Professional Documents
Culture Documents
CGM Teachers 1
CGM Teachers 1
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.
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
i
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.
ii
Table of Contents
Preface ........................................................................................................................ ii
iii
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.
Materials
manila paper/recycled materials
cartolina
crayons/colored pens/any coloring materials
pen markers
scissors
Scotch tape
copy of NCAE results
speaker, music player
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.
Module 1 Page 1
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?
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.
Module 1 Page 2
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?
Module 1 Page 3
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.
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.
Module 1 Page 4
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.”
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?
Ask the learners to write in their Career Guidance Journal their reflection
about “My Meaningful Exit from Senior High School.”
Module 1 Page 5
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 Specific
Preferred Curriculum Exit
Interests based Career or
on preferred Profession
occupational based on Employment Entre- Higher Middle-Level
interests Occupational preneurship Education Skills
Interests Development
Module 1 Page 6
Appendix 1
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.
Rank 1
Rank 2
Rank 3
Module 1 Page 7
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
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
Name: __________________________ Position Applied for:
_______________________
Age: ____________ Sex: ________________ Contact No.:
_________________________
Address:
_________________________________________________________________
Educational Background:
Elementary: ______________________________________ Year Graduated:
__________
Secondary:
Module 1 Page 8
Junior High School: __________________________ Year Completed:
__________
Senior High School: __________________________ Year Graduated:
__________
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:
__________
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:
____________________________________________________________
Location of Business:
________________________________________________________
Module 1 Page 9
Nature of business:
__________________________________________________________
Permit number:
____________________________________________________________
BUSINESS PERMIT
Name of Business:
___________________________________________________________
Name of Owner:
____________________________________________________________
Location of Business:
_________________________________________________________
Nature of business:
__________________________________________________________
Permit number:
_____________________________________________________________
BUSINESS PERMIT
Name of Business:
__________________________________________________________
Name of Owner:
____________________________________________________________
Location of Business:
________________________________________________________
Nature of business:
__________________________________________________________
Permit number:
_____________________________________________________________
Module 1 Page 10
COLLEGE APPLICATION FORM
Module 1 Page 11
Appendix 2
Module 1 Page 12
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 B. Natural Sciences
Medicine Specialized Areas
A1 Optometrist B1 Biologist
A2 Doctor of B2 Botanist
Medicine/Cardiologist/Oncologist B3 Zoologist
/ B4 Chemist
Radiologist/Orthopedic Surgeon B5 Geologist
A3 Surgeon (All fields) B6 Geographer
A4 Dermatologist B7 Volcanologist/Seismologist
A5 Dentist
A6 Veterinary Medicine
A7 Forensic Analyst
Allied Medicine
A8 Speech Pathologist/Physical
Therapist/Occupational Therapist
Hospital Administration
A14 Hospital Manager
A15 Medical Supervisor
Module 1 Page 13
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 D. Engineering
Agriculture/Forestry Specialized Areas
Specialized Areas D1 Mechanical Engineer
C1 Aquaculturist D2 Biological Engineer
C2 Agriculturist D3 Civil Engineer
C3 Forest Ranger D4 Safety Engineer
C4 Floriculturist D5 Mining Engineer
C5 Herbologist D6 Electrical Engineer
D7 Agricultural Engineer
Support Staff
D8 Chemical Engineer
C6 Fishing Boat Captain
D9 Geodetic Engineer
C7 Fishing Crew
D10 Marine Engineer
C8 Forester
D11 Structural Engineer
C9 Farmer
C10 Canning Worker Support Staff
C11 Plant Hobbyist D12 CP-Radio Technician/Electronic
Technician/Aircon Technician
D13 Car-Auto Machinist (Mechanic)
E. Business and Finance/Commerce F. Professional Services
Finance Specialized Area: Law
E1 Economist The Court
E2 Banker F1 Judge
E3 Financial Analyst F2 Lawyer
E4 Accountant F3 Legal Associate
E5 Budget Officer F4 Clerk of Court
E6 Bookkeeper F5 Legal Secretary/Legal Clerk
Module 1 Page 14
Business Specialized Area: Education
E7 HR Manager Teaching
E8 Sales Manager
E9 Warehouse Supervisor/Stock F6 Pre-school Teacher
Room Supervisor F7 Elementary School Teacher
E10 Marketing Officer F8 High School Teacher
E11 Advertising Executive F9 College Professor
E12 Statistician/Actuarial
F10 (Post) Professor in Graduate
Mathematician
School Masters or Ph.D.
E13 Real State Broker
Courses
School Administration
Support Staff
F11 School Head
E14 On-line Sales Agent
F12 Registrar
E15 Call Center Agent
E16 Sales Clerk Guidance and Counseling
E17 Sales Representative F13 Guidance Counselor
E18 Store Keeper
E19 Cashier Support Staff
E20 Sales Record Officer F14 Librarian
E21 Office Clerk F15 Teacher Aide/ School Aide
E22 Sales Promoter/Promo F16 Technical-Vocational Aide
Merchandiser F17 School Clerk
E23 Small Scale Store Owner F18 School Janitor
E24 Security Guard F19 School Canteen Helper
F20 School Security Officer
Module 1 Page 15
H11 Computer Aide
Tourism and Hospitality Industry H12 Computer Drafter
Hotel Administration H13 IT Sales Clerk
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
Module 1 Page 16
L4 Entertainer
Construction Service and Support
Staff Theater and Movie Support Staff
K6 Foreman L5 Set Designer
K7 Mason L6 Lights Designer
K8 Pipe Welder L7 Costume Designer
K9 Painter
K10 Wood Carver Other Artistic Areas: Painting,
Music and Literary Works
K11 Iron Grill Welder L8 Musical Composer or Arranger
K12 Pottery Maker L9 Book Author
L10 Water Color Painter
K13 Building Aide
K14 Landscaper
K15 Carpenter
M. Fashion N. Military and Law Enforcement
Garments/Hairstyle/Cosmetics Parlor
Services/Jewelry and Accessories Military Services
N1 Military Officer
Garments, Linens and Textile N2 Air Force Officer
Industry N3 Military Training Officer
M1 Fashion Designer N4 Camp Strategist
M2 Master Cutter
Law Enforcement
M3 T-shirt Designer
N5 Police Officer
M4 Silk Screen Maker
N6 Prison Warden
M5 Textile Technician
N7 Police Desk Officer
M6 Fabric Wholesaler
N8 Investigator
M7 Curtains/Bedding Sewer
N9 Police Aide
Hairstyle, Cosmetics and N10 Traffic Enforcer
Other Parlor Services N11 Criminologist
M8 Make-up Artist N12 Fingerprint Analyst
M9 Hair Stylist
M10 Hair Cutter
M11 Hair Spa Aide
M12 Manicurist
Module 1 Page 17
O1 Priest/Pastor/Imam
O2 Spiritual Counselor/Nun
Appendix 4
List of Business Ideas in the Philippines
Module 1 Page 18
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.
___________________________________________________________________
___
___________________________________________________________________
___
___________________________________________________________________
___
___________________________________________________________________
___
___________________________________________________________________
___
Module 1 Page 19
Appendix 6
______________________________________________________________
______________________________________________________________
______________________________________________________________
_________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________-
Module 1 Page 20
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.
Rank 2
Rank 3
Module 1 Page 21
2 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!
Materials Needed
Module 2 Page 22
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.
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.
Module 2 Page 23
Processing Questions:
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.
Module 2 Page 24
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?
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:
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.
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.
Module 2 Page 25
Lifelong Learning
Module 2 Page 26
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.
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.
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 27
Processing Questions:
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 28
VI. Reflection (10 minutes)
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.
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.
Module 2 Page 29
3 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.
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)
Module 3 Page 30
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.
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.
Module 3 Page 31
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.
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 32
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.”
Module 3 Page 33
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
Module 3 Page 34
Career Analysis Profile Sheet A
“Ang kakaunti Tiyaga Negotiating Computing I do not have enough KEG: GWA Gr11
kapag palagi capital to start a
ay nagiging Determinasyon Interpersonal Planning business. Agribusiness 85 – Very
marami.” Skills Construction Satisfactory
Pagtitiwala Analyzing My parents are not IT-BPM
“Basta may Ability to work supportive of my Health,
tiyaga may under Counting decision to put up a Wellness and
nilaga.” pressure business since they Tourism
want me to take a Hotels and
Patience degree course. Restaurants
Wholesale and
Adaptability The community has no Retail Trade
existing businesses that
Listening and are similar to my desired
Speaking business.
Conflict
Resolution
Module 3 Page 35
Career Analysis Profile Sheet A
Module 3 Page 36
Career Analysis Profile Sheet A
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 Skills Labor Market Academic
Values Realities
Beliefs Soft Hard Information Performance
Ex. Ex. Ex. Ex. Ex. Ex. Ex.
“Ang I easily get tired. KEG: GWA Gr11
pagsisilbi sa Tiyaga Negotiating Computing
bayan ang Pagtitiwala Interpersonal Planning The distance of the Agribusiness 75 – Fairly
pangunahing Skills higher education Construction Satisfactory
Pagmamahal sa Analyzing
gampanin ng institution is far from IT – BPM
bayan Can work
bawat Attending my place. It would Health,
mamamayan.” under pressure take a boat ride and
Malasakit sa Wellness and
Critical Thinking another two hours bus
kapuwa Patience Tourism
“The welfare Information, ride. Hotels and
of the people Adaptability Communication Restaurants
is the Listening and and Technology I might be disqualified Wholesale
supreme law.” Speaking Skills from the application and Retail
process since I have Trade
Public
not performed well. Mining
Speaking
Transport and
Time My family is very
Logistics
Management supportive of my plan.
Manufacturing
Decision Real Estate
Making Education
Conflict
Resolution
Flexibility
Module 3 Page 37
Career Analysis Profile Sheet A
Name: ___________________________________ Sex: ____ Age: _____ Strand/Track: ____________________ Region: _____
Module 3 Page 38
Career Analysis Profile Sheet B
1. I am (name)
____________________________________________________________.
3. I am enrolled in (track/strand)
_____________________________________________.
5. I believe that
___________________________________________________________.
Module 3 Page 39
10. The Labor Market Information in my Region shows that the following sectors
are Key Employment Generators
_____________________________________________________
_______________________________________________________________
_______________________________________________________________
_________________.
1. I am Sophia.
2. I am 19 years old.
5. I believe that earning a small amount when stable becomes abundant and hard
work bears much fruit.
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.
10. The Labor Market Information in my Region shows that the following sectors
are Key Employment Generators: Agribusiness; Construction; IT-BPM; Health,
Module 3 Page 40
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.
2. I am 18 years old.
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.
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.
10. The Labor Market Information in my Region shows that the following sectors
are Key Employment Generators: Agribusiness; Construction; IT-BPM; Health,
Wellness, and Tourism; Hotels and Restaurants; Manufacturing; and Real
Estate.
1. I am Christian.
Module 3 Page 41
2. I am 18 years old.
5. I believe that serving the country is the primary responsibility of its citizenry and
the welfare of the people is the supreme law.
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.
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.
10. The Labor Market Information in my Region shows that the following sectors
are Key Employment Generators: Agribusiness; Construction; IT-BPM; Health,
Wellness, and Tourism; Hotels and Restaurants; Wholesale & Retail Trade;
Mining; Transport and Logistics; Manufacturing; Real Estate; and Education.
Table of Grade
Module 3 Page 42
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.
Module 3 Page 43
4 Myself in Another Person’s
Shoes
Module 4 Page 44
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 45
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?
– Jimmie
Module 4 Page 46
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.
Module 4 Page 47
IV. Lecturette
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.
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.
Module 4 Page 48
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.
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.
Module 4 Page 49
Describe what kind of
professional/businessman you
are. e. g., a world class owner of
a bakeshop/an in-demand civil
Career Road Map (25 min.) engineer both locally and
MILESTONE internationally.
Plan of Action: Phase 1
LOADING STATION 1:
1.
2.
3.
STARTING POINT
1. Now that you have chosen the
2. career you want to pursue, list
3. three goals that you must do.
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.
Module 4 Page 50
Module 4 Page 51
VI. Reflection (10 minutes)
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.)
Chasing
Dreams
Packing
Up for the
Journey
My
Career
Road Map
Module 4 Page 52
VII. Evaluation (10 minutes)
Fitting in Another Person’s Shoes
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?
2. What are the challenges that you foresee in achieving your career
choice?
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.
Module 4 Page 53
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.
____________________________________________
Company or Enterprise’s Name
Module 4 Page 54
Appendix 1
Informational Interview
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.
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.
Module 4 Page 55
Activity Sheet No. 1
INFORMATIONAL INTERVIEW
QUESTIONS
PART I.
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 56
________________________________________________________________
____________________________________________
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?)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________
Module 4 Page 57
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?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________
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 58
Activity Sheet No. 2 Tracing the Trail (Reflection)
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 59
Describe what kind of
Activity Sheet No. 3 professional/businessman you
are. e. g., a world class owner of
a bakeshop/an in-demand civil
Career Road Map engineer both locally and
MILESTONE internationally.
Plan of Action: Phase 1
LOADING STATION 1:
1.
2.
3.
STARTING POINT
1. Now that you have chosen the
2. career you want to pursue, list
3. three goals that you must do.
Module 4 Page 60
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.
Module 4 Page 61
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.
Module 4 Page 62
References
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
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/CareersT
oolbox-Tool2.pdf
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
Module 4 Page 63
5 Future Combo, Activate!
Module 5 Page 64
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.
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 65
II. Motivation
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?
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.
Module 5 Page 66
Sample Worksheet for Personal Mission Statement
Source of template:
(conduct.tcnj.edu/files/2011/11/Personal-Mission-Statement-Assignment.pdf).
Module 5 Page 68
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?
Module 5 Page 69
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).
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).
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
Module 5 Page 70
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.
Module 5 Page 71
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
Module 5 Page 72
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?
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.
Module 5 Page 73
Example:
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?
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.
Module 5 Page 74
Glossary
Module 5 Page 75
Appendices
Appendix 1
The Five-Minute Mission
Module 5 Page 76
Appendix 2
Worksheet for Personal Mission Statement
Module 5 Page 77
Appendix 3
Ang Misyon Ko! Reality Check!
____________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_________________________________________.
Module 5 Page 78
Appendix 4
Current Demands and Trends
(Jobs and Emerging Industries per Region)
Module 5 Page 79
Module 5 Page 80
Module 5 Page 81
Module 5 Page 82
Module 5 Page 83
Module 5 Page 84
Source: DOLE
Module 5 Page 85
References
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 5 Page 86
6 Keep Me Balanced!
Module 6 Page 89
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).
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
Set A Set C
cepae of nidm cersvie to toersh
nfinacila tabsiliyt bdet of ragtitued
ahelht olve of ogd
didenpenenec
Set B Set D
amfily aphpiessn loncatio
icopemtiton apesurel
resptieg papearacen
nhyeost olyatyl
Module 6 Page 90
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!
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).
Module 6 Page 91
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?
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.
Module 6 Page 92
Activity Sheet 1
FRONT
SIDE A
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)
page 1
BACK SIDE B
page 2
Module 6 Page 93
Process Questions:
Module 6 Page 94
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)
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.
Module 6 Page 95
Sample Template
Values Resolution
least valued (Plan on how to resolve conflict in values)
(Examples)
From now on, I will avoid being too dependent
Work Alone 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:
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.
Module 6 Page 96
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
Module 6 Page 97
7 Version of Me 2.0
Introduction
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.
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.
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.
Module 7 Page 98
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.
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 99
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 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.
Processing Questions:
1. How did you find yourself in the chosen career in relation to the expected duties
and responsibilities?
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.
Definitions of Terms
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.
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.)
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
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.
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
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
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?
G
o
!
F
I
g
h
t Punctu
! al
W Attentive
i
n
! Punctual
Sometimes
late in class
G Attentive
o
Sometimes talking !
Always
with seatmates present
F
Sometimes
I
late in class g
h
t
Sometimes talking !
with seatmates
W
Sometimes absent i
n
!
Situation No. 1:
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.
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.
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.
Situation No. 5:
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
Learner’s
Name Symbol Future Job 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
Learner’s
Name Symbol Future Job 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
Name: __________________________________
Future Job: _________________________
Options to consider:
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!”
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
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
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.
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.
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.
Mechanical engineers create solutions and solve problems, playing a central role in
the design and implementation of moving parts in a range of industries.
They can work on all stages of a product, from research and development to
design and manufacture, to installation and final commissioning.
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
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
Professional Development
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:
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.
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
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.
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
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!
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
I. Objectives
LEVEL 5
C R E R E A D A N V C E A N E M T
LEVEL 4
F E I L L N O G L E N I N A G R
LEVEL 3
3
G P A N A L S I S A Y
LEVEL 2
G H I N C O C A
LEVEL 1
G L O A
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.
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.
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.
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)
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.
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?
Give each learner the copy of Lifelong Learning Plan Worksheet found
in Appendix ___.
A. Career Aspects
1. Career To possess Zero I need to
Knowledge/Infor relevant knowledge in acquire
mation knowledge inn school information
school management about
management School
Managemen
t
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.
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?)
Sumasaiyo,
Gio Alonzo
12-HUMSS-A
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
My Career Philosophy
As a/an _________________________________________________, I
know this profession is _______________________.
My Career Philosophy
Session 1
Activity Worksheet 1.1: ______________________________
Activity Worksheet 1.2: ______________________________
Activity Worksheet 1.3: ______________________________
Session 2
Activity Worksheet 2.1: ______________________________
Activity Worksheet 2.2: ______________________________
Activity Worksheet 2.3: ______________________________
Session 3
Activity Worksheet 3.1: ______________________________
Activity Worksheet 3.2: ______________________________
Activity Worksheet 3.3: ______________________________
Session 4
Activity Worksheet 4.1: ______________________________
Activity Worksheet 4.2: ______________________________
Activity Worksheet 4.3: ______________________________
Session 5
Activity Worksheet 5.1: ______________________________
Activity Worksheet 5.2: ______________________________
Activity Worksheet 5.3: ______________________________
Session 7
Activity Worksheet 7.1: ______________________________
Activity Worksheet 7.2: ______________________________
Activity Worksheet 7.3: ______________________________
Session 8
Activity Worksheet 8.1: ______________________________
Activity Worksheet 8.2: ______________________________
Activity Worksheet 8.3: ______________________________