Republic of the Philippines

MAILA ROSARIO COLLEGE

San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

COLLEGE OF TECHNICAL TEACHER

EDUCATION
1ST SEMESTER, S.Y. 2020 – 2021
PRELIM COVERAGE

Module in
CAREER GUIDANCE AND COUNSELLING

MODULE NO.: __2________

LESSON 2

NAME OF STUDENT: ___________________________________________________

YEAR / SECTION: ______________________________________________________
DATE RECEIVED: ______________________________________________________

INSTRUCTOR: MARIA LUANNE M. JALI-JALI

 I. OVERVIEW

II. LEARNING OBJECTIVES

- The student will be able to:

-
 Understand how in making in decisions based on values can lead to career
satisfaction.

 Describe the major theories of career development and decision making.

 Understand developmental theories of career counselling

 Apply the theories to the world of work and career clients.

.
III. GUIDE QUESTIONS / ACTIVITIES

ACTIVITY 1. IDENTIFY YOUR WORK VALUES

Complete the following activities to review your work values:
1. Do it yourself: download and print O*NET’s work values cards (pdf). Cut your own cards
and sort them into three piles, identifying whether each is “essential,” “important,” or “not
important” for your career needs. (attached document)
2. https://www.truity.com/test/holland-code-career-test
In this site, answer the following survey and submit the result either through screen shot,
email or print out.

IV. LESSON PROPER

A. DISCUSSION
Values

An essential part in your self-discovery journey of your career exploration process is

identifying what is most important to you–your values–and learn how they influence and
motivate your goals. Values drive our actions and they motivate your goals. Your goals help you
establish your priorities in life, guide your decision-making, and affect your evaluation of your
success and happiness in life. Take time to reflect what being successful means to you. It will
be different for you than for other people. Think of your values as you are thinking about
becoming successful.

VALUES

 Values are your beliefs about what is important or desirable.

 When your values line up with how you live and work, you tend to feel more satisfied and
confident.
o Living or working in ways that contradict your values can lead to dissatisfaction,
confusion, and discouragement. So there is good reason to clarify your values, and
seek to match your work to them.

B. Making Decisions Based on Values

Decision making refers to making choices among alternative courses of action—which may also
include inaction. Not all decisions in life have major consequences or even require a lot of
thought. For example, before you come to class, you make simple and habitual decisions such
as what to wear, what to eat, and which route to take as you go to and from home and school.
You probably do not spend much time on these mundane decisions. However, decisions that
are unique and important require conscious thinking, information gathering, and careful
consideration of alternatives. In this case, making a decision about your future career is an
important one that requires a thoughtful review of what you consider most important in life, your
values. Increasing effectiveness in decision making is an important part of maximizing your
effectiveness at work.
 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

How do you normally make important decisions? Toss a coin? Take advice from trusted role-
models? Or let fate decide for you? It is important to be self-aware, especially when it comes to
making difficult and important life decisions.  We will examine here the rational decision-
making model which includes a series of steps that decision makers should consider to make
the best choice.

Let’s imagine that your old, clunky car has broken down, and you have enough money saved for
a substantial down payment on a new car. It will be the first major purchase of your life, and you
want to make the right choice. The first step, therefore, has already been completed—we know
that you want to buy a new car.

Next, in step 2, you’ll need to decide which factors are important to you. How many passengers
do you want to accommodate? How important is fuel economy to you? Is safety a major
concern? You only have a certain amount of money saved, and you don’t want to take on too
much debt, so price range is an important factor as well. If you know you want to have room for
at least five adults, get at least twenty miles per gallon, drive a car with a strong safety rating,
not spend more than $22,000 on the purchase, and like how it looks, you have identified
the decision criteria which is a set of parameters against which all of the potential options in
decision making will be evaluated. All the potential options for purchasing your car will be
evaluated against these criteria.
Before we can move too much further, you need to decide how important each factor is to your
decision in step 3. If each is equally important, then there is no need to weigh them, but if you
know that price and mpg are key factors, you might weigh them heavily and keep the other
criteria with medium importance.
Step 4 requires you to generate all alternatives –all possible solutions to a problem in a
decision-making process. Then, in step 5, you need to use this information to evaluate each
alternative against the criteria you have established. You choose the best alternative (step 6),
and then you would go out and buy your new car (step 7).
Of course, the outcome of this decision will influence the next decision made. That is where step
8 comes in. For example, if you purchase a car and have nothing but problems with it, you will
be less likely to consider the same make and model when purchasing a car the next time.

The rational decision-making model has important lessons for decision makers.

 First, when making a decision, you may want to make sure that you establish your
decision criteria before you search for alternatives. This would prevent you from liking one
option too much and setting your criteria accordingly. For example, let’s say you started
browsing cars online before you generated your decision criteria. You may come across a
car that you feel reflects your sense of style and you develop an emotional bond with the
car. Then, because of your love for the particular car, you may say to yourself that the fuel
economy of the car and the innovative braking system are the most important criteria.
After purchasing it, you may realize that the car is too small for your friends to ride in the
back seat, which was something you should have thought about. Setting criteria before
you search for alternatives may prevent you from making such mistakes. Another
advantage of the rational model is that it urges decision makers to generate all
alternatives instead of only a few. By generating a large number of alternatives that cover
a wide range of possibilities, you are unlikely to make a more effective decision that does
not require sacrificing one criterion for the sake of another.

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

 Second, despite all its benefits, you may have noticed that this decision-making model
involves a number of unrealistic assumptions as well. It assumes that people completely
understand the decision to be made, that they know all their available choices, that they
have no perceptual biases, and that they want to make optimal decisions.
 Additionally, while decision makers can get off track during any of these steps, research
shows that searching for alternatives in the fourth step can be the most challenging. Think
about how you make important decisions in your life. It is likely that you rarely sit down
and complete all eight of the steps in the rational decision-making model. For example,
this model proposed that we should search for all possible alternatives before making a
decision, but that process is time consuming, and individuals are often under time
pressure to make decisions. Moreover, even if we had access to all the information that
was available, it could be challenging to compare the pros and cons of each alternative
and rank them according to our preferences.
We are each significant, different, and special. We are a product of many intricate things -
learning styles, spiritual gifts, value systems, attitudes, vocational interests, and abilities.
Because of our complexity, uncovering our interests, abilities, and skills is not always
clear or easy. We seek to understand the inheritance that we have received - those gifts,
abilities, and interests. We seek to learn in productive and conducive learning
environments. We strive to cultivate learning-readiness as well as perceptual and
intellectual competencies. We develop problem solving and goal setting skills. We strive
to understand the learning process so that we can adequately and successfully gain
knowledge. We use effective learning techniques to build and plan successful career
choices. We need strategies to achieve our goals. As career explorers, we use career
resources, for example, portfolios, videotapes, audio-tapes, games, workshops, training
materials, self-assessment inventories, career web-sites, computer-assisted career
guidance programs, community colleges, and resource centers.

II. Career Exploration, and Planning

(a) The Goal of a Career Explorer

Career explorers should answer the following questions -

 What are our vocational interests, the motivational gifts, the attributes, the
endowments, and faculties?

 What are our courses of action or modes of action?

 What are the steps and resources that are necessary to develop our qualities and
talents?

In order to learn according to our abilities, interests, and motivational gifts, we should -

 Assess our vocational interests, abilities, skills, beliefs, and values

 Discover potential careers that are linked to our identified interests

 Choose suitable post-secondary education and training

 Seek resources that educate (train) us according to their vocational interests,

abilities, skills, beliefs, and values
 Understand the relationship between education, training, and specific occupations

 Discover experiences that meet career, cognitive, emotional, and behavioral goals

 Access information on the current and future labor market

 Develop problem-solving and decision-making strategies

 Solve career issues, conflicts, and concerns.

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

III. Keys to Career and College Major Planning

Three factors influence planning for career or selecting a college major –

 Being motivated and inspired

 Knowing yourself
 Knowing occupations and the training programs

MOTIVATION AND INSPIRATION

Know About Self Know About Occupations and

Training Programs

(i)Motivational and Inspirational Principles

 We are special and unique

 We have a specific destiny, purpose, calling, or occupation.
 We are all blessed with gifts.
 We are stewards of the gifts that have been given to us.

IV. Three Guideposts in the Career Planning Process

(a) Career Planning Map

CAREER PLANNING MAP

Career Planning

a. Keys to Career Planning

b. Steps Within Career Planning Process

Career planning is so important. We are each significant, different, and special. We are a
product of many intricate things –

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

 Vocational interests
 Personality types or trait clusters
 Skills/Abilities
 Values
Career planning includes –

 Assessing our vocational interests, abilities, skills, beliefs, and values

 Discovering potential careers that are linked to identified interests
 The basis for most of career planning resources is the National Career
Development Guidelines. In 1987, the National Occupational Information
Coordinating Committee (NOICC) developed the National Career Development
Guidelines. The guidelines’ competencies were organized into three areas –
 Self-Knowledge
 Educational and Occupational Exploration
 Career Planning

Self-knowledge deals with our self-concept, interpersonal skills, growth, and

development.

Educational and occupational exploration reveals the relationships between learning, work,
career information skills, job seeking, skill development, and the labor market.

Career planning includes self-assessment, career exploration, decision making, life role
formation, goal setting, and the implementation of career choices

1. Self Assessment

The preliminary assessment is the first step in the career planning process.
From the assessments, we will gain knowledge and understanding of –
 Abilities
 Callings
 Destinies
 Educational plans
 Interests
 Personality trait clusters/ types
 Priorities
 Skills
 Talents
 Visions/ Dreams
 Vocational plans
2. Educational Exploration
Exploring educational options involves –

 Making educational choices

 Choosing right choices
 Researching a variety of factors –

Benefits of educational achievement

Specific programs of study or training opportunities

3. Occupational Exploration
 Informational Interview
 Internet Career Exploration Resources

Occupational knowledge encompasses awareness of –

 Advancement opportunities
 Duties and responsibilities
 Informational interview

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

Informational search
Knowledge required
Occupational research
Salary range
Training and skills needed
Working conditions
Economy or labor market
A typical working day in specific occupations
4. Problem Solving, Goal Setting, and
Decision Making

Problem solving is decision making and goal setting.

The problem solving processes include –

 Identifying educational and career planning obstacles
 Setting, formulating, prioritizing and ranking achievable goals
 Clearly stating vocational interests, abilities, and values
 Deriving plans or strategies to implement the solutions
 Creating solutions or courses of action
 Evaluating the primary choice
 Considering a secondary choice, if necessary
 Making a commitment to complete the plans and to reach God-given
potential

V. Awareness, Knowledge, and Assessment

You become aware of, know, and identify –

 Holland vocational interests

 Abilities
 Skills
 Values
 Personality types or trait clusters
 Occupations
 College Majors

Students complete one or more of the following assessments –

 Interest inventory
 Value assessment
 Skill assessment
 Personality type or trait cluster inventory

a) Factors Influencing Career Decisions

There are a variety of factors that influence your career decisions. Here is a model.

2. Interest Self - Assessment Tests

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

According to John Holland (1985), individuals seek to find a match between –

 Interest clusters
 Personalities
 Job categories
 Environments

They also search to find an environment that exercises or uses -

 Gifts
 Callings
 Talents
 Interests
 Abilities
 Skills

Holland developed a system of personality types to classify jobs into or work

personality environments. The system is the Holland Hexagon Model or Holland
Codes. In the Holland Model, these categories represent work personalities. Within
the Holland’s Hexagon Model, there were six types of personalities or environments.
The personalities were –
 Realistic
 Investigative
 Artistic
 Social
 Enterprising
 Conventional

Assessments using Holland typology link vocational interests to job families using a
three-letter RIASEC or Holland code. The first letter of each personality or
environment formed the word “RIASEC”. The “RIASEC” was an acronym that stood
for Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. Different
assessments provide information on the relationship between these job personalities
and –
 Key characteristics
 College majors
 Hobbies
 Abilities
 Related careers

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

Reference: John Holland (1985) Making Vocational Choices (2nd ed.) Odessa, FL.: PAR,
Inc

Examples of Holland Career Self - Assessment Tests are –

 MCP
 Self Directed Search
 Strong Interest Inventory
 Other Holland Codes Resource Center career tests

Learning from these important lessons, you can use the work values you identified from Activity
3.1 as your criteria in your career exploration. This will help you focus on what is most important
to you so that you can choose a career that will help you feel fulfilled and satisfied. Once you
decide on a career, your decision will help guide the goals you set for yourself from your college
education to your future career.

ACTIVITY 2.

I. Activity Sheet for Interest Career Assessments

Select one of the

Date Started Date Completed
following Holland Codes
career
assessment

(a) For on-line Holland Career Assessments: Print Your Test

Scores or Results!!!

Now, complete the following table using the information provided in your test
results. –

Results from Holland Codes career assessment.

1. Write the first, First Holland Code Second Holland Code Third Holland Code
secondary, and Letter Letter Letter
third highest ( ) ( ) ( )
Holland Code in
the ( ). ( ) ( ) ( )

2. Write the
corresponding
score for each
Holland Code.

3. Write careers
related to the
Holland Codes.

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

I. Holland Career Personalities

REALISTIC INVESTIGATIVE ARTISTIC SOCIAL ENTERPRISI CONVENTIONAL

NG

Frank, Complicated Careful,

Analytical, Helping, Persuasive,
Practical, , Original, Conforming,
Characteristic Intellectual, Informing, Energetic,
Focused, Impulsive, Conservative,
s Reserved, Teaching, Sociable,
Mechanical, Independent Conscientious,
Independent, Inspiring, Adventurous,
Determined, , Expressive, Self- controlled,
Scholarly, Counseling, Ambitious,
Rugged Creative Structured
Judgmental Serving Risk-taking

Manipulates
Works with Uses Interacts with
tools, Leads, Orders activities
Strengths abstract ideas imagination people,
Possesses manag paying attention
and intellectual and feelings concerned
mechanical, es, and to details
problems in creative with the
manual, or organi
expression welfare of
athletic ability zes
people

Prefers to
Things Ideas and Things Ideas and People Data and Data and Things
deal
People People
with:

Craftsman,
Artist, Teacher, Manager,
Fitness Biologist, Accountant, Banker,
Musician, Clergy, Producer,
Careers Trainer, Chemist, Editor, Office
Actor/ Coach, Lawyer,
Optician, Historian, Manager, Librarian,
Actress, Therapist, Business/
Policemen, Researcher, Reporter
Designer, Nurse, Marketing
Fire Fighter, Doctor,
Writer, Counselor Executive,
Physical Mathematician
Photogra , Entrepreneur,
Education
pher Sociologis Principal
Teacher
t

Justice Studies,
Nursing, Pre-Law,
Fire Science, Art, Theater,
Biology, Christian Business
Possible Athletic Graphic Business,
Chemistry, Education, Management
College Training, Design, Accounting,
Nursing, Pre- Counseling, and
Majors Martial Arts, Music, Management
Medicine, Biblical Administratio
Corporate Journalism,
Mathematics, Studies, n,
Fitness, Communicati
History Social International
Physical on
Science, Business,
Education
Education Political
Science

1. Four Personal Styles

Fred Bergen reviewed the relationship between the RIASEC personalities and four
personal styles. The personal styles are work style, learning environment, leadership style,
and risk taking and adventure seeking.

Personal Style One: The Work Style

Work styles involved our preferences for working with ideas, data, things, or people. High
Realistic and High Investigative types looked for opportunities with ideas, data, or things.
Students who pursued work with ideas, data, or things sought careers in:

 Biological sciences  Engineering

 Mathematics  Computer and informational science
 Physical sciences  Machine trades

The High Enterprising and High Social students enjoyed working with people. These
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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

individuals followed jobs in business, education, journalism, and social science.

Personal Style Two: The Learning Environment

The second factor was the learning environment. The learning environment factor
described a selection of either academic learning environments or practical-oriented
learning situations. High Investigative and High Artistic men and women like to work in
an (academic) learning environment. These individuals expressed interests in cultural
events, educational pursuits, research, and verbal activities.

Students who relished academic learning environments undertook majors in:

 Arts  Cultural Studies

 Communication  History
 Journalism  Language
 Literature  Physical sciences
 Research  Social sciences

The High Realistic and High Enterprising clients or students adapted better to practical,
hands-on learning. Students who picked to learn in more practical settings expressed
interests in business activities, physical activities, and technical activities. These clients or
students entered careers in agriculture, business, law enforcement, machine trades, and
vocational technical majors.

Personal Style Three: The Leadership Style

The third personal style was Leadership Style. The Leadership Style reflected a
preference for directing people, leading people, meeting people, and persuading people.
People with leadership qualities tended to be High Artistic, High Enterprising, and High
Social. They liked to direct, persuade, lead others, and take charge. High Enterprising
individuals were social and verbal; they appreciated working with people. High Enterprising
clients or students showed a preference for law/ politics, organizational management, and
public speaking. They liked majors such as history, journalism, law, and social science.

Other clients or students made a choice to lead by example. They did not like to take
charge. They preferred to do the task themselves. As introverts, they lead by example. They
liked majors such as agriculture, biological sciences, machine trades, mathematics, and
physical sciences.

Personal Style Four: The Risk Taking/ Adventure Seeking Style

The fourth factor was Risk Taking/ Adventure Seeking. This factor indicated a willingness
to take physical and social risks, to act spontaneously and playfully, and to seek novel
sensation and thrills.
Clients or students who possessed risk taking/ adventure seeking qualities are extroverted,
independent, and social. They were prone to careers in:

 Athletics,  Auto mechanics,

 Carpenters,  Electricians,
 Jet fighters,  Paramedics,
 Police officers,  Politics, and
 Public speaking. 

Self-Discovery Sheet

After this activity, write down five (5) statements explain the following statement –

After completing the activity, I have learned the following about

myself.

1)

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

2)

3)

4)

5)

II. Activity Sheet for Career Decision Making

1) Knowing About Yourself –

After completing assessments, you will be listing your interests, transferable skills,
personality trait clusters, and values.

2) Knowing About Your Options –

Using internet career resources, you will explore –

 Work abilities
 Job requirements
 Educational level and preparation requirements
 Job outlook
 Wages
 Working conditions

3) Rating your ability to make decisions. Place a check (  ) in the appropriate space.

 Knowing I need to a make a choice

Excellent Good Average Poor
 Understanding myself and my options
Excellent Good Average Poor
 Expanding and narrowing my list of occupations, programs of
study, or jobs
Excellent Good Average Poor
 Choosing and occupation, program of study, or job
Excellent Good Average Poor
 Implementing my choice
Excellent Good Average Poor
 Knowing I made a good choice
Excellent Good Average Poor

III. Activity Sheet for Career Decision Matrix

For this activity, you will create a career decision matrix. The matrix will rank careers
according to your most important interests.

1. What occupations do you want to rank?

Choice 1 Choice 6

Choice 2 Choice 7

Choice 3 Choice 8

Choice 4 Choice 9

Choice 5 Choice 10

Page 12 of 14
 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

V.
EVALUATION
Essay: Explain and elaborate the question listed below. (30 points)
1. Why do people make the original career decisions they do, change those decisions
throughout their life span, and express different interests at different stages of life?
2.How are career-related preferences acquired, and how are career decisions made?
3. What is the significance of Holland’s theory in career decision making or career planning?

RUBRIC (Analytic Rubric)

Score Content Organization Development Use of
(per Language
question)
10 Answer is appropriate Clear sense of order. Develops each Uses technical
to the question. Begins with a thesis point with mat or scientific
Content is factually or topic sentence. specific details. terminology
correct. Supporting points are Answers appropriately
presented in a logical question and correctly.
progression. completely. No major
grammatical or
spelling errors.
7 Answer is appropriate May lack a thesis Each point Accurate word
to the question. sentence but supported with choice. No more
Content may have one presented a logical some details than 2 major
or two factual errors. progression. and evidence. errors and a few
All important minor errors.
points included.
5 Content relates Logic of argument is Sparse details Ordinary word
peripherally to the minimally perceivable. or evidence. choice: use of
question; contains Points presented in a Question only harsh/
significant factual seemingly random partially disturbing
errors. fashion, but all answered. terminology
support argument. avoided. Some
serious errors
(but they don’t
impair
communication).
3 Content unrelated to Lacks clear Statements are Limited
question. organizational plan. unsupported by vocabulary:
Reader is confused. any detail or errors impair
explanation. communication.
Repetitious,
incoherent,
illogical
development.

VI. REFERENCES

Brewer, J. M. (1942). History of vocational guidance. New York: Harper & Brothers.

Johnston, W. B., & Packer, A. E. (1987). Workforce 2000: Work and workers for the twenty-first
century. Indianapolis, IN: Hudson Institute.

National Center on Education and the Economy. (1990). America’s choice: High skills or low
wages. Rochester, NY: Author.

Norris, W. (1954). Highlights in the history of the National Vocational Guidance Association.
Personnel and Guidance Journal, 33(4), 205-208.

Page 13 of 14
 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Diversion Road, San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 249

Pope, M. (2000). A brief history of career counselling in the United States. Career Development
Quarterly, 48, 194-211.

W. T. Grant Foundation Commission on Work, Family, and Citizenship. (Ed.). (1988). The
forgotten half: Pathways to success for America’s youth and young families (Final Report).
Washington, DC: Author.

https://courses.lumenlearning.com/sac-counseling116/chapter/introduction-to-counseling-116/

https://www.onetcenter.org/dl_tools/WIL_zips/WIL-Cards-deskv.pdf

https://www.careeronestop.org/ExploreCareers/Assessments/work-values.aspx

https://www.ted.com/talks/michelle_obama_a_passionate_personal_case_for_education

PREPARED BY: REVIEWED BY: APPROVED BY:

MARIA LUANNE M. JALI-JALI LESTER C. VIEJO GILBERT CABALZA

Instructor OIC-BTTE Coordinator VP AA

MARIEL AYNA YI-TING CALIMAG

School Director

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