Basic 4

BASIC
COMPETENC
Y
4
HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL
Welcome to the module in “DEVELOPING CAREER AND LIFE

DECISIONS”. This module contains training materials and activities for you to
complete.
The unit of competency “DEVELOP CAREER AND LIFE DECISIONS ”

contains knowledge, skills and attitudes required for RICE MACHINERY
OPERATIONS NC II.
You are required to go through a series of activities in order to complete each

learning outcomes of the module. In each learning outcome has Information
Sheets, Self-Checks, Operation Sheet, Operation Sheets and Job Sheets.
Follow these activities on your own. If you have questions, don’t hesitate to ask your
facilitator or trainer for assistance.
The purpose of the course is the development of practical skills. To gain these
activities, you must learn basic concepts and terminologies. For the most part, you
will get this information from the information sheets and TESDA website,
www.tesda,gov.ph.
This module is prepared to help you achieve the required competency. In”
DEVELOP CAREER AND LIFE DECISIONS”.
This will be the source of information for you to acquire knowledge and skills
in this particular competency independently and at your own pace, with minimum
supervision or help from your trainer.
Reminder to:
 Work through all information and complete the activities in each action.
 Read information sheets and complete the self-check. Suggested references

are included to supplement the materials provided in this module.
 Most probably your trainer will also be your supervisor or manager. He /She
is there to support you and show the correct way to do things.
 You will be given plenty of opportunity t ask question and practice on the job.
Make sure your practice your new skills during regular work shifts. This way
you will improve both your speed and memory and also your confidence.
Use your self-checks, Operation Sheets or Job Sheets at the end of each section to
test your own progress.
RICE MACHINERY Date prepared: Document No.
OPERATION February 18, 2023 Issued by: Page No.
NC 2 LFTSACI
Prepared by: Revision #02
Develop Career and Life Decisions
 When you feel confident that you had sufficient practice, ask your trainer to
evaluate. the result of your assessment will be recorded in your progress
chart and accomplishment Chart.
You need to complete this module before you can perform the net module.
No. Unit of Competency Module Title Code

1. Participate in the Participating in workplace 400311210
workplace communication
communication
2. Work in a team Working in a team environment 400311211
environment
3 Solve/address routine Solving/addressing routine 400311212
problem problem
4. Develop Career and Developing Career and life 400311213
life Decisions Decisions
5. Contribute to Contributing to workplace 400311214
workplace innovation innovation
6 Present relevant Presenting relevant information 400311215
information
7 Practice occupational Practicing occupational 400311216
Safety and health Safety and health policies and
policies and procedures
procedures
8. Exercise efficient and Exercising efficient and effective 400311217
effective sustainable sustainable practices in the
practices in the workplace,
workplace,
9. Practice Practicing entrepreneurship skills 400311218
entrepreneurship in the workplace
skills in the
workplace.

NC 2 LFTSACI
MODULE CONTENT
UNIT OF COMPETENCY: DEVELOP CAREER AND LIFE DECISIONS
MODULE TITLE: DEVELOPING CAREER AND LIFE DECISIONS
MODULE DESCRIPTOR:
Module Descriptor: This unit covers the knowledge, skills, and attitudes in
Managing one’s emotions, developing reflective practice,
and boosting self- confidence and developing self-
Regulation
Nominal Duration: 3 HRS
Learning Outcomes:
Upon completion of the module, the trainees/students should be able to:
1. Manage one’s emotion

2. Develop reflective practices
3. Boosts self-confidence and develop self-regulation

NC 2 LFTSACI
COMPETENCY SUMMARY
Qualification Title: RICE MACHINERY OPERATIONS NC II
Unit of Competency: DEVELOP CAREER AND LIFE DECISIONS
Module Title: DEVELOPING CAREER AND LIFE DECISIONS
Introduction
This module covers the knowledge, skills and attitudes required to obtain, interpret
and convey information in response to workplace requirements.
Learning Outcomes:
Upon completion of the module, the trainees/students should be able to:
1. Manage one’s emotion

2. Develop reflective practices
3. Boosts self-confidence and develop self-regulation
.
Assessment criteria;
1. Self-management strategies are identified

2. Skills to work independently and to show initiative, to be conscientious, and
persevering in the face of setbacks and frustrations are developed
3. Techniques for effectively handling negative emotions and unpleasant
situation in the workplace are examined
4. Personal strengths and achievements, based on self-assessment strategies
and teacher feedback are contemplated
5. Progress when seeking and responding to feedback from teachers to assist
them in consolidating strengths, addressing weaknesses and fulfilling their
potential are monitored
6. Outcomes of personal and academic challenges by reflecting on previous
problem solving and decision making strategies and feedback from peers and
teachers are predicted
7. Efforts for continuous self-improvement are demonstrated
8. Counter-productive tendencies at work are eliminated
9. Positive outlook in life are maintained.
10.
NC 2 LFTSACI
LEARNING OUTCOME #1
Manage one’s emotion
CONTENTS:
 Self-management
 Career goals
ASSESSMENT CRITERIA

CONDITIONS: Students /trainees must be provided with the following:
 Workplace
 Job procedures
 Osh Personal Records
 Learning Guides
 *OSH protocols
 *OSH indicators
 *TLV
 *Hazards and identification and control
 *Videos/charts and online links
ASSESSMENT METHODS
 Written test
 practical exam
 Observation and interview
 Role playing

NC 2 LFTSACI
LEARNING EXPERIENCES
Learning Activities Special Instructions

 Read information sheet 1.1-1 This Learning Outcome deals with the
on Self-management development of the Institutional
Competency Evaluation Tool which
Self-check 1.1-1 trainers use in evaluating their trainees
after finishing a competency of the
ANSWER SELF –CHECK 1:1-1 qualification.
 Read information sheet 1.1-1 Go through the learning activities

on Career Goals outlined for you on the left column to
gain necessary information or
Self-check 1.2-1 knowledge before doing the tasks to
practice on performing the requirements
ANSWER SELF –CHECK 1:2 -1 of the evaluation tool.
The output of this LO is a complete

Institutional Competency Evaluation
Package for one Competency of RICE
MACHINERY OPERATIONS NC II.
Your output shall serve as one of your
portfolio for your Institutional
Competency Evaluation for MANAGE’S
ONE EMOTION. Feel free to show
your outputs to your trainer as you
accomplish them for guidance and
evaluation.
After doing all the activities for this LO,
you are ready to proceed to the next
LO:
DEVELOP REFLECTIVE PRACTICE
Information Sheet 1.1-1
Self-management for personal success
Learning Objectives:
After reading this information sheet, you must be able to:
a.) Identify the self-management strategies.
Assessment Criteria
Content:
Self-Management Skills for Personal Success
We all know a person who seems to effortlessly complete tasks, both personally and
professionally. They have no problem staying motivated and staying on track. They
appear disciplined, prepared, and ready to take on the world. But what skills exactly
do they have that enable them to work effectively?
These people could be said to have great self-management skills. Self-
management skills are those that help you to control yourself and your
responsibilities. Self-management includes emotional regulation as well as
practical skills such as goal-setting. Self-management skills overlap with soft skills,
such as time-management and adaptability.
In relevant research self-management is defined as “the capacity to regulate
emotions and behaviors particularly when stressed or distressed” (Stallman &
Muncey 2019). These skills are directed at the self in order to manage various tasks,
deadlines, and obligations. This type skill can be helpful in academic, professional,
and personal settings.
A 2019 study looked at self-management skills of social work students who are requesting
an extension for assignments. It was found that “the primary reason for extension requests in
this cohort was poor self-management skills, specifically time management and coping”
(Stallman & Muncey 2019). A lack of self-management skills can lead to disorganization and
missing deadlines.

NC 2 LFTSACI
Examples of Self-Management Skills

Here are some examples of self-management skills that may be helpful to you in
both a professional and person setting.
Time Management
In your professional life, it is important to complete work when agreed upon or
required. In your personal life, it may be important to be punctual to important
events, such as birthday dinners. Finally, it is also always important to schedule self
care time for yourself.
Adaptability
Being able to adjust to new conditions or situations is helpful at work and at home.
Life is always changing and we have to be flexible, whether dealing with uncertain
work situations, or learning work tasks, technologies, and procedures. It is normal to
be resistant to change - but how do we learn to go with the flow?
One way to improve adaptability may be to increase emotional intelligence. A pilot

study was aimed at improving the adaptability of third-year nursing students through
increasing emotional intelligence. At the end, all of the subjects showed significant
improvements in adaptability and proactivity over 6 weeks (Guseh, Chen, &
Johnson 2015). For example, physical and environmental adaptability included the
ability to find exam rooms and adjusting body movements based on clinical settings.
Interpersonal adaptability included remembering team members’ names and
greeting others without a reminder. Cultural adaptability included the ability to identify
the correct team member to ask for help.
Emotional Management
Emotional management is another example of a self-management skill. Emotional
management is the ability to control your thoughts and emotions, therefore
controlling your behavior. The ability to “keep your cool” has shown to be helpful for
individual and team performance in the workplace.
A study from the University of Valencia in Spain demonstrated that a “team

emotional management intervention, on the one hand, increases synergy effects,
which produce enhanced team task performance and have a positive effect on the
motivational processes within the team, thus leading to more team engagement”
(Holtz 2020). In this research, synergy effects refers to when group
performance exceeds the combined performance of individuals and “represents an
effective use of the team’s resources” (Holtz 2020).
The emotional management intervention consisted of 2 individual sessions and 2
group sessions. In the sessions, team members were
given information and exercises to help them identify, express,
and regulate emotions as well as how to use these skills in a virtual work setting.
Some topics covered were “strategies that can turn any situation around, offering
rewards for efforts, acknowledging the contributions of others, support, and
motivation to achieve the team goal” (Holtz 2020).
These exercises can also be found in self-management app LIFE Intelligence. For
example, users can open the app, identify an emotion like “frustration,” express
what made them feel that way, and find science-backed information and coping
exercises to communicate or problem-solve in that situation.
‍Self-Discipline
Self-discipline is the ability to overcome temptations to achieve a goal. This is a

very important skill in completing personal and professional goals. Self-discipline in
adults is measured as part of executive functioning. Rate the following statements
from (0-rarely or not at all, 1=sometimes, 2=often, and 3=very often):
 “Find it difficult to tolerate waiting”

 “Make decisions impulsively”
 “Unable to inhibit my reactions or responses to events or others”
 “Have difficulty stopping my activities or behavior when I should do so”
 “Have difficulty changing my behavior when I am given feedback about my
mistakes” (Barkely & Murphy 2011)
Self-discipline can be improved by increasing physical activity, blood glucose

levels, self-compassion, and self-awareness. Self-discipline related to achieving
goals can also be improved by using “if/then” statements. LIFE Intelligence also
teaches both self-compassion and self-awareness. It also covers a variety of other
information and exercises on self-discipline, like goal-setting, distractions,
and time-management.
Goal Setting
Setting goals and achieving those goals is another important self-management skill.
Goals are a vital part of measuring progress. It is useful to set goals for academic,
health, and professional purposes. A 2019 study involved small business owners
from Medellin, Colombia. The “results show that the mere act of establishing a goal
plays a large and significant role in individual outcomes.” Groups that set goals
achieved “40% more goals than subjects in the control groups” (Aguinaga 2019)
NC 2 LFTSACI
Why are Self-Management Skills Important?

Emotional Management Improves Productivity
As discussed above emotional management can improve workplace interactions.
Teams with emotional management skills work better together. Individuals also work
better when they have emotional management skills.
A study from Chung Yuan Christian University in Taiwan focused on emotional,
intellectual, and spiritual intelligence in relation to employee performance. 107
employees were included in the study and emotional intelligence was measured
through a questionnaire. The findings demonstrated that “emotional intelligence
influences positively and significantly the employee’s performance” (Lee
2020). Managing emotions in the workplace can have a profound benefit for the
organization.
Perseverance
A 2013 study looked at the difference in self-management skills for people who
completed an online course compared to those who dropped out of the course.
Researchers examined “support from family and work, academic locus of control,
academic self-efficacy, time and environment management skills, and metacognitive
self-regulation skills” and “the analysis showed persistent students had higher levels
of academic locus of control and metacognitive self-regulation skills than dropout
students” (Lee, Choi, & Kim 2013).
Students with self-management skills were able to preserve through the course.
Self-management skills can help you work through situations that may be difficult.
These skills could help you through a rough class or work project.
Academic Success
Similar to being able to preserve, self-management skills have an impact on
academic success. A 2020 study of 1,124 children in the NICHD Study of Early
Childcare and Youth Development showed that “children’s work habits at first grade
and the growth in children’s work habits from first to sixth grade (a) directly
predicted their academic outcomes at the beginning and the end of high school,
and (b) indirectly predicted their educational attainment at age 26 through their
academic outcomes during adolescence” (Simpkins, Tulagan, Lee, Ma, Zarrett, &
Vandell 2020).
Overall, self-management skills such as, time management and emotional regulation, can
help in many academic, profession, and personal settings. Self-management skills are
important for students and then become important when you enter the workforce. Self-
management skills are necessary for completing tasks and achieving goals.

NC 2 LFTSACI
Self-Check 1.1-1
True or false
1. Time management and emotional regulation, can help in many academic,

profession, and personal settings_true.
2. Self-discipline is the ability to overcome temptations to achieve a goal. true.
3. Self-management skills of social work students who are requesting an
extension for assignments._ true.
4. Being able to adjust to new conditions or situations is helpful at work and at
home is not adaptability._false.
5. Self-management skills can help you work through situations that may be
difficult.
NC 2 LFTSACI
Answers to Self-Check 1.1-1
1. True
2. True
3. True
4. False
5. True
NC 2 LFTSACI
Information Sheet 1.1-2
Career goals
After reading this information sheet, you must be able to:
a.) Identify what are the career goals.
Content:
18 Simple Ways to Keep a Positive Attitude at Work
When people think of having a positive attitude, they might think that means showing
surface level signs of happiness, like putting a smile on one’s face or trying to think
happy thoughts.
But it’s more than that. A positive attitude is something that goes deeper and has an
effect beyond surface cheer. Negative attitudes promote fear, while positive attitudes
do the opposite and promote a more hopeful outlook on life.
Numerous studies have shown that having a positive outlook on life correlates with
better psychological and physical wellbeing, and can even increase your lifespan. A
positive person views their life as broad, full of possibilities. That view naturally leads
to living your life in a way where you’re exposed to and acquire new skills.
When it comes to the workplace, your mental attitude plays a role not just in how
others perceive you, but your job satisfaction and performance. Considering many of
us spend around forty hours a week at work, you can see the value of fostering a
positive mindset in your job.
In this article, we share some simple yet helpful ways to maintain a positive attitude
in the workplace, regardless of whether it comes naturally or not:
1. Surround yourself with positive people.

2. Fill your mind with positive input.
3. Control your language.
4. Create a routine for the day.
5. Be nice to other people.
6. Don’t rely on an outside source of positivity.
7. Create high points in each day and week.
8. Assume responsibility, and choose your response.
9. Decide your reaction to known problems ahead of time.
10. Breathe deeply.
NC 2 LFTSACI
11. Make a mission statement.

12. Have personal goals.
13. Remember that no one owes you anything
14. Stop complaining.
15. Embrace laughing.
16. Be curious and embrace learning.
17. Look long-term instead of short-term.
18. Fake it until you make it.
Take this list of ways to keep a positive attitude. Add to it the tricks you’ve figured out
on your own. And then, do it. Constantly. Do the work of keeping a positive attitude
alive at work. It will have a huge impact on your entire life, and in the lives around
you.
NC 2 LFTSACI
Self- Check 1.2-2
Directions: Enumeration
What are the 18 positive attitudes to achieve goals?

NC 2 LFTSACI
Answers to Self-Check 2.2-2
1. Surround yourself with positive people.

2. Fill your mind with positive input.
3. Control your language.
4. Create a routine for the day.
5. Be nice to other people.
6. Don’t rely on an outside source of positivity.
7. Create high points in each day and week.
8. Assume responsibility, and choose your response.
9. Decide your reaction to known problems ahead of time.
10. Breathe deeply.
11. Make a mission statement.
12. Have personal goals.
13. Remember that no one owes you anything.
14. Stop complaining.
15. Embrace laughing.
16. Be curious and embrace learning.
17. Look long-term instead of short-term.
18. Fake it until you make it.
NC 2 LFTSACI
LEARNING OUTCOME #2
Develop reflective practice
Determine the importance of the development of the reflective practive of the

personnel in the workplace.
Contents:
 Gibbs reflective cycle

 SWOT analysis
Assessment criteria
1. Personal strengths and achievements, based on self-assessment strategies and

teacher feedback are contemplated
2. Progress when seeking and responding to feedback from teachers to assist them in
consolidating strengths, addressing weaknesses and fulfilling their potential are
monitored
3. Outcomes of personal and academic challenges by reflecting on previous problem
solving and decision making strategies and feedback from peers and teachers are
predicted
Conditions :
The students/trainees must provide the following
 Workplace
 Job procedures
 Videos/charts and online links
Assessment Methods
 Written test
 practical exam
NC 2 LFTSACI
LEARNING EXPERIENCES
Learning Activities Special Instructions

 Read information sheet 4.2-1 This Learning Outcome deals with the
on Gibb’s reflective cycle. development of the Institutional
Competency Evaluation Tool which
Self-check 4:.1-1 trainers use in evaluating their trainees
after finishing a competency of the
ANSWER SELF –CHECK 1:1-1 qualification.
 Read information sheet 4.-1 on Go through the learning activities

SWOT Analysis outlined for you on the left column to
gain necessary information or
knowledge before doing the tasks to
Self-check 4.2-1 practice on performing the requirements
of the evaluation tool.
ANSWER SELF –CHECK 4:2 -1
The output of this LO is a complete
Institutional Competency Evaluation
Package for one Competency of RICE
MACHINERY OPERATIONS NC II.
Your output shall serve as one of your
portfolio for your Institutional
Competency Evaluation for DEVELOP
REFLECTIVE PRACTICE. Feel free to
show your outputs to your trainer as you
accomplish them for guidance and
evaluation.
After doing all the activities for this LO,
you are ready to proceed to the next
LO:
BOOSTS SELF-CONFIDENCE AND
SELF-REGULATIONS
Information sheet number 2:1.1

Reflective Cycle Gibbs
Learning Objective
Determine what is Gibb’s reflective cycle.
Contents:
 Gibb’s reflective cycle.

 SWOT Analysis
Content:
Reflective Cycle Gibbs

One of the most famous cyclical models of reflection leading you through six stages
exploring an experience: description, feelings, evaluation, analysis, conclusion and
action plan.
NC 2 LFTSACI
SWOT
A personal SWOT analysis is a tried and tested method of evaluating one's
strengths and weaknesses. SWOT stands for strengths, weaknesses,
opportunities, and threats. The purpose of a SWOT analysis is not just to list down
these things, but to also expand upon them to improve your personal and career
growth.
NC 2 LFTSACI
Self-check 2.1.1
Give the specific cycle of Gibb’s Reflective cycle?

NC 2 LFTSACI
Answer key
NC 2 LFTSACI
LEARNING OUTCOME #3
Boost self-confidence and develop self-regulation
Learning objective:
Describe the components of self-regulation theory.
CONTENT:
SRT (Self-Regulation Theory)
ASSESSMENT CRITERIA
 Efforts for continuous self-improvement are demonstrated

 Counter-productive tendencies at work are eliminated
 Positive outlook in life are maintained.
CONDITIONS: Students /trainees must be provided with the following:
 Workplace
 Job procedures
 Learning Guides
 *OSH protocols
 *OSH indicators
 *TLV
 *Hazards and identification and control
 *Videos/charts and online links
ASSESSMENT METHODS
 Written test
 practical exam
 Role playing


NC 2 LFTSACI
Information sheet # 3
SELF- REGULATION THEORY (SRT)
Learning Objective:
Identify the Self-regulation theory

Content:
The four components of self-regulation theory described by Roy Baumeister are

standards of desirable behavior, motivation to meet standards, monitoring of
situations and thoughts that precede breaking standards and willpower, or the
internal strength to control urges
There are five basic self-regulation strategies that all students need to be able to
use:
 goal-setting,
 self-monitoring,
 effective use of self-instructions
 self-talk,
 Self-reinforcement.
What are the 3 essential components of self-regulated learning?
Specifically, self-regulated learning consists of the following:
Three components are:
 Cognition,
 Metacognition
 Motivation.
The cognition component includes the skills and habits that are necessary to
encode, memorize, and recall information as well as think critically.

NC 2 LFTSACI
Self-Check 3.1.1
Enumeration:
What are five basic self-regulation strategies that all students need to be able to
use?

NC 2 LFTSACI
Self-Check 1.1-3
1. goal-setting,
2. self-monitoring,
3. effective use of self-instructions
4. self-talk,
5. Self-reinforcement

NC 2 LFTSACI
LENKOY FARM TECHNICAL

SCHOOL AND ASSESSMENT
CENTER,INC.
New Nagcarlan, Poblacion, President Roxas, Nort Cotabato
Name of Trainee___________________________________________Date_____________________
Program__________________________________________________________________________
Address_________________________________________________Age _______________________
Email Add ___________________________________________Fb Account_____________________
Activity Sheet Form 4:1

Title: Let’s do ESSAY
Activity Objective Be a writer.
Materials Paper, ball pen and yourself.
In a ½ sheet of paper.
Get Involved
Write the strengths and weakness of being a student.
Signature Over Printed Name Signature Over Printed

Name
Trainee Trainer

NC 2 LFTSACI
LENKOY FARM TECHNICAL

SCHOOL AND ASSESSMENT
CENTER,INC.
New Nagcarlan, Poblacion, President Roxas, Nort Cotabato
Name of Trainee___________________________________________Date_____________________
Program__________________________________________________________________________
Address_________________________________________________Age _______________________
Email Add ___________________________________________Fb Account_____________________
Performance Rating Sheet
CRITERIA SCALE
5 4 3 2 1
1. Preparation before the activity.
2. Interesting subjects will be given to the
trainees.
3. Familiarity of the subject matter.
4. Mind preparedness before administering the
activity.
5. Ability to think and write the essay.
Legend:
5 – excellent
4 – very satisfactory
3– satisfactory
2- good
1-poor
Checked by:
Trainer

NC 2 LFTSACI

Basic 4

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Basic 4

Uploaded by

Copyright:

Available Formats

BASIC

Welcome to the module in “DEVELOPING CAREER AND LIFE

The unit of competency “DEVELOP CAREER AND LIFE DECISIONS ”

You are required to go through a series of activities in order to complete each

 Read information sheets and complete the self-check. Suggested references

No. Unit of Competency Module Title Code

RICE MACHINERY Date prepared: Document No.

UNIT OF COMPETENCY: DEVELOP CAREER AND LIFE DECISIONS

MODULE TITLE: DEVELOPING CAREER AND LIFE DECISIONS

Nominal Duration: 3 HRS

Upon completion of the module, the trainees/students should be able to:

1. Manage one’s emotion

RICE MACHINERY Date prepared: Document No.

Qualification Title: RICE MACHINERY OPERATIONS NC II

Unit of Competency: DEVELOP CAREER AND LIFE DECISIONS

Module Title: DEVELOPING CAREER AND LIFE DECISIONS

Upon completion of the module, the trainees/students should be able to:

1. Manage one’s emotion

1. Self-management strategies are identified

1. Self-management strategies are identified

CONDITIONS: Students /trainees must be provided with the following:

RICE MACHINERY Date prepared: Document No.

Learning Activities Special Instructions

 Read information sheet 1.1-1 Go through the learning activities

The output of this LO is a complete

Information Sheet 1.1-1

Self-management for personal success

After reading this information sheet, you must be able to:

a.) Identify the self-management strategies.

Self-Management Skills for Personal Success

RICE MACHINERY Date prepared: Document No.

Examples of Self-Management Skills

One way to improve adaptability may be to increase emotional intelligence. A pilot

A study from the University of Valencia in Spain demonstrated that a “team

Self-discipline is the ability to overcome temptations to achieve a goal. This is a

 “Find it difficult to tolerate waiting”

Self-discipline can be improved by increasing physical activity, blood glucose

Why are Self-Management Skills Important?

RICE MACHINERY Date prepared: Document No.

1. Time management and emotional regulation, can help in many academic,

Answers to Self-Check 1.1-1

Information Sheet 1.1-2

After reading this information sheet, you must be able to:

a.) Identify what are the career goals.

18 Simple Ways to Keep a Positive Attitude at Work

1. Surround yourself with positive people.

11. Make a mission statement.

Self- Check 1.2-2

What are the 18 positive attitudes to achieve goals?

Answers to Self-Check 2.2-2

1. Surround yourself with positive people.

Determine the importance of the development of the reflective practive of the

 Gibbs reflective cycle

1. Personal strengths and achievements, based on self-assessment strategies and

The students/trainees must provide the following

Learning Activities Special Instructions

 Read information sheet 4.-1 on Go through the learning activities

Information sheet number 2:1.1

Determine what is Gibb’s reflective cycle.

 Gibb’s reflective cycle.

Reflective Cycle Gibbs

Give the specific cycle of Gibb’s Reflective cycle?

Describe the components of self-regulation theory.