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CAREER GUIDANCE PROGRAM

MODULES 1-8

Address: Brgy. Buenasuerte, Pio V. Corpuz, Masbate

Zip Code: 5406
Website: http://depedmasbate.ph
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MODULE 1

Entering the Exits

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Objectives:
At the end of this module, the learners are expected to:
a. relate the results of NCAE in choosing a curriculum exit;
b. determine preferred life and career based on chosen curriculum exit;
c. appreciate the chosen life, career and curriculum exit based on one’s interests and
personality type.

Module 1 Activity 1.
Read the following questions and write your answers in your Activity Notebook.

1. What are my goals after Senior High School?

2. What are your interests that served as your basis in choosing your current SHS track?
3. What are your memorable experiences in SHS?
4. What Curriculum Exit do you plan to go after senior high school?

These are the exits ready for you.

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The Department of Education has been conducting career assessment to Grade 9 students through the
National Career Assessment Examination (NCAE). The NCAE aims to provide guidance to individual
learners for their future educational and career choices. It also provides the basis for profiling learners’
aptitude in the four Senior High School tracks.

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

A profile chart of the students’ occupational inclinations and preferences through the identified cluster
occupations is provided in the results of the NCAE. The test is being administered to all Grade 9
learners who are currently enrolled in public and private schools with government permit or
recognition. Moreover, learners with special needs may also be assessed provided that test
accommodations are met. (as per DepEd Order No. 55, s. 2016 Sec. 9)

Helping people make career decisions have 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
personality types, Grade 12 learners will now choose the curriculum exit they will pursue after senior
high school. Grade 12 learners may choose to work immediately since they are of legal age and have
the competencies to perform a specific job, or to pursue a business they can start to earn money. They
may also proceed to higher education and pursue a degree course or take up any Technical Education
and Skills Development Authority (TESDA) courses for middle-level skills development.

Employment. Any senior high school graduate who plans to work after senior high school can check
with the Public Employment Service Office (PESO) in their locality for possible job vacancies, or they
can browse in the Department of Labor and Employment website, www.ble.dole.gov.ph for possible
local employment.

Entrepreneurship. Senior high school graduates who plan to pursue the entrepreneurship exit will
have to consider many things. They have to be cautious lest they end up losing money invested in the
business. The Philippine Business Industry (as cited in http://www.biznewsph.com/p/business-ideas-
in-philippines.html, 2012) has come up with a list of ideas where prospective entrepreneurs can start
and grow their own business in the Philippines. (See Appendix 3: List of Business Ideas in the
Philippines.)

Higher Education. Senior High School graduates who would want to pursue a degree course in higher
education may directly inquire at any colleges and universities in their area. They may also inquire at
www.ched.gov.ph, the official website of the Commission on Higher Education (CHED) for the
recognized programs of schools per region.
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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.

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

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.”

Module 1 Activity 2.
Write a reflection on what exit you will choose. Write your answer in your activity notebook
and use this as your title: “My Meaningful Exit from Senior High School”.

Module 1 Activity 3.
Directions: Draw a symbol to represent the life and career you imagine to have after entering
your chosen curriculum exit. Use this as your title: “My Entry Point in the Exit”
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MODULE 2

Discovering the C’s

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Objectives:
At the end of this module, the students 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.

The Changing Nature of Work

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

In an article from the Society of Human Resource Management (2013), five global trends affect the
future of the global labor workforce:

Technology. In a highly digitized and connected world mainly driven by smart devices, work is no
longer limited to reporting to the office. On-line jobs can be done at home.

Outsourcing. Today more than ever, companies try to cut on cost and save resources. One practice
by which they are able to do these is by outsourcing. Outsourcing is getting portions of work done
through outside suppliers rather than completing it internally. The call center industry is an example
of an outsourcing practice that continues to expand in the country.

Changing workers’ attitude and values. Different generations exhibit different qualities, attitudes,
and values. Recent years have focused on striking a balance between work and life. Workers need to
love their work but should have other interests outside the office, too.

Demographics and diversity. With better medical care, people are living longer and life expectancy
increases. In the next 10 years, five generations―traditionalists, Boomers, Gen X, Gen Y, and Gen
Z―will be working together. Different generations must be able to capitalize on their tools while
working harmoniously with one another.

Globalization. Companies are extending their businesses on an international scale. Some

companies are on a 24-hour operation scheme to meet the demands of their clients and the global
market. The dispersion of work geographically makes it possible to get work done.

Lifelong Learning

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

For the Grade 12 Career Guidance Program, we shall be defining lifelong learning as the voluntary
and self-motivated pursuit of personal and career development. This pursuit can be applied on any
of the different exits. For example, if you choose to work after graduating, it would mean an
ongoing professional development; for entrepreneurs, it would mean continuously exploring and
expanding business interests; for middle level skills, it would mean enhancing and upgrading your
skills; and for higher education, it would mean enrolling and exploring the opportunities in college.
This will continue throughout your life. You must be able to exhibit openness and curiosity, and the
willingness to investigate and consider knowledge and ways of thinking. If you appreciate new ideas
and seek new ways of learning or understanding the world, you are ready for lifelong learning.
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Seven C’s―21st Century Lifelong Skills

You are now ready to learn the lifelong skills that will propel you to succeeding in both life and career.
These skills will guide you in adapting the ever-changing demands of life and work. Let us take a look
at each one of them:

Critical Thinking and Doing. This skill requires you to look at a problem with “discerning eyes.” You
should be able to see the flaws and errors and decide on a solution. In a myriad of information, you
have to develop this skill of discriminating what is important and relevant. This entails research,
analysis, and decision-making. Application completes the steps. You need to follow calculated steps
and manage the implementation of your decision.

Creativity. Successfully turning new and imaginative ideas into reality is needed to create and design
best fit solutions. This includes innovation that generates unique products and services or even, new
ways of doing things.

Collaboration. No one lives and survives alone. You need to engage and work with others to
survive. Empathy which is putting yourself in other people’s shoes is needed for understanding.
Compromising and community-building can only be achieved by looking at someone else’s
perspective and situation as well.

Cross-Cultural Understanding. Every day, millions of people around the globe travel for education,
leisure, business, and profession. Keeping yourself levelheaded and respectful of the many differences
among cultures will enable you to live peacefully with the peoples of the world.

Communication. You are not only communicating to be understood but also, in order not to be
misunderstood. Therefore, another skill that must be developed is your ability to craft ideas and
messages and deliver them in a manner that is clear and purposeful.

Computing/ICT Literacy. Effective use of digital devices will enable you to communicate, collaborate,
and advocate. You must keep yourself abreast with the many advances in the technology to keep
yourself relevant.

Career and Learning Self-Reliance. Throughout your life you must be able to grow, redefine, and
reinvent yourself. This means being able to develop yourself by managing change and adapting to it.
Just like what Heraclitus said, “the only thing that is constant is change.”
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Module 2 Activity 1
Directions: In your activity notebook, copy the pyramid below and complete the pyramid by
creating your own version of Hierarchy of C’s with the appropriate lifelong skills. And complete
the sentences at the bottom.
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Module 2 Activity 1
Directions: In your activity notebook, copy the shape below. Fill in the shapes with the
appropriate responses by group. The heart must be filled with the learnings you ‘loved and
enjoyed’, circle with the learnings you found ‘ essential to know’ and rectangle with the
learnings you found ‘interesting to know’.
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MODULE 3

The Choice of
Choosing
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Objectives:

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

1. Analyze their academic achievement based on their desired profession and realities of 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.
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Module 3 Activity 1

Directions: In your activity notebook, copy the Career Analysis Profile Sheet A. Fill in the
information needed.

Example:
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Module 3 Activity 2

Directions: In your activity notebook, copy the Career Analysis Profile Sheet B. Fill in the
information needed based on your answer in Module 3 Activity 1.
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MODULE 4

Myself in Other’s
Shoes
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Objectives
At the end of this module, you are expected to:
• Analyze information gathered through people with the chosen career or
curriculum exit that will affirm decisions made in choosing the career or
curriculum exit;
• Evaluate the role of people with the chosen career or curriculum exit in terms of
beliefs, attitudes and skills; and
• Make career road map as an expression of commitment to one’s chosen career
or curriculum exit.

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

INFORMATIONAL INTERVIEW
INTERVIEWEE’S PERSONAL PROFILE:
Name: (optional) _____________________________________________________________
Occupation/Business: _________________________________________________________
Highest Educational Attainment: ________________________________________________
Name of Company (if employed): _______________________________________________
No. of Years in the Job: _______________________________________________________
Type of Business (if there is any): _______________________________________________
No. of Years in Business: ______________________________________________________

PART I.
1. What are your typical job or business duties and responsibilities?
[Ano-ano po ang inyong mga tipikal na tungkulin at responsibilidad sa trabaho o negosyong inyong
pinapasukan?]

2. What are the necessary skills for this type of job or business?
[Ano-ano ang mga kasanayan o skills na kinakailangan sa trabaho o negosyo ninyo?]

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

[Ano po ang nagbibigay-kasiyahan sa inyo sa trabaho o negosyong inyong pinapasukan?]

4. What is the most challenging aspect of your job or business?

[Ano naman po ang mga hamon o balakid na nakikita ninyo sa inyong trabaho o negosyo?]

5. What are the personal characteristics, values, and attitude that are needed in your job or business?
[Ano-ano po ang mga katangian, kahalagahan, at saloobin na kinakailangan sa trabaho o negosyo
ninyo?]

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

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

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?]
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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 mahahalagang pag-uugali (core values)?
Kung oo, ano ang pahayag na misyon ng inyong kumpanya o negosyo?
Ano-ano naman ang mahahalagang pag-uugali nito?

PART III. Advice and Suggestions

What is your advice for me as a Grade 12 learner who likes to enter in this same 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 Activity 1
Directions: Interview a professional and copy the following tables in your activity notebook.
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It has been said that first hand information can be a very rich source of information for learners. These
are the information (the beliefs, attitude, and skills) and success stories that we get from people who
inspire us and make us feel more enthusiastic about pursuing our goals. This is also called
observational learning.

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

It is from this context that the Grade 12 learners are given assignment to observe a person with whom
they want to emulate in the future using the informational interview form (attached in the appendix).
By shadowing the person or the “More Knowledgeable Other” or MKO (Vygotsky, 2014) in his place of
work and by asking pertinent questions based on the observation tool that was crafted, it is believed
that these new information will help them in cementing their decisions to pursue their chosen career.
Informational observation also strengthens the claim of the creative job hunting principle (Woodcock,
2014) where it says that the best way to choose a career is to talk to people doing the job and to try it
out via work shadowing and experience. There is a lot of truth in the statement that you don’t really
know what it’s like until you have been doing it for a while: at least shadowing gives you a good idea of
what’s involved.

The idea of the observation is to promote a learning context where the learners play an active role and
become responsible for their own learning. The role of the teacher therefore is to closely collaborate
with learners to facilitate meaningful learning experiences they acquired.
Choosing the right course is a big decision and it is important to get it right, as it can impact future
success. Career awareness and self-awareness go hand-in-hand. This is the other idea behind why
learners need to have enough information profile about the career they want to undertake through
the informational observation. In so doing, the learners could be taken away from the idea that
luck, unpredictable social factor, chance, beliefs, and environmental factors play a major role in
one’s success in life as suggested by the Happenstance Theory (Krumboltz, 2008).

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.
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Career Road Map

According to an article by Cao (2013) a career road map outlines specific steps to undertake for moving
from one step to another in ways that will facilitate growth and career advancement. This could be an
illustration or diagram that could easily be understood by the individual who crafted it.
Career road maps are flexible enough and could be revisited and revised over time or as the
circumstance warrants in order for the learner to keep track of his progress or to address issues that
hinder the achievement of the desired goal.
The career road map, upon accomplishing should be communicated by the learners to their
parents/guardians or significant people whom they think in one way or the other will be involved in
the attainment of the desired goal. The learners should inform their parents/guardians or the people
whom they identified of what specific help or support they are expecting from them. It is also very
important to remind the learners that they should also communicate to their support group the
specific steps they will take and the projected time frame of its accomplishment. In so doing, the
learners will have an active support system that will help him out in achieving their career goals from
time to time.
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Module 4 Activity 2
Directions: Copy the chart in your activity notebook and write 2-3 sentence reflection on what
significant learning you get out of the following activities.

Chasing
Dreams

Packing
Up for
the

Journeyin
g
Together

My
Career
Road
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Module 4 Activity 3
Directions: In your activity notebook, draw a shoe/sandal and answer the questions below.
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MODULE 5

Future Combo,
Activate!
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Objectives
At the end of this module, you 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.

“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 learners’ career development. 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 are guided to fulfill the vision of the Department of Education, which
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.

Final Personal Mission Statement:

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

Module 5 Activity 1

Directions: In your activity notebook, copy the table and supply the needed information.
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Lecture:
“Where do I go from here?” This question may be posed by learners now that they are about to
complete their Senior High School. To help them answer this, the personal mission statement becomes
very essential.
According to author Stephen R. Covey, a personal mission statement enables a person to connect with
(his) own unique purpose and the profound satisfaction that comes from fulfilling it
This statement provides an individual with a clear direction of where he wants to go and what he
wants to achieve. As learners are about to embark on their career in any of the four curriculum exits,
such statement will allow them to focus on the path they will follow with conviction in the face of any
challenging circumstances.

For a personal mission statement to become fulfilling, it has to make a difference in other people’s lives
or organization. This means that a person will seek his purpose and what he can contribute best not
only for himself but also for his family, friends, prospective employer, the community, and the world in
general.
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MODULE 6

Keep Me Balanced
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Objectives:
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.

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 tenets stated that values play an
important role in the career decision-making process of individuals more than their interests. An
individual’s value orientation greatly molds and influences his/her 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 their possessed values 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.

Values are acquired as a result of value-laden information from the environment interacting with the
inherited characteristics of the individual. Since cultural background, gender, and socio-economic level
influence social interactions and opportunities, priorities placed on values by people from various
multicultural grouping will vary and influence the choice of careers and other life roles.
Values that are influenced by other people’s value systems may not truly represent the individual’s
true values.

We have different kinds of values. These are:

personal values like self-respect, self-fulfillment, health, privacy, peace of mind, financial stability,
independence
family values like love, close family ties, family happiness
spiritual values like establishing a close personal relationship with God, seeking His will in our life,
following His commandments, working for the good and well-being of the less fortunate
work values like precision work, power, exercising competence, public contact, fast pace, change and
variety
• career values like personal growth, advancement, prestige and status, recognition
social and humanitarian values like service to others, helping people in need, love of country, moral
fulfilment, etc.
cultural values like debt of gratitude or utang na loob, getting along with others or pakikisama,
authority
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Conflicts in values may be intrapersonal, interpersonal, or organizational. An intrapersonal conflict is a

situation wherein one experiences conflict of values and needs within oneself. (Example: Achievement
conflicts with health; independence conflicts with security.)

People with divergent values but who must live or work together experience interpersonal conflicts.
(Example: Your teacher values authoritarianism but you value independence.)
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.)

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

Values have cognitive, affective, and behavioral components which facilitate prioritization of values for
decision-making. Each person develops a relatively small number of values that are prioritized in a
value system. Values are prioritized when a person can rank the order of importance assumed by his
or her values in guiding his or her behavior and when he or she can act according to that priority.
Authentic values are brought out through an insightful dialogue involving self-reflection. True values,
when fully expressed, are capable of leading a person toward focus, purpose, satisfaction, and
happiness. Furthermore, a value is crystallized once it has a label that is meaningful to the individual.
Once values are crystallized and prioritized, the individual can go on directly to career choice making
(Villar, 2009).

Module 6 Activity 1
Directions: In your activity notebook, copy the tables below and supply information.
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MODULE 7

Version of Me 2.0
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Objectives:
At the end of this 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.
3. Relate the chosen career to the needs of the society.

This module entitled “Version of Me 2.0” refers to the individual who is discovering the real Version of
Me 2.0, that can be awesome in his/her own way and able to manifest greatness in pursuing a lifelong
career. It is a transition from school to the curriculum exits that the learner will plan for the future job,
that he/she will be productive and persistently sustain in the real world of work―that’s the real
version of me 2.0.

In order to figure out how learners will work with Me 2.0, the learners should understand who they are
and how they function well. This will be a great help to our 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 will 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.

Module 7 Activity 1

Directions: Copy the table in your activity notebook and supply the needed information.
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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 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
Statoscope because the learner wants to become a Physician/Doctor.
Sample drawing for TVL: Hammer, Ladder, Bread, Cake and many more
On the RING FINGER: 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, Bridges, Road and many more
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 statoscope for a Physician, high rise building
for Engineering, Hospital, Bank Orphanage and many more
Sample drawing for TVL: Drawing of an Electrical Store, Construction site, Bakery, Beauty House or
Salon and many more
On the THUMB: Draw a symbol of your contribution to the society in relation to your future job
(success-like story).
Sample drawing of Academic: The heart and the family. Because the nurse helps by taking care and
helps sustain the life of one sick individual in the family.
Sample drawing for TVL: Drawing of good food for a healthy life style by a
chief cook
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On the PALM AREA: Draw a symbol that represents your Career Motivational Goal; (strength and
sustainability/holding on)
Sample drawing of Academic: Drawing of a heart that symbolizes life “as long as there is a heart
beating…life must go on” by a Physician and Nurse.
Sample drawing for TVL: Drawing of a Go, Glow and Glow food that gives strength to an individual.

On the WRIST AREA: Draw a symbol that sustains you in the current track/strand/specialization
(connection and sustainability strength and responsibility)
Sample drawing for Academic: Drawing of a Cross symbolizes “My Creator” that means… I am the
Way, the Truth and the Life”…In the ups and downs of your life, you are sustained with prayers and
keep on moving forward positively until success comes.
Sample drawing for TVL: Construction material/tools needed in the construction company, were there
tools are very much valued the workers.

See an example below.

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Module 7 Activity 2

In your activity notebook, draw a hand and answer the questions that follow:

Options (aspects) to consider:

1. Will go to college if there will be a financial support.
2. Will go to work with NC2 as Electrical instillation.
3. Will make a business with electrical equipment.
Right and responsibilities of my future chosen career:
1. Designing and implementing cost-effective equipment modification to help improve safety and
reliability (Ex. For Electrical Engineering).
2. ____________________________________________________________________________
3. ____________________________________________________________________________

Rights and responsibilities of the employer (Engineering Company):

1. Provide workplace free from serious recognized hazards and comply with standards, rules and
regulations.
2. ____________________________________________________________________________
3. ____________________________________________________________________________
Processing Questions:
1. How did you find yourself in the chosen career in relation to the expected duties and
responsibilities?
2. Being aware of your chosen career, name at least three you consider your work principles.
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3. What/who do you think motivates you to pursue your career goal? Can you explain how?

Lecture

Definitions of Terms
Conformity is a type of social influence involving a change in belief or behavior in order to fit in a
group.
Motivation is literally the desire to do things. It is the difference between waking up before dawn to
pound the pavement and lazing around the house all day. It is the crucial element in setting and
attaining goals—and research shows you can influence your own levels of motivation and self-control.
So figure out what you want, power through the pain period, and start being who you want to be.
Personal development covers activities that improve awareness and identity, develop talents and
potential, build human capital and facilitate employability, enhance the quality of life and contribute to
the realization of dreams and aspirations.
Personality development is the relatively enduring pattern of thoughts, feelings, and behaviors that
distinguish individuals from one another. The dominant view in the field of personality psychology today
holds that personality emerges early and continues to change in meaningful ways throughout the
lifespan.

Expectancy theory (or expectancy theory of motivation) proposes an individual will behave or act
in a certain way because they are motivated to select a specific behavior over other behaviors due to
what they expect the result of that selected behavior will be.
Two-factor theory (also known as Herzberg's motivation-hygiene theory and dual-factor theory)
states that there are certain factors in the workplace that cause job satisfaction, while a separate set of
factors cause dissatisfaction.

Trait theory (also called dispositional theory) is an approach to the study of human personality. Trait
theorists are primarily interested in the measurement of traits, which can be defined as habitual
patterns of behavior, thought, and emotion.
Operational Definition:
Work ethics is the guiding principle of correct working.
Work values is imbibing the guiding principle of correct working.
Goal motivator is a personal or hygiene motivation adopted from Hernsberg’s motivation theory.
Return of Investment (ROI) is the human capital with work ethics who became productive and efficient
towards 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.
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As the learner experiences education from the school, his interest is in future career progresses.
According to Gestalt, (here and now theory) the experience of the learner has a strong influence that
he could learn and develop his work ethics and work values in the process of learning specific
knowledge and skills towards his chosen career. These are the factors that employers are looking for in
an applicant (learner). Aside from the intellectual part of the learner, another important aspect to
consider in the lifelong career planning is the personality of the learner.

The learner’s personality is an asset not just in the future workplace, but in everyday living. Most if not
all, 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 learners’ personality also improves as it is enhanced in every module. Whether
the learner will decide to be employed, pursue college degree, make a business, or just stop moving
forward to its career advancement, that learner has his own unique personality.

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

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

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

It is significant to note that the determined aspects (factors) that the learners have considered in
planning for life and career like the goal motivators of the leaner has to be recognized since this factors
that will lead him to his career success that could address to the need of the society or may lead him halt
him from career advancement to meet the need of the society.

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

The learner in this module would recognize its motivators as intrinsic and extrinsic motivators in
order to move forward to the next level and even to sustain their lifelong career goals. Intrinsic
motivators are internal variables within the individual give rise to motivation and behavior. Example
is the Maslow’s hierarchy of needs theory.
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According to Abraham Maslow’s hierarchy of needs an individual first have to satisfy its basic
Psychological needs (food, shelter and clothing) before the individual takes the second step with it is
up to the next need level which is the Safety and Security, then the need of Belongingness (to love and
to be loved), then the need of Esteem (Self-esteem) and the Self-actualization of which is the highest
need of a person.

While a process motivator emphasizes the nature of the interaction between the individual and the
environment. Examples of valued outcomes in the workplace include pay increases and bonuses,
promotions, time off, new assignments, recognition, and many more.

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

To relate the chosen career to the needs of the society, the learner requires to process himself/herself
to change and take the balance in order to fit in and address the need of the society.
The individual in the society is the learner who carries with him/her the factors that will in able 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) of which is not limited to monetary investment.
The individual learner with its 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 learner’s 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
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personality type, interests, and aptitudes. It is then when learners when l find themselves in a Better
Jobs Fit 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 in himself to an organization. Consider the My
Version 2.0 – will now be a marketable person to its lifelong career.

Synthesis

“We are shaped by our thoughts; we become what we think. When the mind is pure, joy follows like
shadow that never leaves.” – Buddha

Module 7 Activity 3

Directions: In your activity notebook, draw 2 footmarks (left and right) and on the left, write your
traits & values about his/her old self that he/she needs to change to get ready for the chosen career.
On the middle between the left and right feet, the learner will write his/her motivational mantra to
move on. Ex. “Go! Fight! Win!” On the right, learners will list new traits & values to accept, embrace
and improve to get ready for the chosen career.
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MODULE 8

Ready to Take Off!

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Objectives:

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

1. identify lifelong learning strategies to grow in the chosen career;

2. create a Lifelong Learning Plan; and

3. express love and passion to one’s chosen career.

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!

Lifelong Learning Strategies

Now that you are very certain about your preferred life and career, you might wonder, what is next after
landing on your dream job or getting your desired profession or vocation? Learning should never stop
once you became employed, you need to continuously improve and undergo lifelong learning activities
that can help you grow in your chosen profession and reach your ultimate career goal. Lifelong learning
is composed of different strategies or activities that can help you improve continuously in knowledge,
skills and other competencies that are important in your life and career. Lifelong learning strategies
include, but are not limited to the following programs or activities:
1. Graduate school programs (e.g. Master of Science in Criminal Justice, Master in Business
Administration, and Doctorate Courses)
2. Adult learning courses, distance education programs, and online webinars (e.g. TESDA Online
Courses, UP Open University and Livelihood Trainings)
3. On-campus training events (e.g. seminars, workshops, special speakers, etc.)
4. Off-campus conferences, conventions, and workshops (e.g. National Conferences for Educators,
Nurse Practitioner Conference, and others)
5. A personal structured reading plan focused on a particular area of development (e.g. Reading plan for
improving leadership skills)
6. Mentoring or coaching by immediate supervisors/managers
7. An in-house action research project.
8. Social networking (e.g. LinkedIn)

The Lifelong Learning Plan

It is a human nature to desire progress. According to Victor Lipman of Forbes, the possibility for “career
advancement is an especially powerful job motivator. Writing a plan on how you want to progress in
your career will give you a clear path on how you can grow in your chosen life and career.
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For you to grow and become successful in your own chosen life and career path you need to develop a
plan for your 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.
The Three Aspects of Your Lifelong Learning Plan
The career aspect will give you a structure on career advancement that will guide you on the things that
you need to do and to go where you want to go in your career, like your transition from entry-level
position to managerial position. In the social aspect of your LLP, you will be guided on how to
establish social linkages in your career and expand your network. While in the personal aspect, you will
identify key areas for personal growth and will make you prepared for important transitions in life, like
setting a plan to marry and have your own family. This is based on the notion that your personal life may
affect your career and vice-versa.
Process Questions:
1. What are the different lifelong learning activities that you can undergo to continuously grow in your
chosen career and life?
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?

Module 8 Activity 1

Directions: In your activity notebook, copy the table below and answer.
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Module 8 Activity 2

Directions: In your activity notebook, copy the My Career Philosophy and supply the missing
information.

Module 8 Activity 3
Write a Letter to Your Future Self
Procedure: After setting a clear path of career progression through their Lifelong Learning Plan, the
learners will write a letter about their future self, five years from now. Instruct the students to
consider the following questions in writing their letters. They can use their mother tongue language to
feel more comfortable in expressing themselves:
1. What do I like about myself right now? (Ano ano ang mga katangiang meron ako na gusto ko?)
2. What 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 nakamit ko na limang taon mula ngayon?)
4. What are the goals and dreams that I want to achieve in my career and life? (Ano ano ang aking mga
pangarap at layunin sa aking karera at buhay?)
5. Why am I passionate about my chosen career and life? (Bakit lubos kong nais ang aking napiling
karera?)
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Take this as an example:

GOOD LUCK IN YOUR JOURNEY AND MAY YOU BE SUCCESSFUL! SOAR HIGH! 😊

CONGRATULATIONS!