COMPETENCY BASED LEARNING MATERIAL

SECTOR:

AGRICULTURE AND FISHERIES

QUALIFICATION TITLE:
FISH CAPTURE NCII
COMPETENCY:
BASIC COMPETENCY

Unit of Competency:
DEVELOP CAREER AND LIFE DECISION
Module Title:
DEVELOPING CAREER AND LIFE DECISION
 MODULE CONTENT
MODULES OF INSTRUCTION
UNIT OF COMPETENCY: DEVELOP CAREER AND LIFE DECISION

MODULE TITLE: DEVELOPING CAREER AND LIFE DECISION

INTRODUCTION:

This module covers the knowledge, skills, and attitudes in managing in one’s emotions,
developing reflective practice, and boosting self-confidence and developing self-regulation.

NOMINAL DURATION:

LEARNING OUTCOMES:

At the end of the module, you must be able to:

1. Manage one’s emotion

2. Develop reflective practice

3. Boost self-confidence and develop self-regulation

Assessment Criteria:

1. Self-management strategies are identified

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

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LEARNING OUTCOMES: MANAGE ONE’S EMOTION

CONTENTS:
Express emotions appropriately
Work independently and show initiative
Consistently demonstrate self-confidence and self-discipline

ASSESSMENT CRITERIA:

1. Self-management strategies are identified

2. Skills to work independently and to show initiative, to be conscientious and persevering in the
face of setbacks and frustrations are developed
3. Techniques for effectively handling negative emotions and unpleasant situation in the
workplace are examined.
4. Personal strengths and achievements, based on self-assessment strategies and teacher
feedback are contemplated.
5. Progress when seeking and responding to feedback from teachers to assist them in

CONDITIONS:

The students/trainees must be provided with the following:

Workplace
Manuals
Handouts
Info Sheets
Videos

ASSESSMENT METHODS

Written Examination
Observation
Simulation
Role Playing

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LEARNING EXPERIENCES
1. Learning Outcome 1 - MANAGE ONE’S EMOTION
Learning activities
1. Read Information Sheet 2.1 on
Express Emotions Appropriately
2. Answer self-check for 2.1
3. Read Information Sheet 2.2 on
Developing self-discipline
4. Answer self-check for 2.2
1. 5. Read Information Sheet 2.3
Boost self-confidence and
develop self-regulation
6. Answer self-check for 2.3
FISH CAPTURE
NC II
Special Instructions
If you have some problem on the content of the
information sheet don’t hesitate to approach your
facilitator.
If you feel that you are now knowledgeable on the
content of the information sheet, you can now answer
self-check provided in the module
Refer your answer-to-answer key 2.1
If you have some problem on the content of the
information sheet don’t hesitate to approach your
facilitator.
If you feel that you are now knowledgeable on the
content of the information sheet, you can now answer
self-check provided in the module
Refer your answer-to-answer key 2.2
If you have some problem on the content of the
information sheet don’t hesitate to approach your
facilitator.
If you feel that you are now knowledgeable on the
content of the information sheet, you can now answer
self-check provided in the module
Refer your answer to answer key 2.3
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 INFORMATION SHEET. 2.1

EXPRESS EMOTIONS APPROPRIATELY

Learning Objective:

After reading the information sheet, you should be able to:

1. Use positive self-talk.

2. Be a good listener
3. Try spiritually
4. Practice empathy
5. Practice acceptance.

Emotions Identification

Emotion identification is an individual's ability to be aware of affective responses that occur

during varied daily interactions. Through a review of the literature, how patients often seem unclear
about the relevance of "doing" therapy to "talking/feeling" therapy is documented, an then an
attempt is made to show how the occupational therapy emotion identification group can reinforce
the patients' real-life connection between doing, talking or feeling. The basic premises formulated
for establishing a method to promote emotion identification, the group format that incorporates this
method, and patient responses to the method are presented. How occupational therapy interfaces
with Gestalt therapy and therapeutic community philosophies is shown and methods are described
to apply the Gestalt process of one's getting in touch with and taking ownership for both needs and
feelings in the emotion identification group and in occupational therapy task groups.

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Emotions Defined

Emotions are reactions that human beings experience in response to events or situations.
The type of emotion a person experiences is determined by the circumstance that triggers the
emotion. For instance, a person experiences joy when they receive good news. A person experiences
fear when they are threatened and strong influence on our daily lives. We make decisions based on
whether we are happy, angry, sad, bored, or frustrated. We choose activities and hobbies based on
the emotions they incite. Understanding emotions can help us navigate life with greater ease and
stability.

Types of Emotions

Emotions are classified into six types:

• Happiness - is something that people seek to find, yet what defines happiness can vary from
one person to the next. When most people talk about the true meaning of happiness, they
might be talking about how they feel in the present moment or referring to a more general
sense of how they feel about life overall.

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• Sadness - is an emotional pain associated with, or characterized by, feelings of disadvantage,
loss, despair, grief, helplessness, disappointment and sorrow. An individual experiencing
sadness may become quiet or lethargic, and withdraw themselves from others.

• Fear - a distressing emotion aroused by impending danger, evil, pain, etc., whether the
threat is real or imagined; the feeling or condition of being afraid.

• Disgust - Disgust is one of the six universal emotions and arises as a feeling of aversion
towards something offensive. We can feel disgusted by something we perceive with our
physical senses (sight, smell, touch, sound, taste), by the actions or appearances of people,
and even by ideas

• Anger - is an emotion characterized by antagonism toward someone or something you feel

has deliberately done you wrong. Anger can be a good thing. It can give you a way to express
negative feelings, for example, or motivate you to find solutions to problems. But excessive
anger can cause problems.

• Surprise - an emotion typically resulting from the violation of an expectation or the

detection of novelty in the environment. It is considered by some theorists to be one of the
emotions that have a universal pattern of facial expression.

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SELF – CHECK #2.1

Direction: Choose the correct answer from the choices given.

1. ______________ is the emotion that shows affected by unhappiness or grief.

a. Happiness b. Sad c. Fear d. Disgust

2. ______________ a strong feeling of dislike for something that has a very unpleasant

appearance.

a. Disgust b. Sad c. Fear d. Happiness

3. _______________ a situation that make them feel unsafe or unsure.

a. Sad b. Fear c. Anger d. Surprise

4. _______________ to cause to feel wonder or amazement because of being unexpected

a. Anger b. Surprise C. Happiness d. Sad

5. _______________ a strong feeling of displeasure or annoyance.

a. Surprise b. Sad c. Anger d. Happiness

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ANSWER KEY #2.1

1. C
2. A
3. B
4. B
5. C

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Learning Outcome 2 - DEVELOPING SELF-DISCIPLINE
Learning activities
1. Read Information Sheet 2.1 on
Express Emotions Appropriately
2. Answer self-check for 2.1
3. Read Information Sheet 2.2 on
Developing self-discipline
4. Answer self-check for 2.2
1. 5. Read Information Sheet 2.3
Boost self-confidence and
develop self-regulation
6. Answer self-check for 2.3
FISH CAPTURE
NC II
Special Instructions
If you have some problem on the content of the
information sheet don’t hesitate to approach your
facilitator.
If you feel that you are now knowledgeable on the
content of the information sheet, you can now answer
self-check provided in the module
Refer your answer-to-answer key 2.1
If you have some problem on the content of the
information sheet don’t hesitate to approach your
facilitator.
If you feel that you are now knowledgeable on the
content of the information sheet, you can now answer
self-check provided in the module
Refer your answer-to-answer key 2.2
If you have some problem on the content of the
information sheet don’t hesitate to approach your
facilitator.
If you feel that you are now knowledgeable on the
content of the information sheet, you can now answer
self-check provided in the module
Refer your answer to answer key 2.3
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 INFORMATION SHEET 2.2
Developing self-discipline

Learning Objectives:
After reading this information sheet, the student/trainee should be able to:
1. Identify where you can improve
2. Determine what improves you
3. Turn these steps into habits.

Developing self-discipline
Key to success self-discipline

The single most important attribute to becoming successful is self-discipline. It helps you stay
focused on reaching your goals, gives you the gumption to stick with difficult tasks, and allows you to
overcome obstacles and discomfort as you push yourself to new heights.

What exactly is self-discipline? It’s the ability to control your impulses, emotions, reactions and
behaviors; it allows you to forego short-term gratification in favor of long-term satisfaction and gain.
It’s saying “no” when you really want to say “yes.” It isn’t about leading a restrictive and boring life
void of enjoyment. In fact, it’s next to impossible to be self-disciplined in all areas of your life. Rather
than attempting to be disciplined in all you do, use it to focus on what’s most important.

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1. INTERNAL FACTORS
o You can’t achieve your goals without discipline, so supplement your goal list
with a self-discipline list; it will keep you focused on the behaviors and tasks
needed to achieve what you want. For example, one of my goals is to be
more visible to our customers. My discipline list includes things like “call
three customers per week” and “send five thank you cards per month.” Do
the things on this list without fail.
o Use a daily “to do” list to keep track of what you need to get done to achieve
your goals. Try using online tools to make daily checklists to organize and
prioritize. It feels good to check the little boxes when you’ve completed a
task; it may even motivate you to finish one more thing on your list at the
end of the day just to feel the satisfaction of checking another box. Make
sure your “to do” list coincides with your discipline list so you stay on track.
o Figure out what your barriers to success are. For example, I’m easily
distracted by emails, meetings and people walking into my office; to reach
my goal of more customer contact, I close my office door as soon as I get to
work and make calls, send thank you notes and answer emails sent from
customers. I then check it off my “to do” list and move on with my day. Trying
to lose weight? Get the junk food out of your house. Want to be more
productive at work? Close your email application and only check your emails
twice per day. Want to get in shape? Get up early and work out so you don’t
lose motivation when you are tired at the end of the day. Minimize or
remove all temptations and distractions to reach your most important goals.
o Share your goals with others. It’s easier to stick with something when you’ve made a
public commitment; the thought of failing in front of others can be motivated to
stick with it. These people can help hold you accountable, too.
o I know the saying goes, “Don’t do it for others; do it for yourself,” but I have
found I am much more disciplined when I consider how my actions,
behaviors, emotions and impulses affect others. Contrary to popular belief,
it’s OK to use external sources to drive motivation. In fact, sometimes
external motivators are more powerful than internal ones. Find purpose
beyond yourself to create a higher chance of success.
o Stop making excuses. Don’t wait for tomorrow; do it now. Fall off the wagon? Start
over immediately. Quit telling yourself something is too hard or that you can’t
change. Don’t blame other people for your circumstances. Excuse-making is the
killer of self-discipline. Achieve more by adopting an “I can do this” mindset.

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SELF CHECK 2.2

Learn your mastery in information sheet 2 by answering the question below.

Test 1. Write TRUE if the statement is correct and write FALSE if the statement is

incorrect.

____________1. A person cannot achieve success or the desired outcomes without the
application of self-discipline.

____________2. Self-discipline is an ability to direct one’s own behavior.

____________3. Self-discipline does not allow you to stay focused on your goals.

____________4. It is one of the most important and useful skills to achieve success and everyone
should possess this quality. Self-discipline comes naturally to some people.

____________5. Self-discipline makes it easier to be offended.

The trainees’ underpinning knowledge was

Satisfactory Not Satisfactory

ANSWER KEY 2.2:

1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE

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Learning Outcome 3 - BOOST SELF-CONFIDENCE AND DEVELOP SELF-REGULATION
Learning activities
1. Read Information Sheet 2.1 on
Express Emotions Appropriately
2. Answer self-check for 2.1
3. Read Information Sheet 2.2 on
Developing self-discipline
4. Answer self-check for 2.2
1. 5. Read Information Sheet 2.3
Boost self-confidence and
develop self-regulation
6. Answer self-check for 2.3
FISH CAPTURE
NC II
Special Instructions
If you have some problem on the content of the
information sheet don’t hesitate to approach your
facilitator.
If you feel that you are now knowledgeable on the
content of the information sheet, you can now answer
self-check provided in the module
Refer your answer-to-answer key 2.1
If you have some problem on the content of the
information sheet don’t hesitate to approach your
facilitator.
If you feel that you are now knowledgeable on the
content of the information sheet, you can now answer
self-check provided in the module
Refer your answer-to-answer key 2.2
If you have some problem on the content of the
information sheet don’t hesitate to approach your
facilitator.
If you feel that you are now knowledgeable on the
content of the information sheet, you can now answer
self-check provided in the module
Refer your answer to answer key 2.3
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 INFORMATION 2.3

WORK INDEPENDENTLY AND SHOW INITIATIVE

Learning Objective: After reading this information sheet, the student/trainee should be able to;

1. Be proactive
2. Aim to exceed performance expectations
3. Develop a career plan
4. Build your confidence
5. Be decisive and actively request feedback to improve your work
6. Try to anticipate and prevent workplace issues
7. Be prepared for opportunities and work-related activities
8. Identify improvement opportunities and share your ideas.

Be proactive
Being proactive means anticipating what you need to do and how to perform the required task
before your supervisor assigns it. Assess your ability to perform the task and whether you need to
present your idea to your supervisor first. For example, suppose you're working on a priority project,
and your supervisor is out sick. If they didn't assign a project-related task to you, you could think of
another task to do while they're away to ensure the project progresses as planned. Your supervisor
would likely appreciate you for being proactive in their absence.

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AIM TO EXCEED PERFORMANCE EXPECTATIONS

As an employee, performing certain tasks can make your supervisor satisfied with your performance.
Seek to exceed these expectations to show your dedication to the company's success. Aiming to do
more than what your supervisor expects can also encourage others to improve their work ethic. For
example, if you work in the customer service industry, you take initiative by supporting other
employees during peak business periods before you end your shift, or by preparing extra resources
for the next shift to make their workload easier.

DEVELOP A CAREER PLAN

Determining your career goals and a plan to reach them can help you identify ways to take initiative
in your current role. For example, suppose your career goal as a sales associate is to become a sales
director. Knowing this long-term objective can encourage you to volunteer to lead sales campaigns
and find ways to boost sales outside your primary duties. Working to reach your career goal can
benefit the organization because it encourages you to build the required skills and gain relevant
experience.

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BUILD YOUR CONFIDENCE

Evaluating situations independently and taking action requires you to be confident in your
assessment, even if you have the required skills. For example, suppose you found an unclear aspect
you perceive to be an error while auditing a company's books. You typically need to be confident in
your reasoning to take initiative by correcting the error or informing your supervisor. You can build
your confidence by setting achievable goals and motivating yourself to reach them.

BE DECISIVE AND ACTIVELY REQUEST FEEDBACK TO IMPROVE YOUR WORK

When faced with challenging situations, show initiative by being decisive and choosing the best way
to proceed. Requesting feedback can also reveal areas to improve that you may not notice from self-
assessments. For example, you can take the initiative as a nurse by requesting feedback from a
patient's family and following their insights to prevent similar issues with other patients.

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TRY TO ANTICIPATE AND PREVENT WORKPLACE ISSUES

You can show initiative at work by recognizing issues before they occur and addressing them. Doing
this can help prevent emergencies and improve the workplace. For example, you can inspect every
dish you prepare as a cook to ensure customer satisfaction. While it's important to take initiative,
consider discussing issues with your colleagues and supervisor to gain more insights into approaching
and solving the problem.

BE PREPARED FOR OPPORTUNITIES AND WORK-RELATED ACTIVITIES

Plan for meetings and opportunities to show you're a valuable asset to the company. Doing this can
also convince your manager that you're a reliable employee and position you for employee benefits,
such as a raise or a promotion. For example, suppose you work for a technology startup. You can plan
to attend the next technology summit or networking event during your vacation and attract investors
to the company.

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IDENTIFY IMPROVEMENT OPPORTUNITIES AND SHARE YOUR IDEAS

Participating in discussions and expressing how you think the workplace can improve is a way to take
initiative. You typically have ideas on how the company can improve if you're confident, well-
prepared, and aware of your work environment. Share your ideas by speaking to your manager,
scheduling meetings with colleagues, and discussing workplace occurrences with stakeholders during
breaks. For example, if you work in the construction industry, you can take initiative by informing your
manager of a new piece of equipment you feel would improve the company's extraction processes.

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SELF – CHECK # 2.3

Direction: Enumeration

1. What would you do in your first month of working here?

2. Tell me about a time took initiative.

3. Tell me about a time you improved a process or system.

4. What are your interest outside work?

5. How do you take responsibility for mistake?

6. How do you stay motivated?

7. What would you do if you noticed a coworker was doing something incorrectly?

8. What is your ideal work environment?

9. Discuss your flexibility with both work environments.

10. What's the best career decision you've ever made?

SELF – CHECK # 2.3

ANSWER KEY :

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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 INSTRUMENT FOR INSTITUTIONAL ASSESSMENT

EVIDENCE PLAN/EVALUATION PLAN

Qualification Title
Unit of Competency

Demonstration Written test Interview

The evidence must show that the candidate…

• Express emotions appropriately x
• work independently and show initiative x
• consistently demonstrate self-confidence and
x
self – discipline
Seeking assistance in the form of Job coaching or
x
mentoring
Continuing dialogue to tackle workplace x
x
grievance
Collective negotiation/bargaining for better x
x
working conditions
Share you to improve with a trusted co-worker or
x
supervisor
Make a negativity log of every instance when you
x
catch yourself complaining to others
Make list and schedules for necessary activities
x

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COMPETENCY ASSESSMENT RESULTS SUMMARY

Candidate’s Name:
Assessor’s Name:
Qualification:
Date of Assessment:
Assessment Center:
The performance of the candidate in the following
assessment methods – Work in a Team Environment Satisfactory Not Satisfactory
[Pls. check (✔) appropriate box]

A. Demonstration with Oral Questioning

B. Written Exam
Did the candidate's overall performance meet the required
evidences/ standards?
OVERALL EVALUATION COMPETENT NOT YET COMPETENT

Recommendation
For re-assessment. _______________________________________________________
For submission of document. Pls. specify (Portfolio Document) _____________________
For issuance of COC ______________________________________________________
General Comments [Strengths / Improvements needed]

Candidate’s signature: Date:

Assessor’s signature: Date:

Recommendation
For re-assessment. _______________________________________________________
For submission of document. Pls. specify (Portfolio Document) _____________________
For issuance of COC ______________________________________________________
General Comments [Strengths / Improvements needed]

Candidate’s signature: Date:

Assessor’s signature: Date:

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WRITTEN TEST

INSTITUTIONAL EVALUATION

Write TRUE if the statement is correct and write FALSE if the statement is incorrect.

1. Disgust is a strong feeling of dislike for something that has a very unpleasant appearance.
2. Self-discipline makes it easier to be offended.
3. Self-discipline is an ability to direct one’s own behavior.
4. It is one of the most important and useful skills to achieve success and everyone should
possess this quality. Self-discipline comes naturally to some people.
5. Surprise makes you feel wonder or amaze because of being unexpected.

ANSWER KEY

1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. TRUE

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REFERENCE

Self-discipline is a key to success

Houston
311 Columbia Memorial Pkwy
Kemah, TX 77565
https://www.bicmagazine.com/departments/hr/march-2018-effective-
leadership/#:~:text=The%20single%20most%20important%20attribute,push%20yourself%20to%20new%20hei
ghts.

© 2022 Indeed · Indeed Canada Corp. | 2 Bloor St. W, 12th Floor | Toronto | ON M4W3E2 | Canada
How to take Initiative in the Workplace
https://ca.indeed.com/career-advice/career-development/how-to-take-initiative

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