Module 4 - NC I - Enhancing Self Management Skills - ForTrainingOnly

Module 4: Enhancing Self-Management Skills (NC I) Learner’s Handbook
Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 2
Acknowledgements
Education Development Center (EDC) would like to thank the staff of the USAID Opportunity 2.0
Program, Philippines local team, and the Technical Education and Skills Development Authority’s
(TESDA) National Institute for Technical Education and Skills Development (NITESD) through its
Curriculum and Training Aids Division (CTADD), whose invaluable insights guided the adaptation of this
curriculum.
Opportunity 2.0 aims to provide opportunities for second-chance education for vulnerable out-of-school
youth (OSY) by collaboratively working with TESDA in strengthening its technical education and training
systems to develop, deliver and monitor workforce readiness and technical-vocational training programs
that will prepare large numbers of out-of-school youth to transition to further education and training,
immediate jobs and self-employment opportunities. In line with this objective, Opportunity 2.0 has
developed the Work Readiness Modules on 21st Century Skills which are appropriate for self-directed
learning or modular learning delivery.
The Work Readiness Modules on 21st Century Skills is an adaptation of EDC’s globally recognized Work
Ready Now. The curriculum addresses the TESDA Amended Competency Standards for Basic
Competencies Integrating 21st Century Skills which were promulgated on July 9, 2019.
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Table of Contents
Summary of Learning Outcomes .........................................................................................................5
Module Overview ..............................................................................................................................5
Written Assignments..........................................................................................................................6
Skills Demonstration ..........................................................................................................................6
SESSION 1: Set Personal and Career Goals ..........................................................................................7
Activity 1: Introductory Activity and Pre-Module Learner’s Reflection .................................................... 8
Activity 2: Values, Beliefs & Qualities ..................................................................................................... 11
Activity 3: We Are All Unique .................................................................................................................. 14
Activity 4: My Skills and Qualities ........................................................................................................... 16
Activity 5: Setting and Achieving Goals................................................................................................... 18
Activity 6: Mapping Workplaces in your Community ............................................................................. 27
Activity 7: Review & Application – Values, Skills, Goals & Planning ....................................................... 31
SESSION 2: Emotional Responses in Work Contexts........................................................................... 34
Activity 8: Thoughts, Feelings (Emotions), and Behaviors are Connected ............................................. 35
Activity 9: Positive and Negative Emotions in the Workplace ................................................................ 42
Activity 10: Responding Professionally at Work ..................................................................................... 46
SESSION 3: Learning New Skills ......................................................................................................... 53
Activity 11: Learning Style Assessment ................................................................................................... 54
Activity 12: Learning Strategies .............................................................................................................. 57
Activity 13: Review & Application ........................................................................................................... 60
SESSION 4: Review & Assessment ..................................................................................................... 64
Activity 14: Post-Module Learner’s Reflection ....................................................................................... 64
Activity 15: End-of-Module Assessment ................................................................................................. 66
Key to Correction ............................................................................................................................. 70
Module 4: Enhancing Self-Management Skills (NC I Level)

A Unit of Competency under the Basic Competency on Lifelong Learning and Career Skills
“One better thinks of the future while in the

present.”
(Mas mabuting pinag‐iisipan ang kinabukasan

habang ikaw ay nasa kasalukuyan.)
Unit Code: 400311104

Unit Descriptor: This unit covers the knowledge, skills, and attitudes in applying the
ability to regulate actions, make good decisions, and show appropriate behavior
based on self-awareness
Summary of Learning Outcomes

Upon Completion of the module you will be able to:
✓ L.O. 1 - Set personal and career goals

✓ L.O. 2 - Recognize emotions
✓ L.O. 3 - Describe oneself as a learner
Module Overview
Activity  Recommended Time
Session 1: Set Personal and Career Goals (L.O. 1)
1. Introductory Activity & Pre-Module Learner’s Reflection (15-20 minutes)
2. Values, Beliefs & Qualities 30-60 minutes
3. We Are All Unique 15-30 minutes
4. My Skills and Qualities 15-30 minutes
5. Setting and Achieving Goals 30-60 minutes
6. Mapping Workplaces in your Community 30-60 minutes
7. Review & Application – Values, Skills, Goals 15-30 minutes
Session 2: Recognize Emotions – Emotional Responses in Work Contexts
(L.O. 2)
8. Thoughts, Feelings (Emotions), and Behaviors are Connected 30-60 minutes
9. Positive and Negative Emotions in the Workplace 15-30 minutes

10. Responding Professionally at Work 15-30 minutes
Session 3: Describe Oneself as a Learner -Learning New Skills (L.O. 3)
11. Learning Style Assessment 30-40 minutes
12. Learning Strategies 15-20 minutes
13. Review & Application 15-30 minutes
Session 4: Review & Assessment
14. Post-Module Learner’s Reflection (10-20 minutes)
15. End of Module Assessment (10-20 minutes)
Total Time: 4.25 – 8 hours
Written Assignments
Please complete all written work in the module. Your skills in this module will be evaluated through
your outputs in the module that will be comprised of the following:
❑ Values Inventory (Activity 1)

❑ Community Mapping (Activity 6)
❑ Interconnection of Thoughts, Feelings and Behaviors (Activity 8)
❑ Professional Behaviors (Activity 10)
❑ How Do You Learn Best? (Activity 11)
❑ Finishing the Story (Activity 13)
Skills Demonstration
The following activities are intended to help you develop the skill that this module is written for:
❑ My Skills and Qualities (Activity 4)

❑ My Short and Long Term Goals (Activity 5)
❑ Steps for Achieving My Goals (Activity 5)
❑ Making Different Choices in Challenging Situations (Activity 8)
❑ Reactions in Workplace Situations (Activity 9)
SESSION 1: Set Personal and Career Goals

Performance Criteria:
1.1 The difference between personal and career goals are described
1.2 Clear and concise personal and career goals are developed
1.3 Characteristics of motivational goals according to Locke and Latham are
identified
 Key Topics and Learning Points 
1. Values, beliefs and qualities

2. Skills and qualities assessment
3. Setting long and short term goals
4. Identify steps, time frame and resources needed to carry out goals (plan)
 Our values & beliefs affect the way we behave.
 It is important to know what employers value and to behave in a way that respects those
values. For example, be respectful, hardworking, take initiative.
 Our values are often reflected in activities we are involved in.
 Knowing your values, interests and skills will help you in finding work and being
successful.
 We are all unique, with our own values, interests and skills.
 Goals should be SMART: Specific, Measurable, Achievable, Realistic, Time Framed
 Steps to setting and achieving goals:
1. Where do I want to be in the next 3 months, 6 months, 1 year?
2. What must I know to get there?
3. What steps must I take in order to know and be able to do these things?
4. What abilities and experience do I already have that are going to help me take
these steps?
5. What obstacles might be in my way and how can I deal with them?
6. What should I do first, second and so on?
Activity 1: Introductory Activity and Pre-Module Learner’s Reflection
Objectives:
✓ Describe the topics that are important for planning one’s future
 Recommended Time: 15 -20 minutes
Read the proverb at the beginning of the module. What does it mean?
Read the objectives of the module. How does the proverb relate to the objectives?
Pre-Module Learners’ Reflection: Enhancing Self-Management Skills (NC I Level)

Start-of-Module Skills Check
This is not a test but is a way for you to see what you already know or do not know about the topics. You
will read a skill that is listed in the left column. Think about yourself and your experience. Then read the
statements across the top. Check the column that best represents your situation. The results will help you
and your teacher know which topics may require more time, effort and guidance.
Ito ay hindi pagsusulit. Ito ay isang paraan upang malaman mo ang iyong kaalaman, kasanayan o
kakayahan tungkol sa paksang ito. Basahin mo ang mga kaalaman, kasanayan o kakayahan na nakalista
sa kaliwang hanay. Magbalik‐tanaw sa iyong sarili at mga karanasan. Basahin ang lahat ng mga
pangungusap at i‐tsek ang sagot na naaangkop sa iyong sitwasyon. Ang iyong kasagutan ay magiging
gabay mo at ng iyong guro sa pagpapalawak ng iyong kaalaman tungkol sa paksang ito.
My experience 1 2 3 4
Knowledge, skills and abilities I don’t have I have little I have some I have a lot
any experience experience of
Kaalaman, kasanayan at kakayahan experience doing this doing this experience
doing this. doing this.
Mayroon Mayroon
Wala akong akong akong Marami
karanasan sa kaunting karanasan sa akong
paggawa karanasan sa paggawa karanasan sa
nito paggawa nito paggawa
nito nito
Identify personal values /

Natukoy ang pansariling pagpapahalaga at
paniniwala.
Relate personal values to family and employer /
Naugnay ang pansariling pagpapahalaga at
paniniwala sa pamilya at katrabaho.
Develop self-worth /
May pagpapahalaga sa sarili
Identify skills and qualities that are important
to you in general and for work /
Natukoy ang mga sariling kagalingan at
kakayahan na magagamit sa pang‐araw‐araw
na pamumuhay at sa trabaho.
Begin to determine next steps in improving
skills and qualities /
Nasimulang tukuyin ang mga susunod na
hakbang upang mapaunlad ang angking
kagalingan at kakayahan.
Identify long and short term goals /
Natukoy ang agaran at pangmatagalang plano
at mithiin.
Identify the steps needed to reach a goal,
possible obstacles and needed resources /
Natukoy ang mga hakbang upang makamit ang
mithiin, mga posibleng hadlang at mga
kakailanganing kagamitan.
Identify where there are workplaces in your
local community /
Natukoy ang mga mga lugar na maaaring
pagtrabahuhan sa iyong komunindad.
Describe the connection between thoughts,
emotions, and behavior /
Naipaliwanag ang ugnayan ng naiisipan,
emosyon at ugali.
Practice how to intentionally develop more
positive thinking patterns /
Nasubukang magkaroon ng mas positibong
pag‐iisip.
My experience 1 2 3 4
Knowledge, skills and abilities I don’t have I have little I have some I have a lot
any experience experience of
Kaalaman, kasanayan at kakayahan experience doing this doing this experience
doing this. doing this.
Mayroon Mayroon
Wala akong akong akong Marami
karanasan sa kaunting karanasan sa akong
paggawa karanasan sa paggawa karanasan sa
nito paggawa nito paggawa
nito nito
Understand positive and negative emotions in

the workplace /
Naintindihan ang positibo at negatibong
emosyon sa lugar ng trabaho.
Identify methods to manage negative emotions
at work /
Natukoy ang mga paraan upang mas
mapangasiwaan ang negatibong emosyon sa
trabaho.
Recognize the importance of professionalism in
the workplace /
Nakilala ang kahalagahan ng pagiging
propesyonal sa lugar ng trabaho.
Identify professional and unprofessional
workplace behaviors /
Natukoy ang mga propesyonal at di‐
propesyonal na kilos at gawain sa lugar ng
trabaho.
Recognize that people learn in different ways,
using different skills /
Napansin na ang mga tao ay natututo sa iba‐
ibang paraan, gamit ang iba’t ibang galing.
Link your learning style with strategies on how
to learn new skills and information
Set personal and career goals /
Nakatukoy ng pansarili at pang‐karerang
mithiin.
Recognize emotions /
Nakatukoy ng emosyon.
Describe oneself as a learner /
Nailarawan ang sarili bilang mag‐aaral.
Activity 2: Values, Beliefs & Qualities
Objectives:
✓ Identify personal values

✓ Relate personal values to family and employer
 Recommended Time: 30 – 60 minutes
Think about someone you respect and who has served as your role model. (A role model
is someone you look up to and whose behavior you would like to imitate.) What makes
that person so special to you?
 Write down the words that describe the person (e.g. passionate, honest, hardworking,
committed, humorous…).
Our values guide us in planning for our future. Our values and beliefs serve as a
foundation for choices we make, jobs we are interested in, and how we behave at work
and in our personal lives.
1. There are so many values, beliefs and desirable qualities that influence the way people
behave! These are just some examples. Are any of the words you wrote to describe your
role model on the list?
2. Fill in the Values Inventory table. First choose the 5 most important personal values for
yourself by marking an X next to the word under the “ME” column. Then choose the top
5 values for your family/friends in the next column. Finally, choose what you think are
the 5 most important values to employers.
VALUES ME FAMILY/FRIENDS EMPLOYER

Acceptance
Accomplishment
Ambitiousness
Attentiveness
Caring
Cautiousness
Commitment
Communication
Compassion
Creativity
Determination
Devotion
Dignity
Empathy
Enthusiasm
Ethics
Fairness
Focus
Friendliness
Goals
Honesty
Inspiration
Intelligence
Involvement
Loyalty
Optimism
Persistence
Respect
Responsibility
Tolerance
Think about it!

This section encourages you to reflect and express your opinions on certain topics or concepts.
Answer the following questions below:
1. How do the values that you have compare to those you think are important to
family/ friends and employers?
2. Given what you think employers value, how do you think you should behave at
work?
3. Think about the things you do on a regular basis. What values are reflected in your
daily activities?
Often the things you are involved in or like to do reflect your values. Many of the values
you have might be similar to those of an employer. It is important to be aware of what
employers value and to try and behave in a way that reflects those values when seeking
a job or when working.
Sharing is caring
This section encourages you to share your output to family and friends. You worked hard on this so
now it is time to tell others about the task you have just completed. Do it face to face, via text, chat, or
whatever means available and comfortable to you. It is always great to share your thoughts and hear
feedback from people who care ☺.
Discuss values, beliefs and desirable qualities with others in your household,
neighborhood or community. Who have been their role models and why? What has
been their experience related to values in the workplace?
Activity 3: We Are All Unique
Objectives:
✓ Reflect upon and share your values, beliefs and interests

✓ Realize that while there are similarities and differences amongst everyone, we are all unique
individuals
✓ Develop self-worth
 Recommended Time: 15 - 30 minutes
Gather a few people or members of your family or friends nearby and read the following
statements. Each person should decide if you strongly agree, somewhat agree,
somewhat disagree or strongly disagree with the statement.
• I believe respect is the most • I want to work in an office.

important value. • I like to be a leader.
• I think people should be on time to • I prefer socializing with friends in my
work. free time.
• Spending time with your family and • I like action movies.
friends will keep you healthy. • I like to play sports.
• I am a hard worker. • I always respect my elders.
• I am well organized. • I am a good problem solver.
• I like to read. • Everybody should be heard.
• I want to start my own business.
• I want to work in construction.
Share your responses with each other and discuss. What do you notice? Did everybody
have the same responses or were they different?
Everybody has their own opinions, feelings, interests and skills. Sometimes we have
similarities with others and sometimes we have differences. We are all unique! It is this
uniqueness that makes you who you are.
Sharing is caring
Continue the discussion with others. Share with each other your thoughts on:
1. Interests
2. Likes
3. Ambitions
4. Perfect leader
5. Principles in life
6. Beliefs
7. Hobbies
8. Talents
Activity 4: My Skills and Qualities
Objectives:
✓ Identify skills and qualities that are important to you in general and for work
✓ Assess your own skills and qualities
✓ Begin to determine next steps in improving skills and qualities
Values influence how we spend our time and also lead us to developing skills and
qualities that are useful for work.
Let’s Apply: My Skills and Qualities

1. Circle the top 6 skills or qualities that you would like to use in a job
2. Rate yourself for all the 6 skills/qualities that you selected. These skills and qualities can
apply to work, to your education, or personal life.
Needs to
Skill/Quality Very Good Good Not so Good Improve
A Lot
Dependable
Patient
Honest
Responsible
Punctual
Courteous
Able to work in teams
Able to lead others
Able to work without supervision
Creative
Self-confident
Organized
Learn quickly
Hardworking
Needs to
Skill/Quality Very Good Good Not so Good Improve
A Lot
Use money wisely
Give advice to people
Communicate clearly
Make decisions
Write
Supervise
Solve problems
 Look at the 6 items you circled. If you rated yourself as very good or good for a
skill/quality, it means it is a Strength. If you rated themselves not so good or needs to
improve a lot, it is an Area for Improvement. List your strengths and areas for
improvement in the box below.
Strengths Areas for Improvement
Sharing is caring
Discuss the following with a friend, a family member or a co-trainee:
1. How did I rate myself in each of the 6 areas that I selected?

2. Which areas were my strengths and which areas do I need improvement in?
3. What skills/qualities can I improve under Areas of Improvement to turn them
into Strengths?
4. How can I do improve these skills/qualities?
Activity 5: Setting and Achieving Goals
Objectives:
✓ Identify long and short-term goals

✓ Identify the steps needed to reach a goal, possible obstacles and needed resources
Think about the values and skills you identified in the last activity. How can you apply
these values and skills to your future?
 Go to the writing space at the end of Session 2. Draw a large tree that includes the
roots, trunk, major branches, smaller branches, leaves, flowers and thorns.
The growth of a tree is like the growth and development of a person. The parts of the
tree represent the following:
Roots: your values and skills
Trunk: areas in your lives that give
them strength – friends, family,
church, mosque, work place
Branches: goals in the near future
(what you want to do or accomplish
soon)
Thorns: obstacles you might meet
along the way
Leaves: resources that you will need
to reach goals (people, information)
Flowers: goals in the far away future
or future achievements
 Label the tree you have drawn with your own information.
• What were the values and skills you identified in the previous activities? Put
those near the roots.
• Who are the people or what are the places that give you strength?
• What are your short-term goals (in the near future)?
• What are the obstacles you think you may encounter?
• What kind of resources or people will you need?
• What are your long-term goals (in the far away future)?
The branches represent goals – where people want to reach or what they want to
accomplish. What general steps do you think you will need to take to reach one of your
goals? To help answer this question, look at the picture in Key Facts 4.1: Setting and
Achieving Goals below.
We may have short term goals and long term goals. Short term goals are those that you
might want to accomplish in 1 – 6 months. Long term goals are those that extend more
into the future – 6 months, 1 year, 5 years, … Regardless if they are short or long, goals
need to be SMART – specific, measureable, achievable, realistic and time framed.
Having SMART goals will help you keep motivated and work towards self-efficacy1.
Effective goal setting should also follow the following principles2:
1. Clarity – It must be stated as specific as possible.
2. Challenge – There has to be a balance between being attainable or realistic
and at the same time challenging.
3. Commitment – Goals must ask for everyone’s commitment and dedication
4. Feedback – There should be a process for getting feedback and measuring
results.
5. Task Complexity – The process should be realistic and time-framed.
 Write three short term goals and three long term goals. Your long term goal should be 1
year from completion of NC1. Use the information and examples to make sure they are
SMART. Share them with someone in your house or community.
In this activity, your output will be evaluated using the simple rubric below.
Criteria Descriptors Score

Specific 3 points 2 points 1 point
Clearly stated and Vaguely stated OR Goal is unrelated to
contains all the missed some the desired
important details. important details outcome
Measurable 3 points 2 points 1 point
Evidence to be Evidence to be Goal is not
provided will clearly provided will not measurable OR
indicate progress to indicate progress to there are no
the goal the goal method of
measurement
provided
Attainable 3 points 2 points 1 point
Within reason of Partially reasonable
student’s abilities given students’
1
Locke, E. A., and Latham, G. A. (1990). A theory of goal-setting and task performance. Engelwood Cliffs: Prentice
Hall. Retrieved on November 16, 2020 from
http://web.mit.edu/curhan/www/docs/Articles/15341_Readings/Motivation/Locke%20Theory%20of%20Goal%20
Setting%20Ch%201-2.pdf
2
Young, J. (2017). Heroes of employee engagement: No. 4 Edwin A. Locke. Retrieved on November 16, 2020 from
https://peakon.com/blog/future-work/edwin-locke-goal-setting-
theory/#:~:text=In%20A%20Theory%20of%20Goal,be%20both%20mental%20and%20physical.

and available abilities and Goal is not within
resources, and can resources, there is a reason and is not
be achieved likelihood that the attainable
goal will not be
achieved
Realistic 3 points 2 points 1 point
Aligned with Partial alignment Goal is not aligned
personal values and with personal with personal
life goals, as well as values and life values and life
grounded on your goals, as well as goals, as well as not
current situation. grounded in grounded in
students’ current student’s current
situation. situation.
Time 3 points 2 points 1 point
Framed There is a specific Time frame for the No time frame from
time frame for the achievement of the the goal.
achievement of the goal is generally
goal. stated and is
unclear.
Total:
My Short and Long Term Goals
Short Term Goals: Long Term Goals:

1. 1.
2. 2.
Short Term Goals: Long Term Goals:

3. 3.
Goals have 2 main characteristics: Content and Intensity3. Content is the outcome or
output. It describes what will be achieved if the goal is reached. While Intensity outlines
the resources needed to achieve the goal.
To have a clearer and well-stated goal, let us try to break down your goal into content
and intensity.
Select one of your goals. Think about the following and write your answers below:
Chosen Goal:
Content: Intensity:
Imagine if you are able to achieve your goal, List the abilities, experiences, resources
describe your thoughts, feelings, actions, (material, people’s support, capital, etc.) that
words below. you will need to achieve your goal.
3
Young, J. (2017). Heroes of employee engagement: No. 4 Edwin A. Locke. Retrieved on November 16, 2020 from
https://peakon.com/blog/future-work/edwin-locke-goal-setting-
theory/#:~:text=In%20A%20Theory%20of%20Goal,be%20both%20mental%20and%20physical.
Let’s Apply: Steps for Achieving My Goals

Fill out the table below with your goal, the steps you need to take, the time frame for each step
and the resources you need to be able to carry out each step.
Goal 1 year from now:
Steps: By When: What do I need?:

1.
2.
3.
 Key Facts 4.1: Setting and Achieving Goals
Setting Goals
What is your vision of success? The image is different for each of us. For one person it's
working in an office setting, for another it is being a successful farmer.
Goals should be Example that cannot be Example that can be

SMART: Reached Reached
Specific I will become rich. I will earn P5,000.00 per

month.
Measurable I will attend Saturday classes. I will attend Saturday classes
three times per month.
Achievable I will become president of the I will become the president of the
Philippines by next year. youth group in our barangay by
next year.
Realistic I will become a player of one of I will play basketball with the
the famous Philippine Basketball basketball team in our barangay.
Association teams.
Time Framed I will find a construction job. I will find a construction job in
the next 2 months.
Steps to Setting and Achieving Goals

Setting goals is more than deciding what you want to do. It involves figuring out what you
need to do to get where you want to go, and how long it will take you to get there.
The first step to success is knowing where you want to go. The second step is having a
plan to get there. Your goals are your road map. Follow them and you'll be well on your
way.
1. Where do I want to be in the next 3 months, 6 months, 1 year?
Example: By the end of the year, I want to graduate from secondary school.
Example: To graduate from secondary school, I will participate in an evening study group. I
will study for one hour every evening. I will seek extra help from the teachers when I
need it. I will improve my basic math skills…
2. What must I know to get there?
Example: In order to improve my basic math skills I will need to have a better foundation in the
basic topics.
3. What steps must I take in order to know and be able to do these things?
Example: To improve my basic math skills, I will need to identify a math tutor who can spend time
with me each week. To participate in an evening study group, I will need to ask my friends and
teachers of existing study groups including the days and times they meet.
4. What abilities and experience do I already have that are going to help me take these steps?
Example: I will talk to people I know who are in my youth group, ask friends and teachers
involved in on-going study groups, etc.
5. What obstacles might be in my way and how can I deal with them?
Example: It will be difficult to find time to participate in an evening study group because I
take care of my younger siblings. I will see if I can get assistance from friends and see
if there are any day time study groups.
6. What should I do first, second and so on?
Let’s Exercise: Reachable Goals

Read the statements one by one and decide if the goals are reachable or not reachable. Circle
your answer per statement. Then, beside the statements you selected as not reachable, edit
the statement to make it reachable.
For example:
I will be the first Filipino to go to outer space. reachable or not-reachable

_____________________________________________________________________
I will become an SK leader in 5 years. reachable or not-reachable

_____________________________________________________________________
1. I will become a painter someday. reachable or not-reachable

______________________________________________________________________
2. I will earn more money for my family. reachable or not-reachable

______________________________________________________________________
3. I will learn to cook adobo by next week. reachable or not-reachable

______________________________________________________________________
4. I will work in Jollibee this summer. reachable or not-reachable

______________________________________________________________________
5. I will buy my parents a house when I grow older. reachable or not-reachable

______________________________________________________________________
Activity 6: Mapping Workplaces in your Community
Objectives:
✓ Identify where there are workplaces in your local community

✓ Identify where you can work observations and informational interviews to
help you reach your goals
✓ Identify different types of jobs in your community
In Modules 1-3 you have done some work exposure activities. You have done
observations and spoken to employees and maybe even employers. All of these
activities are steps you can take to help you achieve your goals. For example, if you are
trying to make a decision about which course to study next, you could do work
observations to help make the decision. All of these activities can be incorporated into
your biodata.
You will continue to do work exposure activities in the 21st Century Skills Course. You
may also do on-the-job training. Getting to know your community in a different way will
help you identify the workplaces where you would like to do these things.
Let’s count jobs! You have 15 minutes to count how many jobs you can see. (For
example shopkeeper, bank teller, security guard.) If you are able to leave your home,
walk around your community and write down all the jobs you see. If you cannot, do it
from memory.
Total number of jobs:
Do you know how many jobs are available in your community and are within your reach? We
can find out through our next task – Community Mapping.
Let’s Apply: Community Mapping

Before we go to any workplaces or talk to anyone, we
need to identify the places where we can go. Often,
there are workplaces right in front of us that we do not
even think about.
Now you will draw a map. You will draw your local
community. If you are able, go outside to look and see
to help you do the drawing. You can also go to online
maps, like Google Maps, to help you visualize and
draw your community.
Start by drawing the main roads and the small roads.
On your map, add all of the businesses you see – large,
small, formal and informal. You can also go online and
search for businesses around you that are listed on the
internet.
My Community Map
Community Name:
Based on your map, what jobs are available in your community? List them down below.
Which of the jobs you listed interest you the most? Circle them.
Sharing is caring
Share your map with someone who can give you ideas of other businesses in your community.
Think about the mapping process. What did you learn about your community?
In what workplaces would you like to do observations or talk to someone?
Which workplaces are related to your personal goals?
Activity 7: Review & Application – Values, Skills, Goals & Planning
Objectives:
✓ Review the main topics presented during the session (values, beliefs and qualities;
skills & qualities assessment; and goal setting and action plans)
✓ Recognize that our values, interests, skills, qualities and goals in life are
interconnected
✓ Formulate plan of action using the ways/steps learned from the session that will help
them achieve certain goal
Think about all the main topics you have covered since the beginning of the module.
What have you learned so far?
Values often serve as the foundation, or roots, of our interests and goals. In order to
achieve our goals, it is important to go through the steps covered during the last
activity. It is important to know our values, beliefs, and qualities when planning for
anything in our lives, including work and career.
 Continue identifying your goals and the steps to reach them. You may have a long term
goal that requires reaching several small term goals to achieve it. Use the template in
4.4: Steps for Achieving My Goals to continue planning. You can use the Writing Space
at the end of the module if you need more room.
Another option, if you are feeling creative, is to create a collage of cutouts (pictures,
words) from old magazines and newspapers that represent your goals and the steps you
need to take to reach them.
Sharing is caring
Share your goals and plans with someone who can give you advice on how to best accomplish your
goals.
 Performance Criteria Checklist

The Performance Criteria Checklist is an opportunity for you to assess your learning
outcomes in the session and know how well you did in doing the activities in this
session. You will speak to your facilitator to
1. Share your experiences in completing the session
2. Discuss your development and progress towards the intended skills
3. Plan how you will move forward to continue making progress in the module
Conduct a quick self-assessment and complete the table below.
Statements Please check Yes or No if you have

shown or can do the statement.
Did you… YES NO
1. Identify personal values?
2. Relate personal values to family and employer?
3. Develop self-worth?
4. Identify skills and qualities that are important to
you in general and for work?
5. Begin to determine next steps in improving skills
and qualities?
6. Identify long and short term goals?
7. Identify the steps needed to reach a goal, possible
obstacles and needed resources?
8. Identify where there are workplaces in your local
community?
Guide to the Learner and Facilitator’s Discussion:

Topics to discuss during the Learning Check:
1. Parts of the module that is the easiest to answer/do.

2. Parts of the module that is the hardest to answer/do.
3. Parts of the module that need further clarification or explanation.
4. Additional support needed by the learner from the facilitator.
5. Review and check the learner’s answers and outputs in the session.
6. Feedback on the learner’s performance in terms of the following: mastery of content, skills
development, and pace in answering the module.
7. Plans on how the learner is expected to move forward with the module.
Session 1 – Writing Space

Use this space to complete any of the written assignments above or write any thoughts or
ideas that have come to mind on values, interests, skills and goal setting.
Congratulations! Now that you have explored your qualities, skills and goals, we will move into
thoughts and emotions and workplace attitudes and behaviors.
SESSION 2: Emotional Responses in Work Contexts
2.1 Influence that people, situations and events have on emotions are described
2.2 Importance of responding with appropriate emotions are explained
2.3 Influences on and consequences of emotional responses in a social and work-
related contexts are examined
1. Thoughts, feelings (emotions), and behaviors are very much connected.

2. Positive and negative emotions in the workplace
3. Workplace behaviors and attitudes
 We experience and observe different emotions in the workplace.
 Emotions are our feelings in a given situation. They may vary from one person to
another.
 The basic foundation of building resilience in the workplace is understanding that

thoughts, feelings, and behaviors are very much connected.
 The first step to achieving a healthy life perspective and to maintaining healthy
relationships with others is to understand this connection and start to learn ways of
adopting more flexible thinking patterns.
 How you carry yourself, treat others and how you communicate to your co-workers
demonstrate professionalism.
 Responding to situations professionally is key to being successful in your job.
Activity 8: Thoughts, Feelings (Emotions), and Behaviors are Connected
Objectives:
✓ Describe the connection between thoughts, emotions, and behavior.

✓ Practice how to intentionally develop more positive thinking patterns.
This activity will help you start to see how your thoughts directly influence your feelings
and our feelings are what drive our behaviors.
You will go through a few different scenarios to you write how you might feel and what
you might do if you were the person in the scenario. There are no right or wrong
answers – it is most important to write what you think and feel at the moment.
Scenario 1:
Imagine that it is the
morning of your NCI
assessment today. You
overslept because there was
a brownout overnight and
your alarm didn’t wake you
up. So, you wake up and
realize you are late – so you
are hurrying to get ready,
you skip breakfast – you run
to catch the bus to the
Source: https://unsplash.com/photos/-QqRUdykBNU
assessment center and you
miss the bus. As you run to the bus stop, you see your bus is pulling away and there is
not another one for two hours. You think to yourself “oh no, I’m going to miss my bus
and then I’ll be late for the assessment! My life is over – why do I even try to do good
things? Everything always goes badly for me. My parents will never forgive me.
What would you most likely feel after you had those thoughts?
Examples of possible feelings in this activity are anxious/depressed feelings, happy/
positive feelings, and angry feelings.
What would you most likely do in that situation, if you were feeling that way?
What would the consequences be of those actions?
Scenario 2:
The same thing happens – you oversleep,
you miss your bus, and the next one is in
two hours. You think to yourself “Oh no,
this was my last chance – I’ll miss my
assessment!” But this time, you follow up
that first thought with the thoughts “Well,
this situation is really tough and I wish it
wasn’t like this but it isn’t the end of the
world. The worst case is that I will need to
wait a few months for another assessment
schedule and there are some things I can
do to help my family around the house and
to practice my learned training skills to pass
the assessment more so that I am even
more prepared. It will be ok.”
Source: https://www.pexels.com/photo/girl-in-
pink-shirt-sitting-on-white-chair-4143802/
What would you most likely do in that situation, if you were feeling that way?”
What would the consequences be of those actions?”
Scenario 3:
Same situation – oversleeping, missing

the bus, late for your exam. You think
to yourself “Oh no, now I’ll miss my
assessment. This is terrible.” But this
time, the next thoughts are “Don’t my
parents know how important today
is?! Why didn’t one of them wake me
up? Does no one else think of me and
that maybe I could use some support
every now and then? I am so tired of
always having to take care of myself
and having no one else do anything!”
Source: https://unsplash.com/photos/sxQz2VfoFBE
What would you most likely do in that situation, if you were feeling that way?”
What would the consequences be of those actions?”
What are the differences in feelings and behaviors despite the actual situation (being
late to the assessment) being exactly the same?
Let’s Exercise: Interconnections of Thoughts, Feelings, Behaviors
For each different thought process, write down the feeling you might have (from above), guess
what action you would do next, and then write down possible consequences of your action.
Situation: “Imagine that it is the morning of your NC I assessment today. You overslept
because there was a brownout overnight and your alarm didn’t wake you up. So, you wake up
and realize you are late – so you are hurrying to get ready, you skip breakfast – you run to catch
the bus to the assessment center and you miss the bus. As you run to the bus stop, you see
your bus is pulling away and there is not another one for two hours.
Thoughts Feelings Action Consequences
I can’t believe this – I
want to die. This is a
terrible day. My
parents will be so upset
with me. I will never
forgive myself.
This is very
disappointing. But this
is not the end of the
world. I will wait for
the new assessment
schedule to come out
and then I will get a
new date. There must
be some reason that
this didn’t happen for
me today. But I’ve also
learned that I should
have a backup alarm
system next time.
This is all my family’s
fault. Didn’t anyone
realize that I should
have been awake
earlier? Why doesn’t
anyone ever help me? I
do so much around the
house and I am always
being told I have to
have my family – but
no one is ever there for
me when I need it.
How am I supposed to
do everything on my
own!
Think about it!

Answer the following questions:
1. How would any differences in the behaviors lead to different consequences?
2. Would any of these consequences be harmful to your lives or your relationships? If

yes, how may the consequences be harmful?
3. Is easy is it to change the way we think about something?
Look for a co-trainee or your facilitator. Compare your answers.
It is normal for people to fall into patterns of thinking and some of us may tend to have
more anxious or worried thinking patterns while others may have more angry thinking
patterns. Changing a thought process is difficult. It takes practice to change. But with
practice, these patterns can and do change.
Let’s Apply: Making Different Choices in Challenging Situations

Think of a similar example in your life. If possible, use a workplace example. What happened?
What thoughts and feelings did you have? How did you react?
If you could go back in time, how would you have chosen to think and act differently to create a
healthier ending to a challenging situation? Consider different thoughts about the situation,
feelings, possible actions and guess the consequences of these possible actions.
New Thoughts New Feelings New Actions Consequences
Sharing is caring
Now find any 2 of your family members or friends who are currently working or employed or
have been employed and ask them to think of similar examples in their workplaces (give
examples of bad fight or arguments with a supervisor or colleague, breakup with a girlfriend or
boyfriend, laid-off from work, etc.)
Ask them to think about if they could go back in time, how they would have chosen to think and
act differently to create a healthier ending to a challenging situation. Encourage them to
consider different thoughts out about the situation, say how these thoughts would make them
feel, state their possible actions and guess the consequences of their actions.
Activity 9: Positive and Negative Emotions in the Workplace
Objective:
✓ Understand positive and negative emotions in the workplace

✓ Identify methods to manage negative emotions at work
 Recommended Time: 15 – 30 mins
Emotions are an essential and unavoidable part of our day-to-day life. Recognizing our
feelings is key to developing our emotional health. Understanding our emotions and
how to handle them is beneficial not only in our personal life but also in our
workplaces.
This activity will help you to understand positive and negative emotions in the
workplace and identify methods to manage them.
“Whoever is happy will make others happy too.” As a worker, most people would
appreciate a cheerful co-worker to an irritable one and spend the day in a stress free
environment. Would you agree if someone told you that the happier employees are,
the more successful your organization will be? Why or why not?
Let’s Exercise: Reactions in Workplace Situations
Let’s find out how you and people around you will react in different scenarios that you
may or had experience in your workplaces. Invite two family members or nearby friends
to do this game. They should be currently working or has worked before.
• You will need candies wrapped in different colors or another colorful material such
as colored paper cuttings.
• Each person has a turn to pull one candy out of the bag. Each color has a
corresponding question.
• Each person shares their answer to the group.
• Keep taking turns. Only after the sharing you can eat the candy as your prize.
Questions:
• Blue: Share something that your co-worker thinks about you.
• Red: When you enter your workplace, what emotions do you usually feel?
• Green: Share something that makes you angry in your workplace.
• Yellow: Share something that makes you happy in your workplace.
• Pink: How you spend your free time with your co-workers?
• Orange: How do you feel if you receive a compliment from your boss or co-worker?
• Purple: How do you feel if you receive a need to improve comment from your boss or
co-worker?
• Yellow green: How do you react if your co-worker vents about her/his feeling to your
boss?
• Dark: Do you think that personal problems are okay to share with your colleagues?
Reflect on how you and your family or friends have handled the situations in the game.
Was there a strong discussion or strong opinions on any of the topics? Did anyone have
similar experiences? Do you have any suggestions on how your family and friends could
have better handled a situation?
Emotions are feelings in a certain situation we experienced, it varies from one person to
another. How we manage depends on our behavior and how we react on it.
Positive emotions are feelings that usually pleasant to experience such as joy, love,
surprise, happiness, peaceful, relaxed, and satisfaction.
Negative emotions are feelings that causes us to be angry and sad. You can also recognize
negative emotions in fear, frustration, anxiousness, and tiredness.
It may seem easy to determine whether you are feeling positive or negative emotions.
But how can you tell how someone else like a co-worker feels? You can typically tell by
observing how they act through what they say and how they behave. This behavior
includes their non-verbal communication such as facial expressions and body language.
Some people are not comfortable talking about a certain situation and may express
themselves through body language.
Let’s Exercise: Emotions in the Workplace
Identify if the given situation is an example of positive and negative emotions in workplaces. Put
check ✔on the box that corresponds to your answer.
# Scenario Positive Negative

Emotions Emotions
1. You feel close and connected to your colleagues.
2. You avoid talking to your manager after getting a need to
improve comment on your output.
3. You confront your co-worker regarding an issue she falsely
accused you about.
4. Your co-worker unintentionally cried and vented about her
boyfriend during working hours.
5. You reach out for support on work that is hard for you to do
alone.
6. You hear your boss shouting at his secretary.
7. You don’t take criticism personally and make positive efforts
to improve your workplace behavior.
8. You complain about your boss behind his back.
9. During lunch time it seems that everybody is talking about
your officemate who just been suspended because of constant
tardiness.
10. Your company receptionist greeted and smiled at everybody
upon entering the office.
 Key Facts 4.2: Tips for Managing Negative Emotions at Work
• Be calm, take a few deep breaths, clear your mind, and take a break
• Learn to express your feelings in appropriate ways and venue, e.g. one-on-one meeting
with your manager or human resources
• Be respectful
• Focus on finding a solution
• Be sensitive to your co-workers. Ask if they have a moment first - some people don’t like
to be bothered while working
• Maintain support systems outside of work (friends, family, other trusted people)
• Nurture your interests outside work – your hobbies and social life
• Share your feelings with someone you trust
• Give appropriate feedback and clarification
• Try and leave personal matters and issues at home
• Never reply or make decision when angry
• Build up your emotional resilience - take care of your body, get enough sleep, eat a
balanced diet, exercise regularly and spend time with your loved ones
When we express negative emotions, our co-workers can be negatively affected. The key
to functioning well at work is use your self-awareness to control your emotions, make
good choices to manage your reactions, and be sensitive to the emotions of your co-
workers. This will enrich your workplaces relationships.
Sharing is caring
This section encourages you to express your output to family and friends. Start a discussion
with them face to face, via chat, or whatever means available and comfortable to you. It’s
always great to share your ideas and hear more points of view ☺
Go ahead and share your thoughts based from your answers above to your family and friends!
Don’t forget to explain your thoughts in each question to show how you handle your emotions
in the workplace.
Activity 10: Responding Professionally at Work
Objectives:
✓ Recognize the importance of professionalism in the workplace
✓ Identify professional and unprofessional workplace behaviors
 Recommended Time: 15 – 30 mins
In the previous activity you explored how important positive and negative emotions in
the workplace affects you and others as a worker. In module 1, you looked at
professional communication in difficult circumstances. In module 2, you learned about
workplace behaviors and attitudes. Now we will bring this together. How you carry
yourself, treat others and how you communicate to your co-workers demonstrates your
professionalism. How can you respond professionally in response to any given situation
at work.
List 10 big ideas about professionalism that you have learned so far:
How you behave at work is essential to your success. It affects how other perceives you,
your behavior can affect your chance to professional advances and even your
relationship to your coworkers.
Let’s Exercise: Professional Behaviors
Let’s explore professional behaviors. Go through the scenarios below write what an
unprofessional response would be, and a more professional response would be.
Scenario Unprofessional Response Professional Response

1. One of your colleague
approaches you and asks a
work-related question that
you don’t totally know the
answer to.
2. You are the hostess at a
fancy restaurant. You wear
your best dress, but your
manager tells you it is too
provocative.
3. You are worried about
making a deadline and are
afraid to tell your boss and
let her down.
4. You are newly hired
employee. Your manager
asks if he can eat lunch with
you but you were planning
to meet up with your
girlfriend for lunch.
5. Your boss tells you that he
needs to discuss something
about your work but you’re
not available on the
proposed date.
6. Someone in your team is
struggling to bring in lots of
boxes of supplies. Your
coworkers have
headphones on and don’t
notice and continue
working.
Scenario Unprofessional Response Professional Response

7. You were assigned to work
with a newly hired
employee. You notice that
he didn’t put important
tools away properly.
8. Your company has a
refrigerator in your pantry
area that everyone can use.
You consistently observe
that it gets dirty quickly and
no one seems to care.
9. A customer walks into your
shop. You greet him but he
doesn’t greet you back or
smile.
10. A good looking customer
asks you out on a date.
Embodying 21st century skills will make you truly impactful as employee. All of the 21st
century skills covered in this course encompass professional behavior. Professional
workplace behavior is very important to employers. These skills are what set an
excellent employee apart from an average employee. It is what makes a customer very
pleased with your service and will have a positive impression of the business where you
work.
Practicing professionalism in the workplace can benefit your career and help you
progress towards your goals. Regardless of our position in the company, it is important
to demonstrate traits of professionalism.
Let’s explore professionalism in more detail by looking at common unprofessional

behaviors and how you can make more professional choices. By being aware of these
professional behaviors, you can prevent problems. And when challenges do occur, you
can respond professionally.
 Key Facts 4.3 Addressing Common Unprofessional Behaviors
Common Unprofessional How to Address It Professionally

Behaviors
1. Dressing inappropriatelyBe aware of the dress code or uniform and dress
accordingly
2. Constant lateness in Remind yourself of the importance of being on time and
attending meeting/ respect others time. Use calendars and notifications to
activities remind you of meetings. Consider adjusting your schedule
if you are having trouble getting to work on time.
3. Being disrespectful Respect all colleagues and customers regardless of position
and profession
4. Missing deadlines Use to do lists or the reminders feature in your phone to
track your tasks and deadlines. If you think you need more
time, give as much advance notice as possible.
5. Use of offensive Be mindful of what you say and words you use – the way
language, rude comments you talk at home or with your friends may not be
appropriate at work.
6. Bullying and harassment Bullying or harassing someone is never ok. If you find
yourself on the receiving end, try to stay calm and seek
help from your human resources department or
supervisor. It always helps to talk it through with a trusted
friend.
7. Letting personal matter Show empathy and care but avoid being emotional about
affects your work personal issues at work. Take a break if you think you need
one, and let your feelings out by talking to someone you
trust.
8. Flirting/courting with Be aware of your company’s policy and guidelines on
coworkers or customers workplace relationships. Some businesses some prohibit
this. If it is allowed, keep it professional in the workplace
during working hours.
9. Blaming others It is all too easy to blame others. What can you do on your
own in the given situation, and how can you better
cooperate with others to complete the task?
10. Being unresponsive to Written and electronic communication is very common in
work-related calls, emails, today’s workplace. Avoiding these means of
text messages, chats communication makes things take longer to solve.
Sharing is caring
This section encourages you to express your output to family and friends. Start a discussion with
them by phone, via chat, or whatever means available and comfortable to you. It’s always great to
share your ideas and hear more points of view ☺
Share your thoughts and learnings:
• What did you learn about responding professionally to common workplace situations?
• How do you tend to respond in difficult situations at work or in social situations?
• How can you respond better?

outcomes in the session and know how well you did in doing the activities in this session.
You will speak to your facilitator to:

Conduct a quick self-assessment and answer the table below.

shown or can do the statement
Did you… YES NO
1. Describe the connection between thoughts, emotions,

and behavior?
2. Practice how to intentionally develop more positive
thinking patterns?
3. Understand positive and negative emotions in the
workplace?
4. Identify methods to manage negative emotions at work?
5. Recognize the importance of professionalism in the
workplace?
6. Identify professional and unprofessional workplace
behaviors?



ideas that have come to mind on emotions and professionalism.
Congratulations! Now that you know about managing emotions in a professional manner, you will
explore learning styles and learning strategies.
4:41
SESSION 3: Learning New Skills
3.1 Factors and strategies that assist learning are identified and described
3.2 Preferred learning styles according to VAK Learning Style Model and Kolb’s Theory of
Learning Styles are identified
3.3 Range of learning strategies appropriate to specific tasks and describe work
practices that assist their learning are identified and chosen
1. Different learning styles

2. Strategies on how to learn new skills and new information
 People learn in different ways – by listening, seeing, doing, writing, reading, speaking.
 People typically have a dominant learning style but usually combine different learning
methods to accomplish a task.
 Knowing how you learn best will help you develop strategies to learning in school and
while at work.
Activity 11: Learning Style Assessment
Objectives:
✓ Recognize that people learn in different ways, using different skills
✓ Appreciate different ways of learning new things
Think about a time when you learned something new. How did you learn it? Were you
alone or with other people? What helped you to learn? What was challenging in the
process?
Let’s Exercise: How Do You Learn Best?

You are now going to assess your learning style. 4
1. Check all the statements that apply to you.
2. Add up the number of items you checked for each category. The categories with
the most check marks indicate your preferred learning style.
Listening
❑ I like to listen to people talk about things.
❑ I love learning through listening to podcasts.
❑ I usually remember what I hear.
❑ I learned more in school by listening to the teacher's explanation rather than by
reading the textbook.
❑ I prefer listening to the news on the radio than reading the newspaper.
❑ I prefer that someone tells me about a meeting than reading about them in emails
or messages.
4
http://literacynet.org/icans/chapter03/learnbest.html
 Observing/Seeing
❑ I get pictures in my head when I read.
❑ I remember faces better than I remember names.
❑ When I have to concentrate on spelling a word, I see that word in my mind.
❑ I remember what pages in a book look like.
❑ I remember events in the past by seeing them in my mind.
❑ I love scrolling through pictures on Instagram and Pinterest
 Doing
❑ It's hard for me to sit still and study.
❑ I prefer learning by doing something with my hands than reading about that same
thing in a book.
❑ I like to make models of things.
❑ When I see something new and interesting, I usually want to touch it in order to
find out more about it.
❑ I prefer going out with friends than staying home and reading a book.
Writing
❑ I write down things that I need to remember.
❑ I make fewer mistakes when I write than when I speak.
❑ I like it when people explain something to me by writing down the main points.
❑ I like it when someone who is explaining something to me uses a flip chart or white
board or a piece of paper to write down the main points, so that I can copy what
s/he writes.
❑ When I read, I take notes to better understand the ideas I've read.
❑ After I take notes, I rewrite my notes to remember better.
❑ I keep my schedule by writing down the things I need to do. I would be lost without
my daily planner.
❑ I like to send messages on SMS/WhatsApp more than speaking
❑ I enjoy demonstrating ideas through PowerPoint, drawing, and sketching
Reading
❑ I like to read in my free time.
❑ I usually remember information that I read better than information that I hear.
❑ I prefer reading the newspaper than watching the news on TV.
❑ I can learn how to put something together by reading the instructions.
❑ I like it when teachers write on the board, so that I can read what they write.
❑ I enjoy reading E-books/magazines/newspaper articles, on my tablet or smart
phone.
❑ I like to read blogs.
 Speaking
❑ When I have a problem to figure out I often talk to myself.
❑ I remember things better when I say them out loud. For example, if I have to
learn a new phone number I repeat it again and again to myself.
❑ I communicate better by speaking than by writing.
❑ I enjoy talking on the phone.
❑ I learn best when I study with other people, and we discuss new ideas or concepts.
❑ I like to send voice notes instead of written WhatsApp messages.
As you think critically about your learning style, keep in mind the following:
• People learn in different ways and often combine learning styles to be able to
understand or do something new.
• To do well at work, we need to use different learning styles. We need a combination

of skills.
• Different people learn differently, so to work well with others, we need to

understand that we all have different styles of learning.
For example, in learning how to operate a new machine, a person may need to observe
someone else running it and then try it themselves with the guidance of someone
experienced. It is important to be aware of learning styles that do not work for you so
when learning something new you can be clear with others on how you learn best.
Activity 12: Learning Strategies
Objectives:
✓ Link your learning style with strategies on how to learn new skills and information
Read the scenario below and think about the approach to learning you might take if you
were the new caterer.
Scenario: You were recently hired in a food catering business. There are many new
things you need to learn – policies, procedures and protocol at work; the use of
utensils, equipment and kitchen tools you have not operated before; and the
processes involved in preparing and preserving food, etc.
Given your learning style, what strategies will you use to learn all of these new
things?
It is important to speak up about your learning styles to others when you are learning
something new. For example, if you learn best through reading information, ask for the
written information instead of just being told it.
Read Key Facts 4.4 Learning My Way. It provides learning strategies for the different
learning styles. Add more strategies to the list if you think of others, especially those
related to your preferred learning style.
 Key Facts 4.4: Learning My Way

Tips on how to improve your learning:5
If you learn best by listening...

• Read aloud information you need to do a job or to study.
• Ask people to explain things to you that you don't understand.
• Study with other people.
• Call people on the phone instead of writing to them.
• Choose a job where listening plays an important role.
If you learn best by viewing...
• Watch other people do the things that you are going to need to know how to do.
You will be able to visualize their actions later on.
• As you read something imagine what it would look like if it were happening in real
life or on TV.
• Take note of the shape and color of the things that you will want to remember.
• Visualize telephone numbers and words in your mind.
• Use charts, graphs, pictures.
If you learn best by doing...
• If given a choice, show others that you know how to do something by showing
them how you do it.
• Go on visits to places to see how things are actually done.
• When you have to learn how to do something new, watch someone who is
actually doing it and ask them to coach you while you do it.
• Choose a job that lets you work with your hands and move around.
If you learn best by writing...
• When you read, underline and take notes as you read along.
• Take notes when listening to instructions.
• Write down the things that you need to do. Make lists. Keep a written schedule.
• Get a job that involves writing.
5
Adult Basic and Literacy Educators Network of Washington. Integrated Curriculum for Achieving Necessary Skills.
Retrieved October 13, 2020 from http://literacynet.org/icans/chapter03/myway.html
If you learn best by reading...
• Take good notes and then read them later on.

• Read instructions instead of having someone tell you or show you how to do
something.
• Have people write down directions for you to read.
• Get information through the written word.
• Choose a job that requires reading.
If you learn best by speaking...
• Ask questions when you don't understand something or need clarification.

• Study with other people so that you can talk to them about the new information.
• Repeat things right after you hear them in order to better remember them.
• Choose a job that requires a lot of talking.
How to Communicate Your Learning Preferences
Many people aren't aware that learning preferences exist. Others are usually not aware of
what your particular learning preference is. Let them know. Feel free to share with them
what you know about your own learning style.
Doing: "I wonder if you could show me how this works?" Listening: "Could you explain to me
how this works?"
Reading: "Would you mind giving me written instructions of how this works?"
Viewing: "Would you mind giving me a diagram of how this works?"
Speaking: "Let's talk through this together."
Writing: "Let me write down what you are saying about how this works."
Other Considerations: It is also important to strengthen your weak learning styles. Select a
style that is weak and share ideas with classmates for improving that learning style.
Activity 13: Review & Application
Objectives:
✓ Review the main topics presented during the module
✓ Apply the knowledge gained to particular situations or scenarios
Reflect on what you have learned in this module. What lessons did you learn from each
session?
Let’s Apply: Finishing the Story
Read the scenarios below and write an ending to the story. The ending should lead to the
achievement of a certain goal in the story. You should also incorporate general styles of
learning into the story.
Scenario 1:
Julius, a young father, has a long term goal of getting a certificate in plumbing in one year. With
the certification, he will get more work and receive a higher pay that could help him send his
son to a pre-school. What short term goals should Julius have to help him achieve his long term
goal?
Scenario 2:
Marian is a very hands-on learner. She could quickly learn by observing and doing. As her
supervisor is getting ready to leave, he quickly gives her instructions on how to use a new saw
and asks her to cut some pieces of wood for the next day. Marian is worried that she will not be
able to cut the pieces properly. What should Marian do?
Scenario 3:
To be a teacher is Bea Elaine Quicho’s biggest dream. With her parents’ seasonal income and
Bea’s 5 younger siblings who are their priority, she accepted the fact she really cannot proceed
to college. Upon learning about a free skills training, she immediately grabbed it and enrolled in
the food processing course. She passed the NC2 assessment and got her certificate. With newly
gained confidence after receiving her certificate, she thinks about her dream of becoming a
teacher. What short term goals could Bea set to help her achieve her long term goal of
becoming a teacher?
Remember our values, qualities, interests and skills help us to reach our goals. As we
strive to reach our long-term goals, we need to set shorter term goals and plan to help
us get there. Often as we work towards achieving our goals we are learning. We all have
different learning styles. Being aware of what your learning style is will help you
advocate for what you need and will help you perform better in your personal and
professional life.
outcomes in the session and know how well you did in doing the activities in this session.
You will speak to your facilitator to:

Conduct a quick self-assessment and answer the table below.

shown or can do the statement
Did you… YES NO
1. Recognize that people learn in different ways, using

different skills?
2. Appreciate different ways of learning new things?
3. Link your learning style with strategies on how to learn
new skills and information?



ideas that have come to mind on learning styles and strategies.
Congratulations! Now that you have learned about learning styles and strategies, it is time to wrap
up the module.
SESSION 4: Review & Assessment
Activity 14: Post-Module Learner’s Reflection
Objectives:
✓ Identify what the trainee learned in the module.

✓ Take a Learner’s Reflection
 Recommended Time: 10-20 minutes
Post-Learner’s Reflection: Enhancing Self-Management Skills (NC I)

End-of-Module Skills Check
Now that you have reached the end of the module, let us see if you are able to develop the necessary
skills in Enhancing Self-Management Skills Conduct a self-assessment and answer the table below.
Statements on my experience, knowledge, skills and abilities / Circle Yes or No if you have shown or can
Mga pahayag tungkol sa aking kaalaman, kasanayan at do the statement.
kakayahan
Bilugan ang Oo o Hindi kung naipakita o
I can… / Kaya ko nang… nagawa mo na ang mga pahayag.
Identify personal values / Yes No

Natukoy ang pansariling pagpapahalaga at paniniwala. Oo Hindi
Relate personal values to family and employer / Naugnay ang Yes No
pansariling pagpapahalaga at paniniwala sa pamilya at Oo Hindi
katrabaho.
Develop self-worth / Yes No
May pagpapahalaga sa sarili Oo Hindi
Identify skills and qualities that are important to you in general and Yes No
for work / Oo Hindi
Natukoy ang mga sariling kagalingan at kakayahan na
magagamit sa pang-araw-araw na pamumuhay at sa trabaho.
Begin to determine next steps in improving skills and qualities / Yes No
Nasimulang tukuyin ang mga susunod na hakbang upang Oo Hindi
mapaunlad ang angking kagalingan at kakayahan.
Identify long and short term goals / Yes No
Natukoy ang agaran at pangmatagalang plano at mithiin. Oo Hindi
Statements on my experience, knowledge, skills and abilities / Circle Yes or No if you have shown or can
Mga pahayag tungkol sa aking kaalaman, kasanayan at do the statement.
kakayahan
Bilugan ang Oo o Hindi kung naipakita o
I can… / Kaya ko nang… nagawa mo na ang mga pahayag.
Identify the steps needed to reach a goal, possible obstacles and Yes No
needed resources / Oo Hindi
Natukoy ang mga hakbang upang makamit ang mithiin, mga
posibleng hadlang at mga kakailanganing kagamitan.
Identify where there are workplaces in your local community / Yes No
Natukoy ang mga mga lugar na maaaring pagtrabahuhan sa Oo Hindi
iyong komunindad.
Describe the connection between thoughts, emotions, and Yes No
behavior / Oo Hindi
Naipaliwanag ang ugnayan ng naiisipan, emosyon at ugali.
Practice how to intentionally develop more positive thinking Yes No
patterns / Oo Hindi
Nasubukang magkaroon ng mas positibong pag-iisip.
Understand positive and negative emotions in the workplace / Yes No
Naintindihan ang positibo at negatibong emosyon sa lugar ng Oo Hindi
trabaho.
Identify methods to manage negative emotions at work / Yes No
Natukoy ang mga paraan upang mas mapangasiwaan ang Oo Hindi
negatibong emosyon sa trabaho.
Recognize the importance of professionalism in the workplace / Yes No
Nakilala ang kahalagahan ng pagiging propesyonal sa lugar ng Oo Hindi
trabaho.
Identify professional and unprofessional workplace behaviors / Yes No
Natukoy ang mga propesyonal at di-propesyonal na kilos at Oo Hindi
gawain sa lugar ng trabaho.
Recognize that people learn in different ways, using different skills Yes No
/ Oo Hindi
Napansin na ang mga tao ay natututo sa iba-ibang paraan, gamit
ang iba’t ibang galing.
Link your learning style with strategies on how to learn new skills Yes No
and information Oo Hindi
Set personal and career goals / Yes No
Nakatukoy ng pansarili at pang-karerang mithiin. Oo Hindi
Recognize emotions / Yes No
Nakatukoy ng emosyon. Oo Hindi
Describe oneself as a learner / Yes No
Nailarawan ang sarili bilang mag-aaral. Oo Hindi
Look at your answers, were there boxes where you circled No? If there are, go back to the activities in
the module that will help you gain the skill identified in the statement. You can also reach out to your
facilitator/trainer to provide you with guidance on what activities you can do in order to master the skill.
Activity 15: End-of-Module Assessment
Objectives:
✓ Correctly answer the questions pertaining to the concepts discussed in the module
 Recommended Time: 10-20 minutes
End-of-Module Assessment
Congratulations for finishing Module 4: Enhancing Self-Management Skills for the National Certificate
Level I! At the end of every module you will take a short assessment to see how much you have learned.
It will help you and your teacher identify the knowledge and skills you know and what still needs
reinforcing. The results will not affect your ability to continue in the
program.
Structure of the Assessment: It has a total of 10 questions. Some questions are multiple choice and
some questions are true or false. You should choose only ONE answer for each question.
Once you have finished answering the questions, note down any clarifications you want to ask your
instructor.
Module 4: Enhancing Self-Management Skills (NC I)

Circle an answer for each statement.
English Tagalog
1. Identifying one’s beliefs, values, and qualities 1. Ang pagkilala sa mga sariling paniniwala,
are part of career development. halaga, at katangian ay bahagi ng
propesyonal na pag-unlad.
a. True
b. False a. Tama
b. Mali
2. Your values are reflected in the following: 2. Nasasalamin ang mga paniniwala mo sa
sumusunod:
a. Your interests
b. How you spend your time a. Mga hilig
c. Choices you make b. Mga pinagtutuunan ng panahon
d. All of the above c. Mga pasya
d. Lahat ng nabanggit
English Tagalog
3. An example of a clear career development 3. Halimbawa ng isang malinaw na
goal is: propesyonal na layunin ang:
a. I want to find work a. Gusto kong makahanap ng trabaho

b. I want to work in my district b. Gusto kong magtrabaho sa distrito
c. I want to work with people ko
d. I want to find a construction job in my c. Gusto kong makipagtrabaho sa mga
district over the next three months tao
e. all of the above d. Gusto kong makahanap ng trabaho
sa construction sa distrito ko sa loob
ng sunod na tatlong buwan
e. lahat ng nabanggit
4. You have a long term goal of getting a 4. Mayroon kang pangmatagalang layunin na
certificate in plumbing in one year. With the makatanggap ng sertipiko sa pagtutubero sa
certification you will get more work and loob ng isang taon. Dahil sa sertipiko,
receive a higher pay. Select examples of makakukuha ka ng mas maraming trabaho
short term goals that may help you achieve at makatatanggap ng mas malaking kita.
your long term goal. Pumili ng mga halimbawa ng madaliang
layuning makatutulong sa iyo upang
a. Identify a training program in my makamit ang pangmatagalan mong layunin.
district that offers plumber’s
certification a. Tumukoy ng isang training program
b. Talk with experienced plumbers in the sa distrito ko na nagbibigay ng
area to find out what they did to sertipiko sa pagtutubero
become good plumbers. b. Kumausap ng mga beteranong
c. Find an opportunity to apprentice tubero sa lugar para alamin ang
with an experienced plumber by ginawa nila para maging magaling
visiting youth employment agencies na tubero.
or asking plumbers directly. c. Humanap ng oportunidad na
d. All of the above maturuan ng isang beteranong
tubero sa pagpunta sa mga youth
employment agency o sa direktang
pagtatanong sa mga tubero.
d. Lahat ng nabanggit
5. Once you write a career development plan, 5. Matapos mong makasulat ng isang plano
you should stick to it and not change it until para sa iyong propisyon napag-unlad,
you have reached your long-term goals. kailangan mo itong panatilihin at hindi ito
binabago hanggang sa makamit mo ang
a. True mga pangmatagalan mong layunin.
b. False
a. Tama
b. Mali
English Tagalog
6. You are a very hands-on learner, learning 6. Nakapaka-hands-on mo sa pag-aaral, mas
best by observing and doing. As your mabibilis kang natututo kapag nanonood o
supervisor is getting ready to leave, he gumagawa. Nang pauwi na ang supervisor
quickly gives you instructions on how to use mo, mabilis ka niyang tinuruan kung paano
a new saw and asks you to cut some pieces gumamit ng isang bagong lagari at
of wood for the next day. You want him to sinabihan kang magputol ng mga kahoy
show you how to use it but he seems like he kinabukasan. Gusto mong ipakita niya sa iyo
is in a hurry to leave. What do you do? kung paano iyon gamitin, pero mukhang
nagmamadali siya. Ano ang gagawin mo?
a. Hope you will remember what he said
to do to run the saw. a. Manalig na maaalala mo ang sinabi
b. Thank him for the information and tell niya kung paano gamitin ang lagari.
him you have understood. b. Pasalamatan siya sa impormasyon
c. Ask him if he has the time to show at sabihing naintindihan mo.
you before leaving or if there is c. Tanungin siya kung may oras siyang
someone else who can show you how ipakita sa iyo ang paggamit bago
to run the saw so you are sure you siya umalis o kung may ibang taong
have understood. puwedeng magpakita sa iyo kung
d. Ask a co-worker to do the work for paano gamitin ang lagari, para
you while you continue with another makasigurado kang naiintindihan
task. mo.
d. Makisuyo sa isang katrabahong
gawin para sa iyo ang iniutos
habang ipinagpapatuloy mo ang
ibang gawain.
7. The best way to learn something new is to: 7. Ang pinakamabuting paraan para matuto ng
a. Read about it and memorize the ibang bagay ay:
information a. Magbasa tungkol dito at sauluhin
b. Follow the instructions of the ang impormasyon
instructor b. Sundin ang itinuro ng guro
c. Talk about it and work together with c. Pag-usapan ito at makipagtulungan
others sa ibang tao
d. Practice it d. Magsanay
e. Watch someone else doing it e. Panoorin ang ibang taong gawin ito
f. All of the above f. Lahat ng nabanggit
8. Thoughts, feelings and behaviors are NOT 8. Ang mga saloobin, damdamin at pag-uugali
connected to each other ay hindi konektado sab await isa.
a. True a. Tama
b. False b. Mali
9. When you disagree with a co-worker, it is 9. Kapag may di-pagkakasundo sa isang

best to avoid an argument by avoiding katrabaho, ang pinakamabuting paraan
contact and not listening to his or her ideas. para makaiwas sa pagtatalo ay ang pag-
English Tagalog
iwas sa pakikipag-ugnayan sa kaniya at hindi
a. True pakikinig sa kaniyang mga idea.
b. False
a. Tama
b. Mali
10. Being helpful and respectful will help you 10. Makatutulong sa pananatili ng trabaho ang
build good rapport with your customers and pananamit nang maayos, pagdating sa oras,
co-workers. pagiging magalang, at pagiging matapat.
a. True a. Tama
b. False b. Mali
Key to Correction
Activity 5 – Let’s Exercise

1. Reachable
2. Reachable
3. Reachable
4. Reachable
5. Reachable
Activity 5 – My Short and Long Term Goals
Below is the rubric to be used in grading the short and long term goals of the learner. Read the
goals and select descriptor that best describes the goals written by the learner. Then total the
score.

Specific 3 points 2 points 1 point
Clearly stated and Vaguely stated OR missed Goal is unrelated to
contains all the some important details the desired outcome
important details.
Measurable 3 points 2 points 1 point
Evidence to be Evidence to be provided Goal is not
provided will will not indicate progress measurable OR there
clearly indicate to the goal are no method of
progress to the measurement
goal provided
Attainable 3 points 2 points 1 point
Within reason of Partially reasonable given Goal is not within
student’s abilities students’ abilities and reason and is not
and available resources, there is a attainable
resources, and can likelihood that the goal
be achieved will not be achieved
Realistic 3 points 2 points 1 point
Aligned with Partial alignment with Goal is not aligned
personal values personal values and life with personal values
and life goals, as goals, as well as grounded and life goals, as well
well as grounded in students’ current as not grounded in
on your current situation. student’s current
situation. situation.
Time 3 points 2 points 1 point

Framed There is a specific Time frame for the No time frame from
time frame for the achievement of the goal is the goal.
achievement of the generally stated and is
goal. unclear.
Total:
Activity 9 – Let’s Exercise

1. Positive Emotion
2. Negative Emotion
3. Negative Emotion
4. Negative Emotion
5. Positive Emotion
6. Negative Emotion
7. Positive Emotion
8. Negative Emotion
9. Negative Emotion
10. Positive Emotion
End-of-Module Assessment
1. A - True
2. D - All of the above
3. D - I want to find a construction job in my district over the next three months
4. D - All of the above
5. B - False
6. C - Ask him if he has the time to show you before leaving or if there is someone
who can show you how to run the saw so you are sure you have understood
7. F - All of the above
8. B - False
9. B - False
10. A - True
Congratulations! You have completed the Module 4: Enhancing Self-Management Skills for
National Certificate I Level! You are now ready to conquer the next 21st century skills units
of competency.

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Module 4: Enhancing Self-Management Skills (NC I) Learner’s Handbook

© 2020 Education Development Center, Inc.

Module 4: Enhancing Self-Management Skills (NC I Level)

“One better thinks of the future while in the

(Mas mabuting pinag‐iisipan ang kinabukasan

Unit Code: 400311104

Summary of Learning Outcomes

✓ L.O. 1 - Set personal and career goals

9. Positive and Negative Emotions in the Workplace 15-30 minutes

❑ Values Inventory (Activity 1)

❑ My Skills and Qualities (Activity 4)

SESSION 1: Set Personal and Career Goals

 Key Topics and Learning Points 

1. Values, beliefs and qualities

 Our values & beliefs affect the way we behave.

 Our values are often reflected in activities we are involved in.

 Goals should be SMART: Specific, Measurable, Achievable, Realistic, Time Framed

 Steps to setting and achieving goals:

1. Where do I want to be in the next 3 months, 6 months, 1 year?

2. What must I know to get there?

6. What should I do first, second and so on?

Activity 1: Introductory Activity and Pre-Module Learner’s Reflection

 Recommended Time: 15 -20 minutes

Pre-Module Learners’ Reflection: Enhancing Self-Management Skills (NC I Level)

Identify personal values /

Understand positive and negative emotions in

Activity 2: Values, Beliefs & Qualities

✓ Identify personal values

 Recommended Time: 30 – 60 minutes

VALUES ME FAMILY/FRIENDS EMPLOYER

Think about it!

Activity 3: We Are All Unique

✓ Reflect upon and share your values, beliefs and interests

 Recommended Time: 15 - 30 minutes

• I believe respect is the most • I want to work in an office.

Activity 4: My Skills and Qualities

 Recommended Time: 15 – 30 minutes

Let’s Apply: My Skills and Qualities

Strengths Areas for Improvement

1. How did I rate myself in each of the 6 areas that I selected?

Activity 5: Setting and Achieving Goals

✓ Identify long and short-term goals

 Recommended Time: 30 – 60 minutes

Criteria Descriptors Score

Criteria Descriptors Score

My Short and Long Term Goals

Short Term Goals: Long Term Goals:

Short Term Goals: Long Term Goals:

Let’s Apply: Steps for Achieving My Goals

Goal 1 year from now:

Steps: By When: What do I need?:

 Key Facts 4.1: Setting and Achieving Goals

Goals should be Example that cannot be Example that can be

Specific I will become rich. I will earn P5,000.00 per

Steps to Setting and Achieving Goals

1. Where do I want to be in the next 3 months, 6 months, 1 year?

2. What must I know to get there?

6. What should I do first, second and so on?

Let’s Exercise: Reachable Goals

I will be the first Filipino to go to outer space. reachable or not-reachable

I will become an SK leader in 5 years. reachable or not-reachable

1. I will become a painter someday. reachable or not-reachable

2. I will earn more money for my family. reachable or not-reachable