ASILUM, OCHEA-Develop-Career-and-Life-Decisions

COMPETENCY BASED LEARNING MATERIALS
Sector: HEATING, VENTILATION AND AIR-

CONDITIONING (HVAC) SECTOR
Qualification: RAC Servicing NC-II (DOMRAC)
Unit of Competency:
Develop Career and Life Decisions
Module Title:
Developing Career and Life Decisions
REFRIGERATION Date Developed: Document No. CCD-RAC 001

P a g e |1 AND AIR- MAY, 2024 Issued by:
CONDITIONING NCII
CCD
Develop career and life
decisions Developed by:
ASILUM, OCHEA
Revision # 01
HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL
Welcome to the module “Developing Career And Life Decisions”. This

module contains training materials and activities for you to complete.
You are required to go through a series of learning activities in order to
complete each learning outcome of the module. In each learning outcome are
Information Sheets, Self–Checks, Operation sheets and job sheets. Follow these
activities on your own. If you have questions, don’t hesitate to ask your facilitator
for assistance.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered
in this learner’s guide because you have:
• been working for some time
• already completed training in this area
If you can demonstrate to your trainer that you are competent in a
particular skill or skills, talk to him/her about having them formally recognized
so you do not have to do the same training again. If you have a qualification or
Certificate of Competency from previous trainings, show it to your trainer. If the
skills you acquired are still current and relevant to the unit/s of competency they
may become part of the evidence you can present for RPL. If you are not sure
about the currency of your skills, discuss this with your trainer.
The goal of this module is the development of practical skills. To gain these
skills, you must learn the concepts and theory. For the most part, you’ll get this
information from the Information Sheets, Operation Sheets and Job Sheets.
This module was prepared to help you achieve the required competency, in
“Develop Career and Life Decisions.”
This will be the source of information for you to acquire knowledge and
skills in this particular competency independently and at your own pace, with
minimum supervision or help from your instructor.
A Record of Achievement is also provided for your trainer to complete
once you complete the module.
This module was prepared to help you achieve the required competency in
Preparing poultry and game dishes. This will be the source of information for you

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to acquire knowledge and skills in this particular trade independently and at your
own pace, with minimum supervision or help from your instructor.
● Talk to your trainer and agree on how you will both organize the
Training of this unit. Read through the module carefully. It is divided
into sections, which cover all the skills, and knowledge you need to
successfully complete this module.
● Work through all the information and complete the activities in each
section. Read information sheets and complete the self-check.
Suggested references are included to supplement the materials provided
in this module.
● Most probably your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do
things.
● Your trainer will tell you about the important things you need to
consider when you are completing activities and it is important that you
listen and take notes.
● You will be given plenty of opportunities to ask questions and practice
on the job. Make sure you practice your new skills during regular work
shifts. This way you will improve both your speed and memory and also
your confidence.
● Talk to more experienced workmates and ask for their guidance.
● Use the self-check at the end of each information sheet and performance
criteria checklist every after task/operation sheet to test your own
progress.
● When you are ready, ask your trainer to observe you as you perform the
activities required in this module.
● As you work through the activities, ask for written feedback on your
progress. Your trainer keeps feedback/ pre-assessment reports for this
reason. When you have successfully completed each element, ask your
trainer to mark on the reports that you are ready for assessment.
● When you have completed this module (or several modules), and feel
confident that you have had sufficient practice, ask your for the
arrangement of the schedule for an institutional assessment. Once you
have confidently demonstrated the competency you gain to your
assessor he/she will give you a Certificate of Achievement on Develop
Career and Life Decisions. The results of your assessment will be
recorded in your competency Achievement Chart, Progress Chart and
Learner’s Record Book.
NOTE:

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Training is the sole purpose of this learning materials. Some pictures are
taken from google as references.
LIST OF COMPETENCIES
No. Unit of Competency Module Title Code
Basic Competency
1 Participate in workplace Participating in workplace 400311210

communication communication
2 Work in a team Working in a team 400311211
environment environment
3 Solve/Address General Solving/Addressing General 400311212
Workplace Problems Workplace Problems
4 Develop Career Developing Career 400311213
and Life Decisions and Life Decisions
5 Contribute to Contributing to Workplace 400311214
Workplace Innovation Innovation
6 Present Relevant Presenting Relevant 400311215
Information Information
7 Practice Occupational Practicing Occupational 400311216
Safety and Health Safety and Health Policies
Policies and Procedures and Procedures
8 Exercise Efficient and Exercising Efficient and 400311217
Effective Sustainable Effective Sustainable
Practices in the Practices in the Workplace
Workplace
9 Practice Practicing Entrepreneurial 400311218
Entrepreneurial Skills Skills in the Workplace
in the Workplace
TABLE OF
CONTENT
How To Use This Competency-Based Learning Material 2
List Of Competencies 4
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
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Answer Key 4.1-1 17
Self-Check 4.1-2 26
Answer Key 4.1-2 27
Self-Check 4.1-3 32
Answer Key 4.1-3 33
Self-Check 4.2-1 41
Answer Key 4.2-1 42
Self-Check 4.2-2 47
Answer Key 4.2-2 48
Information Sheet 4.3–1 51
Self-Check 4.3-1 55
Answer Key 4.3-1 56
Self-Check 4.3-2 61
Answer Key 4.3-2 62
Acknowledgement 63

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MODULE CONTENT
Unit of Competency: Develop Career and Life Decisions

Module Title : Developing Career and Life Decisions Module
Descriptor : This module covers the knowledge, skills and attitudes
in managing one’s emotions, developing reflective practice, and boosting
self-confidence and developing self-regulation.
Learning Outcomes
At the end of this 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. 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.

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DETAILS OF LEARNING OUTCOME
Learning Outcome No. 1 Manage one’s emotion
CONTENTS:
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

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LEARNING EXPERIENCES
Learning Activities Special Instructions
1. Read Information Sheet If you have some problems on Information Sheet
4.1-1 on Self- 4.1-1, don’t hesitate to approach your facilitator. If
management 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.
4.1-2 on How to Deal 4.1-2, don’t hesitate to approach your facilitator. If
With Negative Emotions you feel you are knowledgeable on the content of
and Stress Information Sheet 4.1-2, you can now answer Self-
Check 4.1-2.
self-check again.
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.
self-check again.
INFORMATION SHEET 4.1-1
Self-Management
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.
Page | REFRIGERATION Date Developed: Document No. CCD-RAC 001
AND AIR- MAY, 2024 Issued by:

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3. Write a well-organized 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
Power to the People: Why Self-Management Is Important

Self-management refers to a combination of
behaviors that focus on how people manage
themselves in their work and their life. For
example, Daniel Goleman and his co-authors
define self-management through these six traits:
self-control, transparency,
adaptability, achievement, initiative, and
optimism.
Robert Kelley’s (Best-selling author and
described by media as an “entrepreneur of the
mind,”) research highlights the following key
elements in self-management:
● Making a commitment to lifelong learning in support of both the
organization’s goals and your own goals
● Learning how to make certain that your projects add value to the
organization
● Developing your personal productivity skills to manage both your time
and your commitments

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● Building broad personal networks that allow you to tap expertise in and
out of the organization for complex problems
● Being willing to embrace change and rethink both organizational
structures and work definitions as new opportunities arise
Kelley emphasizes that star

employees are intrinsically managing
both their work and their career. By
providing high value to the organization,
stars get more opportunity to select
which projects they work on and are
instinctively building new skills to
further their career prospects.
At the core of self-management are three skills everyone must develop:

1. learning to manage your commitments and time;
2. cultivating the motivation and capability to learn new things on your
own in support of your work.
3. building and nurturing your personal network.
To move from a good employee to a star employee, you must build on those
skills in the following three ways:
1. add value by understanding your organization’s key success factors and
learning how similar organizations are achieving success in those areas.
2. identify your long-term goals for your career and seek projects that both
add value to the organization and advance your career goals.
3. be willing to share in your success and help others achieve their goals
The Nine (9) Self-management Strategies
1. Initiative - Blazing trails in the organizational chaos by going above and
beyond the accepted job description to offer new, often bold, and value-
adding ideas.
2. Networking - Overcoming knowledge blocks in your daily work by
plugging into the knowledge net of technical gurus
3. Self-management - Managing your whole life at work by contributing
to the critical path and ensuring high job performance.
4. Perspective - Getting the big picture by learning to see things as your
customers, competitors, colleagues, and bosses see them.
5. Followership - Checking your ego at the door to lead in assists while
exercising independent, critical thinking on goals, tasks, and methods.

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6. Leadership - Doing small "l" leadership in a big "L" world by partnering
with colleagues to accomplish important tasks.
7. Teamwork - Becoming a positive contributor to group goals,
commitments, work activities, group dynamics, and accomplishments.
8. Organizational savvy - Using street smarts to navigate the
organization's competing interests, to win others' help and cooperation,
to address conflicts, and to complete tasks.
9. Show-and-tell - Persuading the right audience with the right message
and the self-management friendly format.
5 Essential Self-Management Skills

Success starts with self-management. In order to be truly productive,
successful and happy, you need to develop the art of self-management.
The world's greatest leaders are experts at self-management. Any position
of authority or responsibility for others requires you to be able to manage yourself,
before managing others.
If you can master these 5 self-management skills, you'll be on track to a
happy and successful life both personally and professionally.
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.
The first step to developing a positive outlook is having long-term and

short-term goals. Motivate yourself to achieve them with a constant
stream of positivity. Refuse to allow negativity into your mind. As you
complete your goals, you’ll start to see a snowball effect.
Keep your eyes on the end-goal and do something every day to get
one step closer. Don’t be too hard on yourself, and always acknowledge
your successes.
The thing about genuine positivity is that it’s infectious. Project your
positivity onto those around you and build a positive environment at
work and at home.

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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 their
own actions, why they do them
and the effect they have on
others.
Learn to observe yourself from
an objective standpoint. Be
your own manager. Ask others to judge you. At first, you may not like
what you hear. However, instead of becoming defensive, make a genuine
effort to remain neutral.
Self-awareness is a valuable skill that few truly master. It takes years
of effort to truly achieve, so start working on it today.

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Interested in becoming a manager? Having amazing people
management skills is what differentiates a good manager from a great
one. Learn more about 5 People Management Skills Every Manager
Needs.
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
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.

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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.

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SELF-CHECK 4.1-1
Self-Management
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. The best path towards higher productivity is to manage your downtime.
2. Taking responsibility for your actions is step one towards true self-
management.
3. Stress has not ruined lives.
4. Success starts with self-management. In order to be truly productive,
successful and happy, you need to develop the art of self-management.
5. You can fake true positivity. Positivity must come from the inside only.
ANSWER KEY 4.1-1

Self-Management
True or False:
1. True
2. True

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3. False
4. True
5. False

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How to Deal with Negative Emotions and Stress
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;
Negative Emotions and Stresses

This is a common problem for many
people: just how are we supposed to deal
with negative emotions that keep coming
up when we're stressed or hurt? Should we
stuff our anger and frustration away and
pretend it doesn't exist, so we can minimize
the fallout from these emotions? Or should
we risk making things worse by saying or
doing the wrong thing? As it turns out,
"stuffing emotions" is definitely not the
healthiest option and there are easy
techniques that anyone can use.
If you've wondered what to do with these feelings, however, you are not
alone in struggling with negative emotions. Many people have the same question
about stress and coping. When they feel overcome with negative emotions like
hurt, frustration or anger, they know they shouldn't pretend they feel nothing,
but they also don't want to dwell on negative feelings and ruminate.

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Dealing with Negative Emotions
Ignoring feelings (like "stuffing your
anger") is not the healthiest way to deal with
them. Generally speaking, that does not
make them go away but can cause them to
come out in different ways. That’s because
your emotions act as signals to you that
what you are doing in your life is or isn’t
working.
Feeling angry or frustrated can be a
signal that something needs to change. If you don’t change the situations or
thought patterns that are causing these uncomfortable emotions, you will
continue to be triggered by them.
Also, while you are not dealing with the emotions you are feeling, they can
cause problems with your physical and emotional health.
Rumination, or the tendency to dwell on anger, resentment and other
uncomfortable feelings, however, brings health consequences as well. So it’s
important to listen to your emotions and then take steps to let them go
Understand Your 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.

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Change What You Can
Take what you’ve learned from my
first recommendation and put it into
practice. Cut down on your stress triggers
and you’ll find yourself feeling negative
emotions less frequently.
This could include:
● Cutting down on job stress.
● Learning the practices of
assertive communication (so you
don’t feel trampled by people).
● Changing negative thought patterns through a process known as
cognitive restructuring.
Find an Outlet
Making changes in your life can cut
down
on
negative emotions, but it won’t

eliminate your stress triggers
entirely. As you make changes in
your life to bring about less frustration, you will also need to find healthful outlets
for dealing with these emotions.
Regular exercise can provide an emotional lift as well as an outlet for
negative emotions.
Meditation can help you find some inner "space" to work with, so your
emotions don’t feel so overwhelming.
Finding opportunities for having fun and getting more laughter in your life
can also change your perspective and relieve stress.
Find a few of these outlets, and you’ll feel less overwhelmed when negative
emotions do arise.

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You will also want to practice healthy options for ongoing stress reduction.
Give them a try and you’ll feel less stressed.
10 Things You Need to Remember in Dealing with Negative Emotions:

Emotions can be the best things in the world, especially when you are
feeling love, happiness, and ecstasy.
But they can also be your living nightmares when you experience the worst
of the worst: anxiety, depression, anger, absolute loneliness.
So the next time you experience negative emotions, here are 10 things to
remember:
1. Why emotions are difficult to get over

Even when we are aware of the way the brain manipulates us with
shallow feelings; it can still be incredibly difficult to get over them
because of something known as meta-feelings—these are the feelings
that you get when you start to control
your feelings. These include:
● Self-loathing: Feeling bad about
bad feelings
● Guilt: Feeling bad about good
feelings
● Self-righteousness: Feeling good
about bad feelings
● Ego/Narcissism: Feeling good about good feelings
The meta-feelings produced by
trying to avoid our impulsive feelings
cause much of the anxiety and strife
we experience every day.
Groups at war will both see
themselves as victims; two sides
fighting against each other will both
paint the other as villains.
We create narratives based on our meta-feelings, which are based on
us failing to understand the impulsive nature of our feelings.
2. Assign meaning to your feelings and decide how to act

Don’t control your feelings. Control the way you assign meaning to
feelings.

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Let’s go back to one of the first
things we said: feelings don’t have
to mean anything.
We have to come to a point where
we can let them exist without letting
them dictate our thoughts and
actions.
Disassociate “feelings” from
“actions” and “thoughts”; let
“feelings” exist in their own bubble, until they pop naturally on their
own volition.
And remember: this doesn’t mean that you should start neglecting
your feelings completely.
Feel them, live them, let yourself understand them.
But don’t let them change who you are and what you do.
Don’t let meaning spring forth from feelings. Meaning should
come from you and your choices, not your irrational impulses. In the
end, you decide how you act.
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.
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.

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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.
4. Identify the Emotion

The first thing you need to do is
identify the emotion that’s causing
you stress.
After all, if you don’t know what
the problem is, how can you ever
figure out how to solve it?
In some cases, this might be
easy: you might understand right
away that your pain is caused by
loneliness or grief or stress.
But in other cases, it might not be so straightforward. You might
have caused a thunderstorm of chaos in your life, but you still need to
find the single emotion where everything started.
5. Ask Yourself: How Has the Emotion Changed Your Life?

Now that you have identified the emotion, it’s now time to figure out
exactly what it has done to your personality and behavior.
Maybe you have become more subdued and quiet, or maybe you now
lash out at friends and push away anyone who tries to help.
We all handle and react to emotions differently, and there is never a
set formula for this.
The way you might react to sadness could be different to the way
your partner handles sadness. Figure out how you are behaving
differently because of the emotion.

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6. Repeat to Yourself: This Will End
The one great thing that any
emotion can do is convince you that
it will last forever.
In some cases, this isn’t an issue:
a bout of excitement might only last
for a few minutes, and then you can
move on.
In other cases, this can ruin your
entire life; depression might last for
weeks or months, and in that time it
could feel like a lifetime has passed
before it goes away.
So repeat to yourself: this will end. This will pass. Like every other
emotion you have ever felt, this will eventually blow over and you will be
able to live without it once again. When? That’s up to you.
7. Find the Source of the Emotion

You know the emotion, and you know how it is changing your life.
You have convinced yourself that it will someday end.
Now it’s time to start your journey towards that end, and the first
step is to identify the source of the emotion.
While it might seem like abstract chaos going on in your head, there
will always be a physical source for your stress.
It might be the death of a loved one, getting fired from a job, or a bad
break up, but one way or another, there will always be something.
Find out what that “something” is. Don’t pretend that it isn’t affecting
you just because you want to feel
strong. Only until you find the
source can you start working on it.
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

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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:
1. Step one: Identify the emotion
If you have more than one emotion, just pick one. If you don’t
know what the emotion is, sit for a moment and pay attention to
your physical sensations and thoughts. Give it a name and write
it down on a piece of paper.
2. Step two: Give it some space
Close your eyes and imagine putting that emotion five feet in
front of you. You’re going to put it outside of yourself and observe
it.
3. Step three: Now that the emotion is outside of you, close your
eyes and answer the following questions:
If your emotion had a size, what size would it be? If your
emotion had a shape, what shape would it be? If your emotion
had a color, what color would it be?
Once you’ve answered these questions, imagine putting the
emotion out in front of you with the size, shape, and color. Just
observe it and acknowledge it for what it is. When you’re ready,
you can let the emotion return to its original place inside you.
4. Step four: Reflection
Once you’ve completed the exercise, you can take a moment to
reflect on what you’ve noticed. Did you notice a change in your
emotion when you got a little distance from it? Did the emotion
feel different in some way once the exercise was finished?
Once more, take a deep breath and say to yourself: This. Will.
End. Do this for as many times as you like, until the weight in
the chest begins to lighten up and until the clouds over your head
begin to part.
9. Get back in the present
Here is one thing you won’t realize until you snap out of your
negativity: for all this time, you have been living in the past.

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You’ve been tied to that single, terrible event that rocked your world,
and you haven’t been able to live in the present since then.
10. Learn and move on

This is it, the final step. Just
because you know the emotion
and you’ve snapped back to
reality doesn’t mean your work is
done.
Just because you are feeling
good again for the first time in
weeks or months doesn’t mean
the lesson is over. The truth is,
the lesson has just begun.
It’s time to learn. Take the time over the near future to understand
what happened. See yourself in retrospect: the terrible event that set off
your negative emotions, how you lost yourself in the storm of negativity,
why you lost yourself, and how you picked yourself up again.
How can you handle yourself better next time? How can you prepare
yourself? What was missing in your life that made you collapse so
suddenly to this negativity?
Ask yourself these questions, and do your best to learn from them.
Now it’s time to move on, with the knowledge that you can take anything
the world throws at you.

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SELF-CHECK 4.1-2
True or False:
wrong.:
1. Negative emotions are the result of our thoughts surrounding an event.

2. Meditation can help you find some inner "space" to work with, so your
emotions don’t feel so overwhelming.
3. Ignoring feelings (like "stuffing your anger") is the healthiest way to deal
with them.
4. Emotions can be the living nightmares when you experience the worst
of the worst: anxiety, depression, anger, absolute loneliness.
5. Rumination, or the tendency to dwell on anger, resentment and other
uncomfortable feelings, brings health consequences.

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ANSWER KEY 4.1-2
1. True
2. True
3. False
4. True
5. True

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Career Goals
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;
What is a Career Goal?

A career goal is a well-defined
statement explaining the profession that
an individual intends to pursue
throughout his career. It is important for
every employee or job seeker to define
their career goals clearly. It helps them
to come up with effective action plans.
Setting unrealistic goals can lead
to disappointment. But that does not
mean that one should avoid formulating
career goals altogether. Creating resolutions is the easiest way to keep oneself
motivated to achieve your dreams.
Breaking down Career Goals

Setting career goals is an
incredibly easy process. All one needs to
do is to set targets.
To illustrate the concept, consider
a 17-year old who wants to become the
CEO of a large engineering company in
the future. He must go through several
stages, the first being passing his
12thgrade exams. After passing, the
teenager
will then enroll in a four-year

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engineering course before moving to work in, for example, a multinational
company for at least two years. Next, he may enroll in a management course from
a reputable school. Advancing his studies is a good idea to boost his

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chances of getting the CEO position.
Short-term vs. Long-term Career Goals

There are short-term and long-term goals. Example, the teenager’s primary
objective is to become the manager of a company. In order to get there, he needs
to achieve his short-term goals, which include passing his high school and college
exams, gaining experience by working for a related company, and boosting his
experience and skills through further studies.
Short-term goals are those that can be achieved within six months to three
years. It may take three to five years or more to achieve long-term goals.
How to Set Career Goals?

Defining career goals is just half the
battle. An individual must set their mind
on accomplishing the goals he or she has
set. However, if one doesn’t develop or map
out their goals properly, it will be harder to
achieve them. When setting career goals,
an individual should ensure that they
meet the following criteria:
1. Specific
When setting goals, an individual shouldn’t just focus on being
successful. Instead, he or she should define what success means to
them. The ultimate success for one person may just be a milestone to
achieving bigger goals for a different person. For one individual, success
may be becoming the Chief Executive Officer for a company. For
another, success can be attaining financial freedom.
2. Measurable
As one sets his or her career goals, they should ensure that they also
come up with a way to measure their outcome. This can be done by
setting a timeframe, such as “complete MBA degree within three years”.
Once the individual is able to attain the short-term goals within the
timeframe he or she sets, then they’re on the right path to achieving
their ultimate goal.
3. Avoid negativity
A goal must be something that an individual wants rather than a
factor he or she wants to avoid. So, instead of focusing on leaving a

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particular job or position within the next five years, the employee should
aim at where they want to be and think about what they can do to move
toward getting there.
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.
How to Achieve Career Goals?
1. Write them down
It may seem like an old-school technique, but it’s actually very
effective. Based on several studies, individuals who write down their
career goals see a higher likelihood of achieving them compared to those
who don’t.
There are several benefits to writing down one’s goals. For one, an
individual is forced to think critically on how to achieve each goal.
2. Share the plan
Another perk of writing down career goals is that it makes it easy to
share them with friends, colleagues, or even a manager. When an
individual discloses their short and long-term career goals to other
people, they feel more challenged to follow them through to the end.
3. Visualize success
One thing that high achievers do is to visualize their success. Sports
psychologists often ask their top athletes to envision themselves
crossing that finish line or kicking the field goal. It’s the same concept

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with career goals. One should think about all the steps they need to
reach their goal and plan for the setbacks that they may encounter.
4. The Bottom Line
A career goal is all about setting short-term and long-term objectives
related to one’s career path. Setting career goals is important, as it helps
propel individuals to accomplish them. This is particularly so when the
person shares their plans with a third party.
Where would you like to be in one year? In five years? What
experiences will help you achieve that? What interests and skills would
you like to use in your career? Setting a career goal is about deciding
where you want to head in your career, and noting the steps needed to
reach that point.

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SELF-CHECK 4.1-3
Career Goals
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. Setting career goals is important, as it helps propel individuals to
accomplish them.
2. For each set goal, a person needs to take certain measures to achieve
it.
3. Setting career goals is an incredibly hard process.
4. Setting realistic goals can lead to disappointment.
5. A goal should be grounded within a defined time period, both for clarity
and to give your action urgency.

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ANSWER KEY 4.1-3
Career Goals
1. True
2. True
3. False
4. False
5. True

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Contents:
1. SWOT analysis
2. Gibb’s Reflective Cycle/Mode
Assessment Criteria
1. Contemplate personal strengths and achievements, based on
selfassessment strategies and teacher feedback
2. Monitor progress when seeking and responding to feedback from
teachers to assist them in consolidating strengths, addressing
weaknesses and fulfilling their potential
3. Predict outcomes of personal and academic challenges by reflecting on
previous problem solving and decision making strategies and feedback
from peers and teachers
Condition:
Trainees must be provided with the following.
Equipment
● Computer
Supplies And Materials
● Pen
● Paper
● Forms
Learning Materials:
● Competency based learning material

Assessment Method:
● Written test
● Practical / performance test
● Interview

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1. Read Information Sheet 4.2-
1 on SWOT Analysis If you have some problems on Information
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.
3. Read Information Sheet 4.2-
2 on Gibb’s Reflective If you have some problems on Information
cycle/mode Sheet 4.2-2, don’t hesitate to approach your
facilitator. If you feel you are knowledgeable
4. Answer Self-Check 4.2-2 Compare your answer with the answer key
4.2-2. 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 selfcheck
again.

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SWOT Analysis
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.
Users of a SWOT analysis often ask and
answer questions to generate meaningful
information for each category to make the tool useful and identify their
competitive advantage. SWOT has been described as the tried-and-true tool of
strategic analysis, but has also been criticized for its limitations.
Strengths and weakness are frequently internally-related, while
opportunities and threats commonly focus on the external environment. The
name is an acronym for the four parameters the technique examines:
● Strengths: characteristics of the business or project that give it an
advantage over others.
● Weaknesses: characteristics of the business that place the business or
project at a disadvantage relative to others.
● Opportunities: elements in the environment that the business or
project could exploit to its advantage.
● Threats: elements in the environment that could cause trouble for the
business or project.
Identification of SWOTs is important because they can inform later steps
in planning to achieve the objective. First, decision-makers should consider

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whether the objective is attainable, given the SWOTs. If the objective is not
attainable, they must select a different objective and repeat the process.
Some authors credit SWOT to Albert Humphrey, who led a convention at

the Stanford Research Institute (now SRI International) in the 1960s and 1970s
using data from Fortune 500 companies. However, Humphrey himself did not
claim the creation of SWOT, and the origins remain obscure.
Internal and external factors

SWOT analysis aims to identify the key internal and external factors seen
as important to achieving an objective. SWOT analysis groups key pieces of
information into two main categories:
● Internal factors - the strengths and weaknesses internal to the
organization
● External factors - the opportunities and threats presented by the
environment external to the organization
Analysis may view the internal factors as strengths or as weaknesses
depending upon their effect on the organization's objectives. What may represent
strengths with respect to one objective may be weaknesses (distractions,
competition) for another objective. The factors may include all of the 4Ps as well
as personnel, finance, manufacturing capabilities, and so on.
The external factors may include macroeconomic matters, technological
change, legislation, and sociocultural changes, as well as changes in the
marketplace or in competitive position. The results are often presented in the
form of a matrix.
SWOT analysis is just one method of categorization and has its own
weaknesses. For example, it may tend to persuade its users to compile lists rather
than to think about actual important factors in achieving objectives. It also
presents the resulting lists uncritically and without clear prioritization so that,
for example, weak opportunities may appear to balance strong threats.
It is prudent not to eliminate any candidate SWOT entry too quickly. The
importance of individual SWOTs will be revealed by the value of the strategies
they generate. A SWOT item that produces valuable strategies is important. A
SWOT item that generates no strategies is not important.
hen to use SWOT analysis?

The uses of a SWOT analysis are as follows:

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● to organize information, provide insight into barriers that may be present
while engaging in social change processes
● identify strengths available that can be activated to counteract these
barriers.
A SWOT analysis can be used to:
● Explore new solutions to problems
● Identify barriers that will limit goals/objectives
● Decide on direction that will be most effective
● Reveal possibilities and limitations for change
● To revise plans to best navigate systems, communities, and
organizations
● As a brainstorming and recording device as
a means of communication
● To enhance "credibility of interpretation" to be used in presentation
to leaders or key supporters.
Benefits and advantages of SWOT The SWOT analysis in social work practice
framework is beneficial because it
helps organizations decide whether
or not an objective is obtainable
and therefore enables
organizations to set achievable
goals, objectives, and steps to
further the social change or
community development effort. It
enables organizers to take
visions and produce practical and
efficient outcomes that effect long-lasting change, and it helps organizations
gather meaningful information to maximize their potential.
Completing a SWOT analysis is a useful process regarding the
consideration of key organizational priorities, such as gender and cultural
diversity and fundraising 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

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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.
How to Use a SWOT Analysis?

Once you've examined all four
aspects of SWOT, you'll likely be faced
with a long list of potential actions to
take. You'll want to build on your
strengths, boost your weaker areas, head
off any threats, and exploit every
opportunity.
But, before you leap into action,
look for potential connections between
the quadrants of your matrix. For
example, could you use some of your
strengths to open up further
opportunities? And, would even more opportunities become available by
eliminating some of your weaknesses?
● Determine the objective.

Decide on a key project or strategy to analyze and place it at
the top of the page.
● Create a grid.
Draw a large square and then divide it into four smaller
squares.
● Label each box.
Write the word "Strengths" inside the top left box,
"Weaknesses" inside the top right box, "Opportunities" within the
bottom left box, and "Threats" inside the bottom right box. These are
titles, so they should be distinguished from the rest of the text using

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either color or font size. SmartDraw offers several SWOT diagram
templates designed to make construction quick and easy.
● Add strengths and weaknesses.
Add factors that affect the project to the applicable boxes.
Components of a SWOT analysis may be qualitative and anecdotal
as well as quantitative and empirical in nature. Factors are typically
listed in a bullet form.
● Draw conclusions.
Analyze the finished SWOT diagram. Be sure to note if the
positive outcomes outweigh the negative. If they do, it may be a good
decision to carry out the objective. If they do not, adjustments may
need to be made, or else the plan should simply be abandoned

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SWOT Analysis Sample

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SELF-CHECK 4.2-1
SWOT Analysis
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. Threats are elements in the environment that could cause trouble
for the business or project.
2. SWOT analysis is just one method of categorization and has its
own weaknesses.
3. Threats are openings or chances for something positive to happen.
4. A SWOT item that generates no strategies is not important.
5. Evolving technology is an ever-present threat,
as well as an opportunity!

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ANSWER KEY 4.2-1
SWOT Analysis
1. True
2. True
3. False
4. False
5. True

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Gibbs Reflective Cycle
After reading this Information sheet, you must be able to:
1. Identify the importance of Gibb’s Reflective cycle.
2. Enumerate the cycles in Gibb’s Reflective cycle.

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What is the Gibbs Reflective Cycle?
In 1988, the American
sociologist and
psychologist
Graham Gibbs published his
Reflective Cycle
model in his book ‘Learning
by Doing‘. Gibbs
Reflective Cycle
encourages people
to think systematically
about the experiences they
had during a specific
Step 1: situation, event or
activity. Using a circle,
reflection on those
experiences can be structured in phases. This often makes people think about an
experience, activity or event in more detail, making them aware of their own
actions and better able to adjust and change their behavior. By looking at both
negative and positive impacts of the event, people can learn from it.
Reflective Cycle starts at Description and then continues clockwise to Feelings,
Evaluation, Analysis, Conclusion and ends at Action plan, to finally return to
Description. Here the cycle is complete.
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? What
did other people do?
What was the result of these actions?

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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?
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.

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Step 4: Analysis
This phase is about what you have learned from the situation, event or
activity. Because of the experience, you now know what to do in similar, future
situations. This means that both positive and negative things and/or problems
you experienced will be written down and analyzed individually. After all, people
learn from mistakes. This analysis is often done together alongside step 3.
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?
Step 6: Action plan

In this final step, actions are developed for future situations, events or
activities. In the 5th step ‘Conclusions’, people makes concrete promises to
themselves. The intention is to keep these promises. If everything went fine, you
can promise yourself to act the same way next time. In areas where things didn’t
go so well, you can promise yourself not to make the same mistakes again. What
will be a more effective approach and which change will lead to actual
improvement? In addition to an action plan, it’s wise to also make a schedule to
discourage yourself from avoiding promises.
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.

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True or False
SELF-CHECK 4.2-2
wrong.
1. Thinking about one’s own experience can help to perform better or do
things differently in the future.
2. Gibbs Reflective Cycle can be used only in an individual setting.
3. 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.
4. Gibbs Reflective Cycle can be used in a variety of ways.
5. In the 4th phase which is analysis, it is about what you have learned
from the situation, event or activity
ANSWER KEY 4.2-2


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1. True
2. False
3. True 4. True
5. True

Contents:
● Self-help concepts
● Components of Self-Regulation Theory (SRT)

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Assessment Criteria
1. Demonstrate efforts for continuous self-improvement
2. Eliminate counter-productive tendencies at work.
3. Maintain positive outlook in life
Condition:
Trainees must be provided with the following.
Equipment
● Computer
Supplies And Materials
● Pen
● Paper
● Forms
Learning Materials:
● Competency based learning material
Assessment Method:
● Written test
● Practical Performance test
● Interview
PROVIDERS MULTI –
PURPOSE COOPERATIVE TRAINING CENTER
1. Read Information Sheet If you have some problems on Information
4.3-1 on Self- Sheet 4.3-1, don’t hesitate to approach your
improvement facilitator. If you feel you are knowledgeable

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2. Answer Self-Check 4.3- Compare your answer with the answer key
1 4.3-1. If you got 100% correct answer in this
information sheet and go over the self-check
again.
3. Read Information Sheet If you have some problems on Information
4.3-2 on Self-Regulation Sheet 4.3-2, don’t hesitate to approach your
Theory (SRT) facilitator. If you feel you are knowledgeable
4. Answer Self-Check 4.3- Compare your answer with the answer key
2 4.3-2. If you got 100% correct answer in this
information sheet and go over the self-check
again.
PROVIDERS MULTI –
PURPOSE COOPERATIVE
TRAINING CENTER
INFORMATION SHEET 4.3–1

Self-Improvement
1. Define what self-improvement is;
2. Enumerate the common aspects of self-improvement;
3. Identify the ten commandments of self-improvement;
Self-improvement:

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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
selfimprovement 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.
The 10 Commandments of Self Improvement
1. You are responsible for how you live your life. People who are on the
selfimprovement path understand
that their thoughts and actions play
a big role in what they get out of life.
Without taking at least some degree
of responsibility over your life, self
improvement is nearly impossible.
2. You need to define what you want

before you can achieve it.

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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.
3. Short-term costs can lead to long-term benefits.

Actively trying to change one’s life is
not a walk in the park; it often requires
effort, time, pain, and discomfort. There
are no magic pills or blueprints for you
to follow. You need to be willing to invest
in yourself, which often requires paying
short-term costs that will eventually
lead to long-term benefits in the future.
4. You are always changing.

The truth is that whether we play an
active role in our self -improvement or

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not, we are always changing and developing as individuals. We are all
on some kind of self- improvement path, but some take more control
over their future than others. You are not a static being; you are
dynamic and always changing.
5. Your thoughts matter.
We sometimes think of our thoughts
as immaterial and inconsequential, but
that couldn’t be further from the truth.
How you think strongly influences how
you act and respond to the world around
you. And how you act will determine the
results and outcomes you get out of life.
Your thoughts and
beliefs are important and play a big influence in how your life will turn
out.
6. Your habits matter.

Just as we should focus on
changing our thoughts, we should also
focus on exploring new habits. As the
saying goes, “If you keep doing what
you’ve always done, you’ll keep getting
what you’ve always got.” Sometimes we
won’t know what the correct course of
action is until we have experimented
with different things. Changing habits
is essential for learning more about you and continuing to grow as a
person.
7. Your body matters.

One of the most important aspects of
self-improvement is taking care of your
body and health. Our physical health
and mental health are often
interconnected. So to truly be your best
self, you should try your best to eat
right, exercise, and take care of your

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long-term health. Without taking care of your body, you won’t be
able to achieve your maximum potential.
8. The present moment is your place of power. Every conscious decision
we make and every action we do
unfolds in the present moment. The
more attuned you are to the present
and the choices you have in any given
situation; the greater control you have
over your day-to-day actions.
Yesterday is over. Tomorrow is yet to
come. But today is where you have the
power to act and decide.
9. Learn from the past.

While we can’t change our past, it can still be a valuable resource to
look back on and learn from, whether it’s our past mistakes or past
successes. Being able to reflect on your past and learn ways to improve
yourself in the future is essential to self-growth and self-improvement.
10. Be optimistic about the future.

We don’t always know what the future may bring, but if we remain
optimistic and hopeful we allow ourselves to act in ways that help create
that fact. Often times, it can become a kind of self-fulfilling prophecy.
You have to believe in the future before you can start building it.
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.

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SELF-CHECK 4.3-1
Self-Improvement Identification
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.
4. Changing habits is essential for learning more about you and continuing
to grow as a person.
5. Being able to reflect on your past and learn ways to improve yourself in
the future is essential to self-growth and self-improvement.

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ANSWER KEY 4.3-1
Self-Improvement
1. False
2. False
3. True 4. True
5. True

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Self-Regulation Theory (SRT)
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.
The term self-regulation refers to a complex and dynamic set of processes
involved in setting and pursuing goals. It is commonly used to refer to a broad
set of theories that seek to describe, explain, and predict these goal-directed
processes. Although many theories of self-regulation exist, each proposing some
unique characteristics, researchers generally agree on several fundamental
features of self-regulation.
Goals and Goal Setting
The most fundamental aspect of
selfregulation theory is the idea that much of
human behavior is directed toward
accomplishing goals. Indeed, it is the pursuit
of goals that forms the focus of much of
selfregulation theory. The term goal takes on
a fairly broad meaning in this context,
referring to desired future states that
individuals wish to attain.

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Goals can differ from one another in many ways. For example, they may be
assigned by others (e.g., by one’s supervisor), they may be self-set by the
individual, or they may be determined by some combination of the two (e.g.,
participative set).
Goals can vary in difficulty and specificity, as well as content. They can be
: ● near-term (proximal) goals

● long-term (distal) goals.
Goals can even vary in the extent to which one is consciously aware that
the goal is guiding behavior. All of these characteristics have important influences
on cognition, affect, and behavior.
Feedback and Self-Monitoring

Feedback plays a critical role in
selfregulatory processes. In this context,
feedback refers to information concerning
an individual’s progress toward attaining a
goal. By comparing feedback to goals, an
individual can determine the level of
success he or she is having in pursuing the
goal. If the feedback indicates that he or
she is not making sufficient progress, then
changes are often undertaken, such as investing more effort, trying different
approaches to meet the goal, or even abandoning the goal altogether.

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Feedback need not come from outside sources (e.g., one’s supervisor)—
indeed, such external feedback is often unavailable. Thus, individuals often rely
on self-monitoring to evaluate their progress toward achieving their goals.
Unfortunately, individuals are notoriously flawed in making such selfevaluations,
typically perceiving their progress to be better than it really is.

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Roy Baumeister, one of the leading social
psychologists who have studied self-regulation, claims it
has four components:
1. standards of desirable behavior
2. motivation to meet standards
3. monitoring of situations and thoughts that
precede breaking said standards
4. willpower.
Baumeister along with other colleagues developed
three models of self-regulation designed to explain its cognitive accessibility: self-
regulation as a knowledge structure, strength, or skill. Studies have been done
to determine that the strength model is generally supported, because it is a
limited resource in the brain and only a given amount of selfregulation can occur
until that resource is depleted.
SRT can be applied to:
● impulse control, the management of short-term desires.
People with low impulse control are prone to acting on immediate
desires. It can lead to losing friends through careless outbursts, or
financial problems caused by making too many impulsive purchases
and even in jail.
● the cognitive bias known as illusion of control.
To the extent that people are driven by internal goals concerned with
the exercise of control over their environment, they will seek to reassert
control in conditions of chaos, uncertainty or stress.
● goal attainment and motivation
In goal attainment self-regulation, it is generally described in these
four components of self-regulation:
1. Standards, which is the desirable behavior
2. Motivation, to meet the standard
3. Monitoring, situations and thoughts that precede breaking
standards
4. willpower, internal strength to control urges.

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● sickness behavior
Illness behavior in self-regulation deals with issues of tension that
arise between holding on and letting go of important values and goals
as those are threatened by disease processes.

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SRT consists of several stages. First, the patient deliberately monitors one's
own behavior, and evaluates how this behavior affects one's health. If the desired
effect is not realized, the patient changes personal behavior. If the desired effect
is realized, the patient reinforces the effect by continuing the behavior. (Kanfer
1970;1971;1980)
Another approach is for the patient to realize a personal health issue and
understand the factors involved in that issue. The patient must decide upon an
action plan for resolving the health issue. The patient will need to deliberately
monitor the results in order to appraise the effects, checking for any necessary
changes in the action plan. (Leventhal & Nerenz 1984)
Another factor that can help the patient reach his/her own goal of personal
health is to relate to the patient the following:
● Help them figure out the personal/community views of the illness
● Appraise the risks involved
● Giveve them potential problem-solving/coping skills.
●
History and Contributors Albert Bandura
There have been numerous researchers,
psychologists, and scientists that have studied
selfregulatory processes. Albert Bandura, a cognitive
psychologist had significant contributions focusing on
the acquisition of behaviors that led to the social cognitive
theory and social learning theory. His work brought
together behavioral and cognitive components in which
he concluded that "humans are able to control their
behavior through a process known as selfregulation.
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 self- regulation 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 theradual internalization of language
and concepts.

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SELF-CHECK 4.3-2
Self-Regulation Theory (SRT) True or False
wrong.
1. One of the most consistent findings is that difficult, specific goals often
result in high levels of performance.
2. The self-regulated learning is the process of taking control and
evaluating one's own learning and behavior.
3. 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.
4. People with high impulse control are prone to acting on immediate
desires.
5. The term self-regulation refers to a complex and dynamic set of
processes involved in setting and pursuing goals.

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ANSWER KEY 4.3-2
Self-Regulation Theory
1. True 2.
True
3. True
4. False
5. True

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ACKNOWLEDGEMENT
1. https://psychology.iresearchnet.com/industrial-organizational-
psychology/work-motivation/self-regulation-theory/
2. https://er.educause.edu/blogs/2015/9/power-to-the-people-why-
self- management-is-important
3. https://www.verywellmind.com/how-should-i-deal-with-negative-
emotions-3144603
4. https://en.wikipedia.org/wiki/Self-regulation_theory
5. https://corporatefinanceinstitute.com/resources/careers/jobs/career
- goal/
6. https://en.wikipedia.org/wiki/Self-regulation_theory
7. https://www.mindtools.com/pages/article/newTMC_05.htm
8. https://www.investopedia.com/terms/s/swot.asp
9. https://www.mindtools.com/pages/article/reflective-cycle.htm
10. https://www.toolshero.com/management/gibbs-reflective-cycle-
graham-gibbs/

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COMPETENCY BASED LEARNING MATERIALS

Sector: HEATING, VENTILATION AND AIR-

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Welcome to the module “Developing Career And Life Decisions”. This

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1 Participate in workplace Participating in workplace 400311210

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Unit of Competency: Develop Career and Life Decisions

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Power to the People: Why Self-Management Is Important

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Kelley emphasizes that star

At the core of self-management are three skills everyone must develop:

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5 Essential Self-Management Skills

The first step to developing a positive outlook is having long-term and

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ANSWER KEY 4.1-1

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Negative Emotions and Stresses

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Understand Your Emotions

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negative emotions, but it won’t

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10 Things You Need to Remember in Dealing with Negative Emotions:

1. Why emotions are difficult to get over

2. Assign meaning to your feelings and decide how to act

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4. Identify the Emotion

5. Ask Yourself: How Has the Emotion Changed Your Life?

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7. Find the Source of the Emotion

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10. Learn and move on

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1. Negative emotions are the result of our thoughts surrounding an event.

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