HOW TO USE THIS COMPETENCY-BASED LEARNING MODULE

Welcome to the Module Developing Career and Life Decision. This module contains training
materials and activities for you to complete.

The unit of competency Develop Career and Life Decision is one of the Basic Competencies
which contains the knowledge, skills and attitudes required for all the programs offered by all TESDA-
Institutes in Caraga Region.

You are required to go through a series of learning activities in order to complete each learning
outcome of the module. In each learning outcome there are Information Sheets, Resource Sheets and
Reference Materials for further reading to help you better understand the required activities. Follow
these activities on your own and answer the self-check at the end of each learning outcome. Get the
answer key from your trainer and check your work honestly. If you have questions, please don’t hesitate
to ask him/her for assistance.

Recognition of Prior Learning (RPL)

You may already have some or most of the knowledge and skills covered in this module because you
have:
 Been working in the same industry for some time.
 Already completed training in this area.
If you can demonstrate to your trainer that you are competent in a particular skill or skills, talk to him/her
about having them formally recognized so you won’t have to do the same training again. If you have
qualifications or Certificates of Competency from previous trainings, show them to your trainer. If the
skills you acquired are still relevant to this module, they may become part of the evidence you can
present for RPL.
A Trainee Record Book (TRB) is given to you to record important dates, jobs undertaken and other
workplace events that will assist you in providing
further details to your trainer/assessor. A Record of Achievement/Progress Chart is also provided to your
trainer to complete/accomplish once you have completed the module. This will show your own progress.

DIRECTION FOR USE OF THE CBLM

This module was prepared to help you achieve the required competency: Develop Career and
Life Decision. This will be the source of information for you to acquire the knowledge and skills in this
particular module with minimum supervision or help from your trainer. With the aid of this material, you
will acquire the competency independently and at your own pace.
Talk to your trainer and agree on how you will both organize the training of this unit. Read
through the module carefully. It is divided into sections which covers all the skills and knowledge you
need to successfully complete in this module.
Work through all the information sheets and complete the activities in each section. Do what is
asked in the INSTRUCTIONAL SHEETS and complete the SELF-CHECK. Suggested references are
included to supplement the materials provided in this module.
Most probably, your trainer will also be your supervisor or manager. He/she is there to support
you and show you the correct way to do things. Ask for help.
Your trainer will tell you about the important things you need to consider when you are
completing activities and it is important that you listen and take notes.
Talk to more experienced workmates and ask for their guidance.
Use the self-check questions at the end of each section to test your own progress.
When you are ready, ask your trainer to watch you perform the activities outlined in the module.
As you work through the activities, ask for written feedback on your progress. Your trainer gives
feedback/pre-assessment reports for this reason. When you have successfully completed each element or
learning outcome, ask your trainer to mark on the reports that you are ready for assessment.
When you have completed this module and feel confident that you have had sufficient practice,
your trainer will schedule you for the institutional assessment. The result of your assessment/evaluation
will be recorded in your COMPETENCY ACHIEVEMENT RECORD.

LISTS OF BASIC COMPETENCIES

Competency Unit of Competency Module Title Code

Number

1 Participate in Workplace Participating in workplace 400311210

Communication communication

2 Work in Team Environment Working in team 400311211

environment

3. Solve/Address General Workplace Solving/Addressing 400311212

Problems General Workplace
Problems

4 Develop Career and Life Decision Developing Career and 400311213

 Life Decisions

5 Contribute to Workplace Contributing to Workplace 400311214

Innovation Innovation

6 Present Relevant Information Presenting Relevant 400311215

Information

7 Practice Occupational Health and Practicing occupational 400311216

Safety Procedures health and safety
procedures

8 Exercise Efficient and Effective Exercising Efficient and 400311217

Sustainable Practices in the Effective Sustainable
Workplace Practices in the Workplace

9 Practice Entrepreneurial Skills in Practicing Entrepreneurial 400311218

the Workplace Skills in the Workplace

MODULE CONTENT
MODULES OF INSTRUCTION

UNIT OF COMPETENCY: DEVELOP CAREER AND LIFE DECISION

MODULE TITLE: DEVELOPING CAREER AND LIFE DECISION

INTRODUCTION : This unit covers the knowledge, skills and attitudes in managing
one’s emotions, developing reflective practice, and boosting self-
confidence and developing self-regulation.
NOMINAL DURATION : 3 hours

SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module, the trainee/students must be able to:

LO 1. Manage one’s emotion

LO 2. Develop reflective practice

 LO 3. Boost self-confidence and develop self-regulation

ASSESSMENT CRITERIA:

1. Self-management strategies are identified.

2. Skills to work independently and to show initiative, to be conscientious, and preserving in the
face of setbacks and frustrations are developed.
3. Techniques for effectively handling negative emotions and unpleasant situation in the
workplace are examined.
4. Personal strengths and achievements, based on self-assessment strategies and teacher feedback
are contemplated.
5. Progress when seeking and responding to feedback form teachers to assist them in consolidating
strengths, addressing weaknesses and fulfilling their potential are monitored.
6. Outcomes of personal and academic challenges by reflecting on previous problem solving and
decision making strategies and feedback from peers and teachers are predicted.
7. Efforts for continuous self-improvement are demonstrated
8. Counter-productive tendencies at work eliminated.
9. Positive outlook in life are maintained.

PREREQUISITE: Non

LEARNING OUTCOME #1

MANAGE ONE’S EMOTIONS

CONTENTS:
a. Self-Management Strategies: Enablers and Barriers
b. Techniques in Handling Negative Emotions and Unpleasant Situation in the Workplace

ASSESSMENT CRITERIA:
1. Self-management strategies are identified.
2. Skills to work independently and to show initiative, to be conscientious, and preserving in the face of
setbacks and frustrations are developed.
3. Techniques for effectively handling negative emotions and unpleasant situation in the workplace are
examined.

CONDITIONS:

The students/ trainees must be provided with the following:

 Writing materials (pen & paper)
 Reference (books)
 Manuals

METHODOLOGIES:
1. Written assessment
 Critical reading responses
  Critical viewing responses
 Mind map/ information table
 Parts, Purposes , Complexities (PPCs) / Entity Relationship diagram
 Flow chart / work process matrix
 Self-assessment

2. Performance Test
 Lecture
 Role playing
 Self-pace learning

3. Oral questioning (Problem-centered approach)

ASSESSMENT METHODS
Written Examination
 LEARNING EXPERIENCES

Learning Activities Special Instructions

1. Read information sheet 4.1-1 If you have some problem on the content
of the information sheet don’t hesitate to
SELF-MANAGEMENT STRATEGIES: approach your facilitator.
ENABLERS AND BARRIERS
If you feel that you are now
STEM Competencies:
knowledgeable on the content of the
• Occupational Safety and information sheet, you can now answer
Health Literacy self-check provided in the module
• Critical Thinking Critical Reading (choose at least
one additional instruction
• Ethical Thinking
to facilitate critical reading)
• List down one or two
STEM Pedagogies questions about the text
• Context-based learning (constructing questions)
Reflective learning • Write down key words that
you encounter in the text
that make you understand
the topic better (sense
making)
• Simplify complex
information by making
categories or arranging
them by themes (proposing
a way of understanding
complex
information)
• State key insight that
you got from the
information sheet
(synthesizing information)
2. Answer self-check 4.1-1 Refer your answer to answer key 4.1-1
STEM Competency: Agency
 If you have some problem on the content of
3. Read information sheet 4.1-2
the information sheet don’t hesitate to
MANAGING EMOTIONS AT WORK approach your facilitator.
STEM Competencies: If you feel that you are now knowledgeable
on the content of the information sheet, you
• Occupational Safety and can now answer self-check provided in the
Health Literacy module.
• Critical Thinking Critical Reading (choose at least one
additional instruction
• Ethical Thinking
to facilitate critical reading)
• List down one or two questions
STEM Pedagogies about the text
• Context-based learning (constructing questions)
• Reflective learning • Write down key words that you
encounter in the text that make you
understand the topic better (sense
making)
• Simplify complex information
by making categories or arranging
them by themes (proposing a way of
understanding complex
information)
• State key insight that you got
from the information sheet
(synthesizing information)
3. Answer self-check 4.1-2 Refer your answer to answer key 4.1-2
STEM Competency: Agency

INFORMATION SHEET 4.1-1

SELF-MANAGEMENT STRATEGIES: ENABLERS AND BARRIERS

Learning Objective: After reading this INFORMATION SHEET, you MUST be able to:
 1. Identify the different barriers in career goals
2. Identify the different strategies in self-management

9 Barriers

“What do you want to be when you grow up?”

A common question children are always asked. The beauty of the question is that the children do not yet
expect any barriers to their careers and dreams and everything seems to be rainbows and butterflies. With
answers such as president of the Philippines, doctor, lawyer, engineers, artist, etc., their eyes are kept
only on the goal. However, as we mature, we realize that there are some walls that need to be broken
through in order to get that goal, here are some of those barriers:

1. Perfectionism. Many people set their standards for themselves too high that any small achievement
would not be enough for them. That’s when they become greedy and unappreciative of things even before
they receive them and would want much more than they deserve.
2. Failure. One of most common barrier to success is being afraid of failures because of the wrong
perception it has these days. The truth is, failure is a precious gift. It’s an inevitable step on your way to
success, and a step you need to take more than once.
It’s followed by lessons and experience, and it makes you stronger, with more willpower, more focused.
It shows you what exactly not to do next time, because it didn’t work out this time.
And if you keep trying, eventually you’ll get there.
3. Focusing on the end result. I know you’re eager to reach your goals. There’s just something inside us
that makes us impatient and whatever it is that we want, we want it right away.
But you also need to realize that things just don’t work that way. And the best you can do is enjoy the
process and focus less on the end result
4. Taking big steps. There’s a certain path you’ll need to walk before you get there. And its purpose is to
make you strong enough to handle the success that’s waiting for you.
That path consists of many steps. Small ones – because the big ones make us worry, fear and not even try.
So divide your goals into small steps, then into even smaller, until you have a list of simple tasks to do
each day. And make them so easy and quick that it will be impossible to say no.
5. Excuses. “I’m not ready”, “It is not the right time”, “I’m too old/young”. We have infinite of reasons
to excuse ourselves to the things that we should be doing in order to reach our goal. Your job is to
eliminate them, to even exaggerate them and see how ridiculous they sound. Because if you choose the
other option – if you believe them – you’ll never do anything different with your life and will never see
the things you desire come true.
6. Procrastinations. It’s another thing that stops us from taking action towards our goals. So it’s another
thing we need to give up. The only cure for procrastination is to start doing something immediately,
without thinking and giving your mind time to come up with excuses. Without doubting your abilities
and fearing failure.
7. Expectations. Stop expecting so much. It’s a destructive behavior that brings deep disappointment in
your life.
You expect things to turn out in a certain way, you expect people to behave like you imagine them to, and
whenever that doesn’t work out, and you feel upset and lose any motivation to take action.
8. Distractions. There will be people who will doubt you, who will make you lose hope if you listen to
them. There will be many temptations on your way to success, too. Many pleasant, but time-wasting,
activities.
But that is not true. It’s just that you’ve chosen to work on your goals and strive for a better life, while
others prefer the easier way of living – indulging in activities that only bring temporary happiness.
9. Lack of Consistency. Consistency is trait of the successful people, and it becomes a habit, as
everything else.
But without it, you won’t get far. So break your steps into smaller ones, make time each day, and find the
will to get up and do this one thing.

9 Enablers
Most of the time, we feel the need to be more productive in our workplace. We want do better, however,
for some reasons, we tend to do less. Robert Kelly has spent years of research and works on productivity
with his colleague, Janet Caplan and they debunked the myth about innate superiority: Star performers
are made, not born. With that, they were able to develop the nine self-management strategies.
1. Initiative. Blazing trails in the organizational chaos by going above and beyond the accepted job
description to offer new, often bold, and value-adding ideas.
2. Networking. Overcoming knowledge blocks in your daily work by plugging into the knowledge net of
technical gurus.
3. Self-management. Managing your whole life at work by contributing to the critical path and ensuring
high job performance.
4. Perspective. Getting the big picture by learning to see things as your customers, competitors,
colleagues, and bosses see them.
5. Followership. Checking your ego at the door to lead in assists while exercising independent, critical
thinking on goals, tasks, and methods.
6. Leadership. Doing small "l" leadership in a big "L" world by partnering with colleagues to accomplish
important tasks.
7. Teamwork. Becoming a positive contributor to group goals, commitments, work activities, group
dynamics, and accomplishments.
8. Organizational savvy. Using street smarts to navigate the organization's competing interests, to win
others' help and cooperation, to address conflicts, and to complete tasks.
9. Show-and-tell. Persuading the right audience with the right message and the right user.

SELF-CHECK 4.1-1

True or False. Write T if the statement True and F if it is False.

_____1. Star performers are born, not made.

_____2. It is acceptable to take one small steps at a time towards the goal you’ve been aiming for.
_____3. People with clean desks are more likely to be star performers than people with messy desks.
_____4. It is always good to focus on the end result rather than the process it would take
_____5. To become a productive person, you can ask your network or gurus for some tips and
techniques.
ANSWER KEY 4.1-1

1. F
2. T
3. F
4. F
5. T
 INFORMATION SHEET 4.1-2
MANAGING EMOTIONS AT WORK

Learning Objective: After reading this INFORMATION SHEET, you MUST be able to:

1. Identify the common negative emotions in a workplace

2. Enumerate ways on how to manage frustration, worry, anger, dislike and disappointment.
We’ve all been in those situations before wherein we almost can’t control our feelings in the workplace.
Most of the time, it is because of morbid mixture of stress, anger, and frustrations. Based on Dr. Cynthia
D. Fisher, there are five common negative emotions at work: Frustration/Irritation, Worry/Nervousness,
Anger/Aggravation, Dislike, and Disappointment.
Below are different strategies you can use to help you deal with each of these negative emotions:

Frustration
Frustration usually occurs when you feel stuck or trapped, or unable to move forward in some way.
Here are some suggestions for dealing with frustration:
 Stop and evaluate – One of the best things you can do is mentally stop yourself, and look at the
situation.
 Find something positive about the situation – Thinking about a positive aspect of your situation
often makes you look at things in a different way.
 Remember the last time you felt frustrated your feelings of frustration or irritation probably didn't
do much to solve the problem in the past, so, it means they're not doing anything for you right
now.

Worry/Nervousness
With all the fear and anxiety that comes with increasing numbers of layoffs, it's no wonder that many
people worry about their jobs.
 Don't surround yourself with worry and anxiety – For example, if co-workers gather in the break
room to gossip and talk about job cuts, then don't go there and worry with everyone else.
Worrying tends to lead to more worrying, and that isn't good for anyone.
 Try deep-breathing exercises – This helps slow your breathing and your heart rate. Breathe in
slowly for five seconds, then breathe out slowly for five seconds.
  Focus on how to improve the situation – If you fear being laid off, and you sit there and worry
that probably won't help you keep your job. Instead, why not brainstorm ways to bring in more
business, and show how valuable you are to the company?
 Write down your worries in a worry log – If you find that worries are churning around inside your
mind, write them down in a notebook or "worry log," and then schedule a time to deal with them.

Anger/Aggravation
Out-of-control anger is perhaps the most destructive emotion that people experience in the workplace. It's
also the emotion that most of us don't handle very well.
 Watch for early signs of anger – Only you know the danger signs when anger is building, so learn
to recognize them when they begin. Stopping your anger early is key.
 If you start to get angry, stop what you're doing – Close your eyes, and practice the deep-
breathing exercise we described earlier.
 Picture yourself when you're angry – If you imagine how you look and behave while you're angry,
it gives you some perspective on the situation.

Dislike
We've probably all had to work with someone we don't like. But it's important to be professional, no
matter what.
 Be respectful – If you have to work with someone you don't get along with, then it's time to set
aside your pride and ego. Treat the person with courtesy and respect, as you would treat anyone
else
 Be assertive – If the other person is rude and unprofessional, then firmly explain that you refuse to
be treated that way, and calmly leave the situation.

Disappointment/Unhappiness
Dealing with disappointment or unhappiness at work can be difficult. Of all the emotions you might feel
at work, these are the most likely to impact your productivity.
Here are some proactive steps you can take to cope with disappointment and unhappiness:
 Look at your mindset – Take a moment to realize that things won't always go your way.
 Adjust your goal – If you're disappointed that you didn't reach a goal, that doesn't mean the goal is
no longer reachable. Keep the goal, but make a small change – for example, delay the deadline.
 Record your thoughts – Write down exactly what is making you unhappy. Is it a co-worker? Is it
your job? Do you have too much to do? Once you identify the problem, start brainstorming ways
to solve it or work around it.
 Smile! – Strange as it may sound, forcing a smile – or even a grimace – onto your face can often
make you feel happy.

SELF-CHECK 4.1-2
Multiple Choice: Read the questions carefully and write the letter of the correct answer on the answer
sheet provided.

1. One of your workmate borrowed your laptop for his presentation, however, the mouse pad won’t
function after he returned it to you. To make situation worse, you also have a report to make for
tomorrow. What will you do?
a. Scold your workmate and let him take the responsibility.
b. Talk to your boss and tell her to re-assign your report to your workmate since he broke your laptop.
c. Talk to him and ask him to take some responsibility with your report.
d. Calmly devise a plan and ask your other workmates for a laptop.

2. One of your workmates doesn’t treat you like a professional, until one day, you became too irritated
and angry, and what should you do?
a. Be assertive, calmly tell your workmate that you don’t want to be treated like that.
b. Be respectful
c. Set aside your pride and ego and still treat him/her professionally.
d. All of the above

3. How do you treat worry or being fearful in the workplace?

a. Specifically, tell your boss the things that makes you scared and totally eliminate them from your tasks
b. Deep-breath exercises
c. Avoid taking jobs that’s out from your comfort zone
d. All of the above

4. These are some proactive ways to conquer disappointment and unhappiness in your workplace,
EXCEPT:
a. Record down what makes you unhappy.
b. Eliminate the things that makes you unhappy
c. Smile
d. Adjust the goal that you have set in case that you were disappointed because you did not reach it.

5. These are some proactive ways to conquer anger in your workplace, EXCEPT:
a. Vent it out
b. Stop your anger
c. Imagine yourself when you’re angry, so you might reconsider the action
d. All of the above are ways to conquer anger.
ANSWER KEY 4.1-2

1. d
2. d
3. b
4. b
5. a
 LEARNING OUTCOME #2

DEVELOP REFLECTIVE PRACTICE

CONTENTS:
a. Basic SWOT Analysis
b. Gibb’s Reflective Cycle/Model

ASSESSMENT CRITERIA:
1. Personal strengths and achievements, based on self-assessment strategies and teacher feedback are
contemplated.
2. Progress when seeking and responding to feedback from teachers to assist them in consolidating
strengths, addressing weaknesses and fulfilling their potential are monitored.
3. Outcomes of personal and academic challenges by reflecting on previous problem solving and decision
making strategies and feedback from peers and teachers are predicted.

CONDITIONS:
The students/ trainees must be provided with the following:
 Writing materials (pen & paper)
 Reference (books)
 Manuals

METHODOLOGIES:
1. Written assessment
 Critical reading responses
 Critical viewing responses
 Mind map/ information table
 Parts, Purposes, Complexities (PPCs) / Entity Relationship diagram
 Flow chart / work process matrix
 Self-assessment

2. Performance Test
• Lecture
• Role playing
• Self-pace learning

3. Oral questioning (Problem-centered approach)

ASSESSMENT METHODS
Written Examination
Demonstration
 LEARNING EXPERIENCES

Learning Activities Special Instructions

1.Read information sheet 4.2-1 If you have some problem on the content of
the information sheet don’t hesitate to
BASIC SWOT ANALYSIS approach your facilitator.
STEM Competencies:
If you feel that you are now knowledgeable
• Occupational Safety and on the content of the information sheet, you
Health Literacy can now answer self-check provided in the
• Critical Thinking module
• Ethical Thinking Critical Reading (choose at least
one additional instruction
to facilitate critical reading)
STEM Pedagogies
• List down one or two
• Context-based learning questions about the text
Reflective learning (constructing questions)
• Write down key words that
you encounter in the text that
make you understand the
topic better (sensemaking)
• Simplify complex information
by making categories or
arranging them by themes
(proposing a way of
understanding complex
information)
State key insight that you got from the
information sheet (synthesizing
 information)

Review the content of the Job Sheet and

3. Perform Job Sheet 4.2-1
perform during the assigned time.
STEM Competencies:
Oral Questioning (Critical Thinking,
• STEM knowledge Problem Solving, Occupational Safety
and Health
• ICT literacy
• Occupational Safety and Literacy)

Health Literacy • What possible problem/s might

• Critical thinking you encounter in
disassembling/assembling
• Problem Solving computer? (problem finding)
• How will you solve the said
problem/s? (problem solving)
STEM Pedagogies
In your demonstration, how did you
• Experiential learning ensure your safety as you perform the
• Project-based learning task? (OSH)

Problem-centered learning

3. Check your work by comparing to the Refer to marking schedule for acceptance
performance standard on observation criteria.
checklist. If you find difficulty and did not meet the
standard, ask your trainer to demonstrate the
process.
If you pass, then you can proceed to the next
activity.
 If you have some problem on the content of
4. Read information sheet 4.2-2
the information sheet don’t hesitate to
GIBB’S REFLECTIVE CYCLE/MODEL approach your facilitator.
STEM Competencies: If you feel that you are now knowledgeable
on the content of the information sheet, you
• Occupational Safety and can now answer self-check provided in the
Health Literacy module.
• Critical Thinking Critical Reading (choose at least one
additional instruction
• Ethical Thinking
to facilitate critical reading)
• List down one or two questions
STEM Pedagogies about the text
• Context-based learning (constructing questions)
• Reflective learning • Write down key words that you
encounter in the text that make you
understand the topic better (sense
making)
• Simplify complex information by
making categories or arranging them by
themes (proposing a way of
understanding complex
information)
• State key insight that you got
from the information sheet
(synthesizing information)
4. Answer self-check 4.2-2 Refer your answer to answer key 4.2-2
STEM Competency: Agency Self-assessment checklist for mind
map/information table/PPCs/ERD

• The main ideas are supported by

details
• Ideas are grouped by categories
• Categories or main ideas are
properly labeled
There are lines or arrows to show
connections among ideas

INFORMATION SHEET 4.2-1

BASIC SWOT ANALYSIS

Learning Objective: After reading this INFORMATION SHEET, you MUST be able to:
 1. Define SWOT
2. Make a SWOT Analysis Chart

S-Strength
W-Weaknesses
O- Opportunities
T- Threats
Strengths and weaknesses are internal to your company—things that you have some control over and can
change. Examples include who is on your team, your patents and intellectual property, and your location.
Opportunities and threats are external—things that are going on outside your company, in the larger
market. You can take advantage of opportunities and protect against threats, but you can’t change them.
Examples include competitors, prices of raw materials, and customer shopping trends.
Here are a few questions that you can ask your team when you’re building your SWOT analysis. These
questions can help explain each section and spark creative thinking.

Strengths
Strengths are internal, positive attributes of your company. These are things that are within your control.
 What business processes are successful?
 What assets do you have in your team, such as knowledge, education, network, skills, and
reputation?
 What physical assets do you have, such as customers, equipment, technology, cash, and patents?
 What competitive advantages do you have over your competition?

Weaknesses
Weaknesses are negative factors that detract from your strengths. These are things that you might need to
improve on to be competitive.
 Are there things that your business needs to be competitive?
 What business processes need improvement?
 Are there tangible assets that your company needs, such as money or equipment?
 Are there gaps on your team?
 Is your location ideal for your success?

Opportunities
Opportunities are external factors in your business environment that are likely to contribute to your
success.
 Is your market growing and are there trends that will encourage people to buy more of what you
are selling?
 Are there upcoming events that your company may be able to take advantage of to grow the
business?
 Are there upcoming changes to regulations that might impact your company positively?
 If your business is up and running, do customers think highly of you?
Threats
Threats are external factors that you have no control over. You may want to consider putting in place
contingency plans for dealing them if they occur.
 Do you have potential competitors who may enter your market?
 Will suppliers always be able to supply the raw materials you need at the prices you need?
 Could future developments in technology change how you do business?
 Is consumer behavior changing in a way that could negatively impact your business?
 Are there market trends that could become a threat?

Example of a SWOT analysis

To help you get a better sense of what at SWOT example actually looks like, we’re going to look at UPer
Crust Pies, a specialty meat and fruit pie cafe in Michigan’s Upper Peninsula. They sell hot, ready-to-go
pies and frozen take-home options, as well as an assortment of fresh salads and beverages.
The company is planning to open its first location in downtown Yubetchatown and is very focused on
developing a business model that will make it easy to expand quickly and that opens up the possibility of
franchising. Here’s what their SWOT analysis might look like:

JOB
SHEET
4.2-1
BASIC
SWOT

ANALYSIS
 Performance Objectives:

Given 30 minutes, the trainee is going to construct his/her own SWOT Analysis like the
one described in Information Sheet 6.2-1.

 Materials

Ball pens
Bond papers
  Procedures
1. Each student will make a SWOT analysis following the format below. Present your
business situation to the trainer.

Strength Weakness

Title
Opportunities Threats

Performance Criteria for

Job Sheet No. 4.2-1

BASIC SWOT ANALYSIS

Trainee’s Name: _________________________ Date: _______________

CRITERIA YES NO

The trainee has:

The business situation is realistic
The Strength shows:
the probability of success of the business process
the intellectual assets in the team
the physical assets
the competitive advantages of the chosen business
The Weakness shows:
things that the business needs to be improved
lack of tangible assets
gaps in the team
The Opportunity shows:
trends that will encourage people to buy more of your products
events that will grow the business
changes in the regulation that will affect the business positively
The Threats shows:
some potential competitors
a possible problem in the supply of raw materials
a new market trend that could affect the business negatively
a developing consumer behavior that could affect the business
negatively

INFORMATION SHEET 4.2-2

GIBB’S REFLECTIVE CYCLE/MODEL

Learning Objective:After
reading this
INFORMATION
SHEET, you MUST be able
to:

1. Illustrate the
Gibb’s Reflective
Cycle
2. Define each step in
the Gibb’s
Reflective Cycle
Step 1: Description
First, ask the person you're coaching to describe the situation in detail. At this stage, you simply want to
know what happened – you'll draw conclusions later.
Consider asking questions like these to help him describe the situation:
 When and where did this happen?
 Why were you there?
 Who else was there?
 What happened?
 What did you do?
 What did other people do?
 What was the result of this situation?

Step 2: Feelings
Next, encourage him to talk about what he thought and felt during the experience. At this stage, avoid
commenting on his emotions.
Use questions like these to guide the discussion:
 What did you feel before this situation took place?
 What did you feel while this situation took place?
 What do you think other people felt during this situation?
 What did you feel after the situation?
 What do you think about the situation now?
 What do you think other people feel about the situation now?

Tip 1:
It might be difficult for some people to talk honestly about their feelings. Use Empathic Listening at this
stage to connect with them emotionally, and to try to see things from their point of view.
Tip 2:
You can use the Perceptual Positions technique to help this person see the situation from other people's
perspectives.

Step 3: Evaluation
Now you need to encourage the person you're coaching to look objectively at what approaches worked,
and which ones didn't.
Ask him:
 What was positive about this situation?
 What was negative?
 What went well?
 What didn't go so well?
 What did you and other people do to contribute to the situation (either positively or negatively)?

Step 4: Conclusions
Once you've evaluated the situation, you can help your team member draw conclusions about what
happened.
Encourage him to think about the situation again, using the information that you've collected so far. Then
ask questions like these:

 How could this have been a more positive experience for everyone involved?
 If you were faced with the same situation again, what would you do differently?
 What skills do you need to develop, so that you can handle this type of situation better?

Step 5: Action
You should now have some possible actions that your team member can take to deal with similar
situations more effectively in the future.
In this last stage, you need to come up with a plan so that he can make these changes.
Once you've identified the areas he will work on, get him to commit to taking action, and agree a date on
which you will both review progress.
 SELF-CHECK 4.2-2

Multiple Choice: Read the questions carefully and write the letter of the correct answer on the answer
sheet provided.

1. What is the first stage of Gibb’s Reflective Cycle where you simply want to know what happened?
a. Description
b. Reflection
c. Action
d. Feelings
2. The step that involves encouraging the person to look objectively at what approaches worked and
which ones did not.
a. Feelings
b. Sorting
c. Evaluation
d. Action

3. What would you do for them to open up their feelings to you?

a. Perceptual listening
b. Encouraging
c. Talk about your feelings first
d. Emphatic listening

4. A part of the Gibb’s Reflective Cycle wherein you assess on what skill set do you still need to develop
to handle the same negative situation?
a. Action
b. Description
c. Conclusions
d. Action Plan

5. What stage of Gibb’s Reflective Cycle wherein you need to come up with a plan so that you can make
some changes?
a. Action
b. Conclusion
c. Analysis
d. Evaluat

ANSWER KEY 4.2-2

1. a
2. c
3. d
4. c
5. a
 LEARNING OUTCOME #3
BOOST SELF-CONFIDENCE AND DEVELOP SELF-REGULATION

CONTENTS:
a. Self-regulation Theory
b. Personality Development Concepts

ASSESSMENT CRITERIA:
1. Efforts for continuous self-improvement are demonstrated
2. Counter-productive tendencies at work are eliminated
3. Positive outlook in life are maintained.

CONDITIONS:
The students/ trainees must be provided with the following:
 Writing materials (pen & paper)
 Reference (books)
 Manuals

METHODOLOGIES:

1. Written assessment
 Critical reading responses
 Critical viewing responses
 Mind map/ information table
 Parts, Purposes, Complexities (PPCs) / Entity Relationship diagram
 Flow chart / work process matrix
 Self-assessment

2. Performance Test
• Lecture
• Role playing
• Self-pace learning
3. Oral questioning (Problem-centered approach)

ASSESSMENT METHODS
Written Examination
 LEARNING EXPERIENCES

Learning Activities Special Instructions

1.Read information sheet 4.3-1 If you have some problem on the content of the
information sheet don’t hesitate to approach your
Self-regulation Theory facilitator.
STEM Competencies:
If you feel that you are now knowledgeable on the
• Occupational Safety and content of the information sheet, you can now
answer self-check provided in the module
Health Literacy
Critical Reading (choose at least one
• Critical Thinking
additional instruction
• Ethical Thinking
to facilitate critical reading)
• List down one or two questions about
STEM Pedagogies the text
• Context-based learning (constructing questions)
• Reflective learning
• Write down key words that you
encounter in the text that make you
understand the topic better (sense making)
• Simplify complex information by
making categories or arranging them by
themes (proposing a way of understanding
complex
information)
• State key insight that you got from
the information sheet (synthesizing
information)
3. Answer self-check 4.3-2 Refer your answer to answer key 4.3-2
STEM Competency: Agency Self-assessment checklist for mind
map/information table/PPCs/ERD

• The main ideas are supported by

details
• Ideas are grouped by categories
• Categories or main ideas are
properly labeled
There are lines or arrows to show
connections among ideas
 If you have some problem on the content of the
3. Read information sheet 4.3-2
information sheet don’t hesitate to approach your
Personality Development Concepts facilitator.
STEM Competencies: If you feel that you are now knowledgeable on the
content of the information sheet, you can now
• Occupational Safety and answer self-check provided in the module.
Health Literacy Critical Reading (choose at least one
• Critical Thinking additional instruction

• Ethical Thinking to facilitate critical reading)

• List down one or two questions about
the text
STEM Pedagogies
(constructing questions)
• Context-based learning
• Write down key words that you
• Reflective learning encounter in the text that make you
understand the topic better (sense making)
• Simplify complex information by
making categories or arranging them by
themes (proposing a way of understanding
complex
information)
• State key insight that you got from
the information sheet (synthesizing
information)
4. Answer self-check 4.3-2 Refer your answer to answer key 4.3-2
STEM Competency: Agency
Self-assessment checklist for mind
map/information table/PPCs/ERD

• The main ideas are supported by

details
• Ideas are grouped by categories
• Categories or main ideas are
properly labeled
There are lines or arrows to show
connections among ideas

INFORMATION SHEET 4.3-1

SELF-REGULATION THEORY

Learning Objective: After reading this INFORMATION SHEET, you MUST be able to:
1. Enumerate the four components of self-regulation based on Self-Regulation Theory (SRT)
2. Define the four components of self-regulation
Why do we work instead of just lazing around all day? Why do we still eat our vegetable instead of just
eating burgers and hotdogs? Why do we exercise instead of watching videos all day? How do adults keep
on doing that?

The answer is Self-regulation.

Self-regulation is the ability of oneself to change and control its behavior. During prehistoric times, self-
regulation has greatly help in the “survival of the fittest” as it made humans hunt and reproduce instead of
just lying around and become extinct. Nowadays, it develops the flexibility and adaptability of human
behavior to adjust in all the social and situational demands.

Self-regulation has four components in accordance to Roy Baumeister, a social psychologist.

The first ingredient is standard. As stated, self-regulation means to change a behavior, hence there
should be a certain standard to be followed through the process. An ambiguous, uncertain, and unclear
standard would just cloud your goal and might lead to the loss of motivation.

The second ingredient is monitoring. It is difficult if not impossible to just regulate a certain behavior
without monitoring the progress. Moreover, seeing the improvement of your behavior increases the
enthusiasm.

The third ingredient is strength. It also frequently called as “willpower”. Whether we like it or not,
anyone who starts self-regulation may find themselves stuck in an ego depletion, making them literally
weak. It is a fact that changing oneself is hard, hence a very strong and solid willpower is needed.

The last ingredient is motivation. If the standards are all set and clear, monitoring is effective and the
strength is unwavering, he may still fail due to not caring about reaching the goal or has no motivation.
Motivation makes the process achievable and possible.
These four components may actually compensate for each other. For instance, motivation may substitute
for willpower. Even if strength may fail and has been depleted, the person may still be able to self-
regulate due to high motivation. One example is a rehabilitation from smoking, it has been proven that
the absence of nicotine from an addict may cause mental challenges decreasing your strength. However,
if you are highly motivated, you would still be able to be completely renewed.

SELF-CHECK 4.3-1
Multiple Choice: Read the questions carefully and write the letter of the correct answer on the answer
sheet provided.

1. Is the ability of oneself to change and control its behavior?

a. self-regulation
b. self-control
c. survival of the fittest
d. standards

2. A component of self-regulation that pushes the process to be achievable and possible.

a. monitoring
b. strength
c. motivation
d. willpower

3. A component that increases the enthusiasm by seeing the improvement or the progress of self-
regulation.
a. monitoring
b. motivation
c. reflection
d. willpower

4. Is also known as willpower

a. self-control
b. strength
c. motivation
d. Monitoring

5. The social psychologist who established the four components of self-regulation

a. Sigmund Freud
b. Erik Erickson
c. Albert Bandura
d. Roy Baumeister

ANSWER KEY 4.3-1

1. a
2. c
3. a
4. b
5. d
 INFORMATION SHEET 4.3-2
PERSONALITY DEVELOPMENT CONCEPTS

Learning Objective: After reading this INFORMATION SHEET, you MUST be able to:
1. Define personality development
2. Determine the different benefits of personality development
3. Identify the different personality development concepts
Personality development is any activity that improves awareness and identity, develop talents and
potential, facilitate employability, enhance quality of life, and contribute to the realization of dreams and
aspirations. Generally, process of improving or transforming the personality.
Personality development has a broad scope, it includes knowing how to dress, how to behave properly in
any social events, grooming, speeches, and other interpersonal skills. Whatever career you have, these are
very important skills that will help you achieve your goals. In order to appreciate it more, here are some
benefits of personality development:
 Increases confidence
 Makes people more credible
 Encourages people to interact with others
hence, increasing your social network
 Enhances the capacity to lead and motivate.
 Improves communication skills that
increases the impact of the message.
There are a lot of theories regarding the
development of personalities, how to describe it,
how it emerges, how it was affected by what factors and what constitutes a healthy or an abnormal
personality. One of these theories was made by Sigmund Freud.

Freud theorized that personality contains three structures—the id, ego, and superego—and that the mind
is like an iceberg, the unconscious making up 90% while the conscious (like the tip of the iceberg floating
above water) makes only 10% of the mind.
According to psychoanalytic theory, most of what controls our behaviors, thoughts, and feelings is
unknown to our aware minds. Normally, the unconscious guides us. Freud said that the mind could be
divided into three abstract categories. These are the id, the ego, and the superego.

1. The id:
Latin for the term “it,” this division of the mind includes our basic instincts, inborn dispositions, and
animalistic urges. Freud said that the id is totally unconscious, that we are unaware of its workings. The
id is not rational; it imagines, dreams, and invents things to get us what we want.
2. The ego:
Greek and Latin for “I,” this personality structure begins developing in childhood and can be interpreted
as the “self.” The ego is partly conscious and partly unconscious. The ego operates according to the
reality principle; that is, it attempts to help the id get what it wants by judging the difference between real
and imaginary.
3. The superego:
This term means “above the ego,” and includes the moral ideas that a person learns within the family and
society. The superego gives people feelings of pride when they do something correct (the ego ideal) and
feelings of guilt when they do something they consider to be morally wrong (the conscience).
Another theory is from Erik Erikson. Erikson converted Freud’s emphasis to a focus on social
relationships into eight psychosocial stages. These stages became known as the Eight Ages of Man. Each
of Erikson’s eight stages was described as a time of crisis—a time when the personality would go one
way or the other. For example, you’ve likely heard of the identity crisis. Erikson theorized that during
adolescence, we all face a crisis of figuring out who we are. Each of the stages has this either-or quality.

Infant Trust vs. Mistrust Babies whose needs are met develop a
feeling of trust for the environment. If
infants have frustration and deprivation,
they learn a basic mistrust for the world
that will stick throughout life.

Toddler Autonomy vs. Shame When toddlers learn to act independently

and to control and doubt their bodies (toilet
training, walking, etc.), they learn self-
confidence and a feeling of autonomy.
Failure leads to feelings of inadequacy and
therefore a sense of basic shame and doubt.

Preschool Initiative vs. Guilt The preschooler is ready to take action—in

play, in imagination and in running his or
her life. Success here leads to good self-
esteem; problems lead to feelings of guilt.

Early School Age Industry vs. Inferiority The school-aged child is ready for learning
many new skills and, if successful, will
develop a sense of industry. Failures at this
stage result in a deep sense of being no
good, of being inferior to others—a feeling
that might carry into adulthood.

Adolescent Identity vs. Role of Confusion The adolescent begins to consider questions
of identity such as: Who should I be? What
should I value? And what interests should I
have? The teen must answer these to
develop a good sense of self-identity.
Exploration of various roles and
personalities is common in this stage

Young Adult Intimacy A young adult faces the challenge of

developing close emotional relationships
with other people. Here the term intimate
does not mean sexuality, but social and
emotional connections with others. The
opposite result, for those who do not
develop a sense of intimacy, is to become
isolated from social contact

Middle Aged Adult Generativity vs. Stagnation Middle-aged adults feel an urgency to leave
a mark on the world, to generate something
of lasting value and worth. Finding a
purpose in life is a central theme. To fail at
generating something significant means a
person becomes stagnant and stops moving
forward; this person may become selfish
and self-absorbed.

Old Adult Integrity vs. Despair In old age, it is common to look back on
life and reflect on what was accomplished.
People who feel good about what they have
done build a sense of integrity. For those
whose evaluations are not so good, there is
despair, the feeling of regret and remorse
for the life they led.
 SELF-CHECK 4.3-2
Multiple Choice: Read the questions carefully and write the letter of the correct answer on the answer
sheet provided.

1. In accordance to Erikson, what age of man that it is common to just look back on life and reflect on
what you’ve already accomplished? If the deed is good, then you’ll feel the integrity, if the deed is bad,
then you’ll feel the despair.
a. Adolescent
b. Old Adult
c. Young Adult
d. Preschool
2. What category of the mind is displayed on the situation: Your workmate has a pair of gloves that you
already wanted for yourself, so instead of stealing it, you saved up money and bought one.
a. Id
b. Ego
c. Superego
d. Consciousness

3. What category of the mind is displayed on the situation: You have seen a man eating ice cream, you
really wanted one, so instead of buying, you stole the man’s ice cream and ate it.
a. Id
b. Ego
c. Superego
d. Consciousness
4. According to Freud, what abstract category of the mind that includes our basic instinct and animalistic
urges?
a. Id
b. Ego
c. Superego
d. Consciousness
5. An age of man wherein you decide for your identity and may sometimes lead to confusion.
a. Adolescent
b. Old Adult
c. Young Adult
d. Early School Age

ANSWER KEY 4.3-1

1. b
2. b
3. a
4. a
5.a
BIBLIOGRAPHY

[1] Perceived Barriers to Self-Management and Preventive Behaviors. Accessed from

https://cancercontrol.cancer.gov/brp/research/constructs/barriers.pdf on April 28, 2019

[2]Managing your Emotions at Work. Accessed from

https://www.mindtools.com/pages/article/newCDV_41.htm on April 28, 2019

[3]What Is a SWOT Analysis, and How to Do It Right (With Examples). Accessed from
https://www.liveplan.com/blog/what-is-a-swot-analysis-and-how-to-do-it-right-with-examples/ on April
28, 2019

[4]Gibbs Reflective Cycle by Graham Gibbs. Accessed from

https://www.toolshero.com/management/gibbs-reflective-cycle-graham-gibbs/ on April 28, 2019

[5]Self-Regulation, Ego Depletion, and Motivation. Accessed from

http://assets.csom.umn.edu/assets/90559.pdf on April 28, 2019

[6]Introduction to Personal Development Plan. Accessed from

https://www.ukessays.com/essays/personal-development/introduction-to-personal-development-plan-
personal-development-essay.php on April 28, 2019