Professional Documents
Culture Documents
Basic 4
Basic 4
Basic Competency
Participate in workplace Participating in workplace
1 400311210
communication communication
Work in a team Working in a team
2 400311211
environment environment
Solve/Address General Solving/Addressing General
3 400311212
Workplace Problems Workplace Problems
Develop Career and Developing Career and
4 400311213
Life Decisions Life Decisions
Contribute to Workplace Contributing to Workplace
5 400311214
Innovation Innovation
Present Relevant Presenting Relevant
6 400311215
Information Information
Practice Occupational Practicing Occupational
7 Safety and Health Safety and Health Policies 400311216
Policies and Procedures and Procedures
Exercise Efficient and Exercising Efficient and
Effective Sustainable Effective Sustainable
8 400311217
Practices in the Practices in the Workplace
Workplace
Practice Entrepreneurial Practicing Entrepreneurial
9 400311218
Skills in the Workplace Skills in the Workplace
TABLE OF CONTENT
Page No.
How To Use This Competency-Based Learning Material 2
List Of Competencies 4
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Table Of Content 5
Module Content 7
Details Of Learning Outcome 8
Learning Experiences 9
Information Sheet 4.1-1 10
Self-Check 4.1-1 16
Answer Key 4.1-1 17
Information Sheet 4.1-2 18
Self-Check 4.1-2 26
Answer Key 4.1-2 27
Assessment Criteria:
1. Identify self-management strategies.
2. Develop skills to work independently, to be conscientious, and
persevering in the face of setbacks and frustrations.
3. Examine techniques for effectively handling negative emotions and
unpleasant situation in the workplace.
4. Contemplate personal strengths and achievements, based on
selfassessment strategies and teacher feedback.
5. Monitor progress when seeking and responding to feedback from
teachers to assist them in consolidating strengths, addressing
weaknesses and fulfilling their potential.
6. Predict outcomes of personal and academic challenges by reflecting on
previous problem solving and decision making strategies and feedback
from peers and teachers.
7. Demonstrate efforts for continuous self-improvement
8. Eliminate counter-productive tendencies at work.
9. Maintain positive outlook in life.
1. Self-management
2. Techniques in Handling unpleasant situation and negative emotions
3. Personal and career goals
ASSESSMENT CRITERIA
1. Identify self-management strategies.
2. Develop skills to work independently, to be conscientious, and
persevering in the face of setbacks and frustrations.
3. Examine techniques for effectively handling negative emotions and
unpleasant situation in the workplace
CONDITION:
The following are available:
1. EQUIPMENT
● Computer
● Whiteboard
2. LEARNING MATERIALS
● Competency based learning materials ASSESSMENT METHOD:
● Written test
● Interview
LEARNING EXPERIENCES
Learning Activities Special Instructions
1. Read Information Sheet If you have some problems on Information Sheet
4.1-1 on 4.1-1, don’t hesitate to approach your facilitator.
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Selfmanagement If you feel you are knowledgeable on the content
of Information Sheet 4.1-1, you can now answer
Self-Check 4.1-1.
2. Answer Self-Check 4.1-1 Compare your answer with the answer key 4.1-1.
If you got 100% correct answer in this self-check,
you can now move to the next information sheet.
If not review the information sheet and go over
the self-check again.
3. Read Information Sheet If you have some problems on Information Sheet
4.1-2 on How to Deal 4.1-2, don’t hesitate to approach your facilitator.
With Negative Emotions If you feel you are knowledgeable on the content
and Stress of Information Sheet 4.1-2, you can now answer
Self-Check 4.1-2.
4. Answer Self-Check 4.1-2 Compare your answer with the answer key 4.1-2.
If you got 100% correct answer in this self-check,
you can now move to the next information sheet.
If not review the information sheet and go over
the self-check again.
5. Read Information Sheet If you have some problems on Information Sheet
4.1-3 on Career Goals 4.1-3, don’t hesitate to approach your facilitator.
If you feel you are knowledgeable on the content
of Information Sheet 4.1-3, you can now answer
Self-Check 4.1-3.
6. Answer Self-Check 4.1-3 Compare your answer with the answer key 4.1-3.
If you got 100% correct answer in this self-check,
you can now move to the next information sheet.
If not review the information sheet and go over
the self-check again.
Learning Objectives:
After reading this INFORMATION SHEET, you must be able to:
1. learn how to communicate effectively using the eight parts of speech;
2. Distinguish each of the parts of speech in a sentence.
Self-Management
Self-management - means
being able to manage the daily tasks
to live well with one or more chronic
conditions. It means having the skills
and confidence to take charge of your
medical needs, your everyday roles
and responsibilities, and your
emotions. You are able to live a
healthy live with your chronic health
condition.
Self-Management, which is also referred to as “self-control” or
“selfregulation,” is the ability to regulate one’s emotions, thoughts, and
behaviors effectively in different situations. This includes managing stress,
delaying gratification, motivating oneself, and setting and working toward
personal and academic goals. Students with strong self-management skills
arrive to class prepared, pay attention, follow directions, allow others to speak
without interruption, and work independently with focus
1. Positivity
You can’t fake true positivity.
Well, not for long anyway.
Positivity must come from the
inside in order to be seen on the
outside.
2. Self-awareness
Understanding the causes of
your own behavior is
an incredibly important skill
to have. We all know someone
who is completely oblivious to
3. Stress Management
Stress has ruined lives. If
you’re the type to make
mountains out of molehills, you’re
on a fast track to an early
coronary and burnout. But, don’t
stress! There’s always a solution.
Implementing effective stress
techniques will allow you to be
proactive in managing the things
that pop up in life, rather than reacting in negative
ways.
The energy that fuels impulsive behavior, such as angry outbursts,
is the same energy that can be harnessed to motivate you to reach
further and higher than ever before. When something stresses you out
or drives you to anger, use that event as motivation.
The key to managing stress effectively is delaying your initial
reaction and thinking about an effective way to deal with a situation.
Take the time to breathe, think and relax. Only then are you in a good
state of mind to make the right choices about how to move forward.
4. Responsibility
Taking responsibility for your
actions is step one towards true
self-management. From a very
young age, school teaches us to
take responsibility for ourselves.
However, many of us never
master this skill.
Prioritize your most important
responsibilities. Take care of
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tasks as they come up, and most importantly, accept the mistakes you
make. There is nothing wrong with making a mistake. There is,
however, something wrong with failing to learn from a mistake.
Expanding your responsibilities is exciting. Self-development is all
about expanding your horizons, and that comes with responsibility.
Take it, own it, and develop yourself. When you slip up (and you will
slip up), accept it and move forward.
5. Productivity
The best path towards higher
productivity is to manage your
downtime. Got a huge load of
work to knock out in a single day?
Ensure you schedule breaks and
enjoy them. If you’ve got a big
year coming up, schedule a
weekend where you can relax and
unwind.
It’s impossible to operate at 100% capacity all of the time. Proper
planning and time management are the key to getting the most out of
your day.
If you’re losing focus or failing to make progress, switch tasks and
come back later. Don’t bang your head against a wall, it never works
out.
Self-management is an acquired art. You’ll need to learn the skills
required to effectively manage yourself in order to achieve greater
things in life.
Learning Objectives
After reading this Information Sheet, you must be able to:
1. Define what is stress;
2. Identify the effect of stress and negative emotions to people;
3. Find out the ways on how to deal negative emotions;
Look within and try to pinpoint the situations that are creating the stress
and negative emotions in your life.
● Negative emotions can come from a triggering event: an overwhelming
workload, for example.
● Negative emotions are also the result of our thoughts surrounding an
event; the way we interpret what happened can alter how we
experience the event and whether or not it causes stress.
The key job of your emotions is to get you to see the problem, so you can
make necessary changes.
3. Ignoring your emotions may not help you in the long run.
According to research, avoiding your emotions causes more pain in
the long-term than facing them, and accepting them.
If you try to avoid the way you’re feeling and expect yourself to be
“happy” and that is everything is fine, not only are you living a lie, but
those negative emotions fester in the background.
The research suggests that
emotional stress, like that from
blocked emotions, has not only
been linked to mental illness but
also to physical problems like
headaches, heart disease,
insomnia, and autoimmune
disorders.
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Therefore, it’s much more
adaptive for us to recognize the reality that we’re feeling pain. And by
accepting your emotional life, you’re affirming your full humanity.
By accepting who you are and what you’re experiencing, you don’t
have to waste energy avoiding anything. You can accept the emotion
and then move on with your actions.
Negative emotions won’t kill you – they’re annoying but not
dangerous – and accepting them is much less of a drag than the
ongoing attempt to avoid them.
8. Accept
You now know the source of
your pain. It’s time to get over it
and accept. Accept that your life
went in a direction that you
didn’t expect and you didn’t like.
But time won’t stop for you;
the world isn’t going to go on
pause just because you feel
emotionally fragile.
It’s time to pick your pieces up and put yourself back together,
because what’s happened has happened, and the longer you let it get
to you, the longer you let it continue to exist.
How can we learn to “accept” our feelings?
It’s a simple 4 step process you can do anytime:
SELF-CHECK 4.1-2
How to Deal with Negative Emotions and Stress
True or False:
Direction: Read the following statements and tell whether the statement
is correct or not. Write TRUE if the statement correct and FALSE if the
statement is wrong.:
1. True
2. True
3. False
4. True
5. True
Learning Objectives
After reading this Information sheet, you must be able to:
1. Define what career goal is;
2. Enumerate the criteria in setting up goals;
3. Find out how to achieve career goals;
4. Realistic
More than anything, an individual’s career goals must be realistic.
It wouldn’t make sense for an individual to set a goal of winning a
Grammy award if they’ve never performed or played an instrument.
On the other hand, the individual setting goals shouldn’t keep
things too simple. A career roadmap should be a challenge, not a walk
in the park. If the individual’s goals don’t make them a little bit
uncomfortable, then they should probably set higher limits.
5. Tie actions to each goal
For each set goal, a person needs to take certain measures to
achieve it.
Listing the different activities that are needed to achieve a goal
makes the whole process easier.
SELF-CHECK 4.1-3
Career Goals
True or False:
LEARNING EXPERIENCES
Learning Activities Special Instructions
1. Read Information Sheet 4.21 If you have some problems on Information
on SWOT Analysis Sheet 4.2-1, don’t hesitate to approach
your facilitator. If you feel you are
knowledgeable on the content of
Information Sheet 4.2-1, you can now
answer Self-Check 4.2-1.
2. Answer Self-Check 4.2-1 Compare your answer with the answer key
4.2-1. If you got 100% correct answer in
this self-check, you can now move to the
next information sheet. If not review the
information sheet and go over the
selfcheck again.
Learning Objectives:
After reading this Information Sheet, you must be able to:
1. Identify the meaning of SWOT.
2. Find out where SWOT Analysis can be used.
SWOT analysis
SWOT analysis (or SWOT matrix) is a
strategic planning technique used to help a
person or organization identify strengths,
weaknesses, opportunities, and
threats related to business competition or
project planning. It is intended to specify the
objectives of the business venture or project
and identify the internal and external factors
that are favorable and unfavorable to
achieving those objectives.
Limitations of SWOT
SWOT is intended as a starting point for discussion and cannot, in itself,
show how to achieve a competitive advantage.
Another limitation includes the development of a SWOT analysis simply to
defend previously decided goals and objectives. This misuse leads to limitations
on brainstorming possibilities and "real" identification of barriers. This misuse
also places the organization's interest above the well-being of the community.
Further, a SWOT analysis should be developed as a collaborative with a variety
of contributions made by participants including community members. The
design of a SWOT analysis by one or two community workers is limiting to the
realities of the forces, specifically external factors, and devalues the possible
contributions of community members.
Learning Objectives:
After reading this Information sheet, you must be able to:
1. Identify the importance of Gibb’s Reflective cycle.
Enumerate
the cycles
in Gibb’s
Reflective cycle.
Step 1: Description
During this step, you describe the situation, event or activity in detail,
without drawing any conclusions right away. The most common questions that
can help create an objective description are:
What happened?
When did it happen?
Where did it happen?
Who were involved?
What did you do yourself?
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What did other people do?
What was the result of these actions?
It should be noted that important details must not be left out. For
instance, why other people were involved in the situation in question? All
information that is key to better understanding the situation is relevant.
Step 2: Feelings
This phase is about the feelings that the event triggered, as well as what
someone’s thoughts were during the event, activity or situation described in
step 1. The intention is not to discuss the feeling in detail or comment on it
directly. Emotions don’t need to be evaluated or judged. Awareness is the most
important goal of this phase. Helpful questions that are often used:
What did you feel leading up to the event?
What did you feel during the event?
What did you feel after the event?
How do you look back on the situation?
What do you think other people felt during event?
How do you think others feel about the event now?
Because people often have difficulty talking about their feelings, it helps
that they’re encouraged by the questions or someone asking these questions.
This also demonstrates that the Gibbs Reflective Cycle can be used in an
individual setting, or even in a coaching or counseling setting. The final two
questions also allow one to see the event from other peoples’ perspectives.
Step 3: Evaluation
In this step, you ask yourself whether the experience of the event in step
1 was good or bad. Which approach worked well and in what way? Which
approach didn’t work as well? It can be difficult for people to be objective about
the situation. In order to still conduct a proper evaluation, the following
questions may be helpful:
What went well during the event or activity?
Why was that?
What didn’t go so well?
Why was that?
What was your contribution?
What contribution did other people make?
It is also worth evaluating bad experiences, because the subsequent steps
in the Gibbs Reflective Cycle help people learn from it.
Step 5: Conclusion
This is the step where you take a step back and look at yourself from a
distance and ask what else you could have done in this situation. The
information gathered earlier is very valuable in this step and can encourage you
to come to a good and useful conclusion. The following questions may be
helpful:
To what positive experience did the event, situation or activity lead?
To what negative experience did the event, situation or activity lead?
What will you do differently if the event, situation or activity were to
happen again in the future?
Which skills do you need to develop yourself in a similar event, situation
or activity?
Experiences
Thinking about one’s own experience can help to perform better or do
things differently in the future. As the above shows, these experiences don’t
have to be positive; negative experiences are also useful. Next time a similar
situation presents itself, you’ll know it’s better to approach the situation in a
different way. It stimulates you to think long and hard about how to do things
better next time. This is what Gibbs Reflective Cycle is all about. People don’t
just learn to understand certain situations better, but also learn to judge how
the same situation can be handled in different ways in the future.
Assessment Method:
● Written test
● Practical Performance test ● Interview
Learning Objectives:
After reading this Information Sheet, you must be able to:
1. Define what self-improvement is;
2. Enumerate the common aspects of self-improvement;
3. Identify the ten commandments of self-improvement;
Self-improvement:
Self-improvement is the study and
practice of improving one’s life, especially
our career, education, relationships,
health, happiness, productivity,
spirituality, and other personal goals.
Common aspects of self-
improvement include goal
setting, motivation, changing habits,
improving awareness, identifying one’s
values and beliefs, and self-actualization.
Self-improvement has a rich history
that includes influences from Ancient Greek philosophy, Eastern and Western
religions, Existentialism, Psychoanalysis, Hypnotherapy, Gestalt Therapy, and
Humanistic Psychology.
Today many concepts and theories in self-improvement have begun to be
tested scientifically in domains of Clinical Psychology (especially therapies like
Cognitive-Behavioral Therapy), as well as research in Positive Psychology,
Cognitive Psychology, Social Psychology, and Neuroscience.
Self-improvement has never been more alive than it is today. Ever since
humans first became conscious they have been in pursuit of happiness,
success, and satisfaction. And throughout our written history we have learned a
lot about different ways we can improve our lives. Now equipped with the
science of modern psychology, humans have more resources and information
available than ever before on how to live a better life.
2. You need to define what you want before you can achieve it.
Many people go through life
aimlessly, without a clear destination
in mind. Ultimately, however, we need
to identify our goals, values, and
priorities in life before we can achieve
them. We shouldn’t just work hard, but
work hard on the things that matter
most to us.
Self-improvement is not
something that can be learned and
absorbed overnight. In my mind, it is
a never-ending process. Our lives are
always changing, and thus there are
always new and better ways for us to
think and act. There is always
progress to be made if we are open to
it.
Anyone can be interested in self-improvement ––– but not everyone is. For
some people, it’s easier to blame the world for their problems than to take
responsibility over themselves and their future. The choice is yours.
SELF-CHECK 4.3-1
Self-Improvement Identification
Direction: Read the following statements and tell whether the statement
is correct or not. Write TRUE if the statement correct and FALSE if the
statement is wrong.
1. Self-improvement is something that can be learned and absorbed
overnight.
2. You can achieve what you want even without defining it first.
3. One of the most important aspects of self-improvement is taking care
of your body and health.
Learning Objectives:
After reading this information sheet, you must be able to:
1. Find out the importance of SRT.
2. Identify where SRT can be applied to.
3. Define what SRT is.
Self-regulation theory
Self-regulation theory (SRT) is a
system of conscious personal management
that involves the process of guiding one's
own thoughts, behaviors, and feelings to
reach goals. Self-regulation consists of
several stages, and individuals must
function as contributors to their own
motivation, behavior, and development
within a network of reciprocally interacting
influences.
Dale Schunk
According to Schunk (2012), Lev Vygotsky who
was a Russian psychologist and was a major influence
on the rise of constructivism, believed that
selfregulation involves the coordination of cognitive
processes such as planning, synthesizing, and
formulating concepts (Henderson & Cunningham,
1994); however, such coordination does not proceed
independently of the individual's social environment
and culture. In fact, self-regulation is inclusive of the
gradual internalization of language and concepts.
ACKNOWLEDGEMENT
1. https://psychology.iresearchnet.com/industrial-
organizationalpsychology/work-motivation/self-regulation-theory/
2. https://er.educause.edu/blogs/2015/9/power-to-the-people-why-
selfmanagement-is-important