERSTAND”

MODULE 0: INTRODUCTIONS AND TONE

START FUN, START STRONG

KEY ELEMENTS AND ACTIVITIES

Objectives:  One representative from AFI, AAP,

A. SMALL GROUP INTRODUCTION

1. Gather the participants in a circle standing shoulder to shoulder. Ask participants to

B. GROUP JUGGLE and BEAT THE RECORD

1. After everyone has introduced

C. SMALL GROUP BRIEFING

D. GROUP LEARNING CONTRACT, GROUP NAME, POWER

Process (to be facilitated by the Lead Facilitator)

MODULE 1: LEADERSHIP AS SERVICE

MODULE 2: KNOWING MY SELF,

 Personal Strengths and  Weaknesses and Areas of

DEVELOP SELF AWARENESS

 Deepen his/her understanding of him/her self

Additionally, participants would also have been able to:

KEY ELEMENTS and ACTIVITIES

I. HOW I SEE MY SELF/HOW OTHERS SEE ME

A. ANG AKING DALAWANG MUKHA

Time Needed: Venue:

HAPPY SIDE  UNHAPPY SIDE 

8. Synthesize with Johari’s Window input. (10 mins.)

B. LIGHT AND SHADE (ALTERNATIVE)

13. Synthesize with Johari’s Window input. (10 mins.)

BRIEFING THE ACTIVITY AND DRAWING THE LIFE JOURNEY

2. Plenary facilitator introduces the activity to the participants as follows (10mins)

5. Continue the instructions as follows:

III. SHARING THE LIFE JOURNEY OUTPUT AND

Time Needed: 30 minutes  Plenary Hall

4. Give participants 15 minutes to journal. (15 mins.)

KEY ELEMENTS and ACTIVITIES

KEY CONCEPT: CHALLENGE BY CHOICE

“Challenge by Choice” (CbC) is an essential principle

I. MORNING GAMES & RECAP

Objectives:  Deepen friendships established on

 People-2-People Recap: Ask participants to find a partner and ask them to

Equipment, Materials, Resources  Set-up for Participant Seating:

Process (to be facilitated by the moderator)

Choosing Panel Sharers

Guide Questions (for Sharers and Moderators)

Process (to be facilitated by the Lead Facilitator)

Hands may be closed loosely to

 Arms raised to meet the middle

 If the distance between the spotters

LEVEL 1: TRUST LEAN

LEVEL 2: PENDULUM or WILLOW IN THE WIND

LEVEL 3: TRUST RUN

DEBRIEFING the TRUST ACTIVITIES

2. Small group facilitators: Introduce the afternoon challenges by reminding the