Module6 PALS

8/11/2019 Module6 PALS

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MODULE6

THE TRANSFORMED TRAINER

Facilitator’s Guide



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Facilitator’s GuideModule 6

Foreword

This Facilitator’s Guide on Powerful Alternative

Learning Strategies or PALS is designed for the

use of local government training practitioners and

individuals in delivering highly-effective and

learner-centered training programs, including but

not exclusive to the actual training for the newly

elected officials (NEOs). These practitioners

include local government operations officers

(LGOOs) from the regional, provincial, city and

municipal level.

The guidebook aims to reinforce the substance

and content of training modules for the country’s

NEOs; the workbook on the first one hundred

days in office and the task list for these local

chief executives (LCEs). It provides useful

insights and techniques that facilitators can

employ in training LCEs on the crucial tasks of

public service and in disseminating vital

information on local governance.

This guidebook is a by-product of the arduous

efforts of the Local Government Academy

personnel who underwent the training intensive

on PALS, through the auspices of the

Philippines-Australia Human Resource

Development Facility(PAHRDF)--an Australian

Government-AusAID initiative.

This publication, developed in the advent of the

National Government’s New Philippines Agenda

may be seen as an emerging paradigm for

greater innovation and creativity among

facilitators and trainers in responding to the

challenge of transformative training.



3

Message

DILG

Message

Hon. Ronaldo V. Puno

Secretary, DILG



4


Message

LGA

Message

Marivel Sacendoncillo, CESO III

Executive Director

Local Government Academy



5

Message

Message

The Australian Agency for International Development (AusA!D)

through the Philippine Australia Human Resource Development

Facility (PAHRDF), extends its greetings to the staff of the Local

Government Academy (LGA) for their participation at the recently

conducted Training on Powerful Alternative Learning Strategies

(PALS).

We commend the bold efforts of LGA in the institutionalization

of Alternative Learning Strategies as a training standard for local

government trainers and officials in the Philippines. The roll-out

of PALS to Newly Elected Officials accross the country isa a

significant step towards the realization of our shared goal of

more effective and responsive Local Government Units.

It is our hope that LGA will continue to play a key role in improving

governance at the local level through the introduction of innovative

training strategies such as PALS. AusAID remains committed

to working with our local partners for good governance leading

to improved prospects for economic growth.

Mabuhay

Angus Barnes

Acting Counsellor

AusAID



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PAHRDF

The Australian Agency for International Development (AusA!D)

through the Philippine Australia Human Resource Development

Facility (PAHRDF), congratulates the Local Government

Academy (LGA) for recognizing a change paradigm to enhance

their expertise in the design, management and conduct of high

quality training programs for the local government.

It is truly admirable to note the speed of application that the

core learners of LGA have demonstrated as they embark to

adopt a refreshing Powerful Alternative Learning Strategies

(PALS) to ensure a delivery of first class workplace training and

improved customer service delivery to its huge stakeholders.

Congratulations for a job well done.

Milalin S. Javellana

PAHRDF, Facility Director

Message



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Technical and

Intellectual PropertyConsiderations

The materials of the Powerful Alternative Learning Strategies

(PALS) modules are designed to assist the facilitator in delivering

the PALS curriculum in the most appropriate and effective way.

Included in the compendium of materials is a manual and a

compact disc which contains the facilitator’s manual,

presentation slides including related multimedia materials.

The curriculum materials contained in this manual were

developed in partnership with the eight (8) participants of the

PAHRDF Capacity Building Workshop in Alternative Learning

Strategies for Effective Workplace Training:

! Lizbeth Jalimao

! Marciana Obispo

! Leah Marie Sanchez

! Myra Gabito

! Jose Gonzalo Ablay

! Oliver Larion

! Elmo Dimaano

! Liza Megia

The PALS facilitator will need the following additional resources

to be able to utilize these materials:

1. Audio-video room

2. Multimedia projector

3. Computer/Laptop with CD Drive

4. Microsoft Powerpoint software or Powerpoint

Viewer

5. Windows Media Player or Real Player

6. Internet connection



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No part of this manual may be used commercially, or bereproduced in any manner whatsoever outside of local governance

training purposes, without written permission from the LGA and

PAHRDF.

Technical andIntellectual Property

Considerations

To access and use the slide presentations, including embedded

media, facilitator must first “unpack” or copy the module folders

into the hard drive of the computer to be used. Failure to perform

this initial procedure may result in inaccessible media or incomplete presentation. Module folders include Powerpoint

Viewer in case host computer does not have MS Powerpoint

installed.

The PALS Training Manual and CD are properties of the Local

Government Academy (LGA) and the Philippines-Australia

Human Resource Development Facility (PAHRDF).

The Cover

The PALS cover design depicts the essence of alternative

learning—its recognition of the multiple intelligences, the spiritof fun, learner-centered teaching and its transformative value to

both learner and teacher.

Interpreted and rendered by LGA Artist Iris Alegro-Igrobay, the

cover design is an original image-illustration developed in Adobe

Photoshop.



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MODULE 6

THE TRANSFORMED

TRAINER




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C O U R S E R O A D M A P

M o d u l e s

M o d u l e s

M o d u l e s

M o d u l e s

M o d u l e s

D A Y 1

C r e a t i n g

t h e

P A L S

D i f f

e r e n c e

T O P I C

D A Y 2

O w n e r s h i p

a n d

A c c o u n t a b i i t y

D A Y 3

C o

m m i t m e n t t o

T r a n s f o r m a

t i o n

I .

S O U R C I N G T H E I N N O

V A T I V E

T R A I N E R

•

S e t t i n g t h e T o n e

•

T h e T r a n s f o r m a t i o n a l T

r a i n i e r

I I .

R E F O R M I N G L E A R N I N G

D E S I G N

•

T h e L G A T R A K

•

S a m p l e s o f A l t e r n a t i v e

L e a r n i n g

S t r a t e g i e s :

- M u l t i p l e I n t e l l i g e n c e ,

L a r g e

G r o u p

I n t e r v e n t i o n s , L

e a r n i n g

S t y l e s ,

N e u r o - L i n g u i s t i c

P r o g r a m m i n g ,

B r a i n C o

m p a t i b l e

L e a r n i n g

I I I . C R E A T I N

G S U S T A I N A B L E

L E A R N I N

G E N V I R O N M E N T

•

B l e n d e d L

e a r n i n g

I V .

C R E A T I V

I T Y I N T R A I N I N G

D E L I V E R

Y

•

F a c i l i t a t i o n T o o l s a n d

T e c h n i q u e

s

•

C o a c h i n g

a n d M e n t o r i n g

V .

E V A L U A T

I N G T R A I N I N G

•

4 L e v e l s o

f T r a i n i n g E v a l u a t i o n

V I .

T H E T R A

N S F O R M E D

T R A I N E R

: M a k i n g a D i f f e r e n c e

•

A p p l y i n g P A L S : N E O F E E T

Ι .

C u r r e n t R e a l i t y : A n

I n t r o d u

c t i o n

Ι Ι .

K n o w i n g m y L G U a n d A c h i e v i n g

t h e N a t i o n a l V i s i o n

I I I .

K n o w i n g M y s e l f

I V .

K n o w i n g m y E n v i r o n m e n t

C o r e

C o r e

C o r e

C o r e

C o r e

C o n c e p t

C o n c e p t

C o n c e p t

C o n c e p t

C o n c e p t

•

T R A N S F O R M A T I O N

• • • • •

C O M M I T M E N T

P o w e

r f u l A l t e r n a t i v e L e a r n i n g

S t r a t e g i e s ( P A L S )



11

M o d u l e

M O D U L E 6 : T H E T R A N S F O R M E D

T R A I N E R

C o r e C o n c e p t

R

e m a r k s

T o p i c

A c t i v i t y

P r o c e s s

T i m e

R e s o u r c e s /

M a t e r i a l s

• E x c e l l e n c e

• C r e a t i v i t y

• I n c l u s i v e n e s s

T r a n s f o r m e d a n

d C o m m i t t e d T r a i n e r

K R A / O u t c o m e s

I n t r o d u c t i o n

S l i d e

P r e s e n t a t i o n

I n t e r a c t i v e

D i s c u s s i o n

•

S h o w s l i d e 1 1 .

E x p l a i n K A S H , C o r e C o n c e p

t a n d t h e

O u t c o m e p a r t i c i p a n t s , t h e f a

c i l i t a t o r

w i l l a s k f o r s h a r e r s o f t h e i r

e x p e c t a t i o n s .

A c t i v i t y : -

A s k t h e p a r t i c i p a n t s t o w r i t e a s t o r y

o f h i s / h e r e x p e r i e n c e

1 .

F o l d p a p e r

2 .

1 s t p a g e – t i t l e o f f a v o r i t e s o

n g

3 .

2 n d p a g e – w i t h t h e y e a r s o f

e x p e r i e n c e

a s t r a i n e r d e s c r i b e h o w

s h e / h e f e l t b e f o r e c o m i n g t o

t h e t r a i n i n g

4 . 3 r d p a g e - d r a w / w r i t e w h a t h e / s h e f e l t

a f t e r t h e t r a i n i n g

5 .

b a c k p a g e – h o w s h e w i l l a p

p l y t h e

l e a r n i n g

2 m i n u t e s

2 5 m i n u t e s

P o w e r p o i n t s l i d e ,

L C D

P a p e r , c r a y o n s ,

c o l o r e d p a p e r ,

m a r k e r , p e n c i l

a n d s c i s s o r

P o w e r a n d

S t r e n g t h

D y a d

•

A s k t h e g r o u p m e m b e r s t o b r e a k i n t o

p a i r s . T e l l t h e m t o t a l k t o e a c

h o t h e r

a n d d i s c u s s t h e f o l l o w i n g : !

W h a t d o t h e y t h i n k a r e t h e i r

p o w e r

a n d s t r e n g t h a s a t r a i n e r !

W h e r e d o

5 m i n u t e s

P o w e r p o i n t

s l i d e , L C D ,

L a p t o p

S t o r y o f M y L i f e

R e a l i t y C h e c k



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R

e m a r k s

T o p i c

A c t i v i t y

P r o c e s s

T i m e

R e s o u r c e s /

M a t e r i a l s

P e r s o n a l q u a l i t i e s

o f a t r a n s f o r m e d

t r a i n e r

W h a t i s a

t r a n s f o r m e d

t r a i n e r


D i s c u s s i o n

W o r k s h o p :

P S T R A c t i v i t y

t h

e y t h i n k t h e y g e t t h e i r p o w e r

a n d

s t r e n g t h

•

A f t e r t h e y h a v e f i n i s h e d t h

e i r

d i s c u s s i o n s : - A s k o n e m e m

b e r

( p r e s e n t o r ) o f e a c h p a r t n e r t o s h a r e

t h e i r d i s c u s s i o n

1 5 m i n u t e s


L C D , L a p t o p

2 0 m i n u t e s

E a s e l p a p e r ,

m a r k e r , c r a y o n s ,

c o l o r e d p e n c i l ,

s c i s s o r

1 .

G r o u p t h e p a r t i c i p a n t s w i t h f o u r

m e m b e r s e a c h . D i s t r i b u t e e a s

e l p a p e r

a n d m a r k e r t o t h e g r o u p

2 . C h o o s e a m o n g t h e m s e l v e s a

p r e s e n t o r

3 . T e l l t h e m t o t a l k t o e a c h o t h e r

a n d

d i s c u s s t h e f o l l o w i n g :

o

D i s c u s s w h a t a r e t h e p a r a

d i g m s o f a

t r a n s f o r m e d a n d t r a n s f o r m

a t i o n a l

t r a i n e r u s i n g M I

o

U s e b o d y f o s t e r i f n e e d e d

S

l i d e p r e s e n t a t i o n o f t h e P e r s o

n a l

Q u a l i t i e s o f a t r a n s f o r m e d t r

a i n e r



13

R

e m a r k s

T o p i c

A c t i v i t y

P r o c e s s

T i m e

R e s o u r c e s /

M a t e r i a l s

1 5 C ’ s

P e r s o n a l P o w e r

M e t e r


d i s c u s s i o n s

I n d i v i d u a l

p r e s e n t a t i o n

S

l i d e p r e s e n t a t i o n o f t h e 1 5 C ’ s t o o f a

t r

a n s f o r m e d t r a i n e r

•

D i s t r i b u t e m a t e r i a l s n e e d e d

•

D i s c u s s t h e f o l l o w i n g :

•

I n a s c a l e o f 1 t o 1 0 , h o w d o y o u

r a t e y o u r s e l f a s a T r a n s f o r m

e d

T r a i n e r

•

U s e c h a r a c t e r t r a i t s o f a

T r a n s f o r m e d T r a i n e r a s B a s

i s

•

A f t e r r a t i n g t h e m s e l v e s , a s k

t h e

p a r t i c i p a n t s t h e f o l l o w i n g a n

d w r i t e i t

•

W h a t d o I n e e d t o b e a n d w h a t d o I

n e e d t o d o t o r a i s e i t 2 - 3 n o t c h e s

h i g h e r ?

•

S h a r e t h e i r o u t p u t i n t h e p l e n a r y

•

A s k t h e p a r t i c i p a n t s t o p r e s e n t t h e i r

o u t p u t t h e w a y a t r a n s f o r m e

d t r a i n e r

w o u l d h a v e i t ( i n a d i f f e r e n t

a n d f u n

w a y )

1 5 m i n u t e s

2 5 m i n u t e s


L C D , L a p t o p

B o n d p a p e r ,

c r a y o n s , c o l o r e d

p a p e r , p a s t e a n d

s c i s s o r s

S e l f d e c l a r a t i o n

I n d i v i d u a l s e l f

d e c l a r a t i o n

•

A s k p a r t i c i p a n t s t o d o s o m e

c r e a t i v e v i s u a l i z a t i o n

•

T e l l t h e m t o c l o s e t h e i r e y e s a n d

v i s u a l i z e t h e a n s w e r t o t h e

q u e s t i o n :

•

“ W h a t I a m g o i n g t o b e a s a

t r a n s f o r m e d t r a i n e r ? ”

•

A s k t h e p a r t i c i p a n t t o s p e a k i n

f r o n t a n d s h a r e t h e i r p e r s o n a l

v i s i o n

2 5 m i n u t e s



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Topic:

Introduction and Background

Materials Needed:

o Powerpoint (ppt) slides, LCD projector, Laptop

computer, screen or white wall to serve as screen

Presentation:

1. Slide 1: Explain the core concept and expected

outcome

• KASH

• K – Basics of a transformed trainer

• A – Openness to change and desire to make

a difference

• S – Process of declaration

• H – Excellence and creativity

• Core Concept

• Declaration and Commitment

• KRA/Outcome

• Transformed and committed trainers

2. Slide 2: Present slide to show the first activity

representing the first ladder of the See Be Do Have

Principle

i. The Resource Speaker may choose

to:



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→ Explain the See-Be-Do-Have

Principle

→ Just show the ppt.slide and

say nothing

ii. Notes to the Se-Be-Do-Have Ladder

! Creating your

personal vision issimply a matter of

seeing, being,

doing, and having.

! See – What do you

see as the

transformed trainer?

!

Be – How do youneed to be?

! Do – What do you

need to do to

become the

transformed trainer?

! Have – What do you

want to have?

! Realizing your vision

entails climbing up

the ladder.

Activity:

Story of my Life



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Materials Needed:

Paper, crayons, colored paper, marker, pencil and

scissor

Presentation:

1. Slide 3: Present the slide as an introduction to the

next activity

i. This activity will help the participants to

become aware or be conscious on their

present status as a trainer

ii. With this activity the participants will both

make use of their Multiple Intelligence with

the integration of their favorite song and

their drawing skill

2. Slide 4: Present the slide for the participants to view

the mechanics of the activity

i. Distribute easel paper, crayons, colored

pencils and permanent marker to each

participant

ii. Give them 10 minutes to do this

iii. Each participant will present their output

for 3 minutes .

! Fold easel paper into four to make it look

like a book

! 1st or cover page – Title of your favorite

song that best describes the kind of

person you are



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! 2nd page – With the years of experience

as trainer, describe how you felt before

coming to this training

! 3rd page – Draw what you are feeling

right now as a trainer in the context of

this on-going training.

! 4th or Back page – Draw how you will

apply your learning when you go back to

workplace

3. Slide 5: Present slide to show the second ladder of the

See Be Do Have Principle representing the second

activity

i. The Resource Speaker will flash the

ppt slide, He/she may:

o Explain the “Be” on the See-Be-

Do-Have Principle

o Just show the slide and say

nothing

ii. Form dyads – Ask participants to pick a

partner and share their story (2 minutes

per person)

iii. Pick out 4 participants to share their

story in the plenary group (2 minutes per

participant)

Topic:

My Power and Strength!

Activity:

Dyad



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Preparation:

o Ask the group members to break into pairs for

the dyadic sharing. .

Presentation:

1. Slide 6: Present slide as introduction to the

next activity

i. Explain the following:

! Goal:

o To allow participants to assess

their strength as a powerful trainer

o To envision themselves as a

transformed trainer

ii. Dyads - After they have finished their

discussions:

! Ask one member (presentor) of each

dyad to share their discussion (2

minutes each)

iii. The following may be used as an

item for discussion:

“Build on your strength. Just

as we all have unique ways of

walking, dressing, and talking,

we also have a unique style of

delivery of the module . The key

to developing your style is to



19

recognize your strengths and

build on them. If you are a born

raconteur (good at telling

anecdotes), incorporate stories

in your presentation. If you keep

your friends amused and

attentive with lively facial

expressions and hand gestures,

don’t cut them out of your

speech. Some speakers

mistake it for substance but too

many stories and gestures can

be distracting, Take advantage

of your own natural style, and it

will enhance your relationship

with your audience.”

2. Ask this focus questions:

! What do you think are your power

and strength as a trainer example:

when things get rough, or resources

run out

! Where do you think you get your

power and strength or how did you

become the way you are now.

Topic:

Characteristics of a Transformed Trainer

Materials Needed:

Powerpoint slide, LCD projector, Laptop computer,

screen or white wall



20


Presentation:

1. Slide 7: Discussion on the Personal

Qualities of a transformed

Trainer

i. Notes for discussion:

1. A transformed trainer likes people –

works with them, listens to them, works

with groups

2. A transformed trainer is a good listener

– followers like someone who listens to

their opinions and ideas

3. A transformed trainer makes friends

easily – it is easier for followers to work

with a friend

4. A transformed trainer builds trust easily

– needs to be trustworthy and

dependable

5. A transformed trainer talks well – can

express his/her own ideas plainly and

avoid jargon that the audience may not

understand

6. A transformed trainer helps people

believe in themselves – by helping them

work with others to transform their lives

7. A transformed trainer lets others take

credit – if you help people make changes

in their life, let them get the credit for

this improvement. It’s part of their growth

not yours

8. A transformed trainer is persistent and

works hard – even when there is no easy

solution in sight

9. A transformed trainer doesn’t get

discouraged too often or gives up easily



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10. A transformed trainer has a sense of

his/her own identity in order to respect

yourself and people that are different from

you

11. A transformed trainer asks questions

– to get people to think, speak and act

for themselves

12. A transformed trainer is open to new

ideas – especially those of others

13. A transformed trainer is flexible – people

and events often change quickly

14. A transformed trainer is honest – honest

enough to tell people what they don’t

want to hear

15. A transformed trainer has self-discipline

– sets goals for yourself and evaluate

progress



22


16. A transformed trainer is mature –

neighborhood work is not the place to

work out your personal problems

17. A transformed trainer sets limits – if you

try to do everything for people, you will

never be able to help them do things for

themselves, Just say “NO!”

18. A transformed trainer is courageous –

taking risks, taking criticism, and keeping

going when it’s hard

19. A transformed trainer has vision – a dream

for a better world

20. A transformed trainer has sense of humor

• When you have at least a dozen of them

you are a transformed trainer

2. Slide 8: Present slide to show the third ladder

of the See Be Do Have Principle

representing the third activity


powerpoint slide, He may:

o Explain the “Do” on the See-Be-

Do-Have Principle;or

o Just show the slide and say

nothing

3. Slide 9: Present slide for the discussion on

the concept of Transformed Trainer

i. Ask the participants “What is a

Transformed/Transformational Trainer?”



23

Topic:

The Transformed Trainer (PSTR)

Activity:

Workshop

Preparation:

o Ask participants to count off so there will be four

participants per sub-group e.g., 1-2-3-4-5-6 if

there are 25 participants . All 1s will form a sub-

group, 2s will do the same and so on. Distribute

easel paper and marker to each sub- group

Presentation:

1. Slide 10: Present slide for the workshop

activity and discuss the following

i. Goal:

• To discuss within the sub-group the

concepts of a transformational

trainer

ii. Tell the participants that each of them will

give, on their opinion, the characteristic of

a Transformed/Transformational Trainer

iii. Begin the discussion by asking the

participant sitting on the first chair of the

first row.



24


• To have a deeper insight on the

change process that a transformed

trainer goes through.

ii. Procedure:

1. Choose among themselves their sub-

group presentor

2. Within the sub-group, they will discuss

the following: (15 minutes)

• Discuss what are the paradigms

of a transformed and

transformational trainer

• The system and process on how

to become an excellent and out-

of-the-box trainer

• The tasks and responsibilities of

becoming a transformed and


• The observable behavior of a

transformed and transformational

trainer as a result of these

process

• Each sub-group will present

output that will appeal to Multiple

Intelligence (5 minutes/group)

Topic:

15 C’s

Materials Needed:

o Powerpoint Slides, LCD projector, Laptop

computer



25

Preparation:

1. Slide 11: Present slide as an

introduction to the 15 benefits to

be gained by being a


Presentation:

1. Slide 12: Presentation of the slide for the

participant to view on the 15 C’s of a


Topic:

Personal Power Meter

Materials Needed:

o bond paper, crayons, colored paper, paste and a

pair of scissors

Preparation:

Distribute materials needed

Presentation:

1. Slide 13: Present slide as an introduction to the

Personal Power Meter activity

i. Procedures:

• Give each participant bond paper,

crayons, colored paper



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• In a scale of 1 to 5 with 5 as the highest

rating, how do you rate yourself as a

Transformed Trainer

→ Use the 20 character traits

of a Transformed Trainer as

Basis for self assessment

(Optional)

• After rating themselves, ask the

participants the following and write it (10

minutes)

→ What do I need to be and

what do I need to do to raise

it 2-3 notches higher?

• Illustrate this change in you and in your

audience by sketching and using the art

materials provided you. You will share

your output in the plenary (2 minutes

for each participant)

• Ask about five (5) participants to present

their output the way a transformed

trainer would have it (in a different and

fun way)

→ Example: “I will use info-

tainement (information with

entertainment) in all my

sessions

2. Slide 14: Present the slide as a guide for the

participants to scale themselves as a

Transformed/Transformational Trainer



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Topic:

Declaration

Preparation:

1. Slide 15: Present slide to show the fourth ladder of

the See Be Do Have Principle representing the this

activity


slide, He may:

→ Explain the “Have” (What do

you want to have?) on the

See-Be-Do-Have Principle;

or

→ Just flash the slide and say

nothing

Presentation:

1. Slide 16: Present the slide for the discussion on

what the Transformed/Transformational Trainer

should be.

i. Present this slide as definition and as

declaration of a transformed and


ii. Additional discussion notes:

• As a transformed and transformational

trainer, you engage your audience by

drawing them in, by being interesting,



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by never being boring. You inspireyour audience to take action by

touching their emotions – to get them

to see things and feel things. People

never take actions for intellectual

reasons. There is always an emotional

benefit or fear that spurs them on. As

a speaker you want to stimulate people

to think and to be open enough to

consider your ideas.

• Changes and transforms individuals

and programs

• Do not just inform. Persuade them

to take the leap and engage them to

take action.

2.Slide 17: Present slide as introduction to the next

activity

i. Tell the participants of the following

procedures:

• Ask participants to do some creative

visualization

• Tell them to close their eyes for 2

minutes. Play instrumental music in

the background.

• Visualize the answer to this question:

“What I am going to be/do as a

transformed and transformational

trainer?” Feel the glow and warmth of

what it is like to be a transformed and

transformational trainer.



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• Ask each participant to speak in front

and share their vision

ii. Sample declaration:

→ “I am a transformed and a

transformational trainer, I am a world

class trainer!”


transformational trainer, I serve as

catalyst so my audience’s life style

will change after the program!”


transformational trainer, I will engage

my participants to see that there is

another and better way to achieve

the goal !”

→ “I am a modern day trainer I do not

just inform, I persuade



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MODULE 6

THE TRANSFORMED

TRAINER




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Powerful Alternative Learning Strategies: Facilitator’s Guide

Modu le 6 – The Transformed Trainer

Copyright © 2007 Local Government Academy (LGA)

All rights reserved. No portion of this book maybe copied or reproduced in

books, pamphlets, typewritten, xeroxed, or in any other form for distribution

or sale, without permission from the Academy.

ISBN No. : 978-971-0383-34-4

Printed and bound in Manila, Philippines.

Published by:

Local Government Academy,

Department of the Interior and Local Government

8/F Agustin I Building, F. Ortigas Jr. Road (formerly Emerald Avenue),

Ortigas Center, Pasig City, 1605 Philippines

Tel. No. (632) – 634-8430 / 634-8436

www.lga.gov.ph

This project was undertaken in collaboration with the

Philippines Australia Human Resource Development Facility-

An Australian Government, AusAID Initiative



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Documents

Module6 PALS