Unit 1 - Cadet Leadership Development System 2011

Cadet Leader
Development System
November 2008
DEPARTMENT OF NATIONAL DEFENSE
ARMED FORCES OF THE PHILIPPINES
PHILIPPINE MILITARY ACADEMY
Fort General Gregorio del Pilar, Baguio City
Cadet Leader
Development System
November 2008
PMA – 0003
RS / D:0 / 01 Nov 2008
REPUBLIC OF THE PHILIPPINES
OFFICE OF THE CHIEF OF STAFF
Camp General Emilio Aguinaldo, Quezon City
16 February 2009
SUBJECT: Promulgation
TO : All Concerned
1. The Cadet Leader Development System (CLDS) was formulated

by the Philippine Military Academy as a basic manual in the education and
training of the cadets in leadership development throughout their four-year
stay in the Academy.
2. The PMA Superintendent, key officers, staffs, and personnel

shall ensure that all activities related to the education and training of
cadets in the Academy shall be in accordance with the content of this
document.
3. Accordingly, this manual shall be regularly reviewed and

updated as necessary. Recommendations for its improvement are
therefore encouraged for the continuous development of the education
and training of cadets of the PMA.
4. This manual is hereby promulgated for the information and

guidance of all concerned effective this date.
5. For widest dissemination and strict compliance.
ALEXANDER B YANO
General AFP
Chief of Staff
i
REPUBLIC OF THE PHILIPPINES
AFP DOCTRINES BOARD
FOREWORD
As the epitome of the finest and noblest traditions of service, the

Philippine Military Academy has taken bigger, bolder and nobler steps. In
a world characterized by the influx of technology, information transfer,
globalization and rapid change, the training and education of cadets is
taking on new directions. This document conveys a departure from the
current Fourthclass System, which imposes a culture of followership and
obedience, to a Fourthclass training system, wherein the focus of training
is a progressive, integrated, synchronized and sequential approach to
leader development.
With each year, cadets experience development stages of

transformation from followership and the eventual assumption of greater
scope and depth of responsibility. Before PMA graduates are finally
integrated into the Armed Forces of the Philippines, as commissioned
officers, they must be equipped with the knowledge, skills, values,
attributes, and competencies required to assume greater command
positions.
For PMA to reinforce itself to become the premier leadership institution

by the year 2015, the PMA Cadet Leader Development System (CLDS)
integrates all formal and non-formal activities as well as the structure,
process, and content of the learning experiences of cadets. Leader
development will be designed to develop the values, attributes, and
competence required for the PMA graduates to assume and effectively
perform their responsibilities as leaders of character, combatants, military
professionals, managers, and partners in national development.
RODRIGO F MACLANG
LGEN AFP
Chairman
ii
SUPERINTENDENT
PHILIPPINE MILITARY ACADEMY
Fort del Pilar, Baguio City
PREFACE
Scope
Anchored upon the legal and doctrinal mandate of the AFP, as well as
on the expectations of the Filipino people, the CLDS provides the
structure, process, and content of a cadet’s learning experience during his
47-month journey from boyhood to manhood, from followership to
leadership, and from a new cadet to a commissioned officer. This manual
provides the impetus for leader development wherein all cadet leadership
experience is integrated, synchronized and focused across all cadets’
training and educational activities towards the holistic education of its
cadets.
Purpose
Relative to the vision of the Philippine Military Academy, this document

serves as a guide for the institutional development of cadets to become
leaders throughout their four years stay in the Academy. This manual
discusses how each of the four major PMA core development programs,
namely: Character Development, Academic, Military and Physical
Programs (CAMP) contribute in developing cadets as leaders.
Application
This manual shall be used as the basic reference not only for PMA
officers and department heads, but for all the instructors and PMA
personnel in the performance of their daily functions towards the
development of cadets as future officers and leaders.
LEONARDO C CALDERON JR
VADM AFP
iii
EXECUTIVE SUMMARY
“Leadership consists not in degrees of technique but in traits of character; it

requires moral rather than athletic or intellectual effort, and it imposes on both
leader and follower alike the burdens of self-restraint.”
- Lewis H. Lapham
This Manual on Cadet Leader Development is the first manual

published by the Philippine Military Academy.
The PMA CLDS is a result of collaboration of ideas from PMA officers,

faculty members, and stakeholders of the PMA community.
A series of consultations through conferences and workshops relative
to the PMA Roadmap and the PMA Cadet Leader Development System
(CLDS) were held in November 2005. Inputs were consolidated and
incorporated to make the CLDS Manual applicable in the training and
education of cadets.
This document captures the doctrines and principles for leader

development, and the competencies essential for cadets as they become
future leaders and officers. The CLDS attempts to integrate and organize
the cadet experiences throughout the 47 months journey in the Philippine
Military Academy. It calls for a sequential development of leaders from
followership, rising to becoming a team leader, a unit leader and
eventually a leader of the Corps.
Chapter 1 (Introduction) begins with an explanation of the purpose of

the CLDS document and how it fits into PMA’s broader strategic plan, it
then proceeds to a deeper examination of the PMA strategic context and
the legal framework that sets the stage for the CLDS.
Chapter 2 (PMA Cadet Leader Development) lays out the foundation

and guiding principles underlying the PMA CLDS, giving an insight into the
concept of development, the PMA CLDS conceptual foundation, leader
development domains, leadership development environment, the different
leader development methods, and the leader development standards.
Chapter 3 (PMA Graduate Roles) provides an insight into the five

major expected roles that a PMA graduate must perform as future
commissioned officers with the corresponding and appropriate set of
values, responsibilities, attitudes, skills and knowledge needed in the
performance of these identified officer-leader graduate roles.
Chapter 4 (Cadet Development across the Years) lays out the

structure of cadet activities throughout the four-year course. It explains the
stages of leader development, the methods to be used, the different
iv
evaluation tools, and the focus areas for each year of a cadet’s stay in the
Academy are.
Chapter 5 (PMA Core Leader Development Programs) discusses how

each of the four major PMA core development programs, namely:
Character Development, Academic, Military and Physical Programs
(CAMP) contribute in developing cadets as leaders. It ends with a
discussion of the Integration Principles needed to align the different
leadership activities and programs towards the achievement of the
expected graduate roles.
Chapter 6 (PMA Leadership Development Support Structure)

examines the PMA Leader Development Experience through the systems
model, using the input-process-output. The operational and tactical
execution of the CLDS will be facilitated by the Core Development
Programs, the Cadet Chain of Command, the Tactical teams, and the
Infrastructure and Educational Support system.
Chapter 7 (CLDS Integrating Mechanisms) brings to fore the role of

the CLPE, the Honor System and Honor Code, other leader development
units and their implications for leadership and leadership development.
The assessment and evaluation of the CLDS will provide an impetus for
strategy-related decisions and interventions, thus enhancing the
operational and tactical execution of leader development programs and
activities within the PMA guidance.
The CLDS document is a work in progress. Like any other systems,

the effectiveness of the CLDS depends on the constructive and creative
implementation of the Academy Core Development Programs and more
on the systematic integration and management of programs, processes
and procedures. PMA will continually assess and refine all components of
the CLDS to facilitate planned change, yet ensure that all components
remain synchronized with the PMA Strategic Plan.
v
TABLE OF CONTENTS
Promulgation i
Foreword ii
Preface iii
Executive Summary iv
Table of Contents vi
Section Title Page
CHAPTER 1 – INTRODUCTION
1-1 Background 1-1
CHAPTER 2 – PMA CADET LEADER DEVELOPMENT

2-1 Concept of Leadership Development 2-1
2-2 Leadership Model 2-3
2-3 Conceptual Framework 2-11
2-4 Leadership Development Domains 2-13
2-5 Leadership Design Principles 2-14
2-6 Leader Development Environment 2-17
2-7 Primary Leader Development Methods 2-19
2-8 Leader Development Standards 2-20
CHAPTER 3 – PMA GRADUATE ROLES

3-1 Leadership Aspects 3-1
3-2 PMA Graduate Roles 3-2
CHAPTER 4 – CADET LEADERSHIP DEVELOPMENT

ACROSS THE YEARS
4-1 Leader Development Stages 4-1
CHAPTER 5 – CORE LEADER DEVELOPMENT PROGRAMS

5-1 Character and Leader Development Program 5-2
5-2 Academic Program 5-5
5-3 Military and Professional Development Program 5-8
5-4 Sports and Physical Development Program 5-10
5-5 Program Integration 5-13
CHAPTER 6 – LEADERSHIP DEVELOPMENT

SUPPORT STRUCTURE
6-1 CLDS Framework 6-1
vi
CHAPTER 7 – INTEGRATING MECHANISMS
7-1 Governance 7-1
7-2 The Honor System and the Honor Code 7-2
7-3 Other Leader Development System 7-3
7-4 Assessment and Evaluation 7-4
7-5 Continuity 7-7
Annexes
A Glossary – Terms and Definition A-1
B References B-1
C Records of Revision C-1
D Recommendation for Changes D-1
vii
viii
TABLE OF CONTENTS
Promulgation i
Foreword ii
Preface iii
Executive Summary iv
Table of Contents vi
Section Title Page
CHAPTER 1 – INTRODUCTION
1-1 Background 1-1
CHAPTER 2 – PMA CADET LEADER DEVELOPMENT

2-1 Concept of Leadership Development 2-1
2-2 Leadership Model 2-3
2-3 Conceptual Framework 2-11
2-4 Leadership Development Domains 2-13
2-5 Leadership Design Principles 2-14
2-6 Leader Development Environment 2-17
2-7 Primary Leader Development Methods 2-19
2-8 Leader Development Standards 2-20
CHAPTER 3 – PMA GRADUATE ROLES

3-1 Leadership Aspects 3-1
3-2 PMA Graduate Roles 3-2
CHAPTER 4 – CADET LEADERSHIP DEVELOPMENT ACROSS THE YEARS

4-1 Leader Development Stages 4-1
CHAPTER 5 – CORE LEADER DEVELOPMENT PROGRAMS

5-1 Character and Leader Development Program 5-2
5-2 Academic Program 5-5
5-3 Military and Professional Development Program 5-8
5-4 Sports and Physical Development Program 5-10
5-5 Program Integration 5-13
CHAPTER 6 – LEADERSHIP DEVELOPMENT SUPPORT STRUCTURE

6-1 CLDS Framework 6-1
CHAPTER 7 – INTEGRATING MECHANISMS

7-1 Governance 7-1
7-2 The Honor System and the Honor Code 7-2
7-3 Other Leader Development System 7-3
7-4 Assessment and Evaluation 7-4
7-5 Continuity 7-7
Annexes
A Glossary – Terms and Definition A-1
B References B-1
C Records of Revision C-1
D Recommendation for Changes D-1
CHAPTER 1
INTRODUCTION
The uniqueness of this document is its focus on leadership

development of cadets in PMA. While there may be men and women who
are born leaders, leadership can and must be learned. Although leaders
may delegate, effective leaders do themselves what must be done with
excellence, what sets the standards, what makes the difference and
ultimately, what they will be remembered for. Thus, it is important for us to
define, clarify and set the standards for leadership development.
Chapter One begins with an explanation of the purpose of this

document and how it fits into PMA’s broader strategic plan. An
examination of the PMA strategic context and the legal basis/framework
sets the stage for the Cadet Leader Development System (CLDS).
Section 1-1 Background
1.1 The Need for an Operational Plan. The “PMA Road Map 2015
(PMA 10-Year Strategic Plan)” was crafted as a response to the following
strategic issues: 1) lack of quality cadet applicants; 2) low success rate or
high attrition rate; 3) lack of highly competent and qualified military and
civilian faculty, staff and personnel; 4) unstable policies, systems and
programs; 5) lack of focus of current educational and training programs; 6)
insufficient and inadequate logistical and financial resources; 7)
inadequate and old infrastructures and training and support facilities; and
8) doubt on the character and competencies of graduates. Its purpose is to
institutionalize the different reform initiatives being undertaken and
prescribe a strategic direction for the present and future administrations of
PMA. It also stipulates the path to take in achieving the PMA Vision to be
“the country’s premier leadership school”, by 2015. Thus, the PMA Road
Map 2015 provides the impetus to create the CLDS as an operational
document that would connect the over-all strategic plan of PMA to its
implementing or tactical programs relative to educating and training the
cadets.
Towards this end, it becomes imperative that PMA institutes a more

comprehensive and integrated leader development system that will
become the primary vehicle towards achieving its vision and mission. The
CLDS, as an operational level document, takes off from the strategic
perspectives and bridges the gap between broad strategic guidance at the
1-1
institutional level and the program-based design and execution at the
tactical level.
The military leadership doctrine uses the “Be, Know, Do” framework to
define the characteristics necessary of a leader. This construct frames
leaders in terms of their character and competence. Values/traits define
character (BE), knowledge pertains to the requisite qualifications and
capabilities (KNOW), and the manifestation of adequate and sufficient
skills defines competence (DO). The whole of the “BE, KNOW, DO”
construct is essentially greater than its parts. By pursuing leader
development, PMA not only advances a cadet but even the unit, the
organization and the society as a whole. Cadets must learn to adhere to
high standards of leadership. As they rise in position and rank, and as their
responsibilities concomitantly increase, they must model their behavior for
the lower classes and enforce standards throughout their entire military
career.
1.2 Purpose of the Cadet Leader Development System (CLDS). The

CLDS is a framework designed to focus, integrate and synchronize all
cadet developmental activities across the entire PMA leadership
development experience. It is designed to organize the cadets’
experiences so that the PMA achieves its institutional goals, accomplishes
its assigned mission and realizes its strategic vision. The CLDS is a
differentiation and positioning strategy that addresses the need for PMA to
make it distinct from other military and civilian educational institutions.
This document is published to provide cadets, staff, and faculty with a

common understanding of how to organize all programs and activities to
enable cadets to undergo the entire PMA leadership development
experience. As an operational document, the CLDS aligns the tactical
execution of development programs and activities within PMA’s strategic
guidance.
1.3 Strategic Context. Cadet leader development is the heart of the

overall planning process. The integration of leadership concerns into the
core program objectives is critical. Leadership, through strategic planning,
should align the organization to the present situation and the challenges of
the future, mobilizing people to adapt to change, establishing and aligning
directions, seeking out new opportunities and responding to changing
realities confronting the Academy.
The diagram below illustrates how the CLDS fits within the entire PMA
Strategic Context.
1-2
PMA STRATEGIC PLAN Strategic
VISION, MISION,
STRATEGIC GOALS
LS
Goals & strategies
Operational
PMA CADET LEADER
DEVELOPMENT
SYSTEM
Guidelines & principles Tactical
Academic Military Physical

Program Program Program
Character Development
Program
SUPPORT SYSTEMS IMPROVEMENT &
INFRASTRUCTURE DEVELOPMENT
Figure 1.1The PMA Strategic Context
(a) Vision. With the approval of the PMA Road Map 2015, pursuant to
DND Memorandum Order No 01, dated 30 January 2006, the PMA
administration must align all plans, programs and activities towards
realizing the PMA vision.
“We envision the Philippine Military Academy, by 2015, to be

the country’s premier leadership school, producing military
professionals of character, dedicated to protect and help
build the nation.”
(b) Mission. The PMA’s mission contains two essential components:

purpose and task. The primary purpose of PMA is to produce
graduates who “shall possess the character, the broad and basic
military skills, and the education” essential to the development of
military professionals of the Armed Forces. Specifically, the
Academy’s task is “to instruct, train and develop the cadets.”
PMA’s mandate as expressed in the mission statement is in part

defined by Article IV Section 30 of the National Defense Act of 1935
which states that “There shall be established a military training school
to be named the Philippine Military Academy for the training of
selected candidates for permanent commission in the Regular
Forces...”
(c) Core Values. The PMA Charter Statement identified the ten core
values that shall guide the Academy in all its undertakings. The
1-3
PMA must therefore produce graduates who possess the core
values of: “love of God and country, courage, duty, excellence,
honor, humility, integrity, loyalty, respect, and solidarity.”
1) Love of God and country. Loving God is the first and highest
affection of a renewed mind. It involves a conviction of God’s
excellence, an inner contentment towards the revelation of
His nature (Who God is?) and gratitude for His favors (What
God has done?).
Love of country refers to one’s love for his land, people,

culture, and history. It starts with the acknowledgment of a debt of
gratitude for one’s country and is followed by the intense desire to
pay that debt of gratitude by seeking its good, of both the land and
the people. It seeks to correct whatever is wrong, anomalous,
imperfect, unfinished or evil and endeavors to leave behind a
worthy patrimony to the generation that will come after.
2) Courage. Courage is valor in the physical realm. Valor is the

power, the strength, and the ability to overcome fear in
performing a mission and to accomplish what is seemingly
impossible. However, unlike valor, courage goes beyond the
bodily dimensions of boldness and endurance to pain and
hardships. It may also be the moral courage to stand for
what is right and persevere to make it difficult for friends,
superiors, peers, and comrades alike to do the wrong thing.
3) Duty. Duty is the value of obedience and disciplined

performance despite difficult and danger. It is an act of
selfless service in which the welfare of those we lead and the
accomplishment of the mission comes ahead of one’s
desires.
4) Excellence. Excellence is consistently keeping our promises,

as an institution or as an individual, to each of our
stakeholders to high standard. It has three parts:
performance, predictability, and achievement. This idea of
excellence suggests how results are achieved. Excellence
may also be measured in terms of reputation, resources, and
outcomes. It may be achieved when an institution or an
individual is especially successful in accomplishing its
purpose.
1-4
5) Honor. Honor is our crowning value as it is more precious than
life itself. It is the hallmark of our military conduct, which
implies our clear consciousness of personal dignity and
worth. We associate it with good reputation, and is the
immortal, sacred part of our character, the violation of which
should bring about shame in us and the dignity to impose on
ourselves the requisite restitution.
6) Humility. Humility is the quality or condition being marked by

modesty in behavior, attitude, or spirit; not arrogant or
prideful. Although humility is not the first or the greatest of
the virtues, it is the foundation of spiritual strength second
only to faith. Humility is a foundational virtue in that it
removes the obstacles of faith in our life. It is not the
opposite of pride, it is the absence of pride and that makes a
person a fitting receptacle of grace.
7) Integrity. Integrity is a virtue perfected by being completely

honest in the climax of moments. It does not give in to
compromise, rather, it is doing what you would do,
regardless of the consequences and of what others will think
and say. Integritas, the Latin root of integrity, means
wholeness, congruency and values. Wholeness implies not
being fragmented; inner values are congruent with external
behavior. Congruency suggests consistency, agreement,
regularity, balance, and harmony. Congruent leaders live and
lead consistent with their values. Values are what you
believe in – those principles that guide behavior.
8) Loyalty. Loyalty implies that we express in words and in

deeds, strong support to those who lead us, those whom we
lead and all those who serve with us. It is the best
expression of our fidelity to God, our country and fellowmen,
and our adherence to democratic principles, constitutional
mandate and legal authority.
9) Respect. Respect means to demonstrate “high regard” for or

special attention to something or someone. It is viewed from
both a social and individual perspective and is influenced by
one’s personality, emotions, preferences, and cultural
context. In PMA, respect means showing due consideration
for the dignity and individuality of each person. Hence, the
value of respect, not just in relation to discipline and order,
but more in relation to human dignity and individuality must
1-5
permeate in all aspects of cadet training. Moreover, respect
is something for us to regularly practice and rarely master.
10) Solidarity. Solidarity is the consolidating and integrating

value to which all of us bind ourselves with the rest of our
comrade-in-arms. With it, we reject divisive fraternal
organizations within PMA. We believe that a well-trained and
a well-led military unit develops esprit-de-corps and
recognizes the fact that one’s ability to perform a job is best
achieved in teamwork with others.
(d) Strategic Imperatives. The PMA Charter Statement spells out

the four essential and interrelated strategic imperatives so that
PMA may move from where it is now to its desired state in the
future which is to be the country’s premier leadership school.
First, PMA must ensure that graduates fulfill the expectations of

the Filipino people in general of what a PMA graduate should and
must be doing in the performance of his/her duty as a commissioned
officer of the Armed Forces of the Philippines. Most importantly, PMA
graduates are expected to be exemplars of ethical behavior and moral
conduct, intellectually strong, highly competent in military skills and
ready to lead soldiers in combat. The CLDS serves as a guiding
framework towards fulfilling the expectations of the Filipino people.
Furthermore, PMA is mandated by law to provide officers to the

Armed Forces of the Philippines. Under Sec. 4.c of Republic Act
Number 291, “an act to provide for the procurement, promotion, and
elimination of regular officers of the Armed Forces of the Philippines”,
it states that the (sic.) “priority in the filling of vacancies in the grade of
second-lieutenant will be given first, to the graduates of the Philippine
Military Academy...” While PMA supports the officer requirements in
general, it customizes its graduates to the specific requirements of the
three major services, the Philippine Army, the Philippine Navy and the
Philippine Air Force.
Second, to achieve the vision, all components of the PMA system

must be aligned. This is where the CLDS comes in. The PMA
development programs must be integrated such that all resources are
focused towards the delivery of quality education and training.
Third, in achieving the vision, PMA must also nurture a team of

highly dedicated, competent and motivated military and civilian
1-6
mentors, faculty and staff who will inculcate the principle of leadership
to the cadets throughout their four years in the Academy.
Fourth, it is imperative for PMA to have more than adequate

resources for it to be effective in implementing leader-concerned
plans, programs and activities.
1-7
1-8
CHAPTER 2
PMA CADET LEADER DEVELOPMENT
While Chapter One explains how the CLDS fits within the PMA
Strategic Context, this chapter discusses the underlying framework of the
CLDS. It begins with an understanding of the concept of development
followed by the CLDS Conceptual Framework. The leader development
domains and leadership development environment are further discussed.
The chapter ends with the different methods and the standards used for
leader development.
The subject of leadership has been analyzed from different

perspectives – both from the social or exact science perspectives:
psychology, business, history, sociology, and education. Research and
discussions oftentimes present disparate connections yet within each are
recurring themes. Leadership is indispensable in any organization, yet
insufficient if it does not resonate throughout the institution. While
theoretical thinking regarding leadership continues to evolve and
overlapping themes among leadership theorists abound, one thing
remains essentially the same: that leadership behavior demands flexibility,
an ongoing learning, and continuous practice towards making appropriate
decisions.
While others have the advantage of being born leaders, PMA believes
that future leaders can be selected, formed and developed. Upon this
philosophy rests the PMA cadet leader development model.
Section 2-1 Concept of Leadership Development
2.1 Definitions.
(a) Leadership. Leadership is the influencing process of leaders and

followers to achieve organizational objectives through changes.
Leadership is also a process whereby an individual influences a group
of individuals to achieve a common goal.
Accordingly, leadership is an intentional change process through

which leaders and followers, joined by a shared purpose, initiate
action to pursue a common vision. It is creating an environment in
which people want to be part of the organization and not just work for
the organization. It creates an environment that makes people want to,
2-1
rather than have to do. It is clearly communicating peoples’ worth and
potential so that they come to see it themselves. It is a choice, built
inside out on a foundation of character. Great leaders unleash
collective talent and passion of people toward the right goal.
(b) Development. Development is the holistic means by which PMA

accomplishes its mission to educate, train and develop the cadets; the
process by which cadets adopt their self-concept of officership as a
values-centered leader in selfless service to the AFP and the nation.
(c) Leadership Development. According to the Center for Creative

Leadership (CCL), “leader development” is the expansion of a
person’s capacity to be effective in leadership roles and processes
that facilitates setting direction, creating alignment and maintaining
commitment on groups of people who share collective work”.
Leadership Development refers to the activities involved in

enhancing one's ability to establish vision and goals, and motivate and
guide others to achieve them. Leadership development is critical at
almost any level in the organization – not just the executive level.
Further, leadership development is an effort that enhances the
learner's capacity to lead people. Very simply put, leading is setting
direction and guiding others to follow that direction. A critical skill for
leaders is the ability to manage their own learning.
2.2 What should cadets become? The CLDS aims to transform

individuals from a less-regimented lifestyle into cadet leaders with the
values, responsibilities, knowledge, skills and attributes to lead
subordinates and influence superiors. It will equip them with the proper
leadership tools that will enable them to assume responsibility and
leadership positions within the military organization and beyond. It is
expected that these cadets will graduate to become leaders of character
that will be ready to face the challenges in meeting the expectations of the
Filipino people.
2.3 Challenges of Leadership Development. Facilitating cadet’s

development requires a striking balance among several competing forces:
tailoring to individual differences, encouraging cadet ownership of their
development, and helping cadets learn from success and failure.
(a) Tailoring to individual differences. Every cadet is at a

different level when it comes to internalizing the essentials of being
an officer. Depending on their personal backgrounds, the length of
their stay at the Academy, and their general level of motivation and
2-2
maturity, these individual differences can be significant. The staff
and faculty recognize these differences and tailor their support to
individual cadet development by acknowledging that they are
unique individuals with different personalities and needs.
(b) Encouraging cadet ownership. Through cadet

empowerment and the tasking of responsibility to the cadets in all
their endeavors to include decision making, the cadets develop
ownership of initiatives along leadership development. Thus, the
likelihood of personal development increases.
(c) Helping learn from success and failure. An important

challenge is to witness cadets do the right thing based on
accepted standards of morality. The faculty and staff must
constantly look for opportunities to reinforce success.
Nevertheless, while no one wants to see a cadet fail, some cadets
definitely will. The high standards that hold the cadets
accountable for their actions across a broad range of
requirements will eventually cause most cadets to fall short of the
mark in some area of their development. Failure in and of itself is
not fatal. What’s more important is how cadets and their mentors,
the PMA staff and faculty, respond to such shortfalls. This will
bring about a better education and training system for the
development of the next generation of cadets that is responsive to
the needs of the times.
Section 2-2 Leadership Model
2.4 A PMA graduate should be a leader of character who has a clear

identity and possesses the necessary competencies and desired
actions by developing certain aspects of leadership congruent to the PMA
“BE-KNOW-DO” leadership model. The application of these principles is
universal, whether one goes to the Army, Navy, or Air Force. Although the
PMA BE-KNOW-DO leadership model applies to the lifetime of a PMA
graduate, the target of development will be focused to the first five years of
a graduate in the service as applied to the five (5) roles expected to be
performed.
A clear identity of who the PMA graduate as leaders should be is

developed through the CLDS. PMA imparts to each graduate adequate
knowledge and skills necessary to serve in the armed service of the
nation in the pursuit of a military profession. The CLDS is designed to
2-3
enhance the individual competence as well as the AFP capabilities
required for effective mission accomplishment.
Table 2-1 PMA Be-Know-Do Model

“ IDENTITY BE”
A Leader of Character with the COMPETENCE „KNOW” ACTIONS “DO”
following:
VALUES/TRAITS ATTRIBUTES KNOWLEDGE SKILLS 1. INFLUENCING

PMA CORE 1. PHYSICAL 1. STANDARDS 1. PSYCHOMOTOR a. Setting the
VALUES: a. a. Health a. Balance SKILLS example
1. Love of God b. Fitness b. Coordination a. Balance b. Seeking
and country - - Health-related c. Flexibility b. Coordination self-improvement
2. Honor - - Motor skills d. Agility c. Flexibility c. Learning
3. Duty - related e. Strength d. Agility d. Advocating
4. Solidarity 2. MENTAL f. Power e. Strength e. Building
5. Excellence a. Intellectual g. Stamina f. Power f. Networking
6. Courage - - Critical thinking h. Endurance g. Stamina g. developing
7. Integrity - Reflective i. Speed h. Endurance h. Evaluating
8. Loyalty thinking 2. SELF i. Speed 2. GUIDING
9. Respect - Creative thinking a. Personality 2. REASONING a. Communicating
10.Humility - Wisdom b. Preferences a. Analytical b. Teaching
b. Volitional c. Priorities b. Synthetical c. Training
- Decisiveness d. Strengths and c. Deductive d. Motivating
3. EMOTIONAL weaknesses d. Inductive e. Inspiring
a. Self-awareness 3. HUMAN 3. RELATIONAL f. Coaching
b. Self-mgt NATURE a. Interpersonal g. Counseling
- Self-confidence a. Beliefs b. Filial h. Empowering
- Self-control b. Values c. Intrapersonal i. Mentoring
- Coping c. Composition d. Organizational j. Serving
c. Stability (body, soul, and - Internal 3. DIRECTING
4. SOCIAL spirit) (subordinates, a. Planning
a. Social awareness 4. JOB peers, superiors) b. Organizing
b. Empathy a. Technical - External c. Problem-solving
c. Social - Knowing (organization to d. Decision-making
responsibility technology organization) e. Implementing
5. MORAL - Operating e. Environmental f. Enforcing
a. Rectitude technical f. Relationship with God g. Controlling
b. Righteousness equipment 4. MANAGERIAL h. Coordinating
c. Goodness - Maintaining a. Resources (human, i. Supervising
6.SPIRITUAL equipment financial, material) j. Taking Responsibility
a. Recognition of - Fieldcraft / b. Time Mgt k. Looking out for the
the Divine Specialization c. Systems Mgt welfare of subordinates
b. God-fearing b. Tactical d. Information Mgt l. Accomplishing the
- Knowing e. Resource Generation mission
Doctrines
- Knowing
Tactics,
Techniques,
Procedures
5. UNIT
a. Mission
b. Organization
c. Capabilities
d. Limitations
6. SOCIETY
a. Local
b. National
c. Regional
d. International
(a) “BE” – Identity. The PMA philosophy of education identifies

men and women who must not only be fit physically, mentally and
socially but also individuals who are rational, moral, and spiritual.
In terms of composition, man is composed of body and soul.
There are those who believe that there is a third aspect, the spirit
2-4
of man. Man is believed to be made up of these three parts, the
body, the spirit, and the soul. Spirit is composed of intellect, will
and emotion. Intellect is the rational side, while the will is the
ability to decide. Also, emotion is the affective side. On the other
hand, the soul functions as the modem of man that communicates
to a higher being, the Divine. It is from this philosophy that PMA
adopts a holistic view of man.
1) Values/traits. Values are stable and enduring beliefs about

what an individual considers to be important. Values provide
basis for meaning. These are intrinsic and immeasurable.
PMA lays the ground for cadets to develop the attitude that
will allow them to consciously adhere to and uphold the PMA
core values. Outside the watchful eyes of mentors and the
boundaries set by rules and regulations, these values must
be translated as a way of life. Furthermore, leader
development has its foundation in value formation and self
mastery. The essence of leadership lies in the strength of
character over an above broad education and military skills.
2) Attributes. PMA is the training ground for developing future

officers and leaders who have all the necessary mental,
emotional, physical and spiritual qualities required of an AFP
officer. This totality essentially accelerates the advancement
of leadership development.
(b) “Know” – Competence. Competence is the capability that allows

an organization to perform extremely well in comparison to
competitors. Unique from other military institutions and schools of
higher education, PMA aspires to be the premier leadership institution
in the country, producing leaders of impeccable character and
professionalism through its four core leader developmental programs.
1) Knowledge. Knowledge refers to the acquaintance with facts,

truths, or principles, as from study or investigation. This also
refers to familiarity or conversance, as with a particular
subject or branch of learning. Thus, what must a leader
know? To be an effective leader, a cadet needs to know
standards, himself/herself, human nature, the job, the unit,
and the society.
(a) Standards. Standards define acceptable performance,

control behavior, and influence actions whether they are
organizational or societal in nature. Standards provide
2-5
objective performance measures and a common
benchmark from which to evaluate performance. To
ensure that standards are understood and attained,
standards must be communicated clearly. All individuals
must strive for “SMART” goals; meaning, goals must be:
specific, measurable, achievable, result-based, and time-
specific goals. A credible foundation of standards
supports cadet development. Cadets must learn and
adhere to rigorous academic, military, physical, ethical
and conduct standards. These are not just standards, but
standards of excellence and high standards to challenge
cadets and promote personal growth. Aside from setting
and enforcing high standards in all areas, leading others
successfully requires gaining a deeper knowledge about
people and human nature. But before understanding
other people, a leader must first know thyself.
(b) Know Yourself. Knowing yourself, first and foremost, is

having an awareness and knowledge of your own self.
The self pertains to the totality of one’s personality,
preferences, priorities, strengths and weaknesses. Each
person is unique in terms of physical, mental, emotional,
and spiritual capacities. Crucial to the development of a
leader is a holistic self-knowledge so as to maximize
strengths and improve one’s weaknesses. Personality is
the sum total of the physical, mental, emotional, and
social characteristics of an individual. It is a combination
of traits that classifies an individual’s behavior.
Understanding one’s personality is important because
personality affects behavior as well as perceptions and
attitudes. Moreover, knowing personalities helps one to
explain and predict others’ behavior and job performance.
(c) Know human nature. After gaining a deeper

understanding of oneself, a leader must also strive to
gain more knowledge about human nature, specifically
the beliefs, values, and the composition of human beings.
Leaders need the support of seniors, followers, peers,
and other people within and outside the organization in
order to motivate and develop a cohesive, disciplined,
and motivated unit. This requires an understanding of
human nature. People behave in accordance to certain
principles that govern behavior in times of war and in
times of peace. The task of a leader is to discern what
2-6
aspect of human behavior to apply in all situations. As
leaders, you are in control of yourself and your
subordinates. Ultimately, you are held responsible for
your subordinate’s performance and are held accountable
for their actions. Beyond having knowledge of oneself
and human nature, essential to effective leadership is
having knowledge of the job and the unit/team.
(d) Know your job. With the complexity brought about by

globalization, technological advancement, and
information transfer, among the most effective weapons a
leader must be armed with are having the technical and
tactical knowledge in employing your subordinates and in
the use of equipment as well as an understanding of the
doctrine and tactics, techniques and procedures of
potential enemies.
(e) Know your unit. Tactical and technical knowledge alone

will not make an effective leader. By knowing the
limitations and capabilities of your team, you develop a
disciplined and cohesive unit. Within effective units, are
team members who know themselves and each other.
There is commitment to each other, to fight and make
sacrifices for the welfare of their unit. The team is
characterized by mutual respect, trust, confidence, and
understanding.
(f) Know Society. Knowing culture and traditions is much

needed by a Filipino leader in dealing with both his/her
subordinates and the community where missions and
operations are conducted. This is a fact due to the
diversity of the cultures in the different regions within our
country from which our soldiers come from and in which
the leader must accomplish missions with the context of
Internal Security Operations. Likewise, in the conduct of
their mission and operations, the horizon of leadership
extends beyond realms of Philippine territory. With the
onset of the 21st century, the future leader is confronted
with many environmental challenges, threats, and
opportunities, spanning boundaries that go beyond the
local sphere of influence but extend beyond the national
level. Future leaders’ scope and depth of influence
encompasses even the regional, international, and global
spheres. One also considers cultural differences, religion,
2-7
gender, and the political landscape and how it shapes the
contemporary operational environment.
2) Skills. Through the CLDS, PMA may achieve a competitive

edge by equipping its graduates with the sufficient and
necessary skills in the exercise and mastery of professional
duties. Through the four-year educational experience of
continuous learning and application, a graduate will be able
to master the following essential skills:
(a) Psychomotor. Based on the philosophy that physical

development occurs through a progressive and
sequential experience, psychomotor skills essential to
individual fitness, wellness and healthy living will be
developed through sports, games, and physical fitness
activities. Among the basic psychomotor skills that must
be developed are the following: balance, coordination,
flexibility, agility, strength, power, stamina, endurance,
and speed.
As a result of active participation in physical activities

that include movement skills and physical and motor fitness,
baseline skills and self-confidence will be developed in the
cadets.
(b) Reasoning. Reasoning is an art as well as a science; it is

something we do as well as understand; the skill in the art
of building arguments and testing them is a way in which
assertions made are supported.
Reasoning may take many forms; one is analytical

reasoning, which is crucial in the military and academic
environment. Analytical thinking requires cadets to develop a
level of proficiency in concept formation and
conceptualization of complex and ambiguous relationships,
creativity in idea generation and problem solving, Another
form of reasoning is synthetical reasoning, the ability to
analyze events and perceive trends, anticipate changes, and
recognize opportunities and potential problems.
Reasoning also runs in two (2) directions: deductive and

inductive. Deductive reasoning stems from the general to
specific while inductive reasoning runs from specific to
general. Should judgments be relied upon, faulty and sound
2-8
reasoning may be distinguished using correct reasoning as
the most solid foundation.
(c) Relational. Relational skills involve the ability to work

with and through other people and to work effectively as a
team member. This is demonstrated in the manner a
person relates, develops, and maintains positive
relationships with other individuals, to members of the
family, with people at work, and in society.
Within the organization, relationship with our superiors,

peers, and subordinates are important at all times,
specifically with those who interact with people on a daily
basis, within and outside of our own organizations at all
levels. Above all, relationship with God must be continually
nourished.
Leaders must show respect at all times, allowing others

to express themselves without fear of being ridiculed or
shamed, encouraging a spirit of openness. Leaders must be
tough but compassionate, willing to support and energize
others towards a common goal.
(d) Managerial. Management is the process of achieving

organizational goals. While leaders promote the vision,
creativity and bring about change, good management is
needed in the organization to promote stability, bring
order, and help solve problems related to the existing
organizational systems, structures and the effective use
of resources, whether these are human, financial, or
material in nature. In addition, managers strive to
generate resources vital to sustain the organization in its
pursuit of its goals.
(c) “Do” – Desired actions. Action is based on competence and

competence is based upon identity. In times of war, crises, or
difficulties, the probability of winning rests upon what a leader decides
to do in any given circumstances. Essential to the successful
accomplishment of any mission is the leader’s ability to influence, guide
and direct.
1) Influencing. Influence means that the relationship among

people is not passive and that some end or goal is designed
to be achieved. Influencing is the process of communicating
2-9
ideas, gaining acceptance of them, and motivating followers
to support and implement the ideas through change.
Influencing includes setting the example, seeking self-
improvement, learning, advocating, building, networking,
developing, and evaluating.
Influencing involves power, politics, and negotiation. Leaders

gain the commitment and enthusiasm of followers who are willing
to be influenced. Effective leaders know when to lead and when to
follow. Thus, leaders and followers often change roles through the
influencing process. Effective followers also influence others.
Effective leaders influence followers to support unit and
organizational objectives.
2) Guiding. Guiding means to accompany, to show points of

interests and to explain their meaning and their significance.
Certain skills are necessary to guide subordinates effectively.
Among these are communicating, teaching, training,
motivating, inspiring, coaching, counseling, empowering,
mentoring, and serving.
Communicating entails translating ideas in a clear, concise,

and understandable manner to serve the purpose and appropriate
for the audience. Communication requires establishing open lines
using both spoken and nonverbal actions, gesture, and body
language.
Teaching refers to improving performance by increasing

knowledge, gaining new perspectives and skills, and overcoming
problems. Training is educating, instructing and disciplining of
others. Motivating means energizing and getting every soldier to
actively participate, to persist despite difficulties. Inspiring is
generating enthusiasm, confidence and creativity. And coaching is
helping soldiers develop skills, providing reinforcement and giving
feedback.
Counseling requires that a leader’s action demonstrates

knowledge, understanding, judgment, and ability. A counselor
must show an attitude of genuine concern and caring for the well-
being of their soldiers. Empowering is giving subordinates the
responsibility and authority to make decisions. Mentoring involves
providing guidance, encouragement, and support. Finally, serving
is essentially putting others before oneself.
2 - 10
3) Directing. Directing is used when a leader tells his/her
subordinates what, when, where, and how s/he wants a task
done. Tasks are prioritized, responsibilities are assigned and
authority is delegated when necessary, ensuring that the
people understand the standards to be met. Directing is
getting things done by the right people, at the right place,
and at the right time with the available resources aimed at
the right targets.
When leading subordinates who lack the experience or

competence at a task, directing their behavior is needed and
close supervision will not be resented. People want to be given
challenging tasks. Directing is more than just delegating. It
requires exercising discretion when to apply the following
functions: planning, organizing, problem-solving, decision-making,
implementing, enforcing, controlling, coordinating, supervising,
taking responsibility, and looking out for the welfare of the men to
ensure the accomplishment of the mission.
Section 2-3 Conceptual Framework
The PMA envisions the Academy to produce leaders who shall be

professional officers of the Armed Forces of the Philippines, having an
understanding of the unique characteristics essential to become leaders,
and guided by the principles governing the five graduate roles. Leadership
development shapes the cadets to perform the five PMA graduate roles:
as a leader of character, a combatant, a military professional, a
manager of resources and a partner in national development. The five
major roles expected to be performed by PMA graduates as future
commissioned military professionals will be discussed further in the
following chapter.
2 - 11
Figure 2.1 The PMA CLDS Framework
The five graduate roles are the target results of the CLDS. What is
needed for PMA is a holistic conceptual framework that will shape our
understanding of the leadership development process.
As a by-product of the PMA Be-Know-Do Model that identifies the

competency baselines, PMA believes that leaders can be selected, trained
and developed. Thus, a learning model was designed focusing on four
major developmental programs, namely: character-building, academic,
military, and sports and physical development.
Applied to the core development programs, the CLDS focuses all

programs around the development of leadership traits expected of an
officer and leader. With the underlying assumption that the learning
models introduce leadership development into the structure, process,
content, and evaluation of the core development programs, PMA
transforms cadets into graduates with the desired knowledge, skills,
attributes, as well as values and functions needed in the performance of
their roles.
In general, CLDS guides and sets the boundaries for all programs and
activities. Through the CLDS, all formal and non-formal activities and
programs of the cadets’ leadership development are designed towards the
development of the five officer-leader roles expected to be performed by a
PMA graduate.
2 - 12
Section 2-4 Leadership Development Domains
A cadet’s leader development experience throughout the 48-month

journey from Reception Day to Graduation Day and how it is organized
and implemented by the Academy is the primary development vehicle for
attaining the Academy’s mission. For the cadets’ experience, growth and
development to be holistic, the focus of education and learning will be on
the following domains of development:
2.5 Intellectual Domain. To be competent in their five roles, they must

have the requisite intellectual and cognitive skills. PMA graduates must be
able to think critically and creatively in order to anticipate and respond
effectively to a dynamic and changing world. They must be well-grounded
in a wide range of subjects relevant to the five expected roles of officer
graduates. Thus, an essential part of PMA leader development is a broad
and balanced liberal arts and sciences education – the essential
foundation for all future development in this domain.
2.6 Military Domain. This area explicitly recognizes the primary role of a
military officer: that of a combatant and protector of the nation and state.
The nucleus of basic military training is the understanding and
appreciation of military history and strategy, the acquisition of basic
knowledge such as troop leading procedures, command and control
processes, military doctrines, and the different tactics, techniques and
procedures. All developmental experiences contribute to the cadet’s
adoption of the responsibilities, knowledge, attitudes and skills essential to
prepare the cadet for combat leadership and command of platoon-sized
units and their equivalent in the other major services. Finally, the military
program is aimed at fostering trust, loyalty and respect for the chain of
command.
2.7 Physical Domain. Developing the cadet’s physical well-being

through rigorous training, cadets are equipped with the necessary
preparation for them to perform well under stressful and challenging
combat situations. Physical fitness is developed through the adoption of a
healthy lifestyle and active participation in individual and team sports. The
physical fitness program inculcates in the cadets the appreciation for
sustained efforts to remain physically fit. Physical fitness and health
means being sound in both mind and body. It is a positive state of well-
being. It is also having the ability to function effectively in physical work,
training, and other activities and still have the energy left to perform other
additional tasks.
2 - 13
The work of a military professional is physically demanding. Strength,
stamina, spirit and agility are taxed on a daily basis throughout an officer’s
career. This domain includes physical movement, coordination, and use of
the motor-skill areas. Development of these skills requires practice and is
measured in terms of speed, precision, distance, procedures, or
techniques in execution. Growth in this domain is marked by an increased
ability to understand and apply scientific principles to possess the physical
stamina, strength and endurance, not just in times of combat but in any
stressful situation or when intense concentration is required. Beyond
maintaining health and physical fitness, leaders’ skillful use of military
bearing – fitness, courtesy, and military appearance – are expected of
military leaders, even in the most difficult and trying situations.
2.8 Spiritual Domain. A fundamental aspect of human development is

one’s search for meaning. PMA facilitates a cadet’s lifelong search for
meaning through the numerous opportunities intended to augment the
strengthening of their personal beliefs and values.
2.9 Ethical Domain. The practice of the profession requires a solid

character. It calls for moral uprightness in all aspects. No graduate can
ever hope to become successful in any of his major roles without a fully
developed ethical domain.
2.10 Social Domain. Interaction with peers, superiors, subordinates, and

other stakeholders is a key success factor for a PMA graduate. This social
domain requires that s/he is able to communicate, negotiate and facilitate
with persons of different cultures, nationalities and social classes. PMA
provides ample opportunities to allow the cadet to cultivate his social
identity which is an essential part of his totality.
2.11 Affective/Emotional Domain. The affective domain includes having

a “can do” attitude, emotions, feelings, enthusiasm, motivations,
willingness to participate, valuing what is being learned, and ultimately
incorporating the values of discipline into a way of life.
Section 2-5 Leadership Design Principles
Based on the understanding of development, several principles were

derived to shape the PMA CLDS. These tenets guide our approach to
structuring the sequence and context of cadet leader developmental
activities so as to maximize development across all domains:
2 - 14
Table 2-2 PMA CLDS Design Principles
2.12 Focused. PMA training concentrates on leadership development. All

education and training programs center on the development of his
leadership potential in order to enable him to assume the five graduate
roles.
2.13 Integrated. This principle emphasizes how important it is that all

development experiences and activities be aligned and consistent across
all domains. Actions must match espoused values. Cadets must receive
clear and consistent signals about what is essential, whatever the context
or source. To follow this principle, all members of the faculty, staff and
personnel must understand not only the Academy’s mission but the
concepts and intent behind the CLDS.
2.14 Culture-based. All aspects of the PMA leader development

experience must epitomize the enduring commitment of PMA to be a
military, educational, and leadership institution that links the challenges of
cadet life with the aspirations of the Filipino people and the preservation of
our national identity, peace and security. Lessons of national history and
the academy traditions must combine to shape the future of the Armed
Forces of the Philippines. The Philippine military environment consists of
internal and external security concerns that are linked with the ongoing
government policies and programs aimed at attaining economic progress,
political stability and nation-building. Likewise, an understanding of the
different cultures prevalent around him/her will allow her/him to shape
his/her reactions and actions to suit her/his environment.
2.15 Sequential and Progressive. The four years of training in PMA is

regimented with activities designed to lay the foundation or bedrock of
leadership development. PMA sequences its developmental activities to
accommodate a cadet’s progression from being a new member of the
corps to becoming a cadet officer. At the end of each academic calendar,
it is expected that they are ready to perform their designated roles as a
team leader, a squad leader, or a cadet officer in the CCAFP. The cadets’
experiences are structured so that by the time they reach their final
2 - 15
semester, the PMA graduates would have developed in them the traits that
are expected to be found in junior officers in the Armed Forces.
2.16 Goal-oriented and Standards-based. All formal activities and

events within the PMA leader development experience should contribute
to the development of cadets as officers and leaders. Any activity must be
in congruence with the PMA vision and mission. Enforcement of standards
and guidelines of acceptable performance and behavior must be made.
Objectives, key result areas and performance indicators serve as the
benchmarks for each activity.
2.17 Transformational. Transformational leadership focuses on a

leader’s transforming abilities, rather than on personal characteristics and
follower relations. To effect change, transformational leaders tap into the
followers’ higher ideals and motives. PMA’s leader development
experience move and change things in a big way, seeking to alter the
existing structures and influencing people to buy into a new vision and new
possibilities.
As PMA continues to face local, regional and international challenges,

the PMA realizes the need for leaders who can craft and implement bold
strategies that will align the organization’s strengths and weaknesses with
emerging opportunities and threats.
2.18 Clear sense of Ownership. The leadership development model

suggests that cadets may get more out of their education and training in
PMA if they see personal meaning, importance, being able to relate with,
and having a sense of ownership of the leadership experience. In general,
significant decisions and accountability to superiors for the results of
decisions and actions are placed in the hands of cadets. Increased
ownership is earned through demonstrated trust and responsibility in
leadership experiences. Cadets are empowered, not so much in the sense
of delegating authority, but by providing them the means and the
motivation in the exercise of responsibility.
2.19 Common-Core, Customized Outcome. Leaders of character draw

their strength from a set of core values to guide behavior. Values reflect
the core of one’s identity, and serve as the lens through which goals are
executed. Values serve as the guide of what soldiers need to become of
every day, in every action they take, the words they speak, and decisions
they make. Values form the very identity upon which experience stands.
Values unite the CCAFP around a common purpose and vision. Cadets go
through a series of directed and shared experiences characterizing their
four years of PMA leadership experience.
2 - 16
Nonetheless, at the last stage of their training, cadets undergo a
common set of required leader development activities customized to their
chosen branch of service. This is to ensure that they are prepared to face
the challenges peculiar to the needs of the major services and still
bounded by the values learned throughout their stay in PMA.
2.20 Principle-centered. At PMA, effective leaders are models of

principle-centered leadership, guided by the transforming power of
principles rooted in unchanging natural laws that govern human and
organizational effectiveness. Having a principle-centered core is the key to
enduring influence, confidence, security, power, guidance and wisdom to
provide various opportunities for growth and providing direction to address
the need for better results.
2.21 Culture of excellence. There is no compromise when it comes to

achieving the set standards of excellence in any task, activity or mission
that a cadet is confronted with. No one should condone mediocrity of any
form and substance. Thus, a cadet is expected to constantly adhere to the
highest standards of excellence in all of his/her undertakings even beyond
cadetship.
Section 2-6 Leader Development Environment
Critical and essential for leadership development to be effective is the

PMA leader development environment. What follows is a summary and
discussion of each component necessary for a leader development
environment.
Table 2-3 PMA Leader Development Environment
2 - 17
2.22 Reinforcing and Nurturing. Leader development is strengthened
and best developed when the focus is on accomplishments. Individual
excellence and initiatives are highlighted and positively rewarded;
violations of established procedures and rules are punished accordingly.
Development of leaders is in the context of a nurturing and positive
environment where there are more opportunities for merits than for
demerits. Cadets learn that respect and recognition are the rewards of
becoming a true leader.
2.23 Inspiring. The hallmark of a reliable leader is strong commitment

such that loyalty and dedication are stirred and evoked. Cadets are
exposed to distinct episodes of role modeling and examples set by the
alumni and superiors, staff and faculty from which they can draw
inspiration from.
2.24 Enabling. Developing leaders among cadets and throughout the

ranks is everyone’s priority. New cadets enter the Academy with the goal
of becoming future officers for the AFP. Producing a new generation of
well-trained, highly motivated, and performance-oriented leaders among
the cadets, with the required skills and competence to cope with
uncertainties and challenges, and respond to changing realities through
times of crisis is made possible by the leader development experiences
cadets go through.
2.25 Empowering. Cadets gain trust and confidence through self-mastery

and the ability to lead others. Through the leadership development
environment, cadets exercise initiative, creativity and strive to excel
beyond their utmost capabilities.
2.26 Competitive. In war, there is no room for second place. Therefore,

cadets must learn to cope in a competitive environment where the goal is
not only to survive but to be the best leaders. Amidst a globally diverse
and challenging environment, leaders need to thrive by anticipating actions
and moves of competitors, discovering new potential ways to achieve
success, and learning from past mistakes and defeats with renewed
strength and a fighting disposition.
2.27 Challenging. Change is inevitable and for cadets to be prepared for

the increasing breadth and sophistication of their future roles, they must be
continuously trained in a learning environment that is dynamic and
responsive to change.
2.28 Progressive. The learning process that every cadet undergoes must
be forward and upward-oriented. The Academy sets the pace for
2 - 18
mobilizing cadets to adapt to change, establish new directions, seek out
new opportunities and identify key change signals.
2.29 Transparent. In all transactions and decisions made, accountability

and responsibility must be followed. Leadership development occurs within
an atmosphere of mutual trust and confidence.
Section 2-7 Primary Leader Development Methods
The major approaches intended to be utilized under the CLDS are

outlined as follows:
2.30 Role Modeling. The words and actions of a model instructor/faculty

member inspire cadets to emulate the same. Cadets look up to the role
models as the source of direction, support, and encouragement during
their journey from plebehood until the time they are assigned as
commissioned officers in the AFP. In PMA, complete deference to
authority is practiced. Upperclass cadets, tenured military officers, faculty
members, and members of the PMA community serve as role models
whom the cadets will emulate and can provide the necessary guidance to
the cadets in their character development, ensuring that they are properly
molded into upright leaders who espouse the core values of PMA.
2.31 Mentoring. Mentors serve as guides with wisdom. Mentoring at PMA

can take any or all of three forms: a) educational mentoring, b) career
mentoring in the organizational environment, or c) personal development
mentoring in the general setting. In whatever form, the mentor, usually a
faculty member, staff or an upperclassman, enlarges the scope of
understanding of cadets by navigating direction and providing
encouragement by listening and understanding. In the process a mentor
sends the trainee on the path to success.
2.32 Immersion and Exposure. A cadet will gain a deeper appreciation

of the responsibilities and accountabilities of a PMA graduate to the
Filipino people by establishing ties with the leaders and members of the
different sectors in society, whether local, international, regional, or global
in scope. Immersion and exposure intends to provide the cadets first hand
and realistic experience outside of the classroom and the portals of the
Academy. Immersion also serves to provide a venue for the cadets to
provide social services and contribute to national and community
development.
2 - 19
2.33 Stakeholder Interaction. By constantly establishing, nurturing and
sustaining positive interpersonal relationships with internal and external
stakeholders, cadets realize that an officer is primarily a servant of the
stakeholders. PMA’s primary external stakeholders includes: the general
public, the national government, its agencies and commissions, the
DND/AFP, the major services, contemporaries in other fields, the parents
of the cadets, the PMA Alumni, and the communities surrounding PMA.
2.34 Institutional Training (formal and informal). Aside from leadership

competencies established at the academic level at PMA, institutional
training will be through formal classroom and hands-on training.
Institutional training will provide cadets with more advanced training in
their chosen branch of service and offer professional development courses
that shall prepare them for higher levels of responsibility.
Not all education and training can be acquired inside the classrooms.
Experiential learning becomes more valuable as it allows the cadets to
reflect and develop within him/her a deeper understanding of the essences
of learning. Thus, opportunities for learning through informal training can
provide valuable inputs and serves as a complementary approach in the
leadership development of the cadets.
2.35 Self-development. Leadership competencies are better acquired

through self-development. Graduates become more effective leaders
through advanced studies, formal and informal education, training, and
experience. A PMA graduate must exert all possible means towards
professional and personal growth, as well as manifest the desire to strive
towards self improvement.
Section 2-8 Leader Development Standards
PMA has certain levels of excellence that is acceptable as the norm by

which actual attainments are judged and must be maintained in support of
leadership development. As cadets progress through the “PMA Leader
Development Experience”, they also learn to set and enforce standards
that are expected of them as future commissioned officers of the AFP.
2.36 Objectives of Standards. Standards are established to challenge

cadets to achieve increasingly higher levels of performance and to make
expectations clear. In any organization, standards provide as a basis of
evaluating performance and delineating excellence and discipline from
mediocrity. Standards set the limit for rules, norms and procedures.
2 - 20
2.37 Role of the Faculty and Staff. The military and civilian faculty must
establish, teach, enforce, and model high standards of leadership and
excellence.
(a) Establish Standards. PMA defines and articulates clear

standards of performance across all programs. These must be
clearly understood and aligned with those of the AFP and that of
PMA’s stakeholders. The PMA leader development experience, as
provided by the military and civilian faculty, prepares cadets to
understand and incorporate leadership development in their entire
professional career as military officers.
(b) Teach Standards. Complementary to the academic program

are the military and physical training programs designed to develop
enlightened military leaders with high moral convictions and
professional standards amidst a dynamic and turbulent
environment. All officers, faculty, and staff, through their speech
and actions, relay the exact spirit and intent of leadership to the
entire CCAFP.
(c) Enforce Standards. The enforcement of the CLDS must

likewise be based on the intrinsic benefits of leadership and not
only upon the fear of consequences and the desire for merit and
promotion.
(d) Model Standards. The process of developing leaders lies in the

hands of the “models” who exemplify, practice and actively
reinforces “principle-centered leadership.” Having a principle-
centered core is the key to continuing influence, confidence,
security, power, guidance, and wisdom that provide various
opportunities for leadership development and provide direction to
address the need for better results. Cadets will aspire to become
true leaders if they themselves find exceptional leaders in the
Academy and officers of the AFP for them to emulate.
2 - 21
2 - 22
CHAPTER 3
PMA GRADUATE ROLES
This chapter starts with a discussion of the Aspects of Leadership

Development for each graduate role with the appropriate set of values,
responsibilities, attitudes, skills and knowledge. There is also a discussion
of each major graduate leader role that must be performed within the
boundaries of the focus areas as mentioned.
The primary means of the CLDS in fulfilling the vision, mission, and
stakeholder expectations is to focus all programs and activities around the
development of the five primary roles that each PMA graduate is expected
to perform. This is done by developing the values, knowledge and
attitudes necessary to carry out the graduates’ roles. The CLDS defines
the specific roles of the four different classes comprising the Cadet Corps
Armed Forces of the Philippines (CCAFP).
Section 3-1 Leadership Aspects
For each of the expected PMA graduate roles, leadership

development at PMA will focus on five attributes, namely: Values,
Responsibilities, Knowledge, Skills, and Attitudes. These attributes
contribute to competency build-up and equip cadets with the ability or
capacity to react to situations in conditions where the consequences of
error may be serious.
3.1 Values. PMA must first succeed at values formation before it can
proceed to the further development of the cadets for their graduate roles.
For leadership development to be successful, it must decisively transform
young plebes into mature cadets who have internalized a set of principles
intended to guide their personal development and conduct as officers and
leaders.
3.2 Responsibilities. Inherent in each role are the responsibilities which

graduates are expected to deeply internalize to allow them to appreciate
the breadth and scope of their profession. To do so would assure PMA
that the values of its graduates are what will sustain them throughout their
career and the rest of their lifetime.
3.3 Knowledge. PMA equips its cadets with broad and basic military
skills, a liberal education in the arts and sciences, character development,
and physical capabilities that are designed to prepare them for leadership
roles.
3.4 Skills. Skills are defined as expertness, practiced ability, facility in

doing something, dexterity and tact. Skill encompasses experience and
3-1
practice, and the gaining of skill leads to unconscious and automatic
actions. PMA equips its graduates with intellectual, military, tactical, and
technical skills customized for excellent performance required of officer-
leader roles. A PMA graduate hones and sharpens these skills through a
lifetime of continuous learning and experimentation that will ensure
accomplishment of the given tasks of an officer in the AFP.
3.5 Attributes. The graduate’s attributes are the outward manifestations

of his values and overall self-concept. PMA enforces a regimented lifestyle
to set the behavioral patterns necessary for the practice of the desired
stance and manners appropriate of an officer and military professional.
Section 3-2 PMA Graduate Roles
3.6 Leader of Character.
(a) Values. A true leader of character is one who seeks to discover

the truth, decide what is right, and demonstrate the courage to always
act accordingly. A graduate acts as a role model to the youth and
citizens within the community by way of cherishing and upholding the
long established traditions of the Corps, in keeping with the
Academy’s core values: love of God and country, courage, duty,
excellence, honor, humility, integrity, loyalty, respect, and solidarity.
(b) Responsibilities. As leaders of character and members of the

CCAFP, cadets are expected to adhere to the highest standards of
military decorum and performance. Whenever performing any duty, in
class, athletics, in formation, or whether outside the portals of the
Academy, a graduate will maintain proper military bearing and carry
responsibilities over the citizenry in general and to that of the
members of the profession.
(c) Attributes. A graduate should display a strong commitment to

moral uprightness, honorable living, giving high regard to the
importance of integrity, and affording due respect to other people’s
rights.
(d) Knowledge. Knowledge contributes to the formal training and the

overall development of cadets. Knowing military customs and
traditions requires the daily verbal recitation for a cadet to develop
confidence and the ability to respond in a professional and military
manner. Knowledge prescribed by training strengthens cadets’ social
values, thereby facilitating a smooth transition from cadetship to the
role of being an officer and a leader.
(e) Skills. A competent person must have the capacity to sense and
recognize a particular situation in the field of operation. The tendency
to act in a controlled and predictable manner and an ability to be
3-2
consistent in acting in a manner relevant to the situation is needed to
be able to perform his/her assigned roles. A graduate must have
critical thinking, communication, and reasoning competencies so as to
effortlessly choose the right thing to do. To radiate her/his personal
example to others, s/he must be adept at role modeling, coaching and
influencing other people’s behavior especially his/her subordinates,
and in giving and receiving feedback.
(f) PMA Core Programs. As cadets take on their roles as future

officers in the service of the nation’s defense, they must possess a
broad set of leadership principles and apply these even beyond the
walls of the Academy becoming exemplars of proper conduct and
character, and exercising sound judgment when called for.
1) Character Development. The Character Development Program

puts emphasis on the highest degree of moral and ethical
responsibility. The primary goal of the Academy is to produce
graduates and leaders of character, with strong ethical values.
There is a need to internalize and strengthen the core values even
long after cadets have graduated from the Academy. Honor and
integrity must be the standard norm not only for the cadets and
officers, but the faculty members and all personnel of the
Command as well.
Table 3-1The Core Program Objectives as Leader of Character
2) Academic. The Academic Program lays the foundation for molding

leaders of character through the following subjects: Morality and
Ethics, Humanities, Philosophy, Laws and the Justice system.
More importantly, to be a leader of character, a cadet must have a
broader and more meaningful appreciation of the theory and
3-3
practice of character-based and principled leadership so s/he can
exercise moral and rational decisions in his/her daily existence.
3) Military. The Military Program aims to foster trust, loyalty and

respect for the Chain of Command. Basic military training is an
inherent program of cadet training. The nucleus of this training is
the understanding and appreciation of the military discipline
system, the AFP Code of Ethics and AFP regulations, and other
customs and traditions of the AFP. These skills and knowledge are
essential to prepare the cadet to lead men and be a role-model
and mentor to subordinates. This will also prepare her/him to make
logical, rational and moral decisions that will guide his/her future
actions in her/his profession.
4) Physical. Under the Physical Program, every cadet is required to

participate in sports and fitness activities. Sports activities are
designed to contribute to a cadets’ ethical growth, providing
opportunities to practice and adhere to sound values giving due
respect for both the rules and one’s opponent, the exercise of fair
play, and observing selflessness and sportsmanship under trying
conditions while having some resemblance to combat situations.
Fitness activities are designed to inculcate in the cadets the value
of a healthy lifestyle and clean living.
3.7 Combatant.
(a) Values. PMA is mandated by the Constitution and the AFP Code
of Ethics “to be the protector of the people and the state and to secure
the sovereignty of the state and the integrity of the national territory.”
Furthermore, among the seven fundamental elements of the national
security strategy, the AFP is involved in four, namely: territorial
integrity, economic solidarity and strength, socio-political stability, and
ecological balance. In performing the role as a protector of the people
and state, the PMA graduate serves to fulfill the Filipino people’s
ideals and aspiration and to protect the country against internal and
external threats.
(b) Responsibilities. Being a combatant, the PMA graduate is thrust

with major responsibilities that s/he must dutifully perform to protect
the nation against external threats, terrorism, and internal or local
threats. The PMA graduate also supplements the police force in
ensuring the security and safety of people from crime.
(c) Attributes. The PMA graduate is expected to exhibit utter

fearlessness against armed and unarmed opponents. At all times, the
PMA graduate is bound by values of valor, duty, honor, loyalty,
selfless service and professionalism.
3-4
(d) Knowledge. To perform his major role as a combatant, he must be
knowledgeable in military doctrine, tactics, threats, culture, history and
strategy.
(e) Skills. PMA leadership development prepares its graduates to face

a diversity of challenges throughout their military career. As a leader of
a tactical unit, one must have strong communication and decision-
making skills so that s/he can influence and motivate his/her men to
survive and win engagements. As a small-unit leader, an officer must
have analytical and critical thinking, and planning skills. PMA must
prepare the new graduate to meet the leadership demands at the
small-unit tactical level.
Table 3-2 The Core Program Objectives as Combatant
(f) PMA Core Programs.
1) Character Development. The Character Development

Program provides the knowledge and understanding of the
PMA core values in relation to being combatants, specifically
the values of valor, duty, solidarity and fortitude. As cadets
progress though the program, they would be able to
internalize the warrior ethos and be able to act as mentors
and role models to lower class cadets.
2) Academic. The Academic Program ensures that each

graduate gains sufficient knowledge and a deeper
understanding of the military, Philippine and world history,
socio-cultural issues and topics, laws and the justice system,
as well as the basic principles of economic analysis and their
3-5
application to contemporary situations. This enables cadets
to emerge with the competence and confidence to respond
to existing and potential crisis and emergencies. As a
combatant, a graduate develops into an officer-leader with
adequate analytical, logical and communication skills while
anticipating crisis and emergencies.
3) Military. The Military Program is designed to provide

increasing responsibilities and positions in a military
environment. Moreover, the program exposes him to the
tactical, operational and strategic work environments through
military science and leadership training. Focus is on the
current threats of the nation, aspects of planning, military
doctrine, tactics and strategy.
4) Physical. The Physical Program offers various opportunities

for the cadet to develop qualities and physical skills needed
to fight in combat situations. It develops within the cadet the
necessary values of self-confidence, an aggressive and
winning spirit and the endurance to endure the fight towards
attaining their goals.
3.8 Military Professional.
(a) Values. The AFP Code of Ethics expects professional conduct

out of every soldier and officer in the Armed Forces. The
characteristics that make the military a professional organization
are selfless service, a distinct culture, unique competence or
expertise, authority delegated by the nation, and values-based.
1) Selfless-service. Military professionalism is founded and

strengthened by the concept of selfless service. It places
service above self as a priority, putting service to God and
country before personal concerns. It subordinates personal
and unit loyalties below nationalism.
2) Distinct culture. The military service nurtures a distinct

culture. Such culture is made peculiar by time-tested
customs and traditions. Preserved to support professional
effectiveness, this unique military culture reinforces esprit-
de-corps as it inspires soldiers to adhere to their vocation. It
instills courtesy and discipline as these are necessary to
good order.
3) Unique Competence and Expertise. Complementary to its

primary purpose to serve the nation, the military develops
unique competencies in whatever fields of expertise in the
major services primarily because the military environment is
continuously evolving. Thus, cadets need the fundamental
knowledge that will allow them to have extensive and
3-6
continuous education and training in order for them to
respond to these changes as officers of the AFP.
4) Authority delegated by the Nation. The Constitution

commissions officers to be agents of the government. A PMA
graduate, once commissioned as an officer, gains authority –
a direct delegation of executive authority indirectly granted
by the people. But with this authority lies the responsibility
towards the nation, and the Filipino people whom the AFP is
mandated to serve.
5) Values-Based. The right to bear arms calls for corresponding

moral responsibility. The military cultivates its own unique set
of values, distinct from but not superior to the values of the
Filipino people that it serves.
(b) Responsibilities. The primary responsibility of a military

professional is to maintain competence and expertise in war
fighting and to keep the body and soul ready for any contingency.
A military professional must always maintain a healthy sense of
selfless service. Moreover, it is the responsibility of a military
professional to uphold civilian supremacy over military authority.
These responsibilities are not limited to one’s work but extend to
the subordinates that a leader shall be leading. It is but a part of
the responsibility of the leader to look into the welfare of his/her
subordinates to enable them in accomplishing the unit’s mission.
(c) Attributes. The hallmark attitude of a military professional is

disciplined followership. With the characteristics of obedience and
humility, the military professional willingly accepts his/her duty,
without question and hesitation. All orders and instructions from
higher authorities – civilian or military, are carried out with the
utmost commitment. Guided by the principles of moral and ethical
standards, an officer upholds this commitment to duty as a
hallmark of true professionalism.
(d) Knowledge. A keen appreciation of the history and practice of the

military profession remains one of the significant pieces of
knowledge a military professional must have. Each cadet must feel
the thread of continuity that connects the long line of members of
the warrior class – local and international.
(e) Skills. The skills of a military professional are related to the

responsibilities, knowledge and attitude that s/he must possess to
maintain her/his competence. Every officer needs to be competent
in operational, tactical and technical fields of expertise armed with
management skills for the ever-widening roles and responsibilities
as a military professional.
3-7
Table 3-3 The Core Program Objectives as Military Professional
1) Character Development. Character development is marked

by an examination of one’s personal beliefs and values in
relation to being military professionals and an adherence to
high moral standards and professional ethics. It follows the
values of honorable living with a disciplined followership that
will develop professionalism as an officer of the AFP.
2) Academic. Through the Academic Program, cadets are

equipped with the knowledge and intellectual skills
necessary for the profession of arms. Graduates learn to
lead their units armed with communication, logical and
critical thinking skills. Cadets also develop the desire for
continuous and personal development that go beyond
cadetship. This further enables them to continually seek
professional development that will enhance their capacity to
lead in the future.
3) Military. The Military Program is designed to provide cadets

with the basic military competencies for the profession by
providing the foundation in subjects such as History of
Military Arts, AFP Doctrine, Military Tactics and Strategy,
Military Discipline System, and the AFP Customs and
Traditions.
4) Physical. The Physical Program instills in the graduates a

burning desire for continuous physical development. As a
military professional, a graduate must always maintain a
state of physical readiness. Through the regular physical
3-8
fitness evaluation, s/he is primed for a lifetime of physical
fitness habits and regimen.
3.9 Manager of Resources.
(a) Values. In a dynamic and turbulent environment where the

demands of society increase faster than the capacity of available
resources, graduates of PMA are called upon to use administrative
and managerial capabilities to manage resources. As a manager of a
unit or organization, an officer needs to maximize the use of resources
for the welfare of the community. The test of good management is in
the delivery of results; taking not just a reactive or adaptive approach
but anticipating the requirements to make desired results come to
fruition.
(b) Responsibilities. The responsibilities of an officer extend beyond

that of him/herself and her/his family. An officer is accountable for the
effective management and productive utilization of resources, rather
than taking the opportunity to use position and rank for personal gain.
Officers must bring about economic and non-economic gain for the
unit under their care.
(c) Attributes. The optimum utilization of resources, such as time,

capital, material, and human resources and the prudent exercise of
authority at the personal and professional level, is called for of all
officers at all times. A manager must rapidly and rationally choose
between the best alternatives, then plans out and executes programs
and activities towards the interest of the organization as a whole. A
manager masters a situation and alters the circumstances by
conscious and directed action then makes decisions for the long term.
(d) Knowledge. An awareness of management principles and

theories as well as its application in the chosen branch of service in
the AFP equips a graduate with a balanced and well-established
foundation to efficiently carry out managerial tasks and functions with
an increasing scope of responsibility.
(e) Skills. To be successful in management, a graduate must be

prepared with a set of communication, analytical, interpersonal, and
problem solving skills to effectively and competently manage
resources. As the graduate moves up the military ladder, conflict skills
in management, negotiation, and organizational development are
essential to address the complex nature of the realities in an
operational environment.
3-9
Table 3-4 The Core Program Objectives as Manager of Resources
1) Character Development. Character development is marked

by an in-depth study of the PMA core values in relation to
resource management, the exercise of prudence, objectivity,
and analytical and rational thinking in the application of
management functions. This enables the cadets to be
morally adept in their decision-making allowing them to make
sound and rational decisions in managing their unit.
2) Academic. The Academic Program provides a solid base of

interdisciplinary and integrative courses so that cadets may
obtain the technical foundation in a variety of concepts from
behavioral and environmental sciences such as
environmental management, accounting, marketing and
economics. The program also provides utilizing tools from
statistics and other quantitative and qualitative management
tools leading to the development of logical, analytical
thinking, and negotiation skills for the successful
performance of a graduate upon assignment to their specific
branch of service. A PMA graduate develops the necessary
negotiation and appropriate mediation skills in view of
conflicting situations within an environment of risks and
uncertainties.
3) Military. Under the Military Program, all education and

training should strive to build the knowledge regarding
service-specific management styles and AFP management
systems. In the process, graduates learn the art and science
3 - 10
of leading units and larger organizations, while displaying a
high degree of responsibility and accountability over the
management of time, personnel, logistics and financial
resources.
4) Physical. Through the Physical Program, the importance of

healthy living, disciplined lifestyle, competitiveness, are
developed. Over and above developing a healthy lifestyle,
the Physical Program develops in cadets the importance of
taking responsibility and accountability for himself/herself as
well as that of others in team sports and activities.
Involvement in sports and physical activities emphasize
competitiveness and developing a winning spirit. Further,
cadets develop skills, particularly coaching, mentoring,
guiding, directing, and organizing, which are essential to the
successful performance of an officer as a manager. Most
important is gaining the confidence and trust of superiors
when a PMA graduate produces the desired measurable
results and expected outcomes.
3.10 Partner in National Development.
(a) Values. The Armed Forces is now deeply involved in an all-too

important role – that of a partner in nation-building. In coordination with
other government agencies, NGOs, and private enterprises, military
units now perform functions related to community organizing. They
also act as facilitators in the development and delivery of basic goods
and services to depressed and hard-pressed communities. Graduates
play a vital role in national development through their active support to
the community through infrastructure development particularly in
remote areas, by way of construction of roads, bridges, school houses,
government centers, markets, rehabilitation centers and infrastructure
projects. In the area of disaster relief, military units respond to the
community needs in times of calamities and disasters such as
typhoons, earthquakes, floods and volcanic eruptions. The military
remains a key player in national development as it assumes the twin
mandates of security and development.
(b) Responsibilities. The Army has been involved in human resource

and community development, rescue and relief operations,
resettlement and rehabilitation, protection and conservation of the
environment, delivery of government services in remote areas, and
assistance to law enforcement. The Navy’s development
responsibilities range from maritime law enforcement patrols,
infrastructure development, marine environment protection and a host
of other programs. The Air Force runs various civic action programs
such as job fairs, out-of-school youths educational programs and
disaster relief. With these responsibilities, the AFP becomes a
dynamic change agent in becoming stable partner of society for
attaining sustainable development.
3 - 11
(c) Attributes. As a development advocate, a PMA graduate must
possess the attitudes of a tireless and heroic community worker.
This means having the initiative and enthusiasm to facilitate the
delivery of government services, like disaster relief, delivery of
health, education, infrastructure, communication, and other social
services, in areas normally beyond the reach of other government
agencies. A nation builder also needs to develop creativity to help
communities design sustainable development programs for
themselves.
(d) Knowledge. The knowledge set of a nation builder is a mix of

that of a development manager and a community organizer.
Awareness of the developmental thrusts of the government and
community development best practices will enable a PMA
graduate to work harmoniously with other agencies and support
the development goals of the country.
(e) Skills. Being an effective communicator is essential to

effectively organize communities. A graduate must likewise be
excellent in negotiating, decision- making, problem solving,
advocacy efforts, information drive, and CMO skills. Through
these skills, the PMA graduate shall be more than prepared to
face the challenges in the community that will bring the AFP
closer to the people it is mandated to serve.
Table 3-5 The Core Program Objectives as Partner in National Development
1) Character Development. The Character Development

Program develops and reinforces in the cadet a commitment
to the mandate of providing a secure environment conducive
to national growth and development. This further develops in
3 - 12
the cadets the virtues of moral courage, empathy, and
selfless service that shall guide the future officer-graduates
the pathway they will undertake in giving service to the
nation and the Filipino people.
2) Academic. The Academic Program is expected to provide

graduates with the theoretical foundations and practical
application in the areas of Legal Laws and Systems, Social
Research and Development, Law and Legal Systems, and
Rules of Engagement. The acquisition of knowledge in these
areas helps to build a greater sense of social responsibility.
In the process, it provides ample opportunities to develop
logical, analytical, and interpersonal skills, as well as
negotiation skills. Thus, the cadets serve as ambassadors of
good will, promoting the Armed Forces of the Philippines,
establishing and maintaining collaborative networks and
supportive relationships.
3) Military. Through the Military Program, cadets are taught how

to facilitate development by spotting change and in the
process, learning to build bonds and alliances with their
counterparts in the other uniformed services, both local and
foreign, and with partners in government and non-
government agencies, the church, media, civil society, and
individual members of the community. Cadets gain
knowledge on the Internal Security Operations with
emphasis on Civil Military Operations (CMO) and the role of
the other local uniformed services in relation to the AFP
mission. This is done through the conduct of immersions and
other socio-civic interactions with contemporaries from other
agencies, the NGOs, and other significant sectors of society.
4) Physical. The Physical Program emphasizes the need for

adequate and appropriate physical preparation and skills in
performing security and CMO functions such as rescue
operations and disaster relief. It also provides adequate
opportunities for cadets to engage in physical activities
through physical fitness training and sports participation,
thereby building character and developing leadership.
3 - 13
Table 3-6 ASUMMARY OF PMA GRADUATE ROLES
3 - 14
CHAPTER 4
CADET LEADERSHIP DEVELOPMENT

ACROSS THE YEARS
This chapter discusses the cadet leader development stages across

the four years of stay of a cadet in the Academy. It lays out the structure of
cadet activities throughout the forty-eight month course and explains in
detail the stages of leader development, the methods to be used, the
different evaluation tools, and the focus areas for each year of a cadet’s
stay in the Academy.
Section 4-1 Leader Development Stages
4.1 Cadet Leader Development. The CLDS is designed to be a

progressive leadership program for the four classes of cadets to develop
leaders of character. The leadership program is integrated within the
character development, academic, military and physical programs, all of
which are standard-based.
The PMA Leadership Development Program commences on

Reception Day in April up to Graduation Day in March four years later.
This training period is all encompassing – as it operates 24 hours a day, 7
days a week for 48 months. Even vacations spent at home are considered
character and leader development opportunities.
General themes characterize each of the four years in the PMA

leadership development experience. The activities and leader
development methods are generally structured and relatively standardized
for the first year.
As cadets progress, experiences become focused on leader

development based on a structured and sequential approach within the
holistic approach in education and training, namely the Character
Development, Academic, Military and Physical Development Programs .
4.2 Leader Development Stages. Through the four years, the programs
are characterized by a common set of core experiences across all
domains based on the “PMA Be-Know-Do” model. The diagram below
illustrates the annual development stages of cadets starting from
followership, during their first year; followed by self-mastery for the second
4-1
year; small unit leadership for the third year; and organizational leadership
for the fourth year.
Figure 4.1 The Cadet Leadership Development across the Years
The CLDS maintains a four-year development continuum that is in line

with leader development which follows a progression of transformation and
follower (individual/personal level), mentor (interpersonal/team), trainer
and squad leader (unit/squad), and organizational leader (organization). It
is founded on the tenet that leadership necessitates followership. No one
can be a good leader without first being a good follower.
As fourthclassmen, cadets are being prepared for the regimented

military lifestyle where they are inculcated with the essence of
followership, discipline and obedience. During the third class year, cadets
assume as team leaders for the fourth class cadets wherein they role-
model to the plebes as subordinates in a team or a squad. By the second
class year, the cadets are made to lead about three (3) plebes. At this
stage, cadets are expected to assume much greater responsibility for the
development of about five to ten (5-10) cadets, and are expected to be
role models and direct mentors. It is at this time that cadets are promoted
to Sergeants (squad leaders, platoon sergeants/guides, staff NCOs), and
experience the involvement in counseling, mentoring and performance
evaluation. The final year sets the stage at which cadets learn
organizational leadership as they are expected to lead the Corps in all
4-2
areas of development as they prepare to assume their future roles as
commissioned officers of the AFP.
4.3 Fourth Class Year. (Plebes – 1ST Year)
(a) Stage. During a cadet’s first year, the cadets or “plebes” are
indoctrinated with the customs and traditions of the CCAFP in
particular and the AFP in general. Their first summer training
primarily focuses on the basic cadet and military training.
Intellectual development is marked by the successful completion of
a common set of courses that lay the foundation for further study
and nurture effective learning skills. It is during this stage that
leadership development is marked by the successful performance
as a follower and a team member within a military unit. At this
stage, fourth class cadets carry the rank of a private. At the end of
this stage, they start to focus on one’s self, i.e. knowing one’s self
and developing self-mastery. This is to prepare them of their
expected roles to be performed in the next stage.
1) Followership. Followership refers to the behavior of followers

that result from leader-follower influence relationship. This
represents the other part of the duality of leadership.
Effective leadership requires effective followership, because
without followers, there can be no leader. This provides the
cadets the foundational knowledge of what a military
personnel is before an introduction to leadership in the
service.
2) Team Member. The team member serves as the foundation of

the organization, continually striving to emulate the
standards of behavior and values consistent with the goals of
the organization.
(b) Method. Fourth class cadets are charged with knowing the
assigned tasks and jobs and demonstrating enthusiasm in the
accomplishment of these. They are responsible for effectively
transforming and developing into mature individuals ready to
assume the role as a team member, and eventually as a team
leader. Methods to be used are:
1) Standard. When a cadet arrives at PMA, s/he is given a

ready-made identity. They unlearn some lessons from the
past and transform into individuals as members of the
military. Methods of instruction are uniform and common to
4-3
all, regardless of economic, social and educational
background of the individual. The plebes spend their first
summer undergoing Basic Cadet Training (BCT) and Basic
Military Training (BMT) with the New Cadet Battalion (NCBn).
Cadets are required to memorize basic military knowledge
and other plebe knowledge that will help them learn the
essences of being a cadet. They undergo rigid training that
subjects them to constant evaluation wherein the quality of
their performance is compared and judged. Standards are
set in terms attaining the designed baseline requirements for
the different military skills and physical training.
2) Structured. The PMA leadership experience is a full-

immersion where cadets are subjected to a “24-hour, 7-day a
week” military environment. Cadets are developed, tested
and ranked in the four core programs of the Academy. It is
during this stage that the fourth class cadets are trained in an
environment that seemingly distant from their carefree,
unrestricted civilian environment. As they enter the threshold
of military life, they will face a quick transformation from one
lighthearted individual to a dutiful member of the Armed
Forces.
3) Role-modeling. A role-model is any person who serves as an

example, whose behavior is emulated by others. Through
role-modeling, the fourth class cadets will be seeking
guidance from their upperclassmen in learning the basics of
military and cadet life.
(c) Evaluation. An evaluation and assessment process shall be used

in order to provide the chain of command pertinent information on
the performance and the relative strengths and weaknesses of the
fourth class cadets. This can be done through surveys or other
examinations prepared based on the given requirements. Further,
evaluation on the basis of the following:
1) Academic performance. This refers to his/her attitude

towards studies and proficiency in academic work.
2) Fourth class knowledge. This refers to the depth of

knowledge a cadet has in reference to the Academy’s
traditions, current trends, general information and plebe
knowledge.
4-4
3) Appearance. This refers to a cadet’s posture, personal
hygiene, uniform and neatness.
4) Conduct. This refers to cadet’s discipline, time management

skills, enthusiasm, self-confidence and responsiveness to
corrections.
5) Duty. This refers to her/his performance of duties, punctuality

and some mess hall duties.
6) Company activities. Includes active participation in company

intramurals and other extra-curricular activities.
7) Followership skills. Refers to the attributes of independence,

initiative, resourcefulness, flexibility, teamwork, and
interpersonal relationship skills.
(d) Focus Area. At this stage of leader development, the focus area for
the fourthclass cadets is on developing the values expected of
cadets and other members of the armed forces. As such, they are
indoctrinated on the PMA core values, the Honor Code, standards
of the CCAFP, service etiquette and protocol, and other pertinent
values needed in the profession of arms.
Additionally, another focus area is on purpose. This is for the new

cadets to have a clear understanding of the essences of things, or
knowing the purpose of the things they do in training. This posits to
them an incessant questioning of the “why” for them to continually
search for the right meanings in order to be well abreast of the
fundamental values in the armed forces.
4.4 Third Class Year. (Yearlings – 2ND Year)
(a) Stage. While the second year is also characterized by common

experiences, many of the cadets start to select a depth of study
program to deepen their cognitive development. Cadets serve as
team leaders to the fourth class cadets and help develop them as
individual subordinates. It is at this stage that they are promoted to
the rank of Corporal and are given the opportunity to help mentor
and guide the cadets more often to insure that the plebe pass the
standards of military, academic and physical training.
It is also during this stage that focus is on having the ability to

understand one’s personal characteristics, values, preferences, and
4-5
abilities. This is being developed by having self-mastery or self-
awareness to be able to recognize ones’ strengths and weaknesses
across a range of environments. This will lead her/him to contribute
purposefully to a progressive personal development by leveraging
strengths and correcting weaknesses.
At the end of this stage, third class cadets are already being
prepared to become role-models and mentors as they become squad
leaders to the incoming fourth class cadets.
1) Self-mastery. In the process of developing leaders, the

process of self-development is a pre-requisite. One needs to
first assess his/her individual strengths and weaknesses in
the light of attaining individual development. Individual
assessment is vital to individual development. As such, the
mastery of one’s self or having self-awareness serves as a
foundation for lifelong personal values which become
manifest in a deep commitment to one’s call of duty. Self-
aware leaders assess their own performance and seek and
respond positively to feedback from others. Total self-
awareness involves accurate self-assessment, emotional
self-awareness, and self-confidence.
2) Team leader. Self-aware leaders focus on the learning

process than on individual performance alone. They know
what they stand for, modify their self-perceptions in response
to required changes, and continuously adhere to espoused
values. As team leaders of the squad, they assist their squad
leader in the teaching and the provision of guidance to the
cadets. They fill in the gaps and assure that orders are
complied with in accordance with the set values of PMA.
They are the immediate role-models for the fourth class
cadets and can immediately relate to their concerns
considering their very recent experience as plebes
themselves.
Third class cadets are responsible for the first-line, one-on-

one development of their team members. Drawing on their
experience as cadet privates, they serve as indirect mentors or
buddies and offer their expertise, counsel and methodology to
expedite the transition process and development of the fourth
class cadets into the organization. They are obligated to attain
and maintain standards of behavior, values and goals espoused
by leaders within the organization by offering and providing
4-6
assistance to team members through demonstration of the
concept of duty.
(b) Method. In order to successfully perform their designated roles as

thirdclass cadets, aside from the earlier methods used in the
previous stage of leadership development, the following methods
are to be used:
1) Facilitative. In line with the intention of developing self-

mastery, one of the primary methods to be used for leader
development is through practical applications, self-
reflections, and other learning methods with the intent of
bringing out the cadet’s inner wisdom. Thus, instructors
normally serve as facilitators in several learning activities,
giving more opportunities for the thirdclass cadets to attain
directed self-learning.
2) Informal mentoring. At this stage, the cadets have already

gained a little independence after hurdling the first year in the
Academy. It is also at this stage that focus for development
is reflected to the new cadets, hence, lesser supervision or
less-structured development is at hand for the yearlings. This
provides more opportunities for the cadets for self-discovery,
thereby preparing them in their future roles as small-unit
leaders in the CCAFP.
(c) Evaluation. Aside from formal evaluation systems already in

place in the previous year, further basis for evaluation of the
thirdclass cadets is on the aptitude rating being given by the
immediate superiors in the CCAFP, the tactical officers, instructors,
and even the peers and subordinates of the cadets. This will allow
a 360-degree method of evaluation of the cadets making certain for
the depth of opportunities for their self-development.
(d) Focus Area. At this stage, aside from the previous focus
areas, focus will be given to the different skills and attitudes that
are necessary for a cadet in achieving the desired competencies
expected of leader-graduates. This is to prepare them in their
assumption of higher responsibilities, wherein they will be expected
to teach the new cadets the basic fundamental knowledge of
cadetship. Thus, it is imperative for them to achieve a higher level
of competency, making them well-prepared to assume the task as
role-model and mentors in the succeeding year.
4-7
4.5 Second Class Year. (Cows – 3RD Year)
(a) Stage. At this stage, the cadets are expected to assume much
greater responsibility for their own development and that of others.
It is at this stage that cadets are promoted to sergeants and lead
like NCOs in the AFP. They experience heavy involvement of a
squad leader in counseling, mentoring, and performance evaluation
of their subordinates. They get to expand their leadership skills as
tacticians, military trainers, and counselors as they assume
leadership of small tactical units. They also begin to undergo a
more specialized program of study, and take more advanced
courses that will prepare them in their future roles as company
grade officers in the AFP, regardless of what will be their major
service. At the end of this stage, they are ready to assume the role
as officer of the CCAFP and lead an entire organization.
(b) Method. Cadet Sergeants are charged with the maintenance of

standards of behavior and values of the underclass cadets with
guidance from the chain of command. The utilize team supervision
to develop their squad members in such a manner that fosters
teamwork and concern for subordinates while upholding excellence.
Hence, it is at this stage that the cadets are empowered to exercise
their leadership to their subordinates for them to be able to learn
from experiencing the intricacies of leading women/men. It is
through this method that they can exercise having authority over
others with a clear understanding of their responsibilities and
accountabilities of having such powers. At the end of this stage,
they are already prepared to assume higher responsibilities as
cadet officers of the CCAFP.
(c) Evaluation. Aside from the other evaluation tools used in the
previous stages, it is at this stage that their maturity as leaders will
be tested and evaluated. They will be assessed in terms of their
ability to grasp and demonstrate their leadership skills by leading
about 3-8 subordinates, equivalent to that of an infantry squad.
(d) Focus Area. Aside from the previous focus areas that they had in
the previous stages, focus at this stage will be on learning and
accepting responsibility and accountability as an inherent task of a
leader. It is only by learning the significance of one’s responsibilities
as a leader can one achieve true selfless leadership.
4-8
4.6 First Class Year. (Immaculates – 4TH Year)
(a) Stage. The final year at PMA provides the cadet with the
opportunity to experience organizational leadership by performing
the roles as cadet officers who are expected to lead the CCAFP in
all areas of development. This stage is designed to resemble the
autonomy and accountability of officer leadership. As cadet officers,
they learn and adapt managerial skills that are required to
command complex military organizations. It is also at this stage that
the cadets are expected to practice professional military ethics in
everything that they do. Character development is marked by the
promotion of ethical conduct and development to their subordinates.
Being the immaculate of the CCAFP, they are expected to exhibit
the highest form of excellence, demonstrating their ability to
anticipate and respond effectively to the demanding intellectual
challenges that require an integration of all aspects of their
undergraduate education. At the end of this stage, the cadets are
ready to assume their roles as commissioned officers in their
respective major services, ready to commit themselves to the task
of being an officer-leader for the AFP and the nation.
(b) Method. Aside from the previous methods utilized in the previous
stages, the primary method that will be used for the firstclass cadets
is more on experiential learning. Thus, it is expected that the cadets
will have more opportunities for immersion activities, exposure to
real-life situations and environments, and participation in the
conduct of OJTs and practical application of theories. They receive
direct mentorship from the officers, specifically on their expectations
as they join their respective major services.
(c) Evaluation. Aside from the other established tools for evaluation,
the primary tool for evaluation will be tested on their personal
readiness as they soon assume their roles as company grade
officers in the AFP. It is through this method of evaluation can the
cadets be only assessed as to their competency in performing the
five roles expected of officer-leader graduates of the Academy.
(d) Focus Area. Aside from the previous focus areas in the previous
stages, at this stage, focus for development will be on their
orientation to the intricacies of the military as an organization, in
general and specifically their respective major services. It is at this
stage that the cadets shall already be prepared to be integrated in
joining the Officer Corps, the AFP as an organization, and a
company grade officer in their designated major service. And as
4-9
they finish their final year in the Academy, it is expected that they
have inculcated within themselves the required competencies for
officers as Leaders of Character, Combatants, Military
Professionals, Managers of Resources, and Partners in National
Development.
4 - 10
CHAPTER 5
CORE LEADER DEVELOPMENT PROGRAMS
The PMA cadet leadership development experience includes activities

that are organized into distinct education and training programs, each
incorporating elements of character development. The CLDS rests on the
interdependence of the Academy’s core developmental programs ensuring
the integrated and holistic approach to be used in cadet development.
Although primarily a military institution, PMA aims to develop and mold

cadets through the four core development programs, namely: Character
Development, Academic, Military, and Physical program.
Table 5-1 The Leader Development Programs
This chapter discusses how each of the programs contributes in

developing cadets as leaders with the competencies required to perform
the expected graduate roles.
The Integration Principles needed to align the different leadership

activities and programs towards the achievement of the expected graduate
roles will also be discussed.
5-1
Section 5-1 Character and Leadership Development Program
5.1 Concept. The primary goal of the Academy is to produce graduates

and leaders of character, with strong ethical values. The need to
strengthen the core values: love of God and country, courage, duty,
excellence, honor, humility, integrity, loyalty, respect, and solidarity must
be internalized by each cadet long after s/he has graduated from the
Academy. Honor and integrity must be the standard norm not only for the
cadets and officers, but the faculty members and all personnel of the
Command. The PMA Character and Leadership Development Program
aims to develop a graduate with an attitude of being a leader with
impeccable character. It derives much of its uniqueness from the
distinctive character program it runs. There are two character and leader
development model that will be used for this program, the ACS Model and
the Albert Pierce Moral Leadership Theory:
(a) ACS Model. The Character and Leadership Development Program

is based on general and fundamental concepts of the Centre for
Creative Leadership’s (CCL) concept of leadership education. It is
based on the paradigm of developing the leaders’ capacity as an
individual and collective being to effectively perform the following
individual and organizational roles and processes: setting direction,
creating alignment, and maintaining commitment and motivation.
This framework delineates an interface between leader
development (individual) and leadership development (organization)
with the underlying assumptions that people and organization learn,
grow, and change in order to be effective.
Figure 5.1 The ACS Model

Following the ACS Developmental Model of the CCL,
there are three components that are key in the character and
leadership development of the cadets:
5-2
1) Assessment. Assessment is an important tool to draw the gap
between one’s actual state and the desired end-state.
2) Challenge. Challenge is an important ingredient that provides

the level of mastery to the desired competencies through
experimentation, practice and exposure to the different level
and variety of challenges and perspectives.
3) Support. Support system is necessary to provide motivation

and confidence on the positive value of learning, growth and
change. The support given is commensurate with the level
and variety of challenges being applied to keep the spirit of
learning burning and endure physical and intellectual stress.
(b) Albert Pierce Moral Leadership Theory. Albert Pierce’s

moral leadership theory believed that in order to achieve the stature
of a “leader of character”, one has to undergo the developmental
and measurable stages of moral awareness, moral reasoning,
moral courage, moral effectiveness, and moral virtues drawn from
the conditions that one should be morally self-aware, self-reflective,
and self-critical. This knowledge presents a deeper foundational
perspective and personal insights for self-moral awareness,
assessment and reflection.
Table 5-2 The Albert Pierce Moral Leadership Theory
1) Leadership Enhancement Period (LEP). There is a need to

inspire cadets towards leadership, academic, and
professional excellence by executing an
institutionalized/established leadership enhancement
program. The LEP is conducted every end of an academic
5-3
term to integrate the four core programs of the Academy.
This period will ensure that continuous and progressive
development of cadets as Leaders of Character,
Combatants, Military Professionals, Managers of Resources,
and Partners in National Development. This will also serve
as a culminating activity for the academic term and integrate
the course offered both by the Academics Group and Tactics
Groups, giving the cadets not only an appreciation of the
connection between the courses they took but also enhance
their skill in applying what they learned in the context of the
five leader roles. The activities to be conducted within this
period are: primary development activities, practical
exercises, socio-civic interactions, symposiums, and
immersions.
5.2 Program Support Structure. Due to the wide range of contributions

to character development across the curriculum, the Center for Leadership
and Professional Excellence (CLPE) was created as a coordinating and
integrating unit. The CLPE is the program champion that integrates all the
character building activities of each of the PMA leader development units
and across the PMA curriculum.
In designing courses, we arrive at answers to the following questions:

What strong assessment and training will determine what training our
cadets need? What are the challenges and pressures that have to be
introduced to satisfy stakeholder requirements regarding character and
competence? What kind of support is needed to be brought in to make
sure that the cadets will be able to hurdle and learn from the challenges
and maximize development experiences?
Character development is integrated into all four core programs and

woven into every aspect of the PMA leadership development experience.
“Character development across the curriculum” is used to describe how
moral-ethical development is articulated as a program goal in each of the
other three major programs (Academic, Military and Physical) through
formal and informal programs. The most salient program and relevant to
the purpose of character development is the Honor System. The Honor
System is not confined only within the CCAFP but throughout the whole
PMA community.
5-4
Other formal processes include the core Philosophy course, core
Leadership course, the core Military Art course, and core Constitutional
Law course. Character Development occurs further through activities
under the Sports and Physical Development Program.
Further, The Class Monitoring Committee is chaired by the Class

Adviser (of a particular PMA class). This committee is “responsible for
monitoring and evaluating the performance of a particular class in the
fields of academics, conduct, aptitude for the service, leadership, and
sports and physical development.” Through the Class Adviser, the
individual cadets in a class is not only monitored, but more importantly
counseled and mentored toward excellence in all areas of cadet training.
Moreover, spiritual development plays a vital role in the moral and

spiritual formation and development of cadets. Thus, the Chaplain services
have an active involvement in the spiritual, ethical and moral development
process of cadets.
5.3 Program Focus. The Character Program aims to impart a solid

moral and ethical foundation in each cadet. Aside from developing a
personal understanding of the five roles expected of an officer, the CLDS
is designed to help cadets internalize the set of espoused core values that
every cadet is expected to uphold as PMA graduates.
5.4 Leader Development Function. For the cadets to truly internalize

their graduate roles, they must experience PMA’s character and
leadership development activities. Through the character program, they
confront, discuss and decide on questions of important professional and
ethical contents. This process makes them internalize a sense of right and
wrong, which they need to guide them throughout their careers.
Section 5-2 Academic Program
5.5 Concept. The Academic Program aims to establish a solid

intellectual and academic foundation for the development of the
competencies and attributes desirable of a military professional of
unwavering character and leadership characteristics essential of an officer
to lead in the armed service. Moreover, the balanced offering of courses in
arts and sciences lays the foundation for professional and leadership
development so that cadets develop the necessary intellectual skills to
become critical, analytical and creative thinkers, as well as develop
communication and decision-making skills.
5-5
PMA aims to have a well-balanced curriculum that incorporates
leadership development. The PMA shall seek to maintain a core of
instructors who have acquired the expertise in their area of discipline.
Institutionalized faculty programs shall provide personal and professional
growth opportunities for the faculty. Cadets are provided with instruction
on the current trends using the most recent innovations in teaching
methodologies, supported by modern instructional aids.
The strength of all universities and military schools are anchored on
the professional preparation, vast experience and commitment of the
professors and faculty members for continuous improvement, learning and
growth. Aside from high academic qualifications, professors and faculty
members are expected to maintain a close mentor-mentee relationship
with the cadets. To stabilize and professionalize the Armed Forces, high
standards and required competency baselines must be maintained.
5.6 Program Support Structure. The Academic Group, PMA is the

program champion for this program. It has the following components:
(a) Academic Group. The expertise and competencies of the civilian

and military instructors and members of the Corps of Professors
ensures that academic excellence at PMA is supported. These are
the personnel who serve as the primary vehicles for developing the
conceptual and analytical skills, communication skills, decision-
making skills, and leadership skills of the cadets.
(b) The Academic and Warfare Departments. The department

heads, course directors, and individual faculty or instructors of both
HAG and HTG are mandated to closely monitor cadet
performance, and to call the attention of deficient cadets. They are
the ones primarily responsible for ensuring the learning and
education of the cadets.
(c) Mentoring Program. The mentoring program is existent through

the many built-in and multi-level mentoring support systems to
address the need for cadets to have a member of the faculty
motivate and mentor them on academic concerns and productivity
to maximize classroom learning and improve their chance to
succeed the rigorous and regimented four-year military training
period.
(d) Bridge Program. Bridge Program addresses the problem of

academic deficiency wherein each cadet are given the chance to
improve their grades, particularly in English and Mathematics.
5-6
(e) Teaching enhancement seminars. Teaching enhancement
seminars are programmed annually for the PMA faculty members
to improve teaching effectiveness.
(f) Visiting professors. A visiting professors program offers

constructive criticism and recommendations for areas that need
refinement in the training and education of the cadets. This
provides the Academy the opportunity to secure the expertise of
Subject-Matter Experts (SMEs) and receive new methodologies
and other inputs from other civilian and military education and
training institutions, thereby enriching the process of leadership
developments afforded the cadets. Corollary to this, the Academy
can provide instructors to teach in other training and educational
institutions. This is not only intended to enhance their professional
development, but will allow the Academy to establish solid
relationship with other training and educational institutions through
collaboration that will result to importing and exporting the “best
practices” within and among organizations.
(g) Colloquium series. This activity provides a venue for faculty

members to present their research to build a culture of scholarship
in PMA. This ensures that the education and training of the cadets
shall continuously explore better and more relevant teachings
making them more prepared to face the realities of the
contemporary operational environment upon their graduation from
the Academy.
5.3 Program Focus. The dynamic and integrated undergraduate

curriculum is designed to produce a generalist mindset to serve as a
cohesive force for strategic leadership. The seamless integration of the
core courses to the service specific courses offered by the academic
program develops an ethic of discipline, excellence and the need to
maintain professional standards.
5.4 Leader Development functions. Through the academic program

and its support structures, specific competencies and attributes desirable
of a military leader towards the successful development of a professional
officer will be identified. Leader and character development will be made
part of the core academic curriculum. Sequencing of courses provide for a
natural progression of leadership theories and concepts. Further, there will
be close interaction between the Academic Group, Tactics Group
(specifically the Department of Leadership) and the Center for Leadership
and Professional Excellences to ensure an integrated leadership
5-7
development approach. The leadership and ethics instruction provide a
four-year developmental process, with a focus of transforming a cadet
from the personal level of development as a follower to being a leader who
espouses the core values in their decision-making at the unit level.
Section 5-3 Military and Professional

Development Program
5.5 Concept. The Military and Professional Development Program

groups the baseline requirements around four constituent components:
military training, military science, military leadership, professional
development and military environment. Cadets must successfully complete
all baseline requirements of the military program. The military program
aims at fostering trust, loyalty and respect for the chain of command.
(a) Military Training (MT). Military training is based on tacit learning.

This is mostly skill-based or practical exercise heavy. These are
being taught usually during summer term. Military training integrates
military science, military leadership, character building, physical
fitness, and stamina development. MT applies formal, informal, and
practical-based learning methods.
(b) Military Science (MS). Military Science is based on explicit

learning. This is mostly composed of the foundational and
theoretical knowledge needed by a military professional. This is
complementary to the academic courses like: History of Military
Arts, Strategy, Contemporary Ideologies, Case Studies in Wars,
Laws of Armed Conflict, Human Rights and International
Humanitarian Law, and intercession courses or “thread of
theoretical courses” of military training. This can be learned through
readings, lectures, presentations, symposiums, case studies and
other formal learning methods.
(c) Military Leadership (ML). Military leadership is based both on

explicit and tacit learning. Explicit learning for the knowledge on the
different theories on leadership, leadership as a body of knowledge,
and case studies on leadership. Tacit learning for the different
activities is designed to develop the skills and attributes that a
leader should have and exhibit.
(d) Professional Development (PD). Professional development

provides for preparatory and service-specific courses needed to
serve in the three branches of service. This integrates value
5-8
formation education, character-building, and career and leadership
development. PD complements with the academic courses on
Behavioral and Social Sciences and can be learned through formal
instructions and structured practical exercises.
(e) Military Environment (ME). Military environment encompasses all

aspects of a cadet’s being and is not limited to the day to day
activities of the cadets in the performance of their assigned duties.
The activities within the ME include the chain of command duties,
company activities, guard duties, extra-curricular activities,
participation in drill and ceremonies, and most especially, the
examples set by the officers and enlisted personnel of the
Academy. The ME is designed to prepare the cadets to have
complete a military mind-set and be able to relate to peers,
superiors, subordinates and having an interaction with other
sectors.
5.6 Program Focus. Just like all the other programs, the military
program focuses on molding cadets into the five graduate roles by
equipping them with the knowledge, skills and attributes that are needed to
successfully accomplish their given tasks. The program uses the military
environment, military science instruction and military training activities to
achieve its objectives. Its primary method is through the use of established
leadership formation stages. Around each stage, military science courses
are offered to build the values, skills, attitudes and competencies needed
for each role. The four core stages are: self-mastery and followership, self-
leadership and team building, coaching and mentoring, and organizational
and community leadership.
5.7 Program Structure. The military program is run by the Tactics Group
which includes the three Warfare Departments. The Tactics Group builds
on the foundational theories and concepts laid down by the Academic
Group. Based on a recent Assessment of the Mentoring Program, the
following are the support Systems available to cadets in line with the
Mentoring Program:
(a) The Plebe Detail Manual (PDM). Consistent with the provisions of
the Cadet Corps Armed Forces of the Philippines Regulations
(CCAFPR) or “Graybook” the Plebe Detail Manual provides that the
new cadets be properly introduced to the rigors of cadet life in
particular, and the military life in general.
(b) Buddy System. While handed down as an unwritten practice since

the late 1970s, the “Buddy System” is yet another way by which the
5-9
thirdclass cadets mentor the fourthclass mainly by “leadership by
example,” which is very consistent with the theories of “servant
leadership.”
(c) The Cadet Conduct Policy Board (CCPB). Parallel to many

provisions of the Graybook, the CCPB details the various roles that
each class of cadets in the Corps ought to play, not only for the
orderly and smooth functioning of the Corps, but so that each cadet
will be trained to behave professionally as value-centered future
officers. The CCPB creates a mentoring system covering various
aspects in cadets’ training experiences.
(d) The Chain of Command. The Cadet Chain of Command, through

the HTG, particularly the Department of Tactical Officers (DTO)
provides the cadets the opportunity to practice unit leadership and
command under the close supervision of HTG. Cadets are provided
opportunities in the exercise of unit administration and
management.
(e) Clubs and Organizations. Clubs and organizations provide leader

development outside the formal chain of command. Through these,
the cadets can practice leadership skills, conduct socio-civic
interactions, enhance their potentials, and develop their attributes.
Cadet practice mentoring, modeling, coaching as well as develop
talents as they engaged and participate in these organizations.
5.8 Leader Development Function. Due to the 24-hour experience of

the cadet to the military program, the military program stands as one of the
critical and pervasive programs among the four PMA Leader Development
Programs. Basic military training is an inherent component of cadet
training. The nucleus of this training is the understanding and appreciation
of military history and strategy, the acquisition of basic knowledge such as
troop leading procedures, command and control process, military decision-
making, military doctrines, and the different tactics, techniques and
procedures. Such skills and knowledge are essential for combat
leadership and command of small units.
Section 5-4 Sports and Physical

Development Program
5.1 Concept. The Sports and Physical Development Program (SPDP) is

anchored on the philosophy that physical development occurs through a
5 - 10
progressive and sequential education, training and experience that builds
character and develops leadership through physical activities.
5.2 Program Focus. Physical development occurs through a progressive

education and training experience that promotes physical fitness and
sports development through the development of individual and unit fitness,
health related fitness and motor-skilled related fitness. The program also
develops the cadet’s positive attitude toward athletic consciousness and
physical fitness. To achieve these objectives, the physical program has
three components:
(a) Physical Fitness Evaluation. This is designed to test the physical

ability and readiness of the cadets. It consists of the following
activities: Physical Training (PT), Physical Readiness Training
(PRT), Physical Fitness Test (PFT), and Remedial Program.
1) Physical Training (PT). This program is usually conducted

during the summer training of the cadets. Activities in these
programs vary from circuit training, calisthenics, organized
swimming, assault and obstacle courses, rifle and army
dozen exercises, and other scuba/floor exercises. For cadets
going on their OJT’s and OPC’s, respective Officers-in-
Charge for each branch of service conduct this activity.
With the removal of the PRT program, these activities were

previously done during the regular academic term to ensure that
cadets reach and maintain a desirable level of fitness in order to
pass the fitness standard set by the Sports and Physical
Development Unit (SPDU). No evaluation is made in this program.
Physical training of the cadets during the regular semester is

only limited to PRT, intramurals, PE classes and open athletics.
The PT necessary for military training that would enhance their
basic skills in combat is necessary to prevent the cadets to have
the tendency to relax and become weak.
2) Physical Readiness Training (PRT). This program

was implemented in the early 80’s. It requires the cadets to run
180 kms in a year. In the mid 90’s the PRT program was modified.
Aside from running to develop the cardiovascular endurance, it
included activities that would develop muscle endurance and
strength, flexibility, and power. In this program, the actual result of
their activities are not directly monitored by the staff of the
Department of the Physical Education but are recorded and
5 - 11
submitted by individual cadets to SPDU through their respective
company athletic officer. Due to perceived honor violations, the
PRT program was removed during the year 2001. It was replaced
with controlled Physical Training, which is done twice every week
during the athletic period of cadets in the afternoon during
weekdays. Recently, the present commanding officer of the SPDU
recommended to the Academic Board the revival of the PRT
program. The rationale behind is the realization that PRT is more
effective than controlled physical training program. With such
recommendation, the PRT was re-implemented to all classes.
The program was also modified wherein cadets are also

required to complete certain laps in swimming aside from the
usual PRT which are basically the events in the PFT.
3) Physical Fitness Test (PFT). This refers to the type of military

fitness training and evaluation conducted twice a semester
and is concerned with the development of muscular strength,
cardio-respiratory endurance, coordination, flexibility, agility
and the learning of basic physical skills. PFT 1, which is
conducted at the beginning of the term, is a diagnostic test to
determine the fitness level of the cadets in order for the
SPDU to know what program to implement. PFT 2 is the final
evaluation of the cadets’ ability to achieve high standard of
fitness. They are required to pass all the events in the test,
which includes the following events: 2 minute push-up (20%),
2 minute sit-up (20%), pull-up/flex hang arm (15%), standing
long jump (10%), and 3200 meter run (35%). Failure in any
one of the events will merit a failed grade in PFT. Cadets are
given a retake exam not more than two weeks after the
scheduled PFT.
4) Remedial Program. The primary objective of this program is

to improve PFT performance of the cadets who failed to
meet the minimum requirements in the Physical Fitness Test.
(b) Sports Fundamentals. This program focuses on the

development of skills and theoretical competencies on individual
and team sports. The program also includes the principles of
coaching, health and fitness, and sports management. It
incorporates the total education in sports from basic sports
movement patterns, rules and regulations, history and development
of various team sports, individual sports, and combative sports.
5 - 12
(c) Competitive Sports Participation. This program provides the
cadets the opportunity to apply the sports fundamental skills they
have learned. They are also given the chance to experience
coaching, officiating and managing athletic competitions. If in
individual sports the cadets are made to realize the importance of
self-reliance, independence and initiative, and in team sports s/he
learns the individual skills, it is the intramurals that teaches the
cadets to surpass challenges, make quick decisions, remedy
failures and fortify strengths. The knowledge of strategy and tactics
are immaterial without cooperation, and the team cannot hope for
victory when confronted even by a less skillful team if forces are
integrated.
5.3 Support Structure. The Sports and Physical Development Unit

(SPDU), Tactics Group, PMA promotes consciousness for health and
physical fitness through a comprehensive program of formal physical
education and engagement in sports activities.
5.4 Leader Development Function. Through the physical program,

cadets are challenged to maintain a healthy physique in order to meet the
physical demands of military training. The cadet’s physical well-being is
developed through rigorous training exercises in preparation for stressful
and challenging combat situations. Physical fitness is developed through
the adoption of a healthy lifestyle and active participation in individual and
team sports. The physical fitness program inculcates a deeper
appreciation for sustained efforts to remain physically fit.
Section 5-5 Program Integration
Recognizing that the cadet leadership experience consists of separate

and identifiable programs of activities ranging from the academic, military,
physical and character development programs with separate program
directors and proponents, it becomes inevitable to ask: “Who is
responsible for assuring that the separate programs are intertwined
together in a coherent way, that the programs are integrated in a unified
manner such that cadets are trained to manage and balance their time in
pursuit of all the requirements in all the developmental areas.
5 - 13
Figure 5.2 The Program Integration
In the final analysis, who is ultimately responsible for the leadership

development which is woven into all aspects of the PMA leadership
development experience? The answer to these questions lies within the
category of “program integration” – the process and responsibility of
bringing unity to PMA’s multiple developmental programs. For this
purpose, PMA created the Center for Leadership and Professional
Excellence (CLPE) whose primary task is to be the “focal point in the
implementation of the PMA CLDS. It serves as the primary enabling facility
in achieving leadership, academic, and professional excellence, to include
the enhancement of the Academy’s character and physical development
programs through progressive faculty and cadet development, research
and assessments, training and development, and policy advocacy”. While
each program has a primary focus, all of these programs have a direct
impact on cadet development across all domains. Each will be guided by
the CLPE to ensure the alignment of all programs and provide the cadets
a seamless leader development experience.
Section 5-6 PRIMARY DEVELOPMENT ACTIVITIES
 Warrior Leaders Forum. This forum is meant to inspire the cadets. By

inviting recent graduates occupying company grade positions to speak
about their battlefield successes, the Warrior Leader Forum connects
the cadets to the imminent realities that they will have to confront. This
forum also provides the cadets the opportunity to clarify moral or
ethical issues which the fresh-from-the-field officers can resolve.
Through this forum, the cadets find stronger commitment to be
protectors of the nation.
5 - 14
 Regular Film Showings. Films that highlight moral and ethical
dilemmas are good media for reflection and learning. Through a guided
discussion of the film’s lessons, officer-facilitators can engage cadets
on an informal but deep appreciation of moral and ethical principles.
Through the interaction, cadets also enrich their fellow cadets with their
respective perspectives on the film.
 Everyday Heroes Forum. The sharing of experiences of extraordinary

citizens who effortlessly render heroic service in their respective
positions makes cadets realize that they have kindred spirits.
 Values Education. Starting with the theoretical concepts and

philosophical foundation of these values, values education progresses
to presentations on the application of these virtues. The final process in
cadet values education is the processing of dilemmas arising from the
unbending practice of these virtues.
 Highlighting the Proud PMA Heritage. PMA graduates have a long

heritage of valor and heroism. The Academy’s sons and daughters
have proud accomplishments to show. For cadets to connect with this
excellent heritage, visual reminders such as monuments and significant
historical items of graduates must be conspicuously presented to
cadets. These would always ignite their deep pride that they can feel in
the individual accomplishments of graduates. Through the visual
symbols of excellence, cadets have greater and more enduring
motivation to become military professionals.
 Partnership with Other Leadership Development Institutions. This

is an effective method for maintaining one’s professionalism and
idealism by placing a premium on fostering networking with other
leadership development institution. Exposing cadets to these self-
development opportunities broadens their awareness of leadership’s
best practices thus enabling them to form coalitions.
 Lectures of Distinguished Graduates and Citizens. Distinguished

lecturer series seek to provide a forum for the cadets to listen to the life
experience of towering personalities whose life experiences could
serve to motivate the cadets to cultivate a life of character, leadership
and service.
 Field trips, Immersions, Community and Civic Actions.
5 - 15
5 - 16
CHAPTER 6
LEADERSHIP DEVELOPMENT
SUPPORT STRUCTURE
This chapter answers the question, “How do we organize to implement

the PMA Leadership Development Experience?” It starts with a discussion
of each of the development programs with their distinct concepts, program
structure, program support structure, program focus and the leader
development functions. The chapter ends with a discussion of integration
principles towards a synchronized implementation of the CLDS.
Section 6-1 CLDS Framework
6.1 The System. The CLDS is an organizing framework designed to

coordinate and integrate cadet leadership development activities across
the entire PMA experience. As with any other open system, CLDS has
inputs, processes and outputs.
(a) Inputs. CLDS begins by recruiting potential candidates with the

disposition to be developed intellectually, physically, militarily,
ethically and socially into commissioned officers and leaders.
Another critical input is a high quality of staff and faculty.
Although PMA retains a military faculty and staff, civilian
members work collaboratively to design and implement
developmental experiences consistent with the CLDS principles.
CLDS is enhanced by a diversity of mentors, role models and
teachers from the various courses and programs of the
Academy. Additionally, feedback from external stakeholders
contributes to the assessment and evaluation process that
enhances the four core programs of the CLDS into a more
relevant education and training system for the cadets.
Ultimately, everyone in PMA has the responsibility for the
development of cadets in accordance with the CLDS.
(b) Processes. The process by which PMA accomplishes its vision

and mission is organized around the four primary programs of
development: Character, Academic, Military, and Physical
programs. These programs are formal, directed, organized and
approved sets of activities designed to accomplish the
Academy’s goals and objectives. In addition, other significant
activities sponsored by authorized organizations contribute to
cadet development by supporting specific aspects of cadet
6-1
leadership development. All programs and activities are
allocated manpower, facilities, time and other resources to
support cadet development.
(c) Outputs. PMA’s primary output is to graduate commissioned

officers and leaders for the AFP ready to perform the roles
expected of them as leaders of character, combatants, military
professionals, managers of resources, and partners in national
development.
Figure 6.1 The CLDS Organizing Framework
6.2 Development Programs. Each major development program

provides progressive and sequential opportunities to develop cadets
across all domains. While each program has a focus, all contribute
significantly. Boundaries do not constrain developmental domains: the
programs and domains provide structure to help organize cadet
development in a systematic way. The overarching emphasis on
officership and leadership pervades every activity. All staff and faculty,
regardless of program affiliation, share a common understanding of the
institutional mission in order to ensure the success of the leadership
development experience.
6.3 Role of Cadet Chain of Command. The Cadet Corps Armed Forces
of the Philippines is organized into a brigade of four battalions and eight
companies. Cadet companies are the primary structural feature in a
6-2
cadet’s life. They provide the military context within which all development
takes place. The cadets are not merely inputs into the system, but are
active and responding participants in leadership development. Cadet
cooperation, enthusiasm and initiative are necessary for the successful
implementation of the system.
(a) Roles in Cadet Development. In accordance with standard

military practice, PMA organizes the Corps into battalions and
companies reflective of the military organization to which these
cadets will be joining upon their graduation. This is to provide for
the legal command and control of all assigned cadets within each
assigned units thereby providing the cadets the avenue for
leadership practice throughout their stay in the Academy.
(b) Model units. Being assigned to cadet companies allows cadets to

experience what it is like to live and work in a unit. Cadets learn to
live in a military barracks, how to follow the chain of command, how
to function as part of various military formations, and how military
units organize to accomplish collective tasks. Life in cadet
companies provides the immersion in a total military environment
that is essential to developing a cadet’s professional identity as
future AFP officers.
6.4 Role of Tactical Teams. The Tactical (TAC) team supports each
cadet unit, filling several roles and performing numerous functions
essential to the cadets’ development. The team consists of two
commissioned officers (Unit Tactical Officer – Senior/Battalion/Company
Tactical Officer and Asst. Company Tactical Officer) and a non
commissioned officer (TAC NCO). Unit Tactical Officers (UTO) teams are
specially selected, highly qualified commissioned officers who have
successfully commanded a unit at company level or its equivalent in the
Navy and Air Force. On the other hand, a TAC NCO is a seasoned non-
commissioned officer, with a rank no lower than staff sergeant. NCOs play
an important role in assisting TAC-Os with their duties and introducing
cadets to the roles and functions of an NCO.
(a) Unit Tactical Officer (UTO). The Company Tac-O is the legal
commander of cadet companies. The Assistant Tac-O serves as
the deputy. As cadets’ primary leader development integrators, the
Unit Tac-Os communicate and clarify in no uncertain terms the spirit
and intent of the CLDS. They maintain the supportive leader
development environment in their respective companies. They
customize the main programs of the cadet experience to suit the
individual needs of each cadet. As cadet mentors, they assist the
6-3
cadet chain of command to create an environment that supports
development across all domains. They counsel individual cadets on
their holistic progress throughout all programs of development.
They evaluate specific aspects of cadets’ military and social
development and provide meaningful feedback for guided reflection,
directing actions for further progress. The Unit Tac-Os model what it
means to be a commissioned leader of character and officer
committed to the values espoused in the PMA Charter Statement.
(b) TAC NCO. The TAC NCO is responsible for assisting and advising
Company Tactical Officers in carrying out their duties. Mission
demands that officers and NCOs work together and advice, assist
and learn from one another. In particular, among the responsibilities
of the NCOs are: to conduct daily business within established
policy; focus on individual training that leads to mission capability;
be primarily involved with individual soldiers and team leading;
ensure that subordinates and soldiers are equipped with the
personal equipment to function as effective unit members; and
concentrate on the standards of performance, training and
professional development of subordinates and soldiers.
6.5 Infrastructure and Educational and Training Support Facilities.

The existing physical structures such as cadet barracks, athletic complex,
library and laboratories, classrooms, computer training equipment and
training facilities like firing and assault ranges and simulators for the Navy,
Air Force and the Army are essential to the pursuit of leader development.
These different infrastructure and support facilities intend to simulate
actual operational environments and provide a venue conducive to
maximizing the potential for cadet learning in the different fields given to
them.
6.6 A Foundational Experience. The developmental process for

commissioned officer-leaders is a lifetime journey which begins only with
graduation and commissioning. By providing an organizing framework to
coordinate and integrate cadet developmental activities across the entire
PMA leadership development experience, the CLDS lays the bedrock for
entry into the profession of arms as combatants, military professionals,
managers of resources, partners of national development and above all,
leaders of character.
6-4
CHAPTER 7
INTEGRATING MECHANISMS
Chapter Seven moves on to discuss further the CLDS Integrating

Mechanisms – the governance structure starting from the Headquarters,
PMA, then moving onto the Honor System, the Honor Code and other
Leader Development Units, and their implications for leadership and
leadership development. It ends with a section regarding Assessment and
Evaluation of the Cadet Leadership Development System.
Section 7-1 Governance
Planning and delivering the PMA Cadet Leadership Development

Experience is a daunting task. It requires a diverse set of staff and faculty
motivated to accomplish the PMA vision and mission. It takes a core of
development-oriented professionals willing to subordinate their personal
interests for the leader development of cadets.
At the strategic level, coordination and integration is provided by the

Superintendent with the advice and counsel of the PMA Board of Visitors,
the Academic Board and the Core Program Champions.
7.1 Executive Committee. The Executive Committee, composed of the

Superintendent, Assistant Superintendent, Heads of the different Groups,
the Chief of Academy Staff, and the Dean, Corps of Professors provides
overall guidance and supervision of the CLDS.
7.2 The Office of the Assistant Chief of Academy Staff for

Education, Plans and Programs, OMA5. In addition to performing
several strategic functions, the OMA5 is the Superintendents’ agent for the
implementation of the CLDS. It serves as the proponent for CLDS,
provides for the over-all supervision of the cadet leader development
programs and coordinates directly with the Center for Leadership and
Professional Excellence for its monitoring and evaluation.
7.3 PMA Board of Visitors (BOV). The PMA BOV is comprised of

members of the academe, business and industry, government and
development sector as well as elder statesmen and retired alumni. This
group provides insights and recommendations about the Academy’s
educational and training programs. The PMA BOV also serves as a check
and balance mechanism for PMA policy makers.
7-1
7.4 Academic Board. The Academic Board is the highest policy-making
body of PMA on the education, training, and character development of the
Cadet Corps Armed Forces of the Philippines (CCAFP). They shall
prescribe and periodically update the different requirements and standards
on cadet education and training specifically addressing the following: cadet
admission, curriculum, training, evaluation of cadets, conferment of
Bachelor of Science degrees, modifications and amendments to the
aforementioned areas, and other matters not covered and inconsistent
with the Rules of the Academic Board of PMA.
7.5 Center for Leadership and Professional Excellence (CLPE). The

CLPE is the Academy’s focal point in the implementation of the CLDS. It
serves as the primary enabling facility in achieving leadership, academic,
and professional excellence, to include the enhancement of the
Academy’s character and physical development programs through
progressive faculty and cadet development, research and assessments,
training and development, and policy advocacy. The Director, CLPE
reports to the MA5 and the Executive Committee to assess the respective
programs. S/he serves further as an advocate to the graduate roles across
the programs, ensuring that the right role development environment is
maintained and the specific values, responsibilities, knowledge, skills and
attitudes are progressively developed.
Section 7-2 The Honor System and Honor Code
Development of character is central to the PMA leadership

development experience. It is integral to the Academic Program, imbedded
in the Military and Professional Development Program, and imbued
throughout the Physical and Sports Development Program. Together with
the Honor Code, the Honor System serves as the key mechanism to focus
character development within the Academy.
7.6 The Honor System. The Honor System focuses on the

understanding and commitment of cadets to the spirit of the code, which
espouses the virtues of honesty, integrity, respect for other people and
their properties, and professional responsibility to emulate high moral-
ethical behavior. The Honor System is the mechanism of the Character
Development Program by which the Honor Code is kept alive within the
Cadets Corps. This system includes procedures for investigating and
adjudicating alleged violations of the Honor Code. The Honor Committee
has the responsibility for the moral and ethical development of each cadet
while the Corps of Cadets has stewardship of the code and the system.
7-2
7.7 The Honor Code. The minimum standard for honorable conduct
required by the Cadet Honor Code is: “We the Cadets do not lie, cheat,
steal nor tolerate among us those who do.” Adherence to the spirit of the
Code is what the Academy seeks to inspire. All aspects of the institution
emphasize honor: in classrooms, in cadet companies, on athletic grounds,
and during extracurricular activities. It is incumbent upon all members of
the staff and faculty to comprehend fully the educational and
administrative aspects of the Cadet Honor System.
Section 7-3 Other Leader Development Systems
7.8 Mentors. The Mentors consists of staff and faculty who are willing to
take on the challenge of advising, counseling, and prodding cadets to
develop. Through a one-on-one process of tutoring, a mentor takes on the
responsibility as a trusted confidante, an inspiring model, and a dedicated
educator who monitors the progress of a cadet.
7.9 Staff and Faculty. PMA goes to great lengths to attract and retain a
pool of highly-qualified staff and faculty. While most are hired specifically
for a particular need, all members of the PMA community must contribute
to the broader role of preparing future AFP officers. All members support
officer development even beyond the formal classroom setting. The faculty
brings in a wealth of knowledge and experience to impart to the cadets.
They are expected to help students link academic experiences to their
chosen profession, seek out opportunity to reinforce the leadership roles,
enforce high standards of personal and professional conduct, and model a
commitment to excellence and lifelong service expected of them as future
officers. Likewise, the same standards are expected of athletic coaches,
chaplains, and support staff; they should not only perform their primary
duties but must reinforce the PMA’s vision and mission in whatever they
do.
7.10 Guidance and Counseling Office (GCO). The GCO serves as a

lateral arm of Tactics Group (HTG) to assist the cadets in coping with
various stressful situations in the cadet training. Interventions, individually
and in groups, through the GCO enable cadets to understand themselves
and assist them to perform better in their training requirements, as they go
through the four-year experience as followers, squad leaders, mentors,
and leaders of the CCAFP. During the summer camp training, they provide
character building activities that include group dynamics, team building
activities, films, counseling sessions for self-awareness, values
7-3
classification and self-enhancement. The GCO equips upperclass cadets
with counseling and mentoring skills, interacting with the community
through visits to hospitals, and other civic movements in the countrysides.
7.11 Peer counselors. Cadet peer counselors help fellow cadets who are
weak in some competencies to cope successfully in the Academy. They
serve cadets not only in times of distress but serve as peer mentors in all
areas of cadet training. Peer counselors look after the psychological well
being of their fellow cadets in almost all areas of cadet performance.
7.12 Cadet Clubs and Organizations. Cadet clubs and organizations in

PMA are numerous and provide the cadets informal structures to exercise
teamwork, camaraderie, collaboration, leadership and management
functions.
7.13 Cadet Spiritual Activities. The spiritual activities of the cadets in

and outside the formal structure of their respective religions also help in
developing the character of cadets. Under the guidance and supervision of
the chaplaincy, spiritual and moral values of cadets are enhanced through
religious and spiritual activities.
7.14 The PMA Community. The PMA community is comprised of the

civilian and military staff and their families. By being advocates of the
system, they support and help reinforce the graduate roles.
7.15 Foster Parents Program (FPP). The Foster Parents Program

provides the cadets the opportunity to have a family away from home and
helps them in their social and interpersonal interaction. Through proper
and thorough selection process of foster parents, cadets gather inputs
from the civilian environment, serving, to bring the PMA cadets and the
AFP officers closer to society and the people.
Section 7-4 Assessment and Evaluation
7.16 Assessment. The effective implementation of the CLDS depends on

the interaction of processes. It enables participants and beneficiaries to
align objectives based on feedback and evaluation. With the advent of
technology and the socio-economic environment in an ever-changing
world that may affect stakeholder expectation, there is a need for a system
to facilitate incorporation of adapting to a changing world. A dynamic
system that helps improve and innovate the training and education of the
cadets in terms of the four core programs that is attuned to the current
7-4
needs of the contemporary operational environment. Periodic assessment
results support the decisions regarding the structure, training and course
design and provide inputs in the development of the personnel and
organization of the Academy. Assessment and evaluation permits the
planners to empower PMA graduates through policy reform and supportive
program strategies. Finally, assessment findings must inform policy
decision-makers to make the necessary adjustments to coordinate and
integrate cadets’ developmental activities to fit the overall strategic plan.
Measuring cadets’ progress toward achieving institutional goals is

central to CLDS. Assessment processes are absolutely essential in
gauging an individual cadet’s success or failure in internalizing the five
graduate roles. The feedback mechanisms are also valuable inputs
towards the improvement of the current PMA Cadet Leader Development
System.
(a) External Assessment. Each cadet undergoes assessment at
multiple points from a variety of sources and in different forms
throughout his four year stay in the Academy. Physical fitness
tests, quizzes, classroom recitations, informal mentoring, athletic
competitions, peer evaluations, military inspection, action
consultancies are external assessment mechanisms providing
valuable feedback of a cadet’s progress across the five graduate
roles and the developmental domains. All of these external
assessment mechanisms are aligned towards the broader
Academy vision and mission.
(b) Self-Assessment. Perhaps the most important source of long-

term, personal, meaningful feedbacks comes from the cadet
themselves. With the help of the TAC teams, the cadets’ individual
mentors, faculty and staff, and their peers, they process their
learning experiences into terms and concepts which they
themselves can put to practical use.
7.17 Evaluation. Performance is formally evaluated in a series of selected

activities and programs across each of the four development programs. An
evaluation process requires the measurement of overall performance
against institutional standards. The grading processes generate formal
documentation and records of individual achievement and progress.
(a) Evaluation of the CLDS. Effective leader development involves

both a developmental activity (chain of command position, military
training, classroom duties, physical and sports development
activities, etc.) and an evaluation process. The evaluative process
7-5
focuses primarily on the gathering and assessment of behavioral
and performance data.
1) Sources of Evaluative Information. The evaluation process

utilizes a number of sources to gather information regarding
performance and behavior. As the cadet participates in class,
company duties, chain of command positions and other
activities, performance feedback is generated for the cadet’s
use.
2) Evaluation. Once during each summer training detail and

twice each term, cadets receive an assessment of their
Military Performance. This assessment is captured in a
leadership grade called Military Performance (MP) grade.
This grade is representative of the summative judgment by
officer/NCO raters and is based on developmental data,
personal observations, and other reports as measured
against a set of leadership competencies and criteria which
identify expectations and achievements across a range of
performance related to the five (5) expected graduate roles.
3) Counseling. Periodic counseling lets subordinates know how

they are doing and if they are progressing satisfactorily.
(b) Evaluation after Graduation. To measure the development of

each graduate, a system is in place to monitor professional
performance. This kind of mechanism meaningfully gives feedback
from the stakeholders. The commanders and subordinates of the
graduates are given surveys to gauge the character and
professionalism of graduates. Civilian stakeholders within the
sphere of influence of graduates are also asked to gauge the
effectiveness of graduates as partners in nation-building, as
military professionals, as nation-builders and as protectors of the
nation and state.
Section 7-5 Continuity
At the end of each day, these guiding principles will only be effective
when applied with diligent practice and constant effort. Without
implementation and execution, PMA will be far from realizing the vision
embodied in its charter statement. Leadership development programs and
activities must be dynamic and continuously updated for PMA to merit
7-6
being the premier leader development institution in the country. The CLPE
monitors, keeps track of development in leader development across the
five graduate roles, and ensure that the PMA becomes the foremost
training school of the AFP. Hence, whatever plans it formulates and
eventually implements must be authorized and approved by the AFP
General Headquarters and the Department of National Defense to give the
action legitimacy. Continuity of the CLDS is guaranteed by the provision
that any change deviating from the intent and spirit of the CLDS will have
to be approved by the Secretary of National Defense through the Chief of
Staff, AFP and the AFP Education and Training Board (AFPETB).
Upon approval, the CLDS document must be disseminated to the

Cadet Corps and the faculty and staff of PMA for a clear understanding of
the guiding principles to be made possible. A venue for discussion through
formal and informal lectures and forums must be conducted within the
soonest possible time. Once approved, the value of this document may be
enhanced, like any other publication, which depends upon the tactical and
operational execution and synchronization of all processes, programs and
activities. Certain areas of the CLDS may need refinement within the PMA
strategic guidance.
7-7
7-8
ANNEX A
GLOSSARY
Definition of Terms
Action – the process or state of acting or of being active; something

done or performed; an act that one consciously wills and that maybe
characterized by physical or mental activity
Advocate – to speak or write in favor of; support or urge by argument;

recommend publicly
Agility – the power of moving quickly and easily
Analytic – pertaining to or proceeding by analysis
Attributes – to consider as a quality or characteristics of the person,

thing, group, etc.
Aware – having knowledge; conscious; cognizant; informed; alert;

knowledgeable
Balance – the power or ability to decide on an outcome by throwing

one’s strength, influence, support, or the like, to one side of the other
Be – to exist or live
Beliefs – are assumption or convictions you hold as true about

something, concept or person
Build – to establish, increase or strengthen; to mold, form or create
Capabilities – qualities; abilities; features, etc.
Communicate – to impart knowledge; make known of
Competence – the quality of being competent; adequacy; possession

of required skill, knowledge, qualification, or capacity
Composition – the act of combining parts or elements to form a

whole
Control – to exercise restraint or direction over; dominate; command
Coordinate – to place or arrange in proper order or position; to

assume proper order or relation
Coordination – harmonious combination or interaction, as of function

or parts
A-1
Cope – to struggle or deal esp. on fairly even terms or with some
degree of success; to face and deal with responsibilities, problems, or
difficulties, esp. successfully or in a calm or adequate manner
Counseling – talking with a person in a way which helps that person

solve a problem, correct performance, or improve good performance. It is
a leadership skill that is particular form of coaching and teaching. It
requires thinking skills, such as identifying the problem, analyzing the
factors and forces influencing the behavior of the soldier being counseled,
and planning and organizing the counseling session.
Courage – is the power, the strength, and the ability to overcome fear
in performing a mission and to accomplish what is seemingly impossible.
However, unlike valor, courage goes beyond the bodily dimension of
boldness and endurance to pain and hardships. It may also be the moral
courage to stand for what is right and persevere to make it difficult for
friends, superiors, peers, and comrades alike to do the wrong thing
Creative – resulting from originality of thought, expression, etc.;

imaginative; originative; productive
Critical – involving skillful judgment as to truth, merit, etc.
Decisive – having the power of quality or deciding; characterized by

or displaying no or little hesitation; resolute; determined
Developing – to bring out the capabilities or possibilities of; bring to a

more advanced or effective state; to cause to grow or expand
Direct – to manage or guide by advice, helpful information, instruction,

etc; to regulate the course of; control
Divine – of pertaining to a god, especially the Supreme Being
Do – to perform, execute; to put forth, exert
Duty – is the value of obedience and disciplined performance despite

difficulty and danger. It is an act of selfless service in which the welfare of
those we lead and the accomplishment of the mission comes ahead of
one’s desires
Emotion – an affective state of consciousness in which joy, sorrow,

fear, hate, or the like, is experienced, as distinguish from cognitive and
volitional states of consciousness
Emotional – pertaining to or involving emotion or the emotions
Empathy – the intellectual identification with or vicarious experiencing

of the feelings, thoughts, or attitudes of another
A-2
Empower – to give power or authority to; to enable or permit
Endurance – the fact or power of enduring or bearing pain, hardships,

etc., the ability or strength to continue or last esp. despite fatigue stress, or
other adverse conditions; stamina
Enforce – to put or keep in force; compel obedience to; to obtain by

force or compulsion; to impose
Environment – the aggregate surroundings, things, conditions, or

influences; milieu
Equipment – anything kept, furnished, or provided for a specific

purpose
Evaluating – is a part of supervising and includes looking at the way

soldiers accomplish a task, checking firsthand, and inspecting
Excellence – is consistently keeping our promises, as an institution or

as an individual, to each of our stakeholders to high standard. It has three
parts: performance, predictability, and achievement. This idea of
excellence suggests how results are achieved. Excellence may also be
measured in terms of reputation, resources, and outcomes. It may be
achieved when an institution or an individual is especially successful in
accomplishing its purpose
Filial – of, or pertaining to, or befitting a son or daughter; noting or

having the relation of a child to a parent
Fitness – health; capability of the body of distributing inhaled oxygen

to muscle tissue during increased physical effort
Flexibility – susceptible of modification or adaptation
Global – pertaining to the whole world; universal
God-fearing – deeply respectful or fearful of God; deeply religious,

devout
Goodness – moral excellence, virtue; excellence of quality
Guide – to accompany, to show points of interests and to explain their

meaning and their significance
Health – the general condition of the body or mind with references to

soundness or vigor; soundness of body and mind
Honor – is our crowning value as it is more precious than life itself. It

is the hallmark of our military conduct, which implies our clear
consciousness of personal dignity and worth. We associate it with good
A-3
reputation, and is the immortal, sacred part of our character, the violation
of which should bring about shame in us and the dignity to impose on
ourselves the requisite restitution
Human nature – is the set of qualities shared by all human beings;

the psychological and social qualities that characterize humankind esp. in
contrast with the other living things
Humility – is the quality or condition being marked by modesty in

behavior, attitude, or spirit; not arrogant or prideful. Although humility is not
the first or the greatest of the virtues, it is the foundation of spiritual
strength second only to faith. Humility is a foundational virtue in that it
removes the obstacles of faith in our life. It is not the opposite of pride, it is
the absence of pride and that makes a person a fitting receptacle of grace
Identity – the state or fact of remaining the same one or ones, as

under varying aspects or conditions; the condition of oneself or itself, and
not another; the sense of self providing sameness and continuity in
personality over time
Implement – to put into effect according to or by means of a definite

plan or procedure
Influence – the capacity or power of persons or things to be a

compelling force on or produce effects on the actions, behavior, opinions,
etc.
Integrity – a virtue perfected by being completely honest in the climax

of moments. It does not give in to compromise, rather, it is doing what you
said you would do, regardless of consequences and of what others will
think and say. Integritas, the Latin root of integrity, means wholeness,
congruency and values. Wholeness implies not being fragmented; inner
values are congruent with external behavior. Congruency suggests
consistency, agreement, regularity, balance, and harmony. Congruent
leaders live and lead consistent with their values. Values are what you
believe in – those principles that guide behavior.
Intellectual – appealing to or engaging the intellect; of or pertaining to

the intellect or its use; a person who places a high value on or pursues
things of interest to the intellect or the more complex forms and fields of
knowledge, as aesthetic or philosophical matters especially on abstract
and general level. An extremely rational person; a person who relies on
intellect rather than on emotions or feelings. A person professionally
engaged in mental labor, as a writer or a teacher.
International – between or among nations; pertaining to the relations

between nations
Interpersonal – of or pertaining to the relations between persons.
A-4
Intra – a prefix meaning “within”
Job – anything a person is expected to or obliged to do; duty;

responsibility
Know – to have knowledge or clear and certain perception, as of a

fact or truth; to apprehend clearly and with certainty; to understand from
experience or attainment
Knowledge – acquaintance with facts, truths, or principles, as from

study or investigation; general erudiation; familiarity or conversance, as
with a particular subject or branch of learning
Learn – to acquire knowledge of or skill in by study, instruction, or

experience
Limitation – a limiting condition; restrictive weakness; lack of capacity
Local – pertaining to, characteristic of, or restricted to a particular

place or particular places; pertaining to a city or town, or small district
rather than an entire state or country
Love for God and Country – Loving God is the first and highest
affection of a renewed mind. It involves a conviction of God’s excellence,
an inner contentment towards the revelation of His nature (Who God is?)
and gratitude for His favors (What God has done?). Love of country refers
to one’s love for his land, people, culture, and history. It starts with the
acknowledgment of a debt of gratitude for one’s country and is followed by
the intense desire to pay that debt of gratitude by seeking its good, of both
the land and the people. It seeks to correct whatever is wrong, anomalous,
imperfect, unfinished or evil and endeavors to leave behind a worthy
patrimony to the generation that will come after.
Loyalty – implies that we express in words and in deeds, strong

support to those who lead us, those whom we lead and all those who
serve with us. It is the best expression of our fidelity to God, our country
and fellowmen, and our adherence to democratic principles, constitutional
mandate and legal authority.
Maintain – to keep in existence or continuance; preserve, retain
Management – It is the act or manner of managing; handling,

direction, or control.
Mental – performed by or existing in the mind; pertaining to

intellectuals or intellectual activity
Mentor – a wise and trusted counselor or teacher
A-5
Mission – an operational task, usually assigned by a higher
headquarters
Moral – of, pertaining to, or concerned with the principles or rules of

right conduct or the distinction between the right and wrong; ethical
Motivation – is the cause of action. It gives soldiers the will to do what

you know must be done to accomplish the mission
Motor – pertaining to or involving muscular movement
National – of, or pertaining to, or maintained by a nation as an

organized whole of independent political unit
Networking – supportive system sharing information and services

among individuals and groups having common interests
Organization – a group of persons organized for some end of work;

association
Organize – to form as or into a whole consisting of interdependent or

coordinated parts especially for harmonious or united action; to
systematize
Personality – the sum total of the physical, mental, emotional and

social characteristics of an individual
Physical – of or pertaining to the body
Plan – a scheme or method of acting, doing, proceeding, making, etc.,

developed in advance
Power – the ability to do or act; capability of doing or accomplishing

something; great or marked ability to do or act; strength, might, force
Preference – that which is preferred, choice
Priority – something given special attention
Procedure – a particular course or mode of action; a sequence of

actions or instructions to be followed in solving a problem or accomplishing
a task
Psychomotor – of or pertaining to a response involving both motor

and psychological components
Reasoning – the process of forming conclusions, judgments, or

inferences from facts or premises
A-6
Rectitude – rightness of principle or conduct; moral virtue;
correctness
Reflective – given to, marked by, or concerned with meditation or

deliberation
Regional – of, or pertaining to or localized in a particular area or part

of the body
Respect – It means to demonstrate "high regard" for or special

attention to something or someone. It is viewed from both a social and
individual perspective and is influenced by one’s personality, emotions,
preferences, and cultural context. In PMA, respect means showing due
consideration for the dignity and individuality of each person. Hence, the
value of respect, not just in relation to discipline and order, but more in
relation to human dignity and individuality must permeate in all aspects of
cadet training. Moreover, respect is something for us to regularly practice
and rarely master.
Responsibility – A particular burden of obligation upon one who is

responsible; the state or fact of being responsible.
Responsible – answerable or accountable, as for something within

one’s power, control, or management; having a capacity for moral
decisions and therefore accountable
Righteousness – the quality or state of being just or rightful
Seeking self-improvement – Means continually developing your

strengths and working on overcoming your weaknesses to increase your
competence and the confidence your soldiers have in your ability to train
and lead.
Self – a person or thing referred to with respect to complete

individuality; a person’s nature, character
Self-confidence – It is the realistic confidence in one’s own judgment,

ability, power, etc.
Self-control – Refers to control or restraint of one’s self or one’s

actions, feelings, etc.
Serve – to render assistance; be of use; help; to have a definite use;

to answer the purpose; to be in the service of; work for
Setting example – your soldiers want and need you to be a role

model. This is a heavy responsibility, but you have no choice. No aspect of
leadership is more powerful. If you expect courage, competence, candor,
commitment, and integrity from your soldiers, you must demonstrate
willing to do what you require of your soldiers, and share dangers and
A-7
hardships with your soldiers. Your personal example affects your soldiers
more than any amount of instruction or form of discipline. You are their
role model.
Skill – the ability, coming from one’s knowledge, practice, aptitude,

etc., to do something well; a craft, trade, or job requiring manual dexterity
or special training in which a person has competence and experience
Social – pertaining to, devoted to, or characterized by friendly

companionship or relations; seeking or enjoying the companionship of
others; friendly; sociable; gregarious
Societal – It is noting or pertaining to large social groups or to their

activities, customs, etc.
Society – a body of individuals living as members of a community; a

highly structured system of human organization for large-scale community
living that normally furnishes protection, continuity, security and national
identity for its members
Solidarity – is the consolidating and integrating value to which all of

us bind ourselves with the rest of our comrade-in-arms. With it, we reject
divisive fraternal organizations within PMA. We believe that a well-trained
and a well-led military unit develops esprit-de-corps and recognizes the
fact that one’s ability to perform a job is best achieved in teamwork with
others
Specialize – to pursue some special line of study, work, etc; to be

adopted to a special function or environment
Speed – rapidity in moving, going, traveling, proceeding, or

performing; swiftness; full, maximum, or optimum rate of motion
Spiritual – of, pertaining to, or consisting of a spirit; incorporeal
Stability – firmness in position; continuance without change,

permanence; steadfastness; constancy, as of character and purpose
Stamina – strength of physical constitution, power to endure disease;

fatigue; privation; etc.
Standards – acceptable performance, control behavior and influence

actions
Strength – the quality or state of being strong; bodily or muscular

power; vigor; mental power, force
Supervising – It means keeping a grasp on the situation and ensuring

that plans and policies are implemented properly. It includes giving
instructions and continuously inspecting the accomplishment of a task.
A-8
Tactical – of or pertaining to a maneuver or plan of action designed as
an expert expedient toward gaining a desired end or temporary advantage
Teaching – involves creating the conditions so that someone can

learn and develop
Technical – Refers to a peculiar to or characteristics of a peculiar art,

science, profession, trade, etc.
Technique – Pertains to the body of specialized procedures and

methods used in specific fields, especially in an area of applied science
Technology – the branch of knowledge that deals with the creation

and use of technical means and their interrelation with life, society and the
environment, drawing upon such subjects as industrial arts, engineering,
applied science and pure science
Training – the education, instruction, or discipline of a person or thing

that is being trained
Traits – a distinguishing characteristics or quality especially of one’s

personal nature
Unit – one of the individuals or groups that together constitute a whole
Values – the ideals, customs, institutions etc., of a society toward

which people of the group have an effective regard; attitudes about the
worth or importance of people, concepts or things
Volition – the act of willing, choosing, or resolving; exercise of willing;

a choice or decision made by the will
Weakness – not having much moral strength or firmness, resolution;

not strong liable to yield, break or collapse under pressure or strain
Wisdom – the quality or state of being wise; knowledge of what is true

or right coupled with just judgment as to action; sagacity, discernment, or
insight
A-9
A - 10
ANNEX B
REFERENCES
Books
Atkinson, Rita L, et al. “Hilgard’s Introduction to Psychology.” 12th edition.

Hartcourt Brace College Publishers, Philadelphia, 1996.
Bartol, Kathryn M. & Martin, David C. “Management.” 3rd edition.

Irwin/McGraw-Hill Companies, Inc., 2001.
Copi, Irvin J & Cohen Carl. “Logic: language, Deduction and Induction.”
12th edition. Pearson Education, Inc., publishing as Prentice Hall,
2005.
Daft, Richard. “Management.” 7th edition Thomson Learning Asia, 2005.
Hesselbein, Frances and GEN ERIC K SHINSEKI (USA Ret) “Be-Know-

Do Leadership the Army Way.” adapted from the Official Army
Leadership Manual. Leader to Leader Institute, Jossey-Bass, 2004.
Glendon, I.A. and McKenna, E.F., “Human Safety and Risk Management,”
Chapman and Hale, 1995.
Luisser, Robert N. Achua, Christopher F. “Effective Leadership.” 3rd

edition.
Peter G Northouse (October 2004).”Leadership: Theory and Practice.”

Sage Publication.
Random House Webster’s Unabridged Dictionary, 2 nd Ed. (2001). Random

House New York.
Thomson South-Western, a part of the Thomson Corporation, Canada

2007.
West Point’s Perspectives on Officership, The Commissioned Army

Leader, 3rd edition, McGraw Hill’s Custom Publishing 2008.
Zimbardo, P.G. and Ruch, F. L. Psychology and Life, Ninth edition.

Glenview, Illinois: Scott, Foresman, and Company, 1975.
B-1
Theses
LTCOL CARLITO G GALVEZ JR 0-9267 (INF) PA. “Standardization of the

Leadership Development System in the Philippine Army from
Foundational to Strategic Level.” AFP GSC, 18 April 2007.
LTCOL DENNIS ROMAN D ISLETA 0-9849 (FA) PA. “Character

Development at the Philippine Army.” AFP GSC, February 2007.
Papers
LTC DANILO H DESUASIDO 0-7474 PROF. “An Assessment of the PMA

Mentoring Program,” 2008.
LTC CARLITO G GALVEZ JR 0-9267 (INF) PA. “Final Report: Eisenhower

MNP Fellowships.” 2006.
MAJ JOEL M PALOMA 0-10658 (INF) PA, “Role Modeling and Mentoring
Course Final Report 2006.”
Manuals
A Study of Organizational Leadership, edited by the Associates, Office of

Military Leadership, United States Military Academy, Stackpole Books,
USA 1976.
AFP Code of Ethics (2007).
Armed Forces Officer Personnel Act of 1948.
DND Memorandum Order No 01, 30 January 2006.
Leadership in the Philippine Army: Situationer and Perspective (Synthesis

Report).
USMA CLDS Manual, June 2002.
USMA Physical Program, July 2002.
Manual on Military Leadership, Official Publication of the Philippine Army,

a part of the PA Current Doctrine Development Strategy, 31 July
2001.
Rules of the Academic Board, 2007
B-2
Internet References
Carter McNamara, MBA, PhD McNamara. ” Basics -- Definitions (and

Misconceptions) About Management.”
(http://208.42.83.77/mgmnt/defntion.htm)
McNamara, “Leadership Development Planning.”

(http://208.42.83.77/ldr_dev/ldr_dev.htm)
Jim Laub ( 2004). “Organizational Leadership Assessment.”

(http://www.olagroup.com/Dispaly,asp?Page=development)
Others
CLDS Workshop Outputs during the Conference-Workshops held at PMA

in 2005.
CLPE Workshop Conference Outputs held in January 2008.
Conference relative to the PMA Strategic Plan (PMA Road Map 2015),
dated 25 Oct 2005.
Verbal directive of Superintendent, PMA, dated 25 Oct 2005.
B-3
B-4
ANNEX C
RECORDS OF REVISION
Identification of change or Date By Whom entered

Correction and Ref No (if Entered (Signature, Rank, Grade,
any) Name or Rate, Name of
Command)
C-1
C-2
ANNEX D
RECOMMENDATION FOR CHANGES
______________________________
_____________________________
____________________________
(Originating Agency)
____________________
(Date)
Subject: Recommendation for Changes
To: The Chairman, AFP Doctrines Board

General Headquarters, Armed Forces of the Philippines
The following recommendation is submitted for improvement of

___________________________________________________________
(short title)
_________________________ _________________________
(long title) page
_________________________ _________________________
Article Para No. Line Sentence
_________________________
Figure No.
Comment:
Recommendation:
________________
(Signature of CO)
D-1
D-2

Unit 1 - Cadet Leadership Development System 2011

Uploaded by

Copyright:

Available Formats

Unit 1 - Cadet Leadership Development System 2011

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit 1 - Cadet Leadership Development System 2011

Uploaded by

Copyright:

Available Formats

Cadet Leader

1. The Cadet Leader Development System (CLDS) was formulated

2. The PMA Superintendent, key officers, staffs, and personnel

3. Accordingly, this manual shall be regularly reviewed and

4. This manual is hereby promulgated for the information and

5. For widest dissemination and strict compliance.

As the epitome of the finest and noblest traditions of service, the

With each year, cadets experience development stages of

For PMA to reinforce itself to become the premier leadership institution

Relative to the vision of the Philippine Military Academy, this document

“Leadership consists not in degrees of technique but in traits of character; it

This Manual on Cadet Leader Development is the first manual

The PMA CLDS is a result of collaboration of ideas from PMA officers,

This document captures the doctrines and principles for leader

Chapter 1 (Introduction) begins with an explanation of the purpose of

Chapter 2 (PMA Cadet Leader Development) lays out the foundation

Chapter 3 (PMA Graduate Roles) provides an insight into the five

Chapter 4 (Cadet Development across the Years) lays out the

Chapter 5 (PMA Core Leader Development Programs) discusses how

Chapter 6 (PMA Leadership Development Support Structure)

Chapter 7 (CLDS Integrating Mechanisms) brings to fore the role of

The CLDS document is a work in progress. Like any other systems,

Section Title Page

CHAPTER 2 – PMA CADET LEADER DEVELOPMENT

CHAPTER 3 – PMA GRADUATE ROLES

CHAPTER 4 – CADET LEADERSHIP DEVELOPMENT

CHAPTER 5 – CORE LEADER DEVELOPMENT PROGRAMS

CHAPTER 6 – LEADERSHIP DEVELOPMENT

Section Title Page

CHAPTER 2 – PMA CADET LEADER DEVELOPMENT

CHAPTER 3 – PMA GRADUATE ROLES

CHAPTER 4 – CADET LEADERSHIP DEVELOPMENT ACROSS THE YEARS

CHAPTER 5 – CORE LEADER DEVELOPMENT PROGRAMS

CHAPTER 6 – LEADERSHIP DEVELOPMENT SUPPORT STRUCTURE

CHAPTER 7 – INTEGRATING MECHANISMS

The uniqueness of this document is its focus on leadership

Chapter One begins with an explanation of the purpose of this

Section 1-1 Background

Towards this end, it becomes imperative that PMA institutes a more

1.2 Purpose of the Cadet Leader Development System (CLDS). The

This document is published to provide cadets, staff, and faculty with a

1.3 Strategic Context. Cadet leader development is the heart of the

Academic Military Physical

Figure 1.1The PMA Strategic Context

“We envision the Philippine Military Academy, by 2015, to be

(b) Mission. The PMA’s mission contains two essential components:

PMA’s mandate as expressed in the mission statement is in part

Love of country refers to one’s love for his land, people,

2) Courage. Courage is valor in the physical realm. Valor is the

3) Duty. Duty is the value of obedience and disciplined

4) Excellence. Excellence is consistently keeping our promises,

6) Humility. Humility is the quality or condition being marked by

7) Integrity. Integrity is a virtue perfected by being completely

8) Loyalty. Loyalty implies that we express in words and in

9) Respect. Respect means to demonstrate “high regard” for or

10) Solidarity. Solidarity is the consolidating and integrating

(d) Strategic Imperatives. The PMA Charter Statement spells out

First, PMA must ensure that graduates fulfill the expectations of

Furthermore, PMA is mandated by law to provide officers to the

Second, to achieve the vision, all components of the PMA system