Career Guidance Manual, Grade 12

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Career Guidance Manual, Grade 12 Teacher’s Guide Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy this Teacher’s Manual. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at [email protected] or (02) 439-2204, respectively. Published by the Department of Education Secretary : Leonor M. Briones Undersecretary : Alain Del B. Pascua

Development Team of the Manual

Writers: Sheena Wella G. Arguelles, Ma. Gracia Baluca, Lolita Bucot, Evelyn Z. Canada, Ana Lyn T. Soriano, Maria Laarni Carla Paranis, Andrew Mar C. Salburo, Marlon L. Lalaguna, Francis Ray Subong, Nena F. Bardoquillo, Catherien P. Garde, Dulce Ma. Rosario De Guzman, Melanie O. Mandin, Rebecca Postrano, Helen E. Maasin, Rowena L. Salas, Randy de Guzman, Arvie Jay Lapig, Doddie Marie L. Duclan, Laurie Anne L. Tachado, Mecir Rosario Doble, Leah Larao, Theresa G. Reyes

Content Reviewers : Mark Anthony Bercando, RGC

Jona Valdez, RGC Language Editor/Reviewer : Aurea Jean Allado-Abad Encoder/Layout Artist : Florian Cauntay

Eric de Guia Project Coordinator : Glenda M. Granadozin Management Team : Dr. Rizalino Jose T. Rosales

: Dr. Ella Cecilia G. Naliponguit Mr. Arnulfo H. Empleo

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Preface The Career Guidance Manual has been developed to help teachers, guidance counselors, and career advocates help senior high school students in preparing them for a career they would want to pursue after senior high. The manual is composed of eight modules all taken up together to form a handbook. The modules build up one after the other such that at the initial module, students are presented with different career choices, slowly developing and intensifying in the next modules that tackle the different factors affecting the fulfillment of a dream/goal, how to deal with these factors, and the preparations for equipping oneself with the skills required of a profession including honing one’s personal attributes and characteristics that are equally essential as the technical capabilities when applying for work. As such, by the last module, the students would have been very confident about the career he/she intends to undertake. In order to sharpen these skills, various activities have been employed and utilized that will inspire as well as motivate students to persevere in their life goals. Students are likewise required to have a notebook where they will write their reflections and assignments for the entire program. Students will also write their thoughts and feelings after each module. There are also activity sheets that students will accomplish individually or as a group, and at times, with the participation of parents or guardians. At the end of Module 8, all activity sheets shall be compiled in the students’ career portfolio for compilation at the Guidance Office as part of the student’s Individual Inventory Service. It is hoped that this Manual will be useful and significant as senior high school students tread the road to their future, a journey they will travel not on their own but with significant others, including you as their teacher and facilitator of learning.

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Table of Contents

Preface ........................................................................................................................ ii

Module 1: Entering the Exits ..................................................................................... 1

Module 2: Discovering the Cs ................................................................................. 22

Module 3: The Choice of Choosing ......................................................................... 30

Module 4: Myself in Another Person’s Shoes .......................................................... 44

Module 5: Future Combo, Activate! .......................................................................... 64

Module 6: Keep Me Balanced! ................................................................................ 89

Module 7: Version of Me 2.0 ................................................................................... 98

Module 8: Ready to Take Off! ............................................................................... 128

Module 1 Page 1

Entering the Exits

Introduction

This module is designed for use by teachers. It is intended to help them facilitate the career decision-making of Grade 12 learners especially in choosing curriculum exit before they graduate from senior high school. The title of Module 1 “Entering the Exits” means entering a curriculum exit after Grade 12. The learners will have to choose whether he or she will proceed to college, do business, look for a job, or develop the middle-level skills.

The module will help learners identify their interests through the National Career

Assessment Examination (NCAE). This is a tool that will help them choose the curriculum exit suited for them. It is expected that at the end of the module, Grade 12 learners will appreciate their chosen life, career and curriculum exit based on their interests and personality type.

Total Time Allotment: 120 minutes (2 hours)

Materials manila paper/recycled materials

cartolina

crayons/colored pens/any coloring materials

pen markers

scissors

Scotch tape

copy of NCAE results

speaker, music player

Notes to the Teacher:

You may use alternative materials. The use of recycled materials is highly encouraged.

Ask the learners to prepare a notebook for Career Guidance modules one to eight. Grade 12 learners will be writing their thoughts and feelings in the notebook which will serve as their journal for their reflections and assignments.

I. Objectives

At the end of this module, the learners are expected to: 1. relate the results of the National Career Assessment Examination (NCAE) in

choosing a curriculum exit;

2. determine preferred life and career based on chosen curriculum exit; and 3. appreciate the chosen life, career, and curriculum exit based on one’s

interests and personality type.

1

Module 1 Page 2

II. Motivation (15 minutes)

The Senior High Career Party

Note to the Teacher: Prepare music or song for this activity. Procedure 1. Arrange the chairs on the sides so that space will be maximized for the

activities. 2. Tell the learners to dance as the music plays. (If there is no music to be

played, ask the learners to sing any song that everybody can relate.) 3. Tell the learners that as the music stops they will have to find a partner on the

dance floor. 4. Stop the music and instruct the learners to share with their partner their

response to the first question. The music will continue after the first sharing and the learners will find another partner for the second up to the fourth sharing. a. What are your goals after Senior High School? b. What are your interests that served as your basis in choosing your current

SHS track? c. What are your memorable experiences in SHS? d. What curriculum exit do you plan to go after senior high school?

Processing Questions:

1. How did you find the “Senior High Career Party”? 2. What did you feel while sharing your goals, interests, experiences, and

chosen curriculum exit in SHS?

III. Main Activity (50 minutes)

Activity: Golden Doors

Note to the Teacher: Before the activity, prepare the “Golden Doors”(made up of art or recycled materials) and Gallery of Careers (showing the results of NCAE). See Appendices 2 and 3 for the materials needed in this activity.

Procedure 1. Set up four doors (which will be called GOLDEN DOORS) in the four corners

of the room to represent the four curriculum exits of Senior High School namely: Employment, Entrepreneurship, Higher Education, Middle-Level Skills Development. Note: You can use manila paper or any recycled materials.

2. Set up GALLERY OF CAREERS (showing the areas of occupational interests). Note: You may print the materials indicated in appendix 3.1 as reference for learners while appendix 3.2 will be posted on the walls of the room so the learners can have visuals on the different careers or professions per occupational interest.

3. Ask the learners to bring out the results of their NCAE.

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4. Distribute Activity Sheet No. 1―My Occupational Interests. 5. Instruct the learners to accomplish the first column based on the results of

their NCAE. 6. Allow the learners to walk around the GALLERY OF CAREERS and check the

different careers or professions in the areas of occupational interests based on what is written in the first column of the activity sheet.

7. Allow the learners to reflect on their current occupational interests based on their self-assessment and plan after senior high school and ask them to write their answers in the second column. Note: In case there are learners who do not have or do not remember their NCAE results, allow them to accomplish only the second column of the activity sheet.

8. Ask the learners to choose which door (representing the curriculum exits)to exit.

9. Behind the Golden Doors, they will find different worksheets (which symbolizes opportunities they can grab as they enter any curriculum exit). They will have to accomplish what they got behind the Golden Doors.

10. Ask the learners to do small group sharing with other learners who chose the same door they have chosen.

11. Ask some volunteers for the large group sharing.

Processing Questions: 1. Did you notice any mismatch in your occupational interest based on your

NCAE results and based on your self-assessment and plan after senior high school?

2. What occupational interest will you consider in choosing a curriculum exit? 3. After doing the activity, what realizations or insights did you have as a senior

high school learner who is about to exit after few months?

IV. Lecturette (15 minutes)

In order to guide the conduct of career guidance at the school level and to ensure the development of skills and competencies required in the world of work, the Department of Education conducts career assessment to Grade 9 students through the National Career Assessment Examination (NCAE). The NCAE aims to provide guidance to individual learners for their future educational and career choices. It also provides the basis for profiling learners’ aptitude in the four Senior High School tracks.

There are three domains measured in the NCAE. These are the General Scholastic Aptitude (GSA), Occupational Interest Inventory (OII), and Aptitude for Senior High School Tracks. The GSA measures the learner’s reading comprehension and scientific, verbal, mathematical, and logical reasoning ability. The OII is a checklist of occupational interests that provides an assessment of inclinations or preferences for comprehensive career guidance. The Aptitude for SHS Tracks determines the learner’s inherent capacity to succeed in the SHS tracks.

A profile chart of the students’ occupational inclinations and preferences through the identified cluster occupations is provided in the results of the NCAE. The test is being administered to all Grade 9 learners who are currently enrolled in public and private schools with government permit or recognition.

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Moreover, learners with special needs may also be assessed provided that test accommodations are met (per DepEd Order No. 55, s. 2016 Sec. 9).

Helping people make career decisions has been fundamental to counseling psychology since its emergence as a profession, and it continues to be central to its identity today (Gelso & Fretz, 2001, as cited in Journal of Counseling Psychology, 2010).

After acquiring all the knowledge, skills, and attitude and being aware of their interests and possible career path, Grade 12 learners will now choose the curriculum exit they will pursue after senior high school. Grade 12 learners may choose to work immediately since they are of legal age and have the competencies to perform a specific job, or to pursue a business they can start to earn money. They may also proceed to higher education and pursue a degree course or take up any Technical Education and Skills Development Authority (TESDA) courses for middle-level skills development.

Employment. Any senior high school graduate who plans to work after senior high school can check with the Public Employment Service Office (PESO) in their locality for possible job vacancies, or they can browse in the Department of Labor and Employment website,www.ble.dole.gov.ph for possible local employment. Entrepreneurship. Senior high school graduates who plan to pursue the entrepreneurship exit will have to consider many things. They have to be cautious lest they end up losing money invested in the business. The Philippine Business Industry (as cited in http://www.biznewsph.com/p/business-ideas-in-philippines.html, 2012) has come up with a list of ideas where prospective entrepreneurs can start and grow their own business in the Philippines. (See Appendix 3: List of Business Ideas in the Philippines.) Higher Education. Senior High School graduates who would want to pursue a degree course in higher education may directly inquire at any colleges and universities in their area. They may also inquire at www.ched.gov.ph, the official website of the Commission on Higher Education (CHED) for the recognized programs of schools per region. Middle-Level Skills Development. Senior high school learners who may want to pursue middle-level skills development after finishing a specific track and strand in senior high school may inquire at their local TESDA offices for the courses offered in their locality. Those who went to Technical Vocational Livelihood Track and earned a National Certification Level II may apply for a higher level of national certification if they opt to do so.

Senior high school graduates may go to any curriculum exit regardless of

the SHS track they took. If a learner took up a TVL Track, he/she can still enroll in college to pursue higher education. Moreover, after entering a specific exit, any SHS graduate may proceed to another exit. For example, a graduate who chooses to pursue higher education and gets employed after graduation may enter into a business or pursue middle-level skills development while employed.

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Nonetheless, whatever curriculum exit senior high school graduates pursue is their own decision. They only have to maximize their talents and resources in order to be successful. As what author and speaker Mack R. Douglas said, “You are responsible for everything you do.”

V. Application (15 minutes)

Activity Sheet No. 2: My Entry Point in the Exit Procedure

1. Provide each learner with paper and coloring materials. 2. Ask them to draw a symbol to represent the life and career they foresee after

entering a specific curriculum exit. 3. Instruct them to briefly explain why they have chosen the symbol and share

their appreciation to their foreseen life, career and curriculum exit in the future.

4. Ask some volunteers to share their output.

Processing Questions 1. Why did you choose that symbol? 2. How does it relate to your choice of curriculum exit after Senior High School?

VI. Reflection (10 minutes)

Journal Reflection 1

Ask the learners to write in their Career Guidance Journal their reflection

about “My Meaningful Exit from Senior High School.”

VII. Evaluation (15 minutes)

Activity Sheet No. 3: My Plan to Exit

Instructions: Write your occupational interest based on your preference and plan after senior high school. 1. In the fourth column (Employment), write your preferred kind/nature of

work if you plan to proceed to this exit and indicate when. 2. In the fifth column (Entrepreneurship), write the specific business

industry you want to pursue if you plan to proceed to this exit and indicate when.

3. In the sixth column (Higher Education), write the specific course if you plan to proceed to this exit and indicate when.

4. In the seventh column (Middle-Level Skills Development), put the specific skilled courses if you plan to proceed to this exit and indicate when.

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Note: This activity emphasizes that senior high school graduates can go to any curriculum exit regardless of the SHS track they took. Moreover, after entering a specific exit, the SHS graduates may pursue another exit.

Occupational Interests based

on preferred occupational

interests

Specific Career or

Profession based on

Occupational Interests

Preferred Curriculum Exit

Employment

Entre-

preneurship

Higher

Education

Middle-Level

Skills Development

Rank 1

Profes-sional

Services

Teacher Secondary School Teacher (2022–2052)

Cakes and Pastries (2026)

Bachelor of Secondary Education (2018–2022)

Bread and Pastry Production (2025)

Rank 2

(Write your preferred kind/nature of work if you plan to proceed to this exit and indicate when)

(Write the specific business industry you want to pursue if you plan to proceed to this exit and indicate when)

(Write the specific course if you plan to proceed to this exit and indicate when)

(Put the specific skilled courses if you plan to proceed to this exit and indicate when)

Rank 3

(Write your preferred kind/nature of work if you plan to proceed to this exit and indicate when)

(Write the specific business industry you want to pursue if you plan to proceed to this exit and indicate when)

(Write the specific course if you plan to proceed to this exit and indicate when)

(Put the specific skilled courses if you plan to proceed to this exit and indicate when)

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Appendix 1

Activity Sheet No. 1 My Occupational Interests

Instructions: In the first column, write your occupational interests based on the

results of your NCAE. In the second column, reflect on your current occupational interests and plan after senior high school.

Occupational Interests (based on NCAE Results)

Occupational Interests (based on preference and plan after senior high

school)

Rank 1

Rank 2

Rank 3

Module 1 Page 8

Appendix 2 Materials for GOLDEN DOORS

2.1 Bio-Data

Bio-Data

Name: __________________________ Position Applied for: _______________________ Age: ____________ Sex: ________________ Contact No.: _________________________ Address: _________________________________________________________________ Educational Background: Elementary: ______________________________________ Year Graduated: __________ Secondary:

Junior High School: __________________________ Year Completed: __________

Senior High School: __________________________ Year Graduated: __________

Bio-Data




Bio-Data


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Bio-Data



Senior High School: __________________________ Year Graduated: __________ 2.2 Business Permit

BUSINESS PERMIT

Name of Business: __________________________________________________________

Name of Owner: ____________________________________________________________

Location of Business: ________________________________________________________

Nature of business: __________________________________________________________

Permit number: _____________________________________________________________

BUSINESS PERMIT

Name of Business: __________________________________________________________

Name of Owner: ____________________________________________________________


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Permit number: ____________________________________________________________

BUSINESS PERMIT

Name of Business: ___________________________________________________________

Name of Owner: ____________________________________________________________

Location of Business: _________________________________________________________


Permit number: _____________________________________________________________

BUSINESS PERMIT

Name of Business: __________________________________________________________

Name of Owner: ____________________________________________________________



Permit number: _____________________________________________________________

2.3 College Application Form (You may use other materials if reproduction of this appendix is not possible.)

COLLEGE APPLICATION FORM

Name: __________________________ Course Applied for: ___________________ Age: ____________ Sex: ______________ Contact No.: _____________________ Address:____________________________________________________________ Secondary School Graduated:_________________________________________________ Awards Received: ________________________________________________

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Name: __________________________ Course Applied for: _______________________ Age: ____________ Sex: ________________ Contact No.: _________________________ Address: _________________________________________________________________ Secondary School Graduated:_________________________________________________ Awards Received: ________________________________________________






Name: __________________________ Course Applied for: ________________________ Age: ____________ Sex: ________________ Contact No.: _________________________ Address: _________________________________________________________________ Secondary School Graduated:_________________________________________________ Awards Received: ________________________________________________

Module 1 Page 12

Appendix 2

2.4 TESDA National Certification (You may use other materials if reproduction of this appendix is not possible.)

COMPETENCY ASSESSMENT RESULTS Name of Candidate: _____________________________________________________ Title of Qualification/Cluster of Units of Competency: _________________________ Name of Assessment Center: _______________________________________ Assessment Results: ____ Competent ____ Not Yet Competent Recommendation: ___ For issuance of NC/COC ___ For submission of additional documents Assessed by: ___________________________ Attested by: ___________________________ Date: ____________________ Date: _________________________

COMPETENCY ASSESSMENT RESULTS Name of Candidate: _____________________________________________________ Title of Qualification/Cluster of Units of Competency: Food and Beverage Services II Name of Assessment Center: _______________________________________ Assessment Results: ____ Competent ____ Not Yet Competent Recommendation: ___ For issuance of NC/COC ___ For submission of additional documents Assessed by: ___________________________ Attested by: ___________________________ Date: ____________________ Date: _________________________

COMPETENCY ASSESSMENT RESULTS Name of Candidate: _____________________________________________________ Title of Qualification/ Cluster of Units of Competency: _________________________ Name of Assessment Center: _______________________________________ Assessment Results: ____ Competent ____ Not Yet Competent Recommendation: ___ For issuance of NC/COC ___ For submission of additional documents Assessed by: ___________________________ Attested by: ___________________________ Date: ____________________ Date: _________________________

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COMPETENCY ASSESSMENT RESULTS Name of Candidate: _____________________________________________________ Title of Qualification/ Cluster of Units of Competency: _________________________ Name of Assessment Center: _______________________________________ Assessment Results: ____ Competent ____ Not Yet Competent Recommendation: ___ For issuance of NC/COC ___ For submission of additional documents Assessed by: ___________________________ Attested by: ___________________________ Date: ____________________ Date: _________________________

Appendix 3 Handout: Areas of Occupational Interests

A. Science

Medicine

A1 Optometrist

A2 Doctor of Medicine/Cardiologist/Oncologist/

Radiologist/Orthopedic Surgeon

A3 Surgeon (All fields)

A4 Dermatologist

A5 Dentist

A6 Veterinary Medicine

A7 Forensic Analyst

Allied Medicine

A8 Speech Pathologist/Physical Therapist/Occupational Therapist

Allied Health Professions

A9 Nurse

A10 Medical Technologist

A11 Geneticist/DNA Analyst

A12 Pharmacist

A13 Food Technologist

Hospital Administration

A14 Hospital Manager

A15 Medical Supervisor

Health and Wellness Support Staff

B. Natural Sciences

Specialized Areas

B1 Biologist

B2 Botanist

B3 Zoologist

B4 Chemist

B5 Geologist

B6 Geographer

B7 Volcanologist/Seismologist

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A16 Therapy Assistant

A17 Nursing Aide/Caregiver

A18 Laboratory Aide

A19 Optical Aide

A20 Laboratory Encoder/X-Ray Technician/Laboratory Technician

A21 Medical Transcriptionist

A22 Medical Secretary

A23 Medical Sales Representative/ Medical Advertising Representative

A24 Hospital Utility Worker

A25 Gym Instructor

A26 Spa Aide

C. Aquaculture and Agriculture/Forestry

Specialized Areas

C1 Aquaculturist

C2 Agriculturist

C3 Forest Ranger

C4 Floriculturist

C5 Herbologist

Support Staff

C6 Fishing Boat Captain

C7 Fishing Crew

C8 Forester

C9 Farmer

C10 Canning Worker

C11 Plant Hobbyist

D. Engineering

Specialized Areas

D1 Mechanical Engineer

D2 Biological Engineer

D3 Civil Engineer

D4 Safety Engineer

D5 Mining Engineer

D6 Electrical Engineer

D7 Agricultural Engineer

D8 Chemical Engineer

D9 Geodetic Engineer

D10 Marine Engineer

D11 Structural Engineer

Support Staff

D12 CP-Radio Technician/Electronic Technician/Aircon Technician

D13 Car-Auto Machinist (Mechanic)

E. Business and Finance/Commerce

Finance

E1 Economist

E2 Banker

E3 Financial Analyst

E4 Accountant

E5 Budget Officer

E6 Bookkeeper

F. Professional Services

Specialized Area: Law

The Court

F1 Judge

F2 Lawyer

F3 Legal Associate

F4 Clerk of Court

F5 Legal Secretary/Legal Clerk

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Business E7 HR Manager E8 Sales Manager E9 Warehouse Supervisor/Stock

Room Supervisor E10 Marketing Officer E11 Advertising Executive E12 Statistician/Actuarial

Mathematician E13 Real State Broker

Support Staff

E14 On-line Sales Agent

E15 Call Center Agent

E16 Sales Clerk

E17 Sales Representative

E18 Store Keeper

E19 Cashier

E20 Sales Record Officer

E21 Office Clerk

E22 Sales Promoter/Promo Merchandiser

E23 Small Scale Store Owner

E24 Security Guard

Specialized Area: Education

Teaching

F6 Pre-school Teacher

F7 Elementary School Teacher

F8 High School Teacher

F9 College Professor

F10 (Post) Professor in Graduate School Masters or Ph.D. Courses

School Administration

F11 School Head

F12 Registrar

Guidance and Counseling

F13 Guidance Counselor

Support Staff

F14 Librarian

F15 Teacher Aide/ School Aide

F16 Technical-Vocational Aide

F17 School Clerk

F18 School Janitor

F19 School Canteen Helper

F20 School Security Officer

G. Personal Services

Transportation and Travel

Transportation: Specialized Areas

G1 Aviation-Pilot

G2 Air Tower Comptroller

G3 Air-Radio Comptroller

G4 Marine Ship Captain

G5 Chief Mate

Support Staff

G6 Flight Attendant

G7 Aircraft Technician

G8 Airline Ground Crew

G9 Seaman

G10 Messman/Cook

G11 Driver

G12 Ticketing Clerk

H. Computers and Technology

IT and Cyber Services

H1 Web Designer

H2 Web Analyst

H3 Web Programmer/Software Programmer

H4 Computer

Games Programmer

H5 IT Instructor

H6 Database Analyst

Support Staff

H7 Animator/Cartoonist

H8 Data Encoder

H9 Computer Repairman/

Computer Technician

H10 Computer Clerk

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Tourism and Hospitality Industry

Hotel Administration

G13 Hotel and HR Manager

G14 HR Supervisor

G15 Hotel/Building Maintenance Supervisor

Hotel Support Staff

G16 Front Desk Clerk/Reservation Clerk/Billing Clerk

G17 Chef/Pastry/Bread Maker

G18 Barista

G19 Hotel Attendant

G20 Elevator Attendant

G21 Chambermaid

Tourism Support Staff

G22 Travel Agent

G23 Tour Guide

H11 Computer Aide

H12 Computer Drafter

H13 IT Sales Clerk

I. Media and Communication Communication and Broadcasting Specialist I1 Mass Communication Journalist I2 Newscaster I3 News Editor I4 Radio Announcer I5 Sound Engineer

Support Staff I6 TV Operator I7 Cameraman I8 Radio Technician I9 Dubber I10 Voice over Talent I11 Proofreader I12 Caricaturist I13 Comics Illustrator I14 Photographer

J. Community Services Community Governance Administration and Specialized Services J1 Barangay Officer J2 Barangay Health Official J3 Social Worker Community Support Staff J4 Barangay Cleaners J5 Barangay Clerk J6 Barangay Aide J7 Rescue Volunteer

K. Architecture and Construction Professional Services K1 Building Architect/Architect K2 Landscape Architect K3 Interior Designer K4 Surveyor K5 Real Estate Developer

L. The Arts The Performing Arts Theater, Movies and Television Program Theater/Movie Professionals L1 Director L2 Artist/Actor L3 Film Maker

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Construction Service and Support Staff K6 Foreman K7 Mason K8 Pipe Welder K9 Painter

K10 Wood Carver

K11 Iron Grill Welder

K12 Pottery Maker

K13 Building Aide

K14 Landscaper

K15 Carpenter

L4 Entertainer

Theater and Movie Support Staff L5 Set Designer L6 Lights Designer L7 Costume Designer

Other Artistic Areas: Painting, Music and Literary Works L8 Musical Composer or Arranger L9 Book Author L10 Water Color Painter

M. Fashion

Garments/Hairstyle/Cosmetics Parlor Services/Jewelry and Accessories

Garments, Linens and Textile Industry

M1 Fashion Designer

M2 Master Cutter

M3 T-shirt Designer

M4 Silk Screen Maker

M5 Textile Technician

M6 Fabric Wholesaler

M7 Curtains/Bedding Sewer

Hairstyle, Cosmetics and Other Parlor Services

M8 Make-up Artist

M9 Hair Stylist

M10 Hair Cutter

M11 Hair Spa Aide

M12 Manicurist Jewelry and Fashion Accessories

M13 Jewelry Maker/Goldsmith

M14 Beadworks Maker

M15 Shoe Maker

M16 Bag Maker

N. Military and Law Enforcement Military Services

N1 Military Officer

N2 Air Force Officer

N3 Military Training Officer

N4 Camp Strategist

Law Enforcement

N5 Police Officer

N6 Prison Warden

N7 Police Desk Officer

N8 Investigator

N9 Police Aide

N10 Traffic Enforcer

N11 Criminologist

N12 Fingerprint Analyst

O. Spiritual Vocation

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O1 Priest/Pastor/Imam

O2 Spiritual Counselor/Nun

Appendix 4

List of Business Ideas in the Philippines

1. Web Development and SEO (Search Engine Optimization)

2. Online Selling 3. Food Cart 4. Free Range Farming 5. Sari-sari Store 6. Garage Sale 7. T-shirt Design/Printing 8. Bakeshop 9. Catering 10. Natural Beauty Products Selling 11. Giveaways, Souvenirs and

Invitations 12. Franchising 13. Outsourcing 14. Money Remittance Business 15. Real Estate Buy and Sell 16. Event Planning and Organizing 17. Pawnshop 18. Warehouse and Office Equipment

Business 19. Online Trading/Auction 20. Micro-Lending Company 21. Water Refilling Station 22. Flower Shop 23. Fishing Business 24. Meat Shop 25. Laundry shop 26. Rice Retailing 27. Home Made Accessories 28. Vegetable Stand 29. Small Eatery or Canteen 30. Yoga Class 31. Architectural Firm 32. Law Firm 33. Air Charter Services 34. Hotel Supplies 35. Wine Depot/Liquor Shop

36. Wedding Planner 37. Video Producing 38. Candle Making 39. Candy Making 40. Card Making and Designs 41. Scrapbook Making 42. Pet Grooming 43. Landscaping Services 44. E-book Selling 45. Tarpaulin Printing Business 46. Restaurant Business 47. Barber shop/Beauty Salon 48. Cell Phone Loading Business 49. Ukay-Ukay Business 50. Street Food Business 51. Appliance Repair Business 52. Dance Instructor/tutorial Business 53. Travel and Tours 54. Money Exchange Business 55. Fitness Coach 56. Cold Food and Beverages Selling 57. Headhunting Business 58. Wedding Photography &

Videography 59. App Development 60. Launch a Hotel in Boracay 61. French Fries 62. Hamburger Stall 63. Fried Chicken Stall 64. Ice Cream

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Appendix 5 Activity Sheet No. 2

My Entry Point in the Exit

Directions: Draw a symbol to represent the life and career you imagine to have after entering your chosen curriculum exit. Briefly explain why you have chosen the symbol.

___________________________________________________________________

___

___________________________________________________________________

___

___________________________________________________________________

___

___________________________________________________________________

___

___________________________________________________________________

___

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Appendix 6

Journal Reflection No. 1 My Meaningful Exit from Senior High School

(Use your journal notebook for Career Guidance.)

_________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

____________________-

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Appendix 7 Activity Sheet No. 3

My Plan to Exit

Directions: Write your occupational interest based on your preference and plan after senior high school. 1. In the fourth column (Employment), write your preferred kind/nature of work if

you plan to proceed to this exit and indicate when. 2. In the fifth column (Entrepreneurship), write the specific business industry you

want to pursue if you plan to proceed to this exit and indicate when. 3. In the sixth column (Higher Education), write the specific course if you plan to

proceed to this exit and indicate when. 4. In the seventh column (Middle Level Skills Development), put the specific

skilled courses if you plan to proceed to this exit and indicate when.

Occupational Interests based on

your preference

and plan after Senior High

School

Specific Career or

Profession based on

Occupatio-nal Interest

Preferred Curriculum Exit

Employment

Entrepre-neurship

Higher

Education

Middle-Level Skills

Development

Rank 1

Rank 2

Rank 3

Module 2 Page 22

Discovering the Cs

Introduction

Your learners are now another step closer to achieving life and career success!

From the previous module, the learners were able to identify their curriculum exit. Understanding where to start their career whether from employment, entrepreneurship, middle-level skills, or higher education upon graduation will give them better chances of success.

In this module, they will learn the relationship of academic achievement to life and career success. This module will help encourage the learners to strive harder in pursuing their respective strands and tracks, and consequently improve their academic standing. The module is also designed for learners to utilize the Labor Market Information (LMI) for various job opportunities. Finally, they will be able to identify the seven Cs of lifelong skills that will prepare them to meet both the occupational changes and changing individual needs associated with life and career.

So, let us now open the door and explore the Cs of life and career!

Total Time Allotment: 120 minutes

Materials Needed

Module 2 slide decks

LCD projector

speakers

background music/carnival carousel music

Guess Who? (slide decks)

My Hierarchy of Cs sheets

Labor Market Carousel sheets

Let’s Make It Work sheets

Shaping Up Slip sheets

2

Module 2 Page 23

I. Objectives At the end of this module, the learners are expected to: a. identify the different lifelong skills that respond to the changing nature of work; b. relate academic achievement to life and career success; c. express appreciation on the relationship of academic achievement to life and

career success; and d. utilize the data on Labor Market Information (LMI) to better understand life

and career.


Guess Who?

A strong relationship between academic achievement and life and career success has been identified in the lives of some of the most reputable personalities in the country. In this activity, the learners will be asked to identify the famous faces of successful people who are academic achievers. These people who are highly regarded in the different fields of work will be shown to allow the learners to identify themselves about their possible future life and career. This activity does not only intend to provide a possible model for their career but also to encourage them in improving their academic standing. Note: In case computers and projectors are not available, pictures of the famous faces should be printed beforehand. Read the descriptions as clues. You may also localize by including prominent personalities in your community. However, it is recommended that you refrain from using politicians as examples.

Sequence of the activity: 1. Show the slide deck of the game Guess Who? 2. Divide the class into the four groups. Before the learners go to their respective

groups, make sure that the instructions have been communicated clearly and all questions regarding the mechanics of the activity have been settled. Remind the learners to maintain proper decorum and avoid shouting and disturbing other groups. Tell them that although they are having fun, respect should always come first.

3. Ask the class to gather their group mates and find a space to settle. The first group to raise a hand will be given the chance to answer.

4. Play Music 2 to commence the activity. 5. Flash the clues. The name together with the face of the person will be

revealed after exhausting all the clues. 6. The group with the highest points will be declared the winner.

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Processing Questions:

After the activity, ask the learners the following questions: 1. How did you feel about the activity? 2. From what industry or profession do the famous people come from? 3. What do they have in common? 4. What is the relevance of good academic standing to career and life success? 5. How can this activity help you in your chosen career?


Labor Market Carousel

Learners need to make informed decisions as they prepare for career and vocation. With so many industries and jobs available, it is easy to get overwhelmed and to wonder where to start. In this activity, they will be given a chance to look into the industries and jobs available in their community juxtaposed the needed skills to succeed in those fields. This activity will help them plan and set goals based on the wide range of profession and vocation available in their community. Preparation of the Labor Market Carousel: 1. Print or photocopy the Labor Market Carousel sheets from the appendices.

Sheets of the same codes will go together. Paste the sheets on manila papers or cartolina.

2. Using the four corners of the room, set up four stations each containing the manila paper or cartolina with LMI sheets. See the appendices for the sample layout.

3. Post the manila paper or cartolina. It is recommended to set up the carousel creatively using various materials available at hand.

4. Ready the speakers and carnival carousel background music.

Sequence of the activity: 1. The previous groupings will be used for this activity. Remind the learners to

maintain proper decorum: avoid shouting and disturbing other groups. Remind them that although they are having fun, respect should always come first. Make sure that the instructions have been clearly been communicated and all questions regarding the mechanics of the activity have been settled.

2. Play the carnival carousel background music. 3. Ask the class to gather their group mates and go to the first station. Every

three minutes, the group will move to the next station until every station has been visited. Have the learners note some information from each station specially those concerning their chosen profession. Make sure to go around the class to monitor progress of each group. Provide guidance whenever necessary.

Module 2 Page 25

Processing Questions: After the activity, ask the learners the following questions: 1. How did you find the activity? 2. What information did you find in the Labor Market Carousel? 3. How will you use the information you have acquired from the activity in

preparing for your chosen career? 4. In relation to your chosen career, what are some of the skills needed for

you to succeed in that particular sector/industry?


The Changing Nature of Work

With the rapid pace of technological advances in the global labor market, various occupations are continually being created. These demands open doors to numerous job opportunities today and in the future.

In an article from the Society of Human Resource Management (2013), five global trends affect the future of the global labor workforce: Technology. In a highly digitized and connected world mainly driven by smart devices, work is no longer limited to reporting to the office. On-line jobs can be done at home. Outsourcing. Today more than ever, companies try to cut on cost and save resources. One practice by which they are able to do these is by outsourcing. Outsourcing is getting portions of work done through outside suppliers rather than completing it internally. The call center industry is an example of an outsourcing practice that continues to expand in the country. Changing workers’ attitude and values. Different generations exhibit different qualities, attitudes, and values. Recent years have focused on striking a balance between work and life. Workers need to love their work but should have other interests outside the office, too. Demographics and diversity. With better medical care, people are living longer and life expectancy increases. In the next 10 years, five generations―traditionalists, Boomers, Gen X, Gen Y, and Gen Z―will be working together. Different generations must be able to capitalize on their tools while working harmoniously with one another. Globalization. Companies are extending their businesses on an international scale. Some companies are on a 24-hour operation scheme to meet the demands of their clients and the global market. The dispersion of work geographically makes it possible to get work done.

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Lifelong Learning

Lifelong learning is defined as “the ability to be responsive to change, to be inquiring and reflective in practice, through information literacy and autonomous self-managed learning” (Southern Cross University, 2017). This may seem complex but in reality, it is a process that everyone needs to undertake to grow as an individual may it be in life or career.

For the Grade 12 Career Guidance Program, we shall be defining lifelong learning as the voluntary and self-motivated pursuit of personal and career development. This pursuit can be applied on any of the different exits. For example, if you choose to work after graduating, it would mean an ongoing professional development; for entrepreneurs, it would mean continuously exploring and expanding business interests; for middle level skills, it would mean enhancing and upgrading your skills; and for higher education, it would mean enrolling and exploring the opportunities in college. This will continue throughout your life. You must be able to exhibit openness and curiosity, and the willingness to investigate and consider knowledge and ways of thinking. If you appreciate new ideas and seek new ways of learning or understanding the world, you are ready for lifelong learning.

Module 2 Page 27

Seven Cs - 21st Century Lifelong Skills

You are now ready to learn the lifelong skills that will propel you to succeeding in both life and career. These skills will guide you in adapting the ever-changing demands of life and work. Let us take a look at each one of them: Critical Thinking and Doing. This skill requires you to look at a problem with “discerning eyes.” You should be able to see the flaws and errors and decide on a solution. In a myriad of information, you have to develop this skill of discriminating what is important and relevant. This entails research, analysis, and decision-making. Application completes the steps. You need to follow calculated steps and manage the implementation of your decision. Creativity. Successfully turning new and imaginative ideas into reality is needed to create and design best fit solutions. This includes innovation that generates unique products and services or even new ways of doing things. Collaboration. No one lives and survives alone. You need to engage and work with others to survive. Empathy which is putting yourself in other people’s shoes is needed for understanding. Compromising and community-building can only be achieved by looking at someone else’s perspective and situation as well. Cross-Cultural Understanding. Every day, millions of people around the globe travel for education, leisure, business, and profession. Keeping yourself level-headed and respectful of the many differences among cultures will enable you to live peacefully with the peoples of the world. Communication. You are not only communicating to be understood but also in order not to be misunderstood. Therefore, another skill that must be developed is your ability to craft ideas and messages and deliver them in a manner that is clear and purposeful. Computing/ICT Literacy. Effective use of digital devices will enable you to communicate, collaborate, and advocate. You must keep yourself abreast with the many advances in the technology to keep yourself relevant. Career and Learning Self-Reliance. Throughout your life you must be able to grow, redefine, and reinvent yourself. This means being able to develop yourself by managing change and adapting to it. Just like what Heraclitus said, “The only thing that is constant is change.”

Module 2 Page 28

Processing Questions: After the lecture, ask the learners the following questions: 1. What are the five global trends that affect the global workforce? How can

knowing these help you as a Grade 12 student? 2. How will lifelong learning help you succeed in life and career? 3. Do you agree with Heraclitus’s statement that “The only thing that is

constant is change”? Explain. 4. How will you implement the seven Cs of lifelong skills in your life and

career?


Let’s Make It Work At this time, the learners should already know how to utilize the Labor Market Information. Give each learner a copy of the Let’s Make It Work sheet. Based on the LMI, ask the learners to fill out the table. At the bottom, learners will complete the sentences that will examine the prospects of their chosen career.

Module 2 Page 29


Hierarchy of Cs Procedure: The learners will create their Hierarchy of Cs by filling in the spaces of the pyramid with the appropriate lifelong skills. An assessment of one’s self will enable them to reflect on the levels of their lifelong skills so that they may highlight their advanced skill while working on the ones that need development. At the bottom, learners will have to complete the sentences that would signify their commitment in maintaining, enhancing and improving their skills.


Shaping Up Slip Procedure: Give each learner a copy of the Shaping Up Slip. The learners will be asked to fill in the shapes with the appropriate responses by group. The heart must be filled in with the learnings they “loved and enjoyed;” the circle with the learning they found “essential to know;” and the rectangle with the learning they found “interesting to know.” This activity will help the learners track their own learning and the teachers collect data to improve teaching or strategies.

VIII. Assignment (5 minutes)

Ask the learners to bring their Mini Me, Career Information Worksheet, LMI list of KEGs (from Module 2 Grade 11 CGP), and list of Hard and Soft Skills (from Module 5 Grade 11 CGP). If the learner does not have the materials, a session on Grade 11 Career Guidance Program, Module 3 may be conducted. Finally, instruct the learners to prepare their Grade 11 general weighted average (GWA) to be used for the next module.

Module 3 Page 30

The Choice of Choosing

Introduction The choice of choosing is an ultimate freedom granted to all human beings. This freedom of choosing can be best enjoyed to its fullest when practiced with responsibility. The choice of a profession is one of the lifetime decisions that every individual shall make. Self-introspection and careful self-analysis can be concrete bases for decision making. This module will provide you with an avenue to explore within yourself and thus enjoy the benefit and freedom of responsible choosing.


Letter to the Teacher

You have to prepare yourself mentally, psychologically, emotionally and physically before giving this Module. There is a great possibility of engaging in “Transference” wherein you are already the one sharing your issues triggered by the learners’ sharing. The attainment of its purpose, which is to provide an opportunity for the learners to examine themselves in relation to their chosen profession, academic achievement, and realities in life, is highly expected. You may also coordinate with the respective Registered Guidance Counselors for a possible pre-module orientation regarding the processing of learners’ responses. Tips to the Teacher for the conduct of this Module 1. This module can be scheduled to a maximum of two hours only. 2. You must be aware and should practice “traffic” in the course of sharing. 3. You may hold a teacher-student conference if there are many unshared

concerns. 4. You may use a bell or a buzzer in case the class becomes unruly or too noisy

during sharing. 5. All issues that transpired at the course of disclosure/sharing must be kept

confidential in observance with the law on the protection of learners; if there is a need to divulge the information for professional help, ask the permission of the learner.

6. Sharing must be confined to career only. Teachers shall refer sensitive, technical and cases beyond their capability to any Registered Guidance Counselor within the Division or Region or any proper authority for appropriate action.

Materials Needed Mini Me Doll (from Module 3 Grade 11 CGP)

My Career Information Sheet (from Module 3 Grade 11 CGP)

Copy of Grade 11 Grades (from the Adviser)

LMI List of KEGs (from Module 2 Grade 12 CGP)

list of Personal Hard and Soft Skills (from Module 5 Grade 11 CGP)

3

Module 3 Page 31

bell or buzzer

laptop

projector

audio file/music for relaxation or meditation

Career Analysis Profile

I. Objectives At the end of this module, the students are expected to: 1. analyze their academic achievement based on their desired profession

and realities in life; 2. identify their bases for choosing their profession; and 3. discuss their personal experiences in choosing a profession with the

guidance and support of parents or significant others.

II. Motivation(8 minutes)

Mini Me Game

Procedure: 1. Ask the learners to look for a partner with the same characteristics as they

have like the following: (variations may be used) a. month of birthday b. shoe size c. color of socks d. color of handkerchief

2. Tell the learners to say Hi/Hello to their partner’s Mini Me by introducing their selected profession (Hello, I’m a fire officer.)

3. Instruct them that after a Hi or Hello, the partners will share their answers to the questions. Ask one question for each round. a. Do you feel you can enjoy living the life of your chosen profession?

How can you say so? b. Do you think your parents are supportive of your chosen profession?

How? c. What limitations have you encountered in choosing your profession?

4. After one minute, tell them that they will look again for another partner and repeat nos. 2 and 3.

5. After the game, ask some learners to share to the class their experience during the game.


The Circle of Choices 1. Ask the class to form a circle and let them bring out their Career

Information Sheet and the copy of their grades (GWA of Grade 11). 2. Let the learners sit beside their classmates with the same chosen

curriculum exit (Trabaho, Kolehiyo, Negosyo). 3. Use various relaxation methods to create an ambiance for sharing such as

music, mantra, breathing exercise or silence.

Module 3 Page 32

4. Set agreements for the sharing. Agreements for Sharing: a. One sharer at a time. b. Everything within the circle remains in the circle (confidentiality of

information among all the learners). c. Respect each other’s feelings, emotions and sharing by observing

silence at the course of the activity. d. The activity is covered by the provisions of DepEd Order No. 40, s.

2012 entitled Child Protection Policy. e. The class may also provide additional agreements for sharing.

5. Make a creative way of selecting a learner who will start the sharing (spin a bottle, select a number, left or right, fishbowl)

6. Show or present the guide questions.

Guide Questions: a. Looking at your Career Information Worksheet, does your academic

achievement affect your choice of the career? In what way?

Example: 1) Yes. As a STEM student, I’m dreaming of becoming a civil

engineer however, my grades are below 80. I may survive the Grade 12 yet I may not be qualified to enter college since there may be a qualifying average or grade for engineering courses.

2) No. With my current grades, I do believe that I be easily hired the moment they will look at my credentials.

b. What are your anticipations or apprehensions between your chosen

profession and the reality of your life in relation to achieving your goal?

7. Let the learners share based on the guide questions. (two minutes per learner for approximately 40 learners per class)

8. Be aware of the time allotment. 9. After the last sharer, affirm the openness of the learners in a creative way

(hug each other, tap each other’s shoulder, etc.) 10. After affirming the class, highlight and consolidate their sharing and

provide a synthesis that will provide a bridge to the next activity.

Sample synthesis:

Thank you for being open and for trusting the group with your inner thoughts and feelings. We may encounter different realities; however, we must remain focused on our goals, dreams and aspirations. It is important that when we make decisions, the choice that we make should be an informed one. In order to know more about your realities and your directions in life, you will fill up the Career Analysis Profile.

Module 3 Page 33

IV. Application (22 minutes)

Career Analysis Profile 1. Distribute the Career Analysis Profile (Sheets A and B) to all learners. 2. Learners will utilize information or data learned such as:

a. Mini Me (Module 3, Grade 11 Career Guidance Module) b. My Career Information Sheet (Module 3, Grade 11 Career Guidance

Module) c. Labor Market Information (Module 2, Grade 12 Career Guidance

Module) d. Personal Experiences (e.g., Beliefs and Values)

3. Out of the data, each learner will fill out Sheet A. You may look at the filled out Career Analysis Profile as a guide. An example is provided.

4. Explain the content of the filled out Career Analysis Profile. 5. The learners will then complete the sentences in Sheet B using the

information they wrote in Sheet A.

V. Reflection (6 minutes)

1. What are your insights or realizations about the activities? 2. Ask volunteers from each track or strand to share their Career Analysis

Profile.

Closing

“Pitiful is the person who is afraid of taking risks. Perhaps this person will never be disappointed or disillusioned; perhaps he/she won’t suffer the way people do when they have a dream to follow. But when that person looks back―and at some point everyone looks back―she will hear her heart saying, “What have you done with the miracles that God planted in your days? What have you done with the talents God bestowed on you? You buried yourself in a cave because you were fearful of losing those talents. So this is your heritage; the certainty that you wasted your life.”

~Paulo Coelho, By the River Piedra I Sat Down and Wept

VI. Assignment (1 minute)

Instruct the learners to do the following: 1. Conduct an information interview (Use the form in the Appendices) that will

be used in Module 4. 2. Write in their journals their insights and/or reflections about their

experience of Module 3.

Module 3 Page 34

References

http://ble.dole.gov.ph/downloads/publications/LMU/LMU-2015%20National%20Skills%20%20%20Profile.pdf, Bureau of Local Employment, accessed August 08, 2017

http://ble.dole.gov.ph/index.php/career-guide, Bureau of Local Employment, accessed August 08, 2017

DepEd Order No. 40, s. 2012 entitled Child Protection Policy DepEd, Module 3, Grade 11 Career Guidance Module DepEd, Module 1, Grade 12 Career Guidance Module DepEd, LMI-List of KEGs, Module 2 Grade 12Career Guidance Module

http://ble.dole.gov.ph/downloads/publications/LMU/LMU-2015%20National%20Skills%20%20%20Profile.pdf

http://ble.dole.gov.ph/downloads/publications/LMU/LMU-2015%20National%20Skills%20%20%20Profile.pdf

http://ble.dole.gov.ph/index.php/career-guide

Module 3 Page 35

Career Analysis Profile Sheet A

Name: Sophia Sex: Female Age: 19 yo Strand/Track: GAS Region: V Preferred Exit: Entrepreneur 1st choice: Buy and Sell 2nd choice: Establish a stall

Personal Beliefs

Values Skills

Realities Labor Market Information

Academic Performance Soft Hard

Ex. “Ang kakaunti kapag palagi ay nagiging marami.” “Basta may tiyaga may nilaga.”

Ex. Tiyaga Determinasyon Pagtitiwala

Ex. Negotiating Interpersonal Skills Ability to work under pressure Patience Adaptability Listening and Speaking Time Management Decision Making Conflict Resolution

Ex. Computing Planning Analyzing Counting

Ex. I do not have enough capital to start a business. My parents are not supportive of my decision to put up a business since they want me to take a degree course. The community has no existing businesses that are similar to my desired business. There are upcoming construction companies that will construct a football stadium in my town.

Ex. KEG:

Agribusiness

Construction

IT-BPM

Health, Wellness and Tourism

Hotels and Restaurants

Wholesale and Retail Trade

Ex. GWA Gr11 85 – Very Satisfactory

Module 3 Page 36


Name: Gabriel Sex: Male Age: 18 yo Strand/Track: TVL – HE Region: VI Preferred Exit: Trabaho 1st choice: Waiter/Housekeeping 2nd choice: HRM

Personal Beliefs

Values Skills



Ex. “Great success starts with humble beginnings.”

Ex.

Tiyaga

Determinasyon

Sipag

Pagtitiwala

Pagsilbi sa kapuwa

Ex.

Negotiating

Interpersonal Skills

Can work under pressure

Patience

Adaptability

Listening and Speaking

Time Management

Decision Making

Conflict Resolution

Ex.

Computing

Planning

Analyzing

Organizing

Motor Skills (e.g., lifting)

Balance

Spatial skills

Ex. I need to work since I do not have the means to enroll in college. I want to enroll in HRM but it is not offered in my locality. There are some hotels or restaurants in the community. I possess skills that may help me survive and thrive in the world of work.

Ex. KEG:

Agribusiness

Construction

IT – BPM



Manufacturing

Real Estate

Ex. GWA Gr11 83 – Satisfactory

Module 3 Page 37


Name: Christian Sex: Male Age: 18 yo Strand/Track: ACAD-HUMSS Region: VII Preferred Exit: Kolehiyo 1st choice: BS in Secondary Education (Social Studies) 2nd choice: BS in Social Work

Personal Beliefs

Values Skills



Ex.

“Ang pagsisilbi sa bayan ang pangunahing gampanin ng bawat mamamayan.” “The welfare of the people is the supreme law.”

Ex.

Tiyaga

Pagtitiwala

Pagmamahal sa bayan

Malasakit sa kapuwa

Ex.

Negotiating

Interpersonal Skills

Can work under pressure

Patience

Adaptability

Listening and Speaking

Public Speaking

Time Management

Decision Making

Conflict Resolution

Flexibility

Ex.

Computing

Planning

Analyzing

Attending

Critical Thinking

Information, Communication and Technology Skills

Ex.

I easily get tired. The distance of the higher education institution is far from my place. It would take a boat ride and another two hours bus ride. I might be disqualified from the application process since I have not performed well. My family is very supportive of my plan.

Ex.

KEG:

Agribusiness

Construction

IT – BPM



Wholesale and Retail Trade

Mining

Transport and Logistics

Manufacturing

Real Estate

Education

Ex.

GWA Gr11 75 – Fairly Satisfactory

Module 3 Page 38


Name: ___________________________________ Sex: ____ Age: _____ Strand/Track: ____________________ Region: _____ Preferred Exit: _______________ First choice: _________________________ Second choice: ___________________

Personal Beliefs

Values Skills



Module 3 Page 39

Career Analysis Profile Sheet B

1. I am (name)

____________________________________________________________.

2. I am ______ years old.

3. I am enrolled in (track/strand)

_____________________________________________.

4. I am planning to (curriculum exit)

__________________________________________.

5. I believe that

___________________________________________________________.

6. I have the following values

________________________________________________.

7. I have the following soft skills

_______________________________________________________________

____________________________________________________.

8. I have the following hard skills

_______________________________________________________________

____________________________________________________.

9. I have the following realities in life

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

____________________________________________.

Module 3 Page 40

10. The Labor Market Information in my Region shows that the following sectors

are Key Employment Generators

_____________________________________________________

_______________________________________________________________

_______________________________________________________________

_________________.

11. I have a General Weighted Average of _______________________which is

described as____________________________________________________.


1. I am Sophia.

2. I am 19 years old.

3. I am enrolled in (track/strand) Academic – GAS.

4. I am planning to (curriculum exit) become an entrepreneur – Buy and Sell or

later become an established owner of a stall.

5. I believe that earning a small amount when stable becomes abundant and hard

work bears much fruit.

6. I believe in the values of industry, determination and honesty.

7. I have the following soft skills: interpersonal skills, ability to work under

pressure, patience, adaptability, listening and speaking skills, time

management, decision making, and conflict resolution skills.

8. I have the following hard skills: computing, planning, analyzing, and counting.

9. I have the following realities in life: I do not have enough capital to start a

business and my parents are not supportive of my decision to put up a business

since they want me to take a degree course. However, there are no existing

businesses in my community that are similar to my desired business and there

are upcoming construction companies that will construct a football stadium in

my town.


are Key Employment Generators: Agribusiness; Construction; IT-BPM; Health,

Module 3 Page 41

Wellness, and Tourism; Hotels and Restaurants; and Wholesale and Retail

Trade.

11. I have the General Weighted Average of 85% which is described as Very

Satisfactory.


1. I am Gabriel.


3. I am enrolled in Technological Vocational Livelihood (TVL) – Home Economics.

4. I am planning to become a waiter or land on a job where I can practice my

housekeeping skills.

5. I believe that great success starts with small beginnings.

6. I have the values of diligence, determination, being industrious, honesty, and

service with others.

7. I have following soft skills: negotiating, interpersonal skills, can work under

pressure, patience, adaptability, listening and speaking, time management,

decision-making, and conflict resolution.

8. I have the following hard skills: computing, planning, analyzing, organizing,

motor skills (e.g., lifting), balancing and spatial skills.

9. I have the following realities in life: I need to work since I do not have the means

to enroll in college, I want to enroll in HRM but it is not offered in my locality,

however, there are some hotels or restaurants in my community where I can

work and, I possess skills that may help me survive and thrive in the world of

work.



Wellness, and Tourism; Hotels and Restaurants; Manufacturing; and Real

Estate.

11. That I have a General Weighted Average of 83% which is described as

Satisfactory.


1. I am Christian.

Module 3 Page 42


3. I am enrolled in Academic Humanities and Social Sciences.

4. I am planning to enroll in college and take up a Bachelor’s degree in Secondary

Education major in Social Studies or Bachelor of Science in Social Work as a

second preference.

5. I believe that serving the country is the primary responsibility of its citizenry and

the welfare of the people is the supreme law.

6. I have the values of diligence, honesty, love of country and altruism.

7. I have the following soft skills: negotiating, interpersonal skills, can work under

pressure, patience, adaptability, listening and speaking, public speaking, time

management, decision- making, conflict resolution, and flexibility.

8. I have the following hard skills: computing, planning, analyzing, attending,

critical thinking, information communication, and technology skills.

9. I have the following realities in life: I easily get tired, the Higher Education

Institution is far from my place and it would take a boat ride and another two

hours bus ride to get there. I might be disqualified from the application process

since I did not perform well. However, my family is very supportive of my plan.



Wellness, and Tourism; Hotels and Restaurants; Wholesale & Retail Trade;

Mining; Transport and Logistics; Manufacturing; Real Estate; and Education.

11. I have a General Weighted Average of 75% which is described as Fairly

Satisfactory.

Table of Grade

Description Numerical Value

Outstanding 90–100

Very Satisfactory 85–89

Satisfactory 80–84

Fairly Satisfactory 75–79

Did not Meet Expectations

Below 75

Module 3 Page 43

Glossary

1. Realities in Life – This is a catch-all phrase of actual life conditions that

encompass the different aspects such as physical, economical, relational,

sociological, political, etc. and the like related to or may affect the career

choices of the learner.

2. Hard Skills – These are specific, teachable abilities that can be defined and

measured, such us encoding, writing, reading and the ability to use software

programs.

3. Soft Skills – These are less tangible and harder to quantify, such as etiquette,

getting along with others, listening and engaging in small talks.

4. Labor Market Information – This is a DOLE material that contains data or which

provides timely, relevant, and accurate signals on the current labor market such

as in-demand jobs and skills shortages by developing client specific LMI

education and communication materials.

The material is part of the commitment of DOLE to support the Career

Guidance Advocacy Program that seeks to promote career guidance as a tool

in assisting jobseekers particularly students in making informed career choices.

5. Key Employment Generators (KEG) – These are industries/sectors identified by

the DOLE with the greatest potential to generate employment.

Module 4 Page 44

Myself in Another Person’s Shoes

4

Module 4 Page 45

Introduction (5 minutes)

As the old-aged saying connotes, your role as a teacher is to open doors of possibilities for the learners under your care. But you must also accept the fact that you cannot let them trudge the path you want them to take. You cannot decide on their behalf. You cannot force them to chew the chunks of information you served them. Be as it may, you have a crucial role in preparing your learners to pack their individual bags and take their own journey toward the realization of what they envision to become.

This module will help you make your learners realize that their dreams in the future could be achieved a step closer with the help of people who are in the profession or business that they envision to be in the future. Your inputs through the different activities that they will undergo will keep their enthusiasm burning to pursue their career choice.

Continue the learning journey through this module and help your learners affirm more their desire of becoming who they want to be in the future.


Materials

hard and soft copy of the PowerPoint presentation for the learners

Activity Sheet No. 1: Informational Interview template

Activity Sheet No. 2: Tracing the Trail

Activity Sheet No. 3: Career Roadmap

Activity Sheet No. 4: Fitting in Another Person’s Shoes

Reflection notebook/paper

manila paper and markers

cut out pictures for the road map (optional)

I. Objectives

At the end of this module, the students are expected to: 1. analyze the information gathered from people that will help affirm their

decision in choosing the career or curriculum exit; 2. evaluate the role of selected people with the chosen career or curriculum exit

in terms of their beliefs, attitude and skills; and 3. make a career road map as an expression of commitment to one’s chosen

career or curriculum exit.

Module 4 Page 46

II. Motivation

Brisk Walk Down Memory Lane (5 minutes)

Where are your learners now in terms of achieving their dreams? What have they already done? Are they already geared up to take a step farther upon completion of the Grade 11 modules? Have your learners take a brisk walk down their memory lane. Let them recall various milestones in their plan of action toward the realization of their dreams. Here is a poem that will help them revisit their decisions. Afterwards, let them reflect by answering the follow-up questions.

Chasing Dreams

You’ve come this far,

Where else would you want to go? You’ve reached this far,

What else would you want to do?

Chase your dreams. Follow your heart.

Keep moving forward. Always pray hard.

Life offers a lot of choices

But do not make a choice in haste. Nothing is served in silver platter

Take your time, pray for it.

You’ve come this far, But there’s more in store. You’ve reached this far,

Move on…conquer… soar high.

– Jimmie

Questions for Reflection (10 minutes)

1. What is the message of the poem?

2. Which line or lines in the poem do you like best? Why?

3. What does the poem want you to do with every milestone you achieve?

Module 4 Page 47

III. Main Activity Activity 1: Packing Up for the Journey and Journeying Together

(10 minutes)

Group Activity

Materials Needed:

data gathered from the informational interview (Given as an assignment in Module 3)

Worksheet 1 templates

manila paper with marker

Directions: 1. Divide the class into small groups of five members based on the similarities

of the profession or job of the person they interviewed. 2. Provide manila paper and marker for each group. 3. Let the learners go over their individual findings gathered from the

Informational Interview. Allow them to share this with their group. 4. After the sharing, let each group identify the beliefs, attitude and skills of the

professionals/businessmen they have interviewed. 5. Let them write their answers on the manila paper using the template below.

Here is an example.

Profession or Job of the Person Interviewed

Beliefs Attitude Skills

Ex. Honest in reporting results

Ex. Careful in accomplishing assigned task

Ex. Good in computing or working with numbers/data

Processing Questions: (20 minutes)

1. What beliefs, values, and skills have you observed that are helpful in becoming a successful professional or entrepreneur? Why do you say so?

2. Were there common characteristics of the people you interviewed in terms of their beliefs, attitude and skills? What are those characteristics?

3. Are there characteristics exclusively possessed by a certain person you interviewed? What are those characteristics?

4. How did you feel while interviewing these people? 5. What characteristics do you have that you believea are similar to those you

interviewed? What do you plan to do about these characteristics?

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IV. Lecturette

Info-Bits (15 minutes)

It has been said that first-hand information can be a very rich source of

information for learners. These are the information (the beliefs, attitude and skills) and success stories that we get from people who inspire us and make us feel more enthusiastic about pursuing our goals. This is also called Observational Learning.

Observational Learning happens when one learns by observing another person perform a specific task. Observational Learning or the Social Learning theory focuses on the social context of learning and proposes that we can learn from another by observation, imitation or by modeling. Albert Bandura (1977) endeavored to understand the cognitive processes associated with people’s interaction with one another. Social Learning theorists say that learning can take place simply by observing other actions and the subsequent outcomes of those actions.

It is from this context that the Grade 12 learners are given assignment to observe a person with whom they want to emulate in the future using the informational interview form (attached in the appendix). By shadowing the person or the “More Knowledgeable Other” or MKO (Vygotsky, 2014) in his place of work and by asking pertinent questions based on the observation tool that was crafted, it is believed that these new information will help them in cementing their decisions to pursue their chosen career.

Informational observation also strengthens the claim of the creative job hunting principle (Woodcock, 2014) where it says that the best way to choose a career is to talk to people doing the job and to try it out via work shadowing and experience. There is a lot of truth in the statement that you don’t really know what it’s like until you have been doing it for a while: at least shadowing gives you a good idea of what’s involved.

The idea of the observation is to promote a learning context where the learners play an active role and become responsible for their own learning. The role of the teacher therefore is to closely collaborate with learners to facilitate meaningful learning experiences they acquired.

Choosing the right course is a big decision and it is important to get it right, as it can impact future success. Career awareness and self-awareness go hand-in-hand. This is the other idea behind why learners need to have enough information profile about the career they want to undertake through the informational observation. In so doing, the learners could be taken away from the idea that luck,

unpredictable social factor, chance, beliefs and environmental factors play a major role in one’s success in life as suggested by the Happenstance Theory (Krumboltz, 2008).

Module 4 Page 49

As Stephen Covey says from his famous book The 7 Habits of Highly Effective People, “Begin with the end in mind.” We encourage our learners to visualize what they wanted to become and they are already on their first step of achieving their goals.

Relative to this, encourage them to craft their own career road map by taking into consideration the information they gathered during their observation and the learning they acquired through the different activities. While we encourage creativity, do bear in mind that the content and direction of their career road map plays a more important thing and the visual effect comes only secondary. Instructions on crafting the career road map follow for a more specific guide as to how the learners will craft their outputs.

V. Application

Crafting a Career Road Map (5 minutes)

Having processed the different data gathered by the learners in the field during the informational interview, they must be aware that there are attributes of a person that needs to be learned in school and through participation to other activities at home and in their respective communities. At this point, you may guide your learners in crafting their own career road map.

According to an article by Cao (2013) a career road map outlines specific steps to undertake for moving from one step to another in ways that will facilitate growth and career advancement. This could be an illustration or diagram that could easily be understood by the individual who crafted it.

Career road maps are flexible enough and could be revisited and revised over time or as the circumstance warrants in order for the learner to keep track of his progress or to address issues that hinder the achievement of the desired goal.

The career road map, upon accomplishing should be communicated by the learners to their parents/guardians or significant people whom they think in one way or the other will be involved in the attainment of the desired goal. The learners should specify the kind of help or support they expect from them. It is also important to remind the learners to communicate to their support group the specific steps they will take and the projected time frame of accomplishment. In so doing, the learners will have an active support system that will help them out in achieving their career goals from time to time.

Below is a sample template of a career road map. A separate worksheet is attached in the appendix. However you can encourage the learners to come up with their own designs.

Module 4 Page 50

Note: The learner may also choose to present the road map creatively. An example below is suggested. However, the learner can still choose another way of presenting it.

Career Road Map (25 min.)

Plan of Action: Phase 1

4

MILESTONE

LOADING STATION 4:

LOADING STATION 2: 1. 2. 3.

Describe what kind of professional/businessman you are. e. g., a world class owner of a bakeshop/an in-demand civil engineer both locally and internationally.

What plans do you have in mind to remove the obstacles if there is any?

Check your progress. There might be things that hinder your progress and need to be addressed. (Obstacles; if there are no obstacles, skip loading station number 3 and proceed to the last station.)

Give three things that attract you in your chosen career, e.g., high salary, in-demand job in line with my skills etc.

STARTING POINT 1. 2. 3.


Before going further, what do you need in order to fulfill your goals? List the resources you will need to help you, e.g., money, support from people.

Now that you have chosen the career you want to pursue, list three goals that you must do.

LOADING STATION 3:

Module 4 Page 51

Module 4 Page 52


Reflection Trail

Let the learners recall the trail (activities) that they have been through in

the module. Let them reflect by accomplishing the following activity. (Provide a separate sheet for the learners to accomplish.)

Directions: Write a 2–3 sentence reflection about your significant learnings

in the following activities.

Chasing

Dreams

Packing

Up for the

Journey

My

Career

Road Map

Module 4 Page 53


Fitting in Another Person’s Shoes

Here is a concluding activity that will somehow encapsulate the concepts

needed to be learned by the learner and as a valuable take away when they proceed to the next modules.

Let them accomplish the task and have a gallery of their outputs either by hanging them as mobiles or posting them on the walls of the room as collage for viewing.

The template is provided for this activity. Do not forget to process the different outputs. The following reflection questions may help in processing and re-affirming their decisions to keep on track in pursuing their career goals as they have mapped out in their career road map. You can add more questions as you see it necessary.

1. What helped you decide about the visions you made for yourself 10 years from now?

2. How do you intend to surpass the different obstacles that you foresee?

The following questions/items should be accomplished by the learners. Let them write their answer inside the shoes.

Note: When you prefer the outputs to be hung as mobiles, be ready with small clothespin and strings to be used as clothesline inside the classroom. When you prefer it to be posted as collage on the walls, assign a specific area in the classroom where the shoe outlines will be placed.

1. I want to be ______________________ who is _______________.

(career choice) (goal)

2. What are the challenges that you foresee in achieving your career

choice?

Module 4 Page 54

VIII. Assignment (5 minutes)

VMCV of My Future Company

Do you ever know of a company or a business enterprise that never seems to accomplish very much because of lack of a mission statement, goals or core values? If so, do you want to work in these companies or at least put one for yourself in the future? Definitely, you do not want to end up in a mess because of lack of direction. A company or an enterprise needs vision because it provides the destination of the business or the enterprise; a mission statement which is the guiding light of the destination, and so on.

From this standpoint, make a survey of the existing companies or enterprises in your locality and ask for their own vision, mission, goals and core values. You may use the template below to accomplish the task.

Vision Mission Core Values

____________________________________________

Company or Enterprise’s Name

Module 4 Page 55

Appendix 1 Informational Interview

What is an informational interview? Is there really a need to do it? What benefits can you get from it? Read the following information.

Preliminaries before conducting the informational interview:

1. Interview someone who has a similar job or business with your career choice. To help you identify the person or business owner to interview, ask assistance from your friends, neighbors, family, teachers, alumni, or your barangay officials. List at least three persons as possible interviewees. The first one to be available will be your final interviewee.

2. Contact your potential interviewee by letter, email or phone. State your name and that you are a Grade 12 learner. Tell him/her about your intention―why you are contacting him/her and from whom you received his/her name. Specify that you will just be asking for the opportunity to conduct an interview about his/her job or business as a means of exploring on your dream job or business.

3. If he/she consents to be interviewed, ask for his/her most convenient time and manner of interview (whether via phone or face-to-face). Request for 15–20 minutes for a phone interview, or 20–30 minutes for a face-to-face interview. If possible, request for a face-to-face interview.

4. Respect the interviewee’s time by staying within the time frame agreed upon. 5. Assure the interviewee that the information you have gathered from him/her

will not be used for other purpose except for the assignment given. Express your words of gratitude after the interview.

An Informational Interview is an activity where you will make an appointment with a person who has similar career or business that you desire when you finish Senior High School. You will get information about the job or business including the company where that person belongs. This is to have a better understanding about the job or business you are interested to pursue. In the interview, you will be given the opportunity to seek information from the person about the beliefs, attitude and skills needed related to his job or business. It aims to make you become more informed about your career choice. You will need the information you will get to compare and match it with your own interests, knowledge, and skills. In this way, you can evaluate whether the job or business affirms to your career choice.

To better understand the job or business, you will also include in the interview

the mission statement and core values of the company or business of the person

you interviewed.

In addition, this interview will also help you develop your communication skills

and confidence as well.

Module 4 Page 56

Activity Sheet No. 1 INFORMATIONAL INTERVIEW

INTERVIEWEE’S PERSONAL PROFILE: Name: (optional)

_____________________________________________________________

Occupation/Business:

_________________________________________________________

Highest Educational Attainment:

________________________________________________

Name of Company (if employed):

_______________________________________________

No. of Years in the Job:

_______________________________________________________

Type of Business (if there is any):

_______________________________________________

No. of Years in Business:

______________________________________________________

QUESTIONS

PART I. 1. What are your typical job or business duties and responsibilities?

(Ano-ano po ang inyong mga tipikal na tungkulin at responsibilidad sa trabaho o negosyong inyong pinapasukan?)

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

____________________________________________

2. What are the necessary skills for this type of job or business?

(Ano-ano ang mga kasanayan o skills na kinakailangan sa trabaho o negosyo ninyo?) ________________________________________________________________

________________________________________________________________

________________________________________________________________

Module 4 Page 57

________________________________________________________________

____________________________________________

3. What is the most satisfying aspect of your job or business?

(Ano po ang nagbibigay-kasiyahan sa inyo sa trabaho o negosyong inyong pinapasukan?) ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

____________________________________________

4. What is the most challenging aspect of your job or business? (Ano naman po ang mga hamon o balakid na nakikita ninyo sa inyong trabaho o negosyo?) ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

____________________________________________

5. What are the personal characteristics, values and attitude that are needed in your

job or business? (Ano-ano po ang mga katangian, kahalagahan, at saloobin na kinakailangan sa trabaho o negosyo ninyo?) ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________

6. Do you also possess these characteristics, values, and attitudes?

If yes, what are those that you possess? (Mayroon din po ba kayong ng mga katangian, kahalagahan, at saloobing ito? Kung mayroon, ano-ano po ang mga ito?) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Module 4 Page 58

PART II. Mission Statement, Guiding Principles, and Core Values

1. What are your guiding principles or beliefs that you are holding on to stay in your

job or business? (Ano-ano pong mga prinsipyo at paniniwala ang inyong pinanghahawakan kung bakit nananatili kayo sa inyong trabaho o negosyo?)

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

____________________________________________

2. Does the company or business where you belong have a mission statement and

core values? If yes, what is the mission statement of your company? What are its core values? (Ang kompanya o negosyong inyong pinapasukan ay may sinusunod bang pahayag na misyon (mission statement) at mga pagpapahalaga (core values)? Kung oo, ano ang pahayag na misyon ng inyong kompanya o negosyo? Ano-ano naman ang pagpapahalaga nito? ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

____________________________________________

PART III. Advice and Suggestions

What is your advice for me as a Grade 12 learner who likes to enter in field of work or business that you have or you are in? (Anong payo po ang maibibigay ninyo sa isang mag-aaral sa Grade 12 na katulad ko na nagbabalak ding pasukin sa hinaharap ang trabaho o negosyong katulad ng sa inyo?) ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

____________________________________________

Module 4 Page 59

Activity Sheet No. 2 Tracing the Trail (Reflection) Name: ________________________________________Section: ______________ Directions: Write a 2–3 sentence reflection about your significant learnings in the

following activities.

Chasing

Dreams

Packing

Up for the

Journey

My Career

Road Map

Module 4 Page 60

Activity Sheet No. 3

Career Road Map Plan of Action: Phase 1

4

MILESTONE

LOADING STATION 4:


Describe what kind of professional/businessman you are. e. g., a world class owner of a bakeshop/an in-demand civil engineer both locally and internationally.

What plans do you have in mind to remove the obstacles if there is any?

Check your progress. There might be things tha hinder your progress and need to be addressed. (Obstacles; if there are no obstacles, skip loading station number 3 and proceed to the last station.)

Give three things that attract you in your chosen career, e.g., high salary, in-demand job in line with my skills etc.

STARTING POINT 1. 2. 3.


Before going further, what would you need in order to fulfill your goals? List the resources you will need to help you, e.g., money, support from people.

Now that you have chosen the career you want to pursue, list three goals that you must do.

LOADING STATION 3:

Module 4 Page 61

Activity Sheet No. 4 Fitting in Another Person’s Shoes Directions: 1. Write your answer to the two items inside the shoe. 2. Cut out the outline and hang it as a mobile or post it as part of the other shoe

outlines of your classmates. Note: This is for female learners only.

1. I want to be __________ who is _______________ (career choice) (goal/s)

2. What are the possible challenges you foresee in achieving your career choice?

Module 4 Page 62

Appendix 2 Worksheet for Evaluation

Directions: 1. Write your answer to the two items inside the shoe. 2. Cut out the outline and hang it as a mobile or post it as part of the other shoe

outlines of your classmates.

Note: This is for male learners only.

1. I want to be____________ who is _______________

(career choice) (goal/s)

2. What are the possible challenges you foresee in

achieving your career choice?

Module 4 Page 63

References Bandura A. Social Learning Theory. Retrieved at

https://www.simplypsychology.org/bandura.html Cao J.( 2013). When developing a career path, what are the key elements to

include? Cornell University, ILR. http://digitalcommons.ilr.cornell.edu/students/43

Covey S. (1989). The 7 Habits of Highly Effective People.

https://www.stephencovey.com/7habits/7habits-habit2.php J L, Social Development Theory (Vygotsky),” in Learning Theories, July 23, 2014. https://www.learning-theories.com/vygotskys-social-learning-theory.html Image 1 (teachers open the door…) https://s-media-cache-

ak0.pinimg.com/originals/e8/69/da/e869daf93678e9d9f7427fedfc3690ec.jpg Image 2 (Begin with…) https://s-media-cache-

ak0.pinimg.com/originals/0f/85/06/0f85063269c28bcc5fa78ffd03b4b6b8.jpg The Careers Toolbox for Undergraduate Physics Students – Version 1.1 © American

Institute of Physics 2014. Retrieved from https://www.spsnational.org/sites/all/careerstoolbox/src/live/data/tools/CareersToolbox-Tool2.pdf

Toews, M, 'Planned Happenstance – Krumboltz: An Emerging Theory', accessed December

2008, (www.cbe.ab.ca). retrieved at https://www.careers.govt.nz/resources/career-practice/career-theory-models/krumboltzs-theory/

Woodcock, B. (2014). [email protected] retrieved at

https://www.kent.ac.uk/careers/sk/CJ.htm Vision and Mission Statements – a Roadmap of Where You Want to Go and How to

Get There. Retrieved at https://www.extension.iastate.edu/agdm/wholefarm/html/c5-09.htm

http://digitalcommons.ilr.cornell.edu/students/43

https://s-media-cache-ak0.pinimg.com/originals/e8/69/da/e869daf93678e9d9f7427fedfc3690ec.jpg

https://s-media-cache-ak0.pinimg.com/originals/e8/69/da/e869daf93678e9d9f7427fedfc3690ec.jpg

https://www.spsnational.org/sites/all/careerstoolbox/src/live/data/tools/CareersToolbox-Tool2.pdf

https://www.spsnational.org/sites/all/careerstoolbox/src/live/data/tools/CareersToolbox-Tool2.pdf

http://www.cbe.ab.ca/

mailto:[email protected]

https://www.kent.ac.uk/careers/sk/CJ.htm

Module 5 Page 64

Future Combo, Activate!

5

Module 5 Page 65

Introduction

“It takes two to tango!”

This cliché emphasizes the need for people to work zealously in tandem with others to make their endeavors succeed. The same holds true for the career development of learners. While they consider the personal, academic, and familial factors in their career development, they must likewise connect their life aspirations to the pressing demands and trends in the local and global scenario. The word combo, an abbreviated form of the word combination, signifies the convergence of personal career choices to the actual needs in the labor market and industries.

By doing so, Grade 12 learners will be guided in fulfilling the vision of the Department of Education that expects them to “contribute meaningfully in building the nation.” This also ensures that learners are able to attain their life and career goals vis-à-vis working for the greater interests of the country at the macro-level. To help learners clearly determine the direction of their career choices, mission statements become essential as the baseline of their career plans and actions. This module intends to facilitate the learners’ ability to make such convergence possible.

Time Allotment (120 minutes)

Materials

Note: The following are the materials needed for this session. If there are alternative resources, feel free to adjust the list of items below.

meta cards

double-sided tape, ordinary tape

road trip signs

pen marker

manila papers

LMI – List of KEGs – Module 3

audio player

laptop and projector

I. Objectives (5 minutes)

At the end of this module, the learners are expected to: 1. formulate mission statements in relation to life and career decisions aligned

to the curriculum exits; 2. link life and career decisions to the current demands and trends in the

regional and global level; and 3. appreciate how life and career decisions may contribute to national

development. Note to the Teacher-Facilitator: Provide an overview of what Module 5 is all about, referring to the introduction and explaining the appropriateness of the title to the objectives.

Module 5 Page 66

II. Motivation The Five-Minute Mission (10 minutes)

Procedure: 1. For this activity, teacher will post a picture on the board or present it using

a slide presentation if a laptop and a projector are available (refer to the Appendix sheet for a copy of the picture).

2. Ask the learners: What is their first reaction when they saw the picture? What can they do to help the person in the situation? If they will set a mission to change the condition reflected in the picture, what do you think would they do?

3. Let them write their answers in meta cards or sheets of papers provided and have these posted on the board or on manila paper adjacent to or below the picture.

Processing Questions: 1. How did you find this activity? 2. Have you experienced doing a mission to help others? Have you ever

supported an organization’s mission for charitable purposes? Can you relate the experience?

3. How did this charitable work affect you? 4. Will you be willing to volunteer for missions that will help others? Why?

III. Main Activity Ang Misyon Ko! Reality Check (25 minutes)

This section of the module will guide the students in formulating a personal mission statement in relation to their life and career decisions.

Procedure: 1. Ask learners if they have some background information about mission

statements. Allow learners to share their mission statements if they have any.

2. Introduce the sample worksheet in the formulation of a personal mission statement.

3. Let learners fill out the worksheet for their own personal mission statement. Then, ask them to develop and finalize their statement.

4. A soft background music may be played to stimulate the learners while formulating their mission statements.

Note to the Teacher-Facilitator: The teacher is encouraged to localize the picture to be posted according to the current social concern in the community.

Module 5 Page 67

Sample Worksheet for Personal Mission Statement

What is the most important thing or event in your life right now that you treasure?

I treasure my being a good student; I treasure my family. I believe that if I finish SHS, I can help my family financially.

What do you want to accomplish 3–5 years from now?

Graduate from Senior High School Enter college or find a work Start a small business or enter TESDA

What do you consider an enjoyable thing to do?

I am happy when I play guitar with my friends and spend time with family.

I am happy when I join and win in Math competitions.

What do you wish to become? I dream of becoming a singer someday.

I plan to become an engineer someday.

I want to have my own restaurant.

What can you do best? I am excellent in playing musical instruments.

I work best in solving mathematical problems.

I am an expert in cooking variety of recipes.

What do you love to do? Composing songs, singing

Calculating, making analysis

Experimenting new dishes

What kind of reputation do you want to have?

How can you help in nation-building?

I want people to see myself as a responsible, industrious and competent worker.

I can contribute to nation-building by excelling in my chosen career and by serving my fellow Filipinos in the best way I can.

Source of template: (conduct.tcnj.edu/files/2011/11/Personal-Mission-Statement-Assignment.pdf).

Final Personal Mission Statement:

Module 5 Page 68

I am a committed student who aspires to graduate from SHS to be able to proceed to (college, work, enterprising, TESDA). I will strive to achieve this for my family by maximizing my strengths in (state your passion and strengths). I am a responsible, industrious and competent worker. I could be of contribution to nation-building by excelling in my chosen career and by serving my fellow Filipinos in the best way I can. Now, it’s your turn:

Sample Worksheet for Personal Mission Statement




What do you wish to become?

What can you do best?

What do you love to do?


How can you help in nation-building?

Finalize your personal mission statement:

Ang Misyon Ko! Reality Check! ___________________________________________________________

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Note to the Teacher-Facilitator: Allow students to write their personal mission statement in their mother tongue.

Module 5 Page 69

Even organizations have their mission statements that define the reason for their existence. They align their activities toward achieving these statements. Small-scale entrepreneurs and self-employed individuals are also guided by their own mission statements of becoming successful. Learners must realize that their personal mission statements must harmonize with the mission statements of their prospective occupational fields.

Note to the Teacher-Facilitator: Ask learners to bring out the assignment given in Module 4 on the mission statement/s of the company/industry/ school/entrepreneurs where they plan to enter after graduating from Senior High School. Processing: 1. What was your experience while writing your personal mission statement? How

will you be able to fulfill it? What may hinder you from not being able to fulfill it? 2. Is the mission statement of the person or member of the organization you

interviewed related to your personal mission statement? What are the similarities?

3. Do you think your personal mission statement can contribute to national development? In what way?


“Where do I go from here?” This question may be posed by learners now that they are about to complete their Senior High School. To help them answer this, the personal mission statement becomes very essential.

According to author Stephen R. Covey, a personal mission statement enables a person to connect with (his) own unique purpose and the profound satisfaction that comes from fulfilling it (https://www.livecareer.com/quintessential/creating-personal-mission-statements).

This statement provides an individual with a clear direction as to where he wants to go and what he wants to achieve. As learners are about to embark on their career in any of the four curriculum exits, such statement will allow them to focus on the path they will follow with conviction in the face of any challenging circumstances.

For a personal mission statement to become fulfilling, it has to make a difference in other people’s lives or organization. This means that a person will seek his purpose and what he can contribute best not only for himself but also for his family, friends, prospective employer, the community, and the world in general. (https://www.livecareer.com/quintessential/creating-personal-mission-statements).

Module 5 Page 70

To enable learners to craft a personal mission statement, the following contents should be reflected: 1. their values and personal beliefs,

2. goals,

3. things that make them happy,

4. their dreams and vision about their future,

5. what they are good at,

6. what they are passionate about, and

7. how they want others to perceive you.

(conduct.tcnj.edu/files/2011/11/Personal-Mission-Statement-Assignment.pdf).

Although a personal mission statement serves the purpose of directing the learners to life and career decisions, the process of career development entails another step. That involves the gathering of information for them to make the wisest choices.

In Module 3 of the Career Guidance Program for Grade 11, learners familiarized themselves to government agencies for career linking. This included Project JobsFit that provides timely, relevant, and accurate labor market signals for in-demand jobs and skills shortage.

The Department of Labor and Employment assures that there are plenty of local jobs in the country. It has logged an estimated 200,000 vacancies by employers in the enhanced Phil-Jobnet, the government’s online job search (Source: http://www.ro1.dole.gov.ph/default.php).

The Department’s labor market study, Project JobsFit: DOLE 2022, reflects the regional industries, key employment generators, and current occupational and courses trends and demands in the local and global scenario (refer to Appendices 3 and 4).

What the learners must also realize and sincerely understand is that their mission statements do not end in their personal development and interest. Rather, it is intricately linked to what they aspire their country to be. Dr. Jose P. Rizal rested his hopes that the youth will be instrumental in nation building when he remarked that they are the hope of the motherland. This implies that when they plan for their career choice, they should also consider factors like the country’s economy and hence, synchronize their career choices to benefit the country as well.

The learners are the youth of today who will soon build the nation of tomorrow. It is very essential for them to realize that even at their young age, they could embrace their social responsibilities by being aware that they could already do something to contribute to nation building. By fulfilling their tasks and duties as children to their parents and as students in schools, they are

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already training to take on roles that allow them to be productive and value-laden citizens.

Now that they are about to exit from Senior High School, they should be more conscientious that they are critical in contributing to making the Philippines progressive. As such, the learners are highly enjoined to commit themselves to live up to their personal mission statement in making a difference to other people’s lives and give a contribution to the community at large. When learners collectively align their personal missions to this end, the vision of nation-building through them becomes attainable.

Needless to say, the parents and relatives of these learners and the government have invested on them as human capital with the hope that in the near future, they will partake in the noble mission of building the country and ushering it to the progress that it has visualized for the people and the nation as a whole. Being the human capital, it is but fitting that they enhance their skills, values and interests that would tell them of the most appropriate curriculum exits they would finally choose. By working to ensure that they work best in what they will be doing, they become empowered and ready to engage in activating the most promising future for them, their family, their community, and the nation at large.

V. Application The Road Trip (25 minutes)

Procedure:

Prepare the following road trips that will be posted in the classroom walls.

On the first manila paper, paste the Yellow Road Trip Sign and label it as Career Choices.

Note to the Teacher-Facilitator: Refer to Appendices 3 and 4 to discuss briefly the current trends and demands in the courses in the Philippines, and employment and industries in the region. Explain to the students that they are not pressured to synchronize their career choices to these current trends and demands, but if there are career choices in line with these, affirm that the learners will be able to fill up what is most needed in the country/region/global scenario. Affirm also that those whose career choices are not aligned with the current trends and demands can still do their share to contribute to nation building.

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On the second manila paper, paste the GAS UP Road Trip Sign and label it as Goal Motivators.

On the third manila paper, paste the RED Sign and label it as HINDRANCES.

On the fourth manila paper, paste the GREEN Road Trip Sign and label it as Curriculum Exits.

Prepare meta strips or clean sheets of paper. Distribute four sheets to all students.

Instruct learners to write the following on these sheets of paper: Paper 1: Label it with career choice, and write the career choice – to be

posted in the Yellow Road Trip Sign. Paper 2: Label it with Goal Motivators, and write their goal motivators – to

be posted in Gas Up Road Trip Sign. Paper 3: Label it with career hindrance and write their career hindrances –

to be posted in the Red Road Trip Sign. Paper 4: Label it with curriculum exits and write their curriculum exit – to

be posted in the Green Road Trip Sign.

After writing on the four sheets of paper, group learners into four.

Tell the learners that they are about to go on a road trip with their friends using the sheets of paper.

Let the group form a HUMAN TRAIN.

Tell the learners that when you call out loud a color on the road trip sign, they must prepare the corresponding sheets: Career Choice – Yellow Goal Motivators – Gas-Up Hindrances – Red Curriculum Exits – Green

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Tell further that when the upbeat music plays, they move around the room where the first person leads the dance move. All members of the group will follow the dance steps. As the music stops, say this aloud: “YELLOW!” and allow learners to find

a partner. Let them share what particular career choice they are considering at the present. After briefly sharing with the learners, they will post their sheet of paper to the corresponding road sign posted on the wall and immediately go back to their human train formation.

After this, say this aloud: “CHANGE!” and the last person in the human train will go to the front and become the new leader.

The music plays again and everyone in the human train follows the new leader as they dance and move around.

Then, say aloud the next road sign and allow learners to look for a new partner to share what they have written on their paper until all road signs have been called out.

The procedure is done until all road trip signs have been introduced and pairs have shared their answers to each other.

Note to teacher-facilitator: Arrange the room to provide space for this activity. The following will be prepared in advance and to be posted on the wall inside the classroom to prepare for the activity.

Processing Questions: 1. Based on the activity, do you think you made the right career decisions?

How so? 2. What did you realize from this activity? What are the hindrances that you

identified? Can you overcome these through your goal motivators? In what way?

3. Based on the discussion on the current trends and demands, is your career choice aligned to what is needed in your region? What do you think is the effect of aligning your career to the local and global needs to nation-building?

VI. Evaluation (20 minutes)

Build Me Up! Mantra (The Nation Building Contribution)

Procedure:

Group together all learners who are tracking the same curriculum exits.

Ask them to come up with a mantra, by mentioning how the curriculum exit will contribute to national development.

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Example:

Patungo sa Kolehiyo, Progresibo!

Ask the groups to finalize their mantra in a yell, jingle, or in cheering form.

Each group will present their mantra to the class.

Processing Questions: 1. How committed are you to live up to your group mantra? Is it doable? In what

ways can you fulfill it? 2. How can your group mantra contribute towards nation building?

VII. Reflection (10 minutes)

In their career journal, let learners answer the following question: How will

I connect my personal mission statement to fulfill our group mantra?

VIII. Assignment 1. Post your personal mission statement in your Facebook status. 2. Take a picture with your group mates with your group mantra presentation.

Make sure to write your mantra in a meta card and post these in your Facebook account.

Note: Assign a Career Guidance Corner where learners may post their personal mission statement and mantra sheets, as an alternative or add-up to the assignment. Posting in the social media is optional, if learners have access to the internet to do so.

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Glossary

career choice – process of choosing a career path that involves choices regarding education and training for a given career (http://www.igi-global.com/dictionary/career-choices/3355)

hindrance – a person or thing that makes a situation difficult; a person or thing that hinders someone or something; the act of making it difficult for someone to act or for something to be done (http://www.meriam-webstercom)

mantra – a sound, word, or phrase that is repeated by someone who is praying or meditating; a word or phrase that is repeated often or that expresses someone’s basic beliefs (http://www.meriam-webstercom)

mission – a task or job that someone is given to do (http://www.meriam-webstercom)

trend – a general direction in which something is developing or changing; to extend in a general direction: follow a general course (http://www.meriam-webstercom)

‘

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Appendices

Appendix 1 The Five-Minute Mission

Photo credit: Ms. Rowena Salas

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Appendix 2 Worksheet for Personal Mission Statement

WORKSHEET FOR PERSONAL MISSION STATEMENT




What do you wish to become?

What can you do best?

What do you love to do?


How can you help in nation building?

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Ang Misyon Ko! Reality Check!

____________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

_________________________________________.

Appendix 3 Ang Misyon Ko! Reality Check!

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Appendix 4 Current Demands and Trends (Jobs and Emerging Industries per Region)

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Source: DOLE

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References

Steven Covey. First Things First. (https://www.livecareer.com/quintessential/creating-personal-mission-statements)

conduct.tcnj.edu/files/2011/11/Personal-Mission-Statement-Assignment.pdf

http://www.igi-global.com/dictionary/career-choices/3355 http://www.meriam-webstercom

Module 6 Page 89

Keep Me Balanced!

6

Module 6 Page 90

Introduction

Values are a fundamental building block of your mission in life (Clarke, 2012).

Brown (1995) in her Values-Based Holistic Approach to Career Development third

tenet states that values play an important role in the career decision-making process

of individuals more than functioning as this presents the direction to a desired end

state and has a central role in setting goals or expected outcomes. Values also serve

as the basis for evaluating one’s own actions and the action of others, particularly in

terms of how the individual and others must function (Villar, 2009).

Values are acquired as a result of value-laden information from the

environment interacting with the inherited characteristics of the individual. Since

cultural background, gender and socio-economic level influence social interactions

and opportunities, priorities placed on values by people from various multicultural

grouping vary and influence the choice of careers and other life roles. Values that

are influenced by other people’s value systems may not truly represent the

individual’s true values.

This module will let our learners identify the values they possess to keep them

balanced with those values shared by their significant others—school, family, and

community. They may be able to know their selves better as they continue

navigating vast opportunities in their lifelong journey.

Materials

pen marker

manila paper

masking tape

scissors

meta strips containing jumbled letters Each set should contain the following meta strips:

Set A

Set B

amfily aphpiessn

icopemtiton

resptieg

nhyeost

cepae of nidm

nfinacila tabsiliyt

ahelht

didenpenenec

Set C

cersvie to toersh

bdet of ragtitued

olve of ogd

Set D

loncatio

apesurel

papearacen

olyatyl

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Set E

nokwledeg

niterigty

asft epac

aadvnceentm

I. Objectives

At the end of this module, the learners are expected to: 1. identify their values that leads to the attainment of their career goals; 2. evaluate their values that influenced their career and life decisions; and 3. plan ways on how to resolve conflict in their values to successfully achieve

their career and life goals.

Activities 1. “Mine Me” Game (Alternative activity: Fix Me) 2. Side A, Side B 3. Rerouting My Values 4. Look Ahead!


Activity 1: Mine Me Game (Please see attached folder)

(This is a digital game on top ranked values on particular professions/careers). Fix Me (Alternative activity for those schools with no electricity and/or

computer facilities)

Objective: The learners are expected to become aware of the different values a person possesses that somehow affect career choice.

Directions: Form the students into five groups. Each group is given a set of meta strips (4 meta strips each set) containing jumbled letters. The group will be given five minutes to rearrange the jumbled letters and come up with the correct words/phrases to be posted on the board. The first to complete the task shall be declared the winner. (Optional: The teacher may give a prize for the winner).

Jumbled Letters Answer

1st Group cepae of nidm Peace of mind

nfinacila tabsiliyt Financial stability

ahelht Health

Didenpenenec Independence

2nd Group amfily aphpiessn Family happiness

icopemtiton Competition

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resptieg Prestige

nhyeost Honesty

3rd Group cersvie to toersh Service to others

bdet of ragtitued Debt of gratitude

olve of ogd Love of God

erconitingo Recognition

4th Group ncdigeeli Diligence

apesurel Pleasure

papearacen Appearance

olyatyl Loyalty

5th Group nokwledeg Knowledge

niterigty Integrity

asft epac Fast pace

aadvnceentm Advancement

1. Looking at the words/phrases on the board, what do you think are these all about? 2. How important are these values to a person’s life? 3. How do one’s values affect his/her choice of a profession?


Activity 2: Side A, Side B

(Note: Teacher prepares photocopies of the attached template ahead of time for distribution to students during this activity. Teacher is also reminded to process students’ responses properly especially when negative feedback surfaces. When deemed necessary, teacher refers the student/s receiving the negative feedback to the Guidance Counselor for appropriate action).

Directions:

1. Let the students answer the template provided for five minutes. 2. Once the template is completed, students will be grouped with 5–7

members per group. Each group will identify a group leader who will act as facilitator of the group.

3. Instruct students to attach their template at their back displaying the Side B portion using a masking tape. Members of the group will help each other in doing this.

4. Direct students to identify values which they think their groupmates possess and then let them write the value that best describes that person on the Side B portion of his/her paper. Remind them to be candid in their perception/s.

5. Each member within the group will move around and take turns in writing the corresponding values of their group members.

6. Allow five minutes for this activity.

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Activity Sheet 1 FRONT

SIDE A

page 1

My preferred career (This may be your preference from Grade 11 Career Guidance Program Module No. 8 entitled “I Plan to Succeed”)

My preferred Curriculum Exit (This is where the chosen career belongs; Please refer to Career Guidance Program Grade 12 Module 1 entitled “Entering the Exits”)

Values I possess (Five values you believe you possess that are essential to the attainment of your career and life goals)

SIDE B

(Write one value.)

page 2

BACK

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Process Questions:

A. Small group sharing: (15 minutes) 1. How did you find the activity? 2. How do you find your values compared to those written by your

groupmates on your paper? 3. How do you feel about those values attributed by your classmates to

you that you may be unaware of? 4. How can your values contribute/deter the attainment of your career

goals?

B. Big group sharing (15 minutes)

Group leaders consolidate their group’s responses and share them to the entire class. Each group leader is given two minutes to share.


We make choices and decisions based on our values. A value is a principle or belief that we

1. prize and publicly affirm with conviction; 2. choose from among alternatives; and 3. act on consistently.

There are different kinds of values. These are:

personal values such as self-respect, self-fulfillment, health, privacy, peace of mind, financial stability, independence

family values such as love, close family ties, family happiness

spiritual values such as establishing a close personal relationship with God, seeking His will in one’s life, following His commandments, working for the good and well-being of the less fortunate

work values such as precision work, power, exercising competence, public contact, fast pace, change and variety

career values such as personal growth, advancement, prestige and status, recognition

social and humanitarian values such as service to others, helping

people in need, love of country, moral fulfilment

cultural values such as debt of gratitude or utang na loob, getting

along with others or pakikisama, authority

Conflicts in values may be intrapersonal, interpersonal, or

organizational. An intrapersonal conflict is a situation where one experiences

conflict of values and needs within oneself. (Example: Achievement conflicts

with health; independence conflicts with security.)

People with divergent values but who must live or work together

experience interpersonal conflicts. (Example: Your teacher values

authoritarianism but you value independence.)

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Organizational conflict is experienced by a person whose personal

value system clashes with corporate values. (Example: Your class values

teamwork but you value independence, time freedom, or working alone.)

Value conflicts create tension and anxiety which can lead to stress.

They can make people indecisive, a situation that can confuse the ones they

live or work with. If these behaviors become inconsistent, this can result in

interpersonal problems. So, how do people resolve conflicts in values?

To resolve an intrapersonal conflict, one has to be clear about his or her priorities. Priorities depend on one’s roles, goals, and personal mission. Interpersonal conflicts can be resolved through communication in which both parties try to see and understand the situation of the other. If organizational values conflict with one’s personal values, there is a choice of either setting aside the latter or embracing the values of the organization, or leaving the organization and working for one whose values are compatible with his or hers. (Santamaria 2009)

Duane Brown’s Values-based Holistic Approach to Career Development

Values have cognitive, affective and behavioral components that

facilitate prioritization of values for decision-making. Each person develops a relatively small number of values that are prioritized in a value system. Values are prioritized when a person can rank the order of importance assumed by his or her values in guiding his or her behavior and when he or she can act according to that priority.

Authentic values are brought out through an insightful dialogue involving self-reflection. True values, when fully expressed, are capable of leading a person toward focus, purpose, satisfaction and happiness. Furthermore, a value is crystallized once it has a label that is meaningful to the individual. Once values are crystallized and prioritized, the individual can go on directly to career choice making (Villar, 2009).


Activity 3: Rerouting Values Directions: 1. Distribute the template for the activity. 2. Go over the values listed in “Side A, Side B.” 3. Identify the values listed in Side A that are not listed in Side B and write

those values under the column entitled “Values least valued”. 4. Make a plan on how you will resolve the conflict in values that may lead to

the attainment of your career goals.

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Sample Template

Values least valued

Resolution (Plan on how to resolve conflict in values)

(Examples) Work Alone

From now on, I will avoid being too dependent on others and shall do individual tasks on my own.

Leadership I will correct my idea of leadership as being someone who has the position to decide always for the group to someone who uses the position in a way that changes the opinions of others.


Directions: In your journal notebook or on a piece of paper, write your insights and realizations on the Side A, Side B activity using the following format:

I learned that …………. I realized that …………. In order to achieve my career goal, I will.........


Title: Look Ahead! Directions: 1. Present the given scenario to the students.

After 10 years, suppose you were invited to be the Commencement Exercises Speaker for the Senior High School Graduation of your school with the theme “Values brought us to Success,” what are you going to tell them, banking on your own experience and realizations from the activities you just had? You are given only five minutes to convey the inspiring message.

2. Call one volunteer to deliver the speech.

VIII. Agreement The learners will discuss their career plans with their parents or

guardians and elicit suggestions/opinions on how they can best contribute to the realization of their plans. Write those suggestions/opinions in your activity notebook.

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References A. Books

Santamaria, Josefina O. 2009. Career Planning Workbook 4th Edition. Makati City Career Systems Inc.

Villar, Imelda Virginia G. 2009. Career Counseling in the Philippines. Aligned Transformation Publications. Makati City.

B. Web Sources Clarke, Linda. (2012) “Prioritizing Values” Retrieved from

http://www.lindaclarke.co.za Circle of life (n.d.) “Your Personal Care Values” Retrieved from

http://www.healthandwellnesscoaching.org/tools/ 02Notes/ Personal- Core-Values.pdf on September 7, 2017

http://www.healthandwellnesscoaching.org/tools/%2002Notes/%20Personal-

Module 7 Page 98

Version of Me 2.0

Introduction

This module entitled “Version of Me 2.0” refers to the individual who is

discovering the real Version of Me 2.0, that can be awesome in his/her own way and

able to manifest greatness in pursuing a lifelong career. It is a transition from school

to the curriculum exits that the learner will plan for the future job that he/she will be

productive and persistently sustain in the real world of work―that’s the real version of

me 2.0.

In order to figure out how learners will work with Me 2.0, the learners should

understand who they are and how well they function. This will be a great help to

learners to be aware and be guided on what they want to become, who they want to

be, and know where to begin. What traits do learners possess that they can be proud

of? No matter where the learners are or what moment they are in, let us take this

module and learn things forward together.

Time Allotment: 120 minutes

Materials paper

ball pen

something that represents “My Future Job”

“My Future Job” and my list of Friends’ Future Jobs

“My Hand Version 2.0” Transition Worksheet (back to back)

“Version of Me 2.0” sheet (Feet)

I. Objectives At the end of the session, the learners are expected to:

1. identify the rights and responsibilities of the employees and employers;

2. determine the aspects considered in planning for life and career; and

3. relate the chosen career to the needs of the society.


Activity: Me and My Future Job

This activity will encourage the students to be motivated to pursue the job

that they want or dream about in the future. In this activity, the students will

learn more facts about their future jobs as they will be sharing from what they

have learned from the assignments given to them in Module 4 and Module 5.

7

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Directions: 1. Instruct the learner to find a partner (dyad). 2. Give Activity Sheet no. 1 and have them write the name of their partner. (See

Appendix 1.)

3. Each partner will introduce himself/herself; present his her symbol; name what job represents his/her symbol; and what contribution to the society that job could give.

4. Learners will write the information in the worksheet then find another partner who

will do the procedures in no. 3.

5. Learners will gather as many as he/she can within an allotted time of five

minutes. He/She then will give his/her paper to the teacher for validation.

6. The learner with the more names and information listed in the worksheet is the

winner.

Synthesis:

Questions help clarify the situation. Questions put learners on the spot, where

they have to think―and thinking is always a good thing for everybody. Questions

help learners clarify their thoughts. Questions demand answers and require the

situation to be thought through, to its logical conclusions.

With this process, the learner will be able to decide better about their career

goals.


The main activity is based on the motivational activity and from the

modules in Grade 10 and Grade 11. This activity focuses mainly on the process

of transition of the learners from school to the four curriculum exits and possible

workplace that corresponds to their curriculum exit. This is taking into the hands

of the learners the realities they have to face once they set into the real world of

work. In the realm of work, learners will have to recognize work ethics and work

values they have to imbibe, including improving their personality in order to

succeed in whatever career they pursue.

Rationale

Our hands are very important parts of our body. The hands symbolize how an individual works. A lot of memories are found in our hands, just like a scar somewhere in the finger that reminds you of a time when you were chopping wood for fire, or helping your mother prepare for dinner. Or it may be a scar from heated oil that scratched your hand while frying fish. It may also be a callus on the hand that reminds you how hardworking you are, such as when you go farming, wash clothes, and do household chores for your family.

The brain serves as the master that the hand may follow (doer). This

simply states that our hand acts what the brain commands; as both are working

Module 7 Page 100

together. As such, an individual should have balance in work ethics and in work values in order to achieve success in life. Procedure: 1. Each learner shall be provided with a piece of paper; 2. Learners observe their two hands and choose which hands represent

him/her the most. Is it the right hand or the left hand? 3. On the bond paper, they trace the hand they chose; 4. Have learners draw symbols:

On the SMALL FINGER: Draw a symbol that represents your present track/strand/specialization (Grade 12). Sample drawing for Academic: A nurse’s cap because the learner wants to become a Nurse, a Stethoscope because the learner wants to become a Physician/Doctor.

Sample drawing for TVL: Hammer, Ladder, Bread, Cake and many more

On the RING FINGER: Draw a symbol that represents your Job immersion.

Sample drawing for Academic: Drawing of a Hospital, Building, Bank, Orphanage Center, Accounting Firm, Shopping Mall and many more Sample drawing for TVL: Electrical Store, Construction site, Bakery, Beauty House or Salon and many more

On the MIDDLE FINGER: Draw a symbol that represents your career exit (Kolehiyo, Trabaho, Negosyo and Skills and Development Center). Sample drawing for Academic: Drawing of a Business building, Bridge, Road Sample drawing for TVL: Academic: Drawing of a Hospital, Building, Bank

On the POINT FINGER: Draw a symbol that represents your future job. Sample drawing for Academic: An injection for a nurse, a stethoscope for a Physician, high rise building for Engineering, Hospital, Bank Orphanage Sample drawing for TVL: Drawing of an Electrical Store, Construction site, Bakery, Beauty House or Salon

On the THUMB: Draw a symbol of your contribution to the society in relation

to your future job (success-like story).

Sample drawing of Academic: The heart and the family―because the

nurse helps by taking care and helps sustain the life of one sick individual in the family. Sample drawing for TVL: Drawing of good food for a healthy lifestyle by a chief cook

On the PALM AREA: Draw a symbol that represents your Career

Motivational Goal; (strength and sustainability/holding on) Sample drawing of Academic: Drawing of a heart that symbolizes life “as long as there is a heart beating…life must go on” by a Physician and Nurse.

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Sample drawing for TVL: Drawing of a Go, Glow and Glow food that gives strength to an individual.

On the WRIST AREA: Draw a symbol that sustains you in the current

track/strand/specialization (connection and sustainability strength and responsibility) Sample drawing for Academic: Drawing of a Cross symbolizes “My Creator” that means “I am the Way, the Truth and the Life;” in the ups and downs of your life, you are sustained by prayers and you keep moving forward positively until success comes. Sample drawing for TVL: Construction material/tools needed in the construction company, where tools are very much valued by the workers.

Note to the Teacher: 1. Group the learners into triads and let them share what they just made. Have them

do this for five minutes. 2. After the sharing, let the learners look at their drawings again and let them

analyze how ready and equipped they are for their future job. Ask learners to fill up the information needed as they analyze their work. See another worksheet in the appendix: “My Hand Version 2.0 Activity.”

Sample Activity Worksheet 2: Transition Worksheet Analysis on Curriculum Exits “My Hand Version 2.0”

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Activity Worksheet 3: “My Hand Version 2.0” Directions: Do the activity by following the aforementioned procedures.

Options (aspects) to consider: 1. Will go to college if there is financial support. 2. Will go to work with NCII on electrical installation. 3. Will make a business on electrical equipment. Rights and responsibilities of my future chosen career: 1. Designing and implementing cost-effective equipment modification to help improve

safety and reliability (Ex. For Electrical Engineering). 2. _________________________________________________________________

___________ 3. _________________________________________________________________

___________ Rights and responsibilities of the employer (Engineering Company): 1. Provide workplace free from serious recognized hazards and comply with

standards, rules and regulations. 2. _________________________________________________________________

___________ 3. _________________________________________________________________

___________

Processing Questions: 1. How did you find yourself in the chosen career in relation to the expected duties

and responsibilities?

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2. Being aware of your chosen career, name at least three you consider your work principles.

3. What/Who do you think motivates you to pursue your career goal? Can you explain how?

Note to the Teacher: Ask the learners to volunteer to answer the three questions and synthesize this to connect to the lecturette.

Synthesis

Senior high school is a transition period or passage from one stage to another

until the learners reach their chosen career goal. There are important factors to

consider in reaching the chosen career goal. One is by exposing oneself to the world

of work in order to get a taste of what it takes to be working and to become workers.

By exposing themselves to the real world of work through work immersion, learners

slowly learn and develop within themselves the work principles and work values. As

such, once they themselves are in the realm of real work, they would know the rules

and become exemplars of other coworkers in terms of practice of work ethics and

work values.

Note to the Teacher:

The definitions that follow are for the consumption of the teachers in preparation for

the lecturette.

Definitions of Terms

Conformity is a type of social influence involving a change in belief or behavior in order to fit in a group.

Motivation is literally the desire to do things. It is the difference between waking up before dawn to pound the pavement and lazing around the house all day. It is the crucial element in setting and attaining goals—and research shows you can influence your own levels of motivation and self-control. So figure out what you want, power through the pain period, and start being who you want to be.

Personal development covers activities that improve awareness and identity, develop talents and potential, build human capital and facilitate employability, enhance the quality of life and contribute to the realization of dreams and aspirations.

Personality development is the relatively enduring pattern of thoughts, feelings and behaviors that distinguish individuals from one another. The dominant view in the field of personality psychology today holds that personality emerges early and continues to change in meaningful ways throughout the lifespan.

Expectancy theory (or expectancy theory of motivation) proposes that individuals will behave or act in a certain way because they are motivated to select a specific behavior over other behaviors due to what they expect the result of that selected behavior will be.

https://www.psychologytoday.com/basics/motivation

https://www.psychologytoday.com/basics/self-control

https://en.wikipedia.org/wiki/Behavior

Module 7 Page 104

Two-factor theory (also known as Herzberg’s motivation-hygiene theory and dual-factor theory) states that there are certain factors in the workplace that cause job satisfaction, while a separate set of factors cause dissatisfaction.

Trait theory (also called dispositional theory) is an approach to the study of human

personality. Trait theorists are primarily interested in the measurement of traits, which can be defined as habitual patterns of behavior, thought and emotion.

Operational Definition:

Work ethics is the guiding principle of correct working. Work values is imbibing the guiding principle of correct working. Goal motivator is a personal or hygiene motivation adopted from Herzberg’s

motivation theory. Return of Investment (ROI) is the human capital with work ethics who became

productive and efficient toward work.


“A life that not lived for others is not a life.” – Mother Teresa

The activity “My Hand Version 2.0” has something to do with the individual’s life,

the learner’s future career. The symbolic hand interprets how the individual works.

The realization of the learners chosen career with its work ethics, work values and

personality that fits him/her to their career goal.

In the future workplace, it is important for the learner to know the duties and responsibilities of both employees and employers. (Refer to appendices 1 and 2.)

As the learner experiences education from the school, his interest is in future career progresses. According to Gestalt, (here and now theory) the experience of the learner has a strong influence that he could learn and develop his work ethics and work values in the process of learning specific knowledge and skills towards his chosen career. These are the factors that employers are looking for in an applicant (learner). Aside from the intellectual part of the learner, another important aspect to consider in the lifelong career planning is the personality of the learner.

The learner’s personality is an asset not only in the future workplace, but in everyday living. Most employers highlight “pleasing personality” from an applicant. Personality is progressive and developmental. The personality of the learner has been recognized from Module 1 to Module 6. And as the modules progress, the learner’s personality also improves as it is enhanced in every

Module 7 Page 105

module. Whether the learner will decide to be employed, pursue college degree, make a business, or just stop moving forward for career advancement, that learner has his own unique personality.

Personality Development essentially means enhancing and grooming one’s outer and inner self to bring about a positive change to one’s life. Each individual has a distinct persona that can be developed, polished and refined.

Improving personality and Image is a reproduction or a mental picture of you as seen as others. People react to you based on the way you present yourself, the way you look, speak and behave. If you act defensively, you invite attacks. If you act strong and confident, people will respond to you with respect and deference (Santos, 1984). Some Filipino men and women generally appear overly modest and shy. Instead of behaving assertively, they behave too submissively, they let the situation appear to be controlling them.

According to the study of Bencsik, et al., on the relationship between motivation and personality type, it is proven that there is a significant relationship between the known and accepted (attractive) goal of work, its value and employee satisfaction. These relations are factors that reinforce intrinsic motivation.

It is significant to note that the factors that the learners have considered in planning for life and career such as the goal motivators of the learner have to be recognized since these are the aspects that could lead him to his career success and eventually address the needs of the society or could halt him from advancing his career and fail to meet the needs of the society.

Here are some factors that made the learners what they are now: Where are they from, the city or a small town in a province? What were their past experiences, particularly in the family? The way they respond to people is a result of the way they respond to their family members specially their parents in their formative years.

The learners in this module would recognize their motivators as intrinsic

and extrinsic motivators in order to move forward to the next level and even to sustain their lifelong career goals. Intrinsic motivators are internal variables within the individual that give rise to motivation and behavior. Example is the Maslow’s hierarchy of needs theory.

According to Abraham Maslow’s hierarchy of needs, an individual first

have to satisfy the basic psychological needs (food, shelter and clothing) before the individual takes the second step up to the next need level which is Safety and Security, then the need for Belongingness (to love and to be loved), the need for Esteem (Self-esteem) and Self-actualization which is the highest need of a person.

A process motivator emphasizes the nature of the interaction between the

individual and the environment. Examples of valued outcomes in the workplace include pay increases and bonuses, promotions, time off, new assignments, recognition, and many more.

Module 7 Page 106

Another external motivator to consider which focuses on environmental elements to explain behavior is the motivator itself. Motivators are more concerned with the actual job itself. For instance, how interesting the work is and how much opportunity it gives for extra responsibility, recognition and promotion. According to Herzberg, hygiene factors are factors that ‘surround the job’ rather than the job itself. For example, a worker will only turn up to work if a business has provided a reasonable level of pay and safe working conditions but these factors will not make him work harder at his job once he is there.

To relate the chosen career to the needs of the society, the learner

requires to process himself/herself to change and take the balance in order to fit in and address the need of the society.

The individual in the society is the learner who carries with him/her the

factors that will enable him/her to fit to the needs of the society. The learner’s factors are his/her work values, skills, knowledge, personal qualities, enhanced personality, work ethics and not limited to friendliness, approachable, genuineness, warmth and many more. An individual develops and functions within the environmental context.

It is also important to note that as the learners move forward to their career

goals they need to recognize their own core work values and work ethics as well as recognizing other learners work values and work ethics to work harmoniously as one team (senior high school). The learners will encounter themselves in the same situation as they exit to work, to have a business, to college, to middle career job and even if they halt to advance their career. The learners have already learned how to cope and adjust themselves with the changing career environment.

The process of this module is for the leaners’ goal is to recognize one’s knowledge, skills, qualities (personality), values (personal values) and work ethics is to get the desired career goal and to learn how to sustain in his/her desired curriculum exits to be able to address to the need of the community and to the society as well.

Module 5 mentioned about ROI (Return of Investment) as not being limited to monetary investment only. The individual learner with work ethics and work values in the future workplace may sustain and even be promoted to a higher position. As the quote goes, “As long as you’ve got passion, faith and are willing to work hard, you can do anything and have anything you want in this world.” – Unknown

It is important to note that, while the learners’ work values play an essential role in their career choice, they should not consider them in isolation. Learners may also look at their other traits including personality type, interests and aptitudes. When learners find themselves in a better job that success anst equals better success and satisfaction that sustain them in the position (Frank Parson, 1908).

Version of Me 2.0 then is a process that the learner will become ready not just in the workplace but in everyday encounter. The learner then is ready to fit

https://www.thebalance.com/personality-type-and-career-choice-526171

https://www.thebalance.com/interest-inventories-526168

https://www.thebalance.com/what-is-aptitude-526175

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in himself to an organization. Consider the My Version 2.0 – will now be a marketable person with a lifelong career.

Synthesis “We are shaped by our thoughts; we become what we think. When the

mind is pure, joy follows like shadow that never leaves.” ―Buddha


Activity: Human Knot Objective: Untangle the Knot Lessons: Responsibility, Accountability, Coordination, Sensitivity,

Communication Skills, Critical Thinking; Solve Problems;Solve different kinds of non-familiar problems in both conventional andinnovative ways; Contextual Learning;Flexibility; understand, negotiate and balance diverse views and beliefs to reach workable solutions (conflict management), particularly in multi-cultural environments

What to Do: 1. Have all 10 learners stand in a circle, facing inward. 2. Tell everyone to reach their right arm towards the center and grab someone

else's hand. Make sure no one grabs the hand of the person right next to them.

3. Next, have everyone reach their left arm in and grab someone else's hand (they are now representing a human knot).

4. The learners are free to make their strategy on how to untangle their knot (it is expected that the group will not let go of once hand while untangling the knot but realizing each-others’ hand just enough to turn around).

5. Note: To make the game more challenging, tell the learners not to talk while they are untangling the human knot.

6. The learners will do the activity in five minutes.

Processing Questions: 1. Relating to the chosen career, what have you learned from the activity? 2. What was your strategy behind that you were are to untangled the knot? 3. What difficulty have you encountered while your group was untying that

human knot? 4. How were you able to cope with the difficulties in the process? 5. How will you relate this activity with your real life challenges?

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Synthesis

In our everyday life, we often encounter unique personalities who can inspire our day or just make our day. The Knots symbolize our everyday life struggles. To make things easier for us to handle, it is suggested that we take our day one at a time, stay positive, and avoid toxic people if you think these people will just put you down.

The choice is with you to take. Remember, life is wonderful when we live joyfully and harmoniously. By sharing our blessings with other people, success is in our reach. “Live life without fear, confront all obstacles and show them.”

VI. Reflection: Version of Me 2.0 – Progression Sheet (15 minutes)

Directions: 1. Learners will have a worksheet of the My Version 2.0 (feet). 2. On the left foot, learners will list things (traits & values) about his/her old self

that he/she needs to change to get ready for the chosen career. 3. On the middle between the left and right feet, the learner will write his/her

motivational mantra to move on. Ex. “Go! Fight! Win!” 4. On the right, learners will list new traits and values to accept, embrace, and

improve to get ready for the chosen career.

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Version of Me 2.0 – Progression Sample Sheet

Sometimes

late in class

Sometimes talking

with seatmates

Punctual

Attentive

Sometimes

late in class

Sometimes talking

with seatmates

Sometimes absent

Punctu

al

Attentive

Always

present

Go !

F I gh t !

Wi n !

Go !

F I gh t !

Wi n !

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Version of Me 2.0 – Progression Sheet

VII. Evaluation(20 minutes)

Directions: Situational Analysis 1. Group the class into five (5). Each group will be given a situation to analyze. 2. The group will be given 5 minutes to discuss and let them select a group

representative to present their answer from the given situation. 3. Share the group’s work to the plenary.

Situation No. 1:

Mr. Blank is a policeman who witnessed a killing incident to a teenager

who allegedly was involved about illegal drugs. In the court scenario, Mr. Blank labelled the child as illegal drug user without strong evidence.

1. Identify the work ethics and values of the policeman. 2. What could have been done by the policeman?

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Situation No. 2: A bridge was built with substandard materials. The civil engineer gave an

estimated budget of 1.5 million to build the bridge but only P750,00.00 was spent for the materials. The other P750,000.00 was shared by the rest of the construction workers.

1. Identify the ethical issue in this situation. 2. What should be done? Situation No. 3:

You are a friend of a newly hired accountant in a company XYZ who was

offered with a bonus of 1 million and a trip to London for a vacation. But he could not present to the Board of Directors his findings on the discrepancy of the financial report at the company treasurer.

1. Identify the ethical issue in this situation. 2. What could have been done by the accountant? Situation No. 4:

A good chief cook was known in your community. Because of his monetary needs, he closed a number of catering booking in just a week. He was successful and gained triple income better than when he was working in the hotel. But unfortunately, he got sick with tuberculosis. He got so depressed.

1. What work values can you identify in this situation? 2. How will you help/advise your good neighbor? Situation No. 5:

In a restaurant, a costumer ordered a hot noodle soup. As the costumer

was about to take the noodle soup, he found a hair together with the noodles. The costumer then called the waiter and told him about the hair. The waiter right away apologized about the incident and gave him another serve of hot noodle soup.

Identify the lesson learned in the situation.

Synthesis

“The will to win, the desire to succeed, the urge to reach your full potential…these are

the keys that will unlock the door to personal excellence. “ ―Confucius

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Appendix 1

Activity Worksheet #1

Me and My Future Job

Name

Symbol

Future Job

Learner’s contribution to the

Society through his/her job.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11. “ME”

_________________________________ ______________________________ LEARNER’S NAME TRACK/ STRAND/ SPECIALIZATION

Activity Worksheet #1

Me and My Future Job

Name

Symbol

Future Job

Learner’s contribution to the

Society through his/her job

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11. “ME”

_____________________________ ______________________________ LEARNER’S NAME TRACK/ STRAND/ SPECIALIZATION

Module 7 Page 113

Activity 1 – Academic Transition Work Sheet Analysis: Curriculum Exit – ______________ Name: __________________________________ Future Job: _________________________

Options to consider:

Right and responsibilities of my future CHOSEN CAREER:

Rights and Responsibilities of the employer:

Duties and Responsibilities of the EMPLOYER:

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Options to consider:

Right and responsibilities of my future CHOSEN CAREER:

Rights and Responsibilities of the employer:

Duties and Responsibilities of the EMPLOYER:

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Appendix 2

Version of Me 2.0 – Progression Sheet

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Appendix 3

List of Work Ethics

1. Reliability

2. Positive and helpful character

3. Good communicator

4. Altruistic and Goal Oriented

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Appendix 4 Reference for the Evaluation: Use this checklist for a reference to identify and to get a better idea of what's important to you. It's divided into three categories related to intrinsic, extrinsic and lifestyle values.

Intrinsic Values These are the intangible rewards, those related to motivation and satisfaction at work on a daily basis. They provide the inner satisfaction and motivation that make people say, “I love getting up and going to work!” 1. Variety and change at work

2. Be an expert

3. Work on the frontiers of knowledge

4. Help others

5. Help society

6. Experience adventure/excitement

7. Take risks/have physical challenges

8. Feel respected for your work

9. Compete with others

10. Have lots of public contact

11. Influence others

12. Engage in precision work

13. Gain a sense of achievement

14. Opportunities to express your creativity

15. Work for a good cause

Extrinsic Values These are the tangible rewards or conditions you find at work, including the physical setting, job titles, benefits and earnings/earning potential. Extrinsic values often trap people into staying at jobs they don’t like, saying: “I just can’t give up my paycheck!” They are commonly called “golden handcuffs.” 1. Have control/power/authority

2. Travel often

3. Be rewarded monetarily

4. Be an entrepreneur

5. Work as a team

6. Work in a fast-paced environment

7. Have regular work hours

8. Set your own hours/have flexibility

9. Be wealthy

10. Have prestige or social status

11. Have intellectual status

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12. Have recognition through awards/honors/bonuses

13. Wear a uniform

14. Work in an aesthetically pleasing environment

15. Work on the edge, in a high-risk environment

Lifestyle Values These are the personal values associated with how and where you want to live, how you choose to spend your leisure time and how you feel about money. 1. Save money

2. Vacation at expensive resorts

3. Have access to educational/cultural opportunities

4. Live close to sports/recreational facilities

5. Be active in the community

6. Entertain at home

7. Be involved in politics

8. Live simply

9. Spend time with family

10. Live in a big city

11. Live abroad

12. Have time for spirituality/personal growth

13. Be a homeowner

14. Live in a rural setting

15. Have fun in life and at work

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Appendix 5

Positive Work Ethics

Work ethics can be defined as a set of values, which involves the right approach, attitude, precise behavior, respect for others and lively communication.

Basically, work ethics normalize what an employee would do in different situations in office premises.

The habit of following good work ethics is inherent―it comes from within. It

involves our morality and other values, apart from what our parents have taught us. Workers revealing good work ethics are considered suitable for better positions and more responsibilities. Hence, it becomes important to be honest, responsible and dependable.

Positive Work Beliefs Honesty: The old adage, "honesty is the best policy" is true today more than ever. Any job assigned to a person should be done with utmost honesty, without double-dealing, untruthful or larceny. Employee business ethics manuals from most scandalized corporations are likely to contain slogans touting its commitment to honesty and integrity at work. Integrity at Work: Integrity implies strength and stability. It means taking the high road by practicing the highest business ethics standards. Representing integrity in the workplace shows wholeness and reliability in a person's character and in an organization. It shows that person have solid workplace behavior ethics that matter in the real world that promote positive work ethics. Dependability: Those who are dependable are considered reliable as well. Hence, it is necessary to develop the quality of being a responsible person. This will, in turn, nurture brilliant results and set you as a good example for those around you. Responsibility: Accusing others, claiming victimhood, or passing the buck may solve short-term crises, but refusal to take responsibility corrodes respect and unity in an organization. Ethical people take responsibility for their actions. Workplace stress issues are no excuse. Likewise, actions show the ability to be responsible both in the little and big things. Good work ethics show a deeper promise to personal responsibility. Trust: There’s no free drive to good work ethics. Trust is hard to earn and even harder to get back after you’ve lost it. Everyone who comes in contact with you or your company must have trust and confidence in how you do business ethics. Conflicts of interest in the workplace must not be on your detector display. Respect: Respect is more than a feeling but a demo of honor, value and admiration for something or someone. We respect the laws, the people we work with, the company and its assets and ourselves.

Module 7 Page 120

Teamwork: Always remember that you are a part of the team, no matter what role you play in it. Do what is not only good for you but also beneficial for the team as a whole. It is a business necessity to work openly and supportively in teams whether formal or informal. You need each other for effective problem solving in the workplace. Efficiency: Efficiency is vital for a person’s own growth as well as the improvement of the company he is working with. It is very easy to spot inefficient employees, who waste a lot of time and resources. However, efficiency is still a hallmark of good workers. Quality: Quality should be more than making the best product, but should extend to every aspect of your work. A person who recognizes quality and strives for it daily has a profound sense of self-respect, pride in accomplishment, and attentiveness that affects everything. From your memos to your presentations, everything you touch should communicate professionalism and quality. Do not let workplace stress issues rob you of striving for quality in everything you do. Modesty: Humbleness and modesty are among the essential elements of good work ethics. Only a dupe is arrogant, while a wise person always shows behaviors of humility. Leadership: A leader is out front providing an example that others will follow. Problem solving in the workplace must be your first response. The real test of these values comes from the resulting action. It takes a concerted, company-wide effort, beyond inserting these words in an employee manual, to make it happen. Positive Work Habits: Inculcate good working habits that will impress the people you are working with and your superiors as well. Coming to work late, dressing inappropriately and shuffling jobs are considered as signs of not following good work ethics. Initiative: To be successful in whatever you do, it is vital to take initiatives on your part. Do not wait to be told what to do. If you are doing the right thing in an acceptable manner, do not hesitate to take initiatives. Positive Attitude: Maintaining a positive attitude at work is very important to complete your tasks successfully. This is because your coworkers get affected by your trait and respond accordingly.

Module 7 Page 121

Appendix 6

Duties and Responsibilities of Employees and Employers

Mechanical engineers create solutions and solve problems, playing a central role in the design and implementation of moving parts in a range of industries.

Mechanical engineers provide efficient solutions to the development of processes and products, ranging from small component designs to extremely large plant, machinery or vehicles.

They can work on all stages of a product, from research and development to design and manufacture, to installation and final commissioning.

Most industries rely on a form of mechanical systems and mechanical engineering is thought to be one of the most diverse of all engineering disciplines. Because of this, there are employment opportunities in a range of sectors, including: aerospace automotive biomedical construction manufacturing power railway

Mechanical engineers can be involved in the management of people, projects and resources, as well as the development and use of new materials and technologies. Responsibilities

Projects that mechanical engineers work on can vary significantly, from researching and developing medical products (such as mechanical hearts), to improving production processes in large oil refineries or designing services within buildings. Across all sectors, the tasks generally include: designing and implementing cost-effective equipment modifications to help

improve safety and reliability developing a project specification with colleagues, often including those from other

engineering disciplines developing, testing and evaluating theoretical designs discussing and solving complex problems with manufacturing departments, sub-

contractors, suppliers and customers making sure a product can be made reliably and will perform consistently in

specified operating environments managing projects using engineering principles and techniques planning and designing new production processes producing details of specifications and outline designs recommending modifications following prototype test results using research, analytical, conceptual and planning skills, particularly

mathematical modelling and computer-aided design

Module 7 Page 122

considering the implications of issues such as cost, safety and time constraints working with other professionals, within and outside the engineering sector monitoring and commissioning plant and systems Working hours

Working hours typically include regular extra hours, but not usually weekends or shifts. Self-employment and freelance work are possible for qualified engineers with a good track record and experience. Short-term contract or consulting work is also possible, often arranged through agencies. Employers

Mechanical engineers can find employment in a huge range of sectors; mechanical engineering has usually played a part in almost all the products and services we see around us. Employers of mechanical engineers include: aerospace and automotive industries the armed forces and the Ministry of Defense, e.g., the Defence Engineering and

Science Group (DESG) construction and building services energy utilities, including nuclear engineering consultancies government agencies manufacturing industries medical engineering oil and gas industries, including petrochemical industries process industries, including pharmaceuticals, food and cosmetics the public sector, including the Civil Service, local authorities, hospitals and

educational institutions research establishments, both academic and commercial sports engineering transport, including road and railways

Recruitment agencies advertise vacancies and handle contract vacancies, particularly for experienced engineers. Professional Development

It is possible to enter the engineering industry through a graduate training scheme. If you do this, you will complete a structured course of training, which usually involves working within a variety of disciplines.

It is likely that you will work towards gaining chartered engineer status (CEng), which is an internationally-recognized qualification awarded by the Engineering Council.

With CEng status you have higher earning potential and improved career prospects.

You will need to be a member of a professional institution so that you can apply through them for professional registration. Relevant bodies include:

Module 7 Page 123

IET

IMechE.

The process of becoming chartered is more straightforward if you have an accredited bachelors degree, along with a Masters or an accredited integrated MEng degree. To see which qualifications are accredited, see the Engineering Council.

Some employers will offer opportunities to study for a part-time MSc in a relevant subject.

You will also need to demonstrate that you are working at a particular level and have the required professional competences and commitment.

Most large firms offer structured training and encourage continuing professional development (CPD). Usually, firms offer in-service training and short courses for specific needs. This may include placements in different departments to widen your experience.

Some employers are unable to provide broad training opportunities themselves, and it is worth checking what arrangements they have in place.

CPD can be aided by joining one of the professional bodies, such as IMechE or IET, which offer support through structured CPD programs. They also run events, courses and conferences. Career prospects

Most careers in engineering lead to a senior position with responsibility for other staff or larger projects and budgets.

Gaining chartered status (CEng) is a significant help in career progression. It will be proof that you have met a UK and international standard of experience and knowledge in the engineering profession. More information is available at Engineering Council - Chartered Engineer.

As companies operate in an increasingly international market, the European engineer (Eur Ing) status and additional language skills will become a distinct advantage if you wish to progress further in the profession.

All chartered engineers are eligible to apply for Eur Ing status. See Engineering Council - European Engineer.

You may decide to develop additional skills, such as business or management, so that you can get involved with larger projects and take on greater responsibility.

Good commercial awareness is essential for career development, as well as developing people management skills, as it is likely you will be required to lead teams or manage projects.

You may be able to move into business functions, such as procurement, sales and marketing or human resources (HR). Once you have developed your technical skills, you can move into senior engineering posts, such as engineering director.

http://www.engc.org.uk/international-activity/european-recognition/feani/european-engineer-eur-ing-registration/

http://www.engc.org.uk/international-activity/european-recognition/feani/european-engineer-eur-ing-registration/

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Appendix 7

Improving One’s Personality

Early in life, one’s personality is already revealed. However, experiences, education and situations modify them at such length. It can be improved by constantly evaluating and checking one’s behavior and accepting challenges and opportunities to modify a personality for the better.

Techniques to improve it: 1. Know yourself. Make an honest to goodness personality check. 2. Be willing to develop a strong desire to change for the better. 3. Set a checklist of the good and bad or strong and weak points and make a plan on

how you improve on the weak points. The plan must be made in a step by step basis.

4. Follow up and evaluate progress of planned implementation.

Poise and Grooming How you look can make a difference not only regarding the way you feel inside

about yourself, but also on your on-the-job performance and in your interpersonal relationships.

Check your bearing and body movements. Rigid or relaxed, the way you walk

reflects how you feel:

a tired shuffle

a nervously hurried pacing

a relaxed stroll

a proud strut

Correct any negative mannerism like:

Fidgeting with hair, jewelry, belt or belt buckle

Twiddling thumbs

Touching face

Sniffling

Scratching yourself

Picking your teeth

Foot tapping or foot rocking

Clearing your throat or swallowing air

Wear appropriate clothes. The image you should project is one of

Responsibility, Respectability and Trust.

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You and Your Wardrobe

Your clothes/accessories should suit you according to: Figure Occasion/time/place Climate Budget Lifestyle Age… and more

Do not overdress specially at work. Clothes should not be so conspicuous as to

distract attention from the business at hand.

Accessories

Jewelry―any piece of jewelry to be worn should be functional, or should add

presence. For women: use scarves to peck up simple designed outfits.

Rules for Accessories

For business dressing, moderation is the key.

Your accessories should suit the occasion, age and personality of the wearer.

It is a right to mix real, fake and ethnic jewelry, provided the fake jewelry is not

blatantly plastic.

After you have clothes and accessories together, take a final glance at the

mirror. If you have some doubts, take something off.

Shoes

Invest on a good pair. If your feet hurt, your face will show it.

Shoe color should generally be darker than the color of your hemline.

Strappy sandals, open-toed and heels, extremely high heels are not appropriate

for office use.

Shoes can match your bag in color or texture but not both.

White shoes look good only for casual worn with white skirts or white pants.

Preferably made of leather; condition of shoes should be satisfactory.

Wardrobe Turnoffs

Wrong color of the underwear for the clothing so that it shows through

A skirt with a slit worn with slip that shows through the split

Bare feet in open-toed shoes in a business atmosphere

Open-toed shoes with reinforced toe nylons

High-heeled shoes in need of heel repair

Buttons opened below the bust line

An excessive amount of jewelry

More than one ring per hand

Clothing worn top too tightly

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Strained or soiled clothing

An overstuffed handbag

Loose or missing buttons

Visible underwear lines

Bra straps that show

Nylons with runs

Uneven hemline

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References

Personality – Positive Work Ethics, http://personality.pl/?id=75

Books:

Bolles, Richard Nelson. 2009. What Color is Your Parachute? A Practical

Manual for Job-Hunters and Career-Changers, Ten Speed Press,

Berkeley/Toronto.

Stone, Raymond J., John Wiley & Sons. 2006. Managing Human Resources,

1st Edition 2006, Australia, Ltd., 42 Mc Pongal Street, Old 4064.

Santos, 1984. Personality for Today’s Young Professional Personality and

Work Values,

Bencsik, Andrea, et al. 2016. The Relation Between Motivation & Personality

Types. International Business Management, 10: 183-193. URL:

http://medwelljournals.com/abstract/?doi=ibm.2016.183.193.

http://personality.pl/?id=75

Module 8 Page 128

Ready to Take Off!

Introduction

Congratulations, your learners are now ready to create their Lifelong Learning Plan and to conduct personal and career development activities that will help them grow and advance in their life and career!

From the previous module, your learners identified the rights and responsibilities of the employees and employers. They also learned the importance of work values and work ethics in becoming successful in one’s chosen career, and evaluated extrinsic and intrinsic motivation for sustainable work satisfaction.

In this final module, you will guide your learners to conduct their career development gap analysis and develop their lifelong learning plan. Your learners should be aware that their lifelong learning plan will determine the kind of citizens they will be in the future. They will also be asked to write their original career philosophy expressing their love and passion in their chosen career.

Fasten your seatbelt and get ready for exciting and challenging tasks ahead of you!

Time Allotment: 120 Minutes

Motivation 15 minutes

Main Activity 25 minutes

Lecturette 20 minutes

Application 35 minutes

Evaluation 10 minutes

Reflection 15 minutes

Materials Computer/Laptop

LCD Projector

MS PPT Presentations

Runway Mystery Words Game – Interactive PPT

Career Destination Plot

Lifelong Learning Plan Worksheet

Letter to My Future Self Worksheet

Meta strips (blue, red, and yellow)

Crayons/colored pens/pentel pens

Masking tapes

White cartolina/manila paper

Marker

8

Module 8 Page 129

Pencil

Grade 11 Goal Setting Activity Sheet

Module 5 Mission Statement

6 copies of Airplane templates for the Reflection Activity

I. Objectives

At the end of this module, the learners are expected to:

1. identify lifelong learning strategies to grow in a chosen career;

2. create a Lifelong Learning Plan; and

3. express love and passion to one’s chosen career.


MS PowerPoint Interactive Game

Runway Word Puzzle: Help Gio to take off from the runway by unscrambling

the mystery words:

LEVEL 5

LEVEL 4

LEVEL 2

LEVEL 1

Note: In case, computers and projectors are not available to play this game,

the teacher is encouraged to prepare an improvised instructional material for

this activity or write the letters of the mystery words on the board.

C R E R E A D A N V C E A N E M T

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

G P A N A L S I S A Y

G H I N C O C A

G L O A

LEVEL 3

3

Module 8 Page 130

Process Questions: 1. How did you find the activity? 2. What do these mystery words mean to you? 3. Do you think that you can further grow or progress after getting employed or

vocation/establishing business? How?

III. Main Activity (30 Minutes)

My Career Destination Plot Note: Before the activity, the teacher will draw the Career Destination Plot on Manila Paper/Cartolina using a pentel pen)

Procedure Instruct the learners to review their Grade 11 Module 8 Goal-Setting Activity output and assess their accomplishments vis-à-vis their target goals. This will lead them to acknowledge their shortcomings and encourage them to desire knowing other lifelong learning strategies which they will need upon they exit Senior High School and grow in their chosen careers and lives.

Procedure for the activity: 1. Give back the Grade 11 Module 8 Goal-Setting activity sheets to their

respective owners. 2. Instruct the learners to take a look at their Grade 11 Module 8 Goal-Setting

Activity Sheets and review their long-term, mid-term, and short-term goals. 3. Distribute 3 meta-strips (1 blue, 1 red and 1 yellow) to each of the learners. 4. Instruct the learners to write on the blue meta strip the goals which they

have already accomplished since they targeted them in Grade 11; on the red meta-strip the goals which they were not able to accomplish but which they think they really need to accomplish in 1to 5 years; and on the yellow meta-strip those goals which they still want to pursue in 6 to 20 years. Inform them that they are allotted 10 minutes for this activity. Mount the Career Destination Plot on the board/wall.

Instruct the learner to post all their blue meta-strips at the bottom area

labelled designated for achieved goals; the red meta-strips at the middle area labelled with 1-5 years target and the yellow meta-strips at the topmost area.

Career Destination Plot

Process Questions After the activity, ask the learners the following questions: 1. How did you find the activity? 2. What percent of your short-term goals did you already accomplish?

Enumerate these goals. 3. What short-term goals were you not able to accomplish yet? What midterm

and long-term goals do you still want to pursue? 4. What realization do you have now after comparing your accomplishment with

your set target? (To deepen their realization on the lifelong learning gaps

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which they need to fill-in, and connect them to the next activity, ask the students to choose their pair and discuss question number 5 in 5 minutes.)

5. Aside from your reflected career goals, what other goals do you want to achieve in your career, personal, and social life? Do you think you already possess all the lifelong learning skills you need to truly succeed and advance in life and career? (Make this question as a springboard to the lecturette).

IV. Lecturette (20 Minutes)

Lifelong Learning Strategies

Now that you are very certain about your preferred life and career, you might wonder, what is next after landing on your dream job or getting your desired profession or vocation? Learning should never stop once you became employed, you need to continuously improve and undergo lifelong learning activities that can help you grow in your chosen profession and reach your ultimate career goal. Lifelong learning is composed of different strategies or activities that can help you improve continuously in knowledge, skills and other competencies that are important in your life and career. Lifelong learning strategies include, but are not limited to the following programs or activities: 1. Graduate school programs (e.g. Master of Science in Criminal Justice,

Master in Business Administration, and Doctorate Courses) 2. Adult learning courses, distance education programs, and online webinars

(e.g. TESDA Online Courses, UP Open University and Livelihood Trainings) 3. On-campus training events (e.g. seminars, workshops, special speakers,

etc.) 4. Off-campus conferences, conventions, and workshops (e.g. National

Conferences for Educators, Nurse Practitioner Conference, and others) 5. A personal structured reading plan focused on a particular area of

development (e.g. Reading plan for improving leadership skills) 6. Mentoring or coaching by immediate supervisors/managers 7. An in-house action research project. 8. Social networking (e.g. LinkedIn)

The Lifelong Learning Plan

It is a human nature to desire progress. According to Victor Lipman of

Forbes, the possibility for “career advancement is an especially powerful job motivator. Writing a plan on how you want to progress in your career will give you a clear path on how you can grow in your chosen life and career.

For you to grow and become successful in your own chosen life and career path you need to develop a plan for your life and career advancement. Lifelong Learning Plan is a written plan that will serve as a road map to your voluntary, ongoing and self-motivated pursuit of development for either personal or professional growth. You need to set goals for your improvement, set time frames to accomplish these goals and identify resources and key persons that can help you achieve these goals.

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The Three Aspects of Your Lifelong Learning Plan

The career aspect will give you a structure on career advancement that will guide you on the things that you need to do, to go where you want to go in your career, like your transition from entry-level position to managerial position. In the social aspect of your LLP, you will be guided on how to establish social linkages in your career and expand your network. While in the personal aspect, you will identify key areas for personal growth and will make you prepared for important transitions in life, like setting a plan to marry and have your own family. This is based on the notion that your personal life will affect your career.

Process Questions 1. What are the different lifelong learning activities that you can undergo to

continuously grow in your chosen life and career? 2. Why do you think it is necessary to conduct Career Gap Analysis in creating

your Lifelong Learning Plan? 3. What is Lifelong Learning Plan? How can it help you as a graduating

student?

V. Application (20 Minutes)

At this time, the learners already have preferred SHS curriculum exit and

clear career roadmap on how they want to progress in their chosen career and life. For this activity, the learners will create their Lifelong Learning Plan.

Give each learner the copy of Lifelong Learning Plan Worksheet found

in Appendix ___.

My Lifelong Learning Plan

Name: ____________________________________ Track and Strand: ___________________________________

Though there is no prescribed procedure in creating a Lifelong Learning Plan, the following are the suggested steps that one can undertake to come up with an effective career progression plan:

1. Start by identifying your areas of improvement

After being employed or hired in your desired profession or vocation, you can still advance in that career and aspire to reach a higher status. The initial step is to identify areas of improvement in knowledge, skills, competencies, and values that you need to prioritize in achieving your career goals. This can be done through a Career Gap Analysis, wherein you will compare your current situation to your career goals, then describe what you need to accomplish in order to achieve them.

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Below is how you should accomplish your Gap Analysis:

Life and Career Aspects Goal Current Situation

Gap Description

Career/Position/Designation (Refer to Module 4 Worksheet)

To become a Secondary School Principal

Grade 12 HUMMS student

I need BS and at least master’s degree education while earning the work experience required

A. Career Aspects

1. Career Knowledge/Information

To possess relevant knowledge inn school management

Zero knowledge in school management

I need to acquire information about School Management

2. Career Skills/Experience

To be a good leader

I am serving as Class Vice-President

I need to have more leadership experiences

B. Social Values/Networking Aspect (Refer to Module 6 Worksheet)

To establish connections with agencies or organizations

I have savings but I know it wouldn’t be enough for my schooling

I need to link with agencies/ people that can provide scholarship or financial help for my studies

C. Personal Values Aspect (Refer to Module 6 and 7 Worksheets )

To improve personality through personal grooming

I need eye make-up skill

I need to acquire skill in eye make-up application

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2. Set objectives based on your gap analysis Restate your gap description into objectives. Remember that goals and objectives must be SMART, which means specific, measurable, achievable, relevant, and time-bound. Restate your gap description into objective as shown below.

Gap Description Objectives

I need BS and at least master’s degree education while earning the work experience required

To be appointed as Secondary School Principal I after 12 years

3. Write your plans to bridge the gap.

Now, let us work with the main part of your Lifelong Learning Plan. The objectives that you set will bridge the gap in your career progression. However, to ensure the accomplishment of these objectives, you need to identify lifelong learning activities, key persons and resources involved in achieving your career and life goals. It is also important to make your objectives time-bound and set mode of verification as proof of your objectives’ attainment:

Gap Bridging Plan

Objectives

Lifelong Learning

Strategies

Resources Time Fram

e

Mode of Verification

(Proof of Accom-

plishment)

Persons Materials/ Financial

To be appointed as Secondary Principal I after 12 years

Traditional tertiary and graduate education

Parents, relatives, teachers, guidance counselor

Scholarships P100,000

2018-2027

Appointment Paper as Principal I

To fill in the lifelong learning activities or strategies column, you can

choose from the list of lifelong learning strategies discussed in this module, the best activity that will close the gap between your career goals and your present realities.

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No man is an island, the cliché goes. To achieve your career goals, you need key persons that can help you accomplish your objectives for personal and career development. Your family, friends, colleagues, mentors or coaches, department heads, supervisors, even spiritual or financial advisers can actually be part of the key persons involved in your career development.

Career advancement is also an investment, you need to allot financial or materials resources to accomplish doable tasks that will help you achieve your set objectives.

Your LLP plan should be time bound, setting time frame for each objective to accomplish will somehow help you monitor your progress and achieve your goals on time.

Mode of verification is an actual evidence of your outcome after doing a particular lifelong learning activity. It can be a certificate of participation in a training or workshop, a coaching or mentoring form, or Transcript of Records after finishing your Master’s degree.

For sample output, refer to Appendix __.

VI. Evaluation (10 minutes)

Write a Letter to Your Future Self Procedure

After setting a clear path of career progression through their Lifelong Learning Plan, the learners will write a letter about their future self, five years from now. Instruct the students to consider the following questions in writing their letters. They can use their mother tongue language to feel more comfortable in expressing themselves: 1. What do I like about myself right now? (Ano ano ang mga magagandang

katangiang meron ako?) 2. What do I think are the things that I need to improve in my life right now?

(Ano ang mga katangiang kailangan ko pang paunlarin?) 3. What are the things that I should have accomplished after five years? (Ano

anong mga layunin ang dapat na makamit ko na limang taon mula ngayon?) 4. What are the goals and dreams that I want to achieve in my career and life?

(Ano ano ang aking mga pangarap at layunin sa aking karera at buhay?) 5. Why am I passionate about my chosen career and life? (Bakit lubos kong

nais ang aking napiling karera?)

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Example:

VII. Reflection (10 minutes)

My Career Philosophy Note: Before the activity, have 6 copies of the airplane template (refer to Appendix ___). Cut out the airplane figures according to the number of members in every group. Procedure

Let the class go over their written mission statement in Module 5. Show the video clip of compiled quotations on career and success to set the tone. In case, computer and projector are not available, the teacher is encouraged to prepare an improvised instructional material for this activity or write the quotations on the board.

Ask a volunteer to pick one quote and share their thoughts in a sentence. Lead the class in writing their own career philosophy.

Sulat para sa Aking Sarili

Mahal kong Gio,

Gusto kita kasi ikaw ay nakatuon sa iyong mga pangarap at masikap

sa iyong pag-aaral. Hinahangaan ka ng iyong mga kamag-aral at guro, dahil

sa iyong husay sa pakikipagtalastasan. Gayunman, kung may isang bagay na

dapat mo pang paunlarin, ito ay ang iyong pag-sasaayos ng mga gawain at

time management. Sana, ngayon ay isa ka ng Master Teacher sa isang

pampublikong paaralan, na gumagabay sa mga mag-aaral ng ika-21 siglo

gamit ang mga makabago at mas epektibong pamamaraan ng pagtuturo.

Alam ko na mahal mo ang propesyong ito, dahil naniniwala ka na mahalaga

ang gampanin ng guro sa paghubog sa mga kabataan upang sila ay

magkaroon ng magandang kinabukasan.

Sumasaiyo,

Gio Alonzo

12-HUMSS-A

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Ask the learners to group themselves into 6. Cut out parts of airplane equivalent to the number of members in every group. Distribute the airplane cutouts and present the sample career philosophy and the blank template to the class. Ask them to write their career philosophies on the cutout given to each, following the template guide. Let each group put together all the airplane puzzle cutouts and post them on the wall. Tell them that the plane’s cockpit should be facing upward as how they want their career to be soaring up high.

My Career Philosophy

As a/an _________________________________________________, I know this profession is _______________________.

I have set out on a path in ___________________________________ _______________________________________________________.

I believe that to succeed in _________________________ you must have/possess ____________________________________________________________.

I believe in the saying that, “_______________________________________ _______________________________________” that is why I will ________ ____________________________________________________________________.

My Career Philosophy

As a 21st century teacher. I know this profession is challenging.

I have set out on a path in teaching field knowing I can make a difference in individual's lives.

I believe that to succeed in teaching you must have passion, positive attitude, strong work ethic and hard work.

I believe in the saying that, “To be successful, the first thing to do is to fall in love with your work,” that is why I will never stop falling in love in teaching.

“Together with others, everyone has a mission to fulfill somewhere,

somehow in this wide world.” ―DMD

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VIII. Agreement Procedure 1. Ask the learners to implement at least one task identified from Lifelong

Learning Plan (LLP). The teacher-adviser should coordinate with the work-immersion teacher to track down the learners’ records in Work Immersion Monitoring and Evaluation Tool (Annex F in DO no. 30, s. 2017), coaching and mentoring data and special tasks and trainings.

2. After completing the eight modules for this career guidance program, ask them to compile all the worksheets from Module 1 to 8 and add these to their Career Guidance Program Portfolio. The teacher-adviser should collect the portfolio for evaluation. Return the portfolios to the learners for continuous guidance/coaching for career and life progression.

Session 1

Activity Worksheet 1.1: ______________________________



Session 2




Session 3




Session 4




Session 5




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Session 6




Session 7




Session 8




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References

Department of Education and Science. Learning for Life: Paper on Adult Education.

Dublin: Stationery Office. 2000 [cited 10 August 2017]. Available from

<http://files.eric.ed.gov/fulltext/ED471201.pdf>.

Garver, Louise. How to Develop a Personal/Professional Development Plan (PDP)

[Online]. 2017 [cited 10 August 2017]. Available from: <

https://careerdirectionsllc.com/develop-management-development-plan/>.

Lipman, Victor. The Motivational Value of Clear Career Paths [Online]. 2013 [cited

10 August 2017]. Available from:

<https://www.forbes.com/sites/victorlipman/2013/10/19/the-motivational-value-of-

clear-career-paths/#271a93c247f3>.

Waddle, Greg. A Guide for Writing a Professional Development Plan. Mid-South

Christian College. April (2009): 1-5.

Documents

Career Guidance Manual, Grade 12