COMPETENCY BASED LEARNING MATERIAL

Qualification:
COOKERY NC II
Unit of Competency:
DEVELOP CAREER AND LIFE DECISIONS
Module Title:
DEVELOPING CAREER AND LIFE DECISIONS
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 HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL

Welcome to the module “Developing Career and Life

Decisions”. This module contains training materials and
activities for you to complete.
You are required to go through a series of learning
activities in order to complete each learning outcome of the
module. In each learning outcome are Information Sheets, Self–
Checks, Operation sheets and job sheets. Follow these activities on
your own. If you have questions, don’t hesitate to ask your
facilitator for assistance.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and
skills covered in this learner’s guide because you have:
• been working for some time
• already completed training in this area
If you can demonstrate to your trainer that you are
competent in a particular skill or skills, talk to him/her about
having them formally recognized so you do not have to do the
same training again. If you have a qualification or Certificate of
Competency from previous trainings, show it to your trainer. If the
skills, you acquired are still current and relevant to the unit/s of
competency they may become part of the evidence you can present
for RPL. If you are not sure about the currency of your skills,
discuss this with your trainer.
The goal of this module is the development of practical skills. To
gain these skills, you must learn the concepts and theory. For the
most part, you’ll get this information from the Information Sheets,
Operation Sheets and Job Sheets.
This module was prepared to help you achieve the required
competency, in “Develop Career and Life Decisions.”
This will be the source of information for you to acquire
knowledge and skills in this particular competency independently and at
your own pace, with minimum supervision or help from your
instructor.
A Record of Achievement is also provided for your trainer to
complete once you complete the module.
This module was prepared to help you achieve the required
competency in Preparing poultry and game dishes. This will be the
source of information for you to acquire knowledge and skills in this
particular trade independently and at your own pace, with minimum
supervision or help from your instructor.
● Talk to your trainer and agree on how you will both
organize the Training of this unit. Read through the
module carefully. It is divided into sections, which cover
all the skills, and knowledge you need to successfully
complete this module.
 ● Work through all the information and complete the activities
in each section. Read information sheets and complete the
self- check. Suggested references are included to supplement
the materials provided in this module.
● Most probably your trainer will also be your supervisor or
manager. He/she is there to support you and show you the
correct way to do things.
● Your trainer will tell you about the important things you need to
consider when you are completing activities and it is important
that you listen and take notes.
● You will be given plenty of opportunities to ask questions and
practice on the job. Make sure you practice your new skills
during regular work shifts. This way you will improve both your
speed and memory and also your confidence.
● Talk to more experienced workmates and ask for their guidance.
● Use the self-check at the end of each information sheet and
performance criteria checklist every after task/operation
sheet to test your own progress.
● When you are ready, ask your trainer to observe you as you
perform the activities required in this module.
● As you work through the activities, ask for written feedback
on your progress. Your trainer keeps feedback/ pre-
assessment reports for this reason. When you have
successfully completed each element, ask your trainer to
mark on the reports that you are ready for assessment.
● When you have completed this module (or several modules),
and feel confident that you have had sufficient practice, ask
you’re for the arrangement of the schedule for an institutional
assessment. Once you have confidently demonstrated the
competency you gain to your assessor he/she will give you a
Certificate of Achievement on Develop Career and Life
Decisions. The results of your assessment will be recorded in
your competency Achievement Chart, Progress Chart and
Learner’s Record Book.
NOTE:
Training is the sole purpose of this learning materials. Some
pictures are taken from google as references.
 LIST OF COMPETENCIES

No. Unit of Competency Module Title Code

Basic Competency

1 Participate in workplace Participating in workplace 4003112

communication communication 10

2 Work in a team Working in a team environment 4003112

environment 11

3 Solve/Address General Solving/Addressing General 4003112

Workplace Problems Workplace Problems 12

4 Develop Career and Developing Career and Life 4003112

Life Decisions Decisions 1
3

5 Contribute to Workplace Contributing to Workplace 4003112

Innovation Innovation 14

6 Present Relevant Presenting Relevant Information 4003112

Information 15
Practice Occupational Practicing Occupational Safety
7 Safety and Health Policies and Health Policies and 4003112
and Procedures Procedures 16
Exercise Efficient and Exercising Efficient and
8 Effective Sustainable Effective Sustainable Practices 4003112
Practices in the Workplace in the Workplace 17

9 Practice Practicing Entrepreneurial Skills 4003112

Entrepreneurial Skills in the Workplace 18
in the Workplace
 TABLE OF CONTENT
Page No.
How To Use This Competency-Based Learning Material 2
List Of Competencies 4
Table Of Content 5
Module Content 7
Details Of Learning Outcome 8
Learning Experiences 9
Information Sheet 4.1-1 10
Self-Check 4.1-1 16
Answer Key 4.1-1 17
Information Sheet 4.1-2 18
Self-Check 4.1-2 26
Answer Key 4.1-2 27
Information Sheet 4.1-3 28
Self-Check 4.1-3 32
Answer Key 4.1-3 33
Details Of Learning Outcome 34
Learning Experiences 35
Information Sheet 4.2-1 36
Self-Check 4.2-1 41
Answer Key 4.2-1 42
Information Sheet 4.2-2 43
Self-Check 4.2-2 47
Answer Key 4.2-2 48
Details Of Learning Outcome 49
Learning Experiences 50
Information Sheet 4.3–1 51
Self-Check 4.3-1 55
Answer Key 4.3-1 56
Information Sheet 4.3-2 57
Self-Check 4.3-2 61
Answer Key 4.3-2 62
Acknowledgement 63
Self-Check 4.3-1 55
Answer Key 4.3-1 56
Information Sheet 4.3-2 57
Self-Check 4.3-2 61
Answer Key 4.3-2 62
Acknowledgement 63
 MODULE CONTENT

Unit of Competency: Develop Career and Life Decisions

Module Title : Developing Career and Life Decisions
Module Descriptor : This module covers the knowledge,
skills and Attitudes in managing one’s
emotions, developing reflective practice, and
boosting
self-confidence and developing self-regulation.

Learning Outcomes
At the end of this module you must be able to:
1. Manage one’s emotion
2. Develop reflective practice
3. Boost self-confidence and develop self-regulation

Assessment Criteria:
1. Identify self-management strategies.
2. Develop skills to work independently, to be
conscientious, and persevering in the face of setbacks and
frustrations.
3. Examine techniques for effectively handling negative
emotions and unpleasant situation in the workplace.
4. Contemplate personal strengths and achievements, based
on self- assessment strategies and teacher feedback.
5. Monitor progress when seeking and responding to feedback
from teachers to assist them in consolidating strengths,
addressing weaknesses and fulfilling their potential.
6. Predict outcomes of personal and academic challenges by
reflecting on previous problem solving and decision making
strategies and feedback from peers and teachers.
7. Demonstrate efforts for continuous self-improvement
8. Eliminate counter-productive tendencies at work.
9. Maintain positive outlook in life.
 DETAILS OF LEARNING OUTCOME

Learning Outcome No. 1 Manage one’s

emotion

CONTENTS:

1. Self-management
2. Techniques in Handling unpleasant situation and negative
emotions
3. Personal and career goals

ASSESSMENT CRITERIA
1. Identify self-management strategies.
2. Develop skills to work independently, to be
conscientious, and persevering in the face of
setbacks and frustrations.
3. Examine techniques for effectively handling
negative emotions and unpleasant situation in
the workplace

CONDITION:
The following are available:
1. EQUIPMENT
● Computer
● Whiteboard
2. LEARNING MATERIALS
● Competency based learning materials
ASSESSMENT METHOD:
● Written test
● Interview
 LEARNING EXPERIENCES

Learning Activities Special Instructions

If you have some problems on Information Sheet

1. Read Information Sheet
4.1-1 on Self-
management
2. Answer Self-Check 4.1-1
4.1-1, don’t hesitate to approach your facilitator. If
you feel you are knowledgeable on the content
of Information Sheet 4.1-1, you can now answer
Self-
Check 4.1-1.
Compare your answer with the answer key 4.1-
1. If you got 100% correct answer in this self-
check, you can now move to the next
information sheet. If not review the information
sheet and go over the self-
check again

3. Read Information If you have some problems on Information

Sheet 4.1-2 on How to Sheet 4.1-2, don’t hesitate to approach your
Deal with Negative facilitator. If you feel you are knowledgeable
Emotions and Stress on the content of Information Sheet 4.1-2,
you can now answer Self-Check 4.1-2.

Compare your answer with the answer key 4.1-

2. If you got 100% correct answer in this
4. Answer Self-Check 4.1-2
self- check, you can now move to the next
information sheet. If not review the information
sheet and go over the self-check again.

If you have some problems on Information

5. Read Information
Sheet 4.1-3, don’t hesitate to approach your
Sheet 4.1-3 on Career
facilitator. If you feel you are knowledgeable
Goals
on the content of Information Sheet 4.1-3, you
can now answer Self-Check 4.1-3.

Compare your answer with the answer key 4.1-

6. Answer Self-Check 4.1-3 3. If you got 100% correct answer in this
self- check, you can now move to the next
information sheet. If not review the information
sheet and go over the self-check again.
 INFORMATION SHEET 4.1-1
Self-Management

Learning Objectives:
After reading this INFORMATION SHEET, you must be able to:
1. learn how to communicate effectively using the eight parts of
speech;
2. Distinguish each of the parts of speech in a sentence.
3. Write a well-organized sentence.

Self-Management
Self-management - means being
able to manage the daily tasks to live
well with one or more chronic
conditions. It means having the skills
and confidence to take charge of your
medical needs, your everyday roles
and responsibilities, and your
emotions. You are able to live a
healthy live with your chronic health
condition.
Self-Management, which is also referred to as “self-control”
or “self- regulation,” is the ability to regulate one’s emotions,
thoughts, and behaviors effectively in different situations. This
includes managing stress, delaying gratification, motivating oneself,
and setting and working toward personal and academic goals.
Students with strong self- management skills arrive to class
prepared, pay attention, follow directions, allow others to speak
without interruption, and work independently with focus

Power to the People: Why Self-Management Is Important

Self-management refers to a
combination of behaviors that focus on
how people manage themselves in their
work and their life. For example, Daniel
Goleman and his co-authors define self-
management through these six traits: self-
control, transparency, adaptability,
achievement, initiative, and optimism.

Robert Kelley’s (Best-selling author and described by

media as an “entrepreneur of the mind,”) research highlights the
following key elements in self-management:
 ● Making a commitment to lifelong learning in support of both
the organization’s goals and your own goals
● Learning how to make certain that your projects add value to
the organization
● Developing your personal productivity skills to manage
both your time and your commitments
● Building broad personal networks that allow you to tap
expertise in and out of the organization for complex
problems
● Being willing to embrace change and rethink both
organizational structures and work definitions as new
opportunities arise

Kelley emphasizes that star employees are

intrinsically managing both their work and their
career. By providing high value to the
organization, stars get more opportunity to
select which projects they work on and are
instinctively building new skills to further their
career prospects.

At the core of self-management are three

skills everyone must develop:

1. learning to manage your commitments and time;
2. cultivating the motivation and capability to learn new
things on your own in support of your work.
3. building and nurturing your personal network.

To move from a good employee to a star employee, you must

build on those skills in the following three ways:
1. add value by understanding your organization’s key
success factors and learning how similar organizations
are achieving success in those areas.
2. identify your long-term goals for your career and seek projects
that both add value to the organization and advance your
career goals.
3. be willing to share in your success and help others achieve their
goals
The Nine (9) Self-management Strategies
1. Initiative - Blazing trails in the organizational chaos by
going above and beyond the accepted job description to offer
new, often bold, and value-adding ideas.
2. Networking - Overcoming knowledge blocks in your daily
work by plugging into the knowledge net of technical gurus
 3. Self-management - Managing your whole life at
work by contributing to the critical path and
ensuring high job performance.
4. Perspective - Getting the big picture by learning to see
things as your customers, competitors, colleagues, and
bosses see them.
5. Followership - Checking your ego at the door to lead in
assists while exercising independent, critical thinking on
goals, tasks, and methods.
6. Leadership - Doing small "l" leadership in a big “L”
world by partnering with colleagues to accomplish
important tasks.
7. Teamwork - Becoming a positive contributor to group
goals, commitments, work activities, group dynamics, and
accomplishments.
8. Organizational savvy - Using street smarts to
navigate the organization's competing interests, to win
others' help and cooperation, to address conflicts, and
to complete tasks.
9. Show-and-tell - Persuading the right audience with the
right message and the self-management friendly format.

5 Essential Self-Management Skills

Success starts with self-management. In order to be truly
productive, successful and happy, you need to develop the art of
self- management.
The world's greatest leaders are experts at self-management. Any
position of authority or responsibility for others requires you to be able
to manage yourself, before managing others.

If you can master these 5 self-management skills, you'll be on

track to a happy and successful life both personally and professionally.

1. Positivity
You can’t fake true positivity.
Well, not for long anyway. Positivity
must come from the inside in order
to be seen on the outside.

The first step to developing a positive outlook is having

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

2. Self-awareness
Understanding the causes of
your own behavior is an
incredibly important skill to have.
We all know someone who is
completely oblivious to their own
actions, why they do them and
the effect they have on others.

Learn to observe yourself from an objective standpoint. Be

your own manager. Ask others to judge you. At first, you may not
like what you hear. However, instead of becoming defensive, make
a genuine effort to remain neutral.
Self-awareness is a valuable skill that few truly master. It
takes years of effort to truly achieve, so start working on it
today.

Interested in becoming a manager? Having amazing people

management skills is what differentiates a good manager
from a great one. Learn more about 5 People Management
Skills Every Manager Needs.

3. Stress Management
Stress has ruined lives. If
you’re the type to make
mountains out of molehills, you’re
on a fast track to an early
coronary and burnout. But, don’t
stress! There’s always a solution.

Implementing effective stress techniques will allow you to

be proactive in managing the things that pop up in life,
rather than reacting in negative ways.
The energy that fuels impulsive behavior, such as angry
outbursts, is the same energy that can be harnessed to
motivate you to reach
further and higher than ever before. When something
stresses you out or drives you to anger, use that event as
motivation.
 The key to managing stress effectively is delaying your
initial reaction and thinking about an effective way to deal
with a situation. Take the time to breathe, think and relax.
Only then are you in a good state of mind to make the right
choices about how to move forward.

4. Responsibility
Taking responsibility for your
actions is step one towards true
self- management. From a very
young age, school teaches us to take
responsibility for ourselves.
However, many of us never master
this skill.

Prioritize your most important responsibilities. Take care of

tasks as they come up, and most importantly, accept the
mistakes you make. There is nothing wrong with making a
mistake. There is, however, something wrong with failing to learn
from a mistake.
Expanding your responsibilities is exciting. Self-development is
all about expanding your horizons, and that comes with
responsibility.

Take it, own it, and develop yourself. When you slip up (and
you will slip up), accept it and move forward.

5. Productivity
The best path towards higher
productivity is to manage your
downtime. Got a huge load of work to
knock out in a single day? Ensure you
schedule breaks and enjoy them. If
you’ve got a big year coming up,
schedule a weekend where you can
relax and unwind.

It’s impossible to operate at 100% capacity all of the time.

Proper planning and time management are the key to
getting the most out of your day.
If you’re losing focus or failing to make progress, switch
tasks and come back later. Don’t bang your head against
a wall, it never works out.
Self-management is an acquired art. You’ll need to learn
the skills required to effectively manage yourself in order to
achieve greater things in life.
 SELF-CHECK 4.1-1
Self-Management
True or
False
Direction: Read the following statements and tell whether
the statement is correct or not. Write TRUE if the statement
correct and FALSE if the statement is wrong.
1. The best path towards higher productivity is to
manage your downtime.
2. Taking responsibility for your actions is step one towards
true self- management.
3. Stress has not ruined lives.
4. Success starts with self-management. In order to be truly
productive, successful and happy, you need to develop the
art of self-management.
5. You can fake t
 ANSWER KEY 4.1-1
Self-Management

True or
False:
1. True
2. True
3. False
4. True
5. False
 INFORMATION SHEET 4.1-2
How to Deal with Negative Emotions and Stress

Learning Objectives
After reading this Information Sheet, you must be able to:
1. Define what is stress;
2. Identify the effect of stress and negative emotions to people;
3. Find out the ways on how to deal negative emotions;

Negative Emotions and Stresses

This is a common problem for many

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

Dealing with Negative Emotions

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

Understand Your Emotions

Look within and try to pinpoint

the situations that are creating the
stress and negative emotions in your
life.

● Negative emotions can come from a triggering event:

an overwhelming workload, for example.
● Negative emotions are also the result of our thoughts
surrounding an event; the way we interpret what
happened can alter how we experience the event and
whether or not it causes stress.
The key job of your emotions is to get you to see the problem, so
you can make necessary changes.

Change What You Can

Take what you’ve learned from my first
recommendation and put it into practice. Cut
down on your stress triggers and you’ll find
yourself feeling negative emotions less
frequently.

This could include:

● Cutting down on job stress.
● Learning the practices of assertive communication (so you don’t
feel trampled by people).
● Changing negative thought patterns through a process
known as cognitive restructuring.

Find an Outlet
Making changes in your life can cut
down on negative emotions, but it won’t
eliminate your stress triggers entirely. As you
make changes in your life to bring about less
frustration, you will also need to find
healthful outlets for dealing with these
emotions.

Regular exercise can provide an emotional lift as well as an outlet for

negative emotions.
 Meditation can help you find some inner "space" to work with,
so your emotions don’t feel so overwhelming.
Finding opportunities for having fun and getting more
laughter in your life can also change your perspective and relieve
stress.

Find a few of these outlets, and you’ll feel less overwhelmed

when negative emotions do arise.
You will also want to practice healthy options for
ongoing stress reduction. Give them a try and you’ll feel
less stressed.

10 Things You Need to Remember in Dealing with Negative

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

1. Why emotions are difficult to get over

Even when we are aware of the way the brain manipulates
us with shallow feelings; it can still be incredibly difficult to get
over them because of something known as meta-feelings—these
are the feelings that you get when you start to control your
feelings.
These include:
● Self-loathing: Feeling bad about bad feelings
● Guilt: Feeling bad about good feelings
● Self-righteousness: Feeling good about bad feelings
● Ego/Narcissism:

Feeling good about

good feelings
The meta-feelings produced by trying
to avoid our impulsive feelings cause
much of the anxiety and strife we
experience every day.
Groups at war will both see
themselves as victims; two sides
fighting against each other will both
paint the other as villains.

We create narratives based on our meta-feelings,

which are based on us failing to understand the
impulsive nature of our feelings.

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

 Don’t control your feelings. Control
the way you assign meaning to
feelings.
Let’s go back to one of the first things
we said: feelings don’t have to mean
anything.
We have to come to a point where we
can let them exist without letting them
dictate our thoughts and actions.

Disassociate “feelings” from “actions” and “thoughts”; let

“feelings” exist in their own bubble, until they pop naturally on
their own volition.
And remember: this doesn’t mean that you should
start neglecting your feelings completely.
Feel them, live them, let yourself understand them. But don’t
let them change who you are and what you do.
Don’t let meaning spring forth from feelings. Meaning
should come from you and your choices, not your irrational
impulses. In the end, you decide how you act.

3. Ignoring your emotions may not help you in the long run.
According to research, avoiding your emotions causes
more pain in the long-term than facing them, and accepting
them.
If you try to avoid the way you’re feeling and expect
yourself to be “happy” and that is everything is fine, not
only are you living a lie, but those negative emotions fester
in the background.

The research suggests that

emotional stress, like that from
blocked emotions, has not only been
linked to mental illness but also to
physical problems like headaches,
heart disease, insomnia, and
autoimmune disorders.

Therefore, it’s much more adaptive for us to recognize the reality

that we’re feeling pain. And by accepting your emotional life, you’re
affirming your full humanity.
By accepting who you are and what you’re experiencing, you
don’t have to waste energy avoiding anything. You can accept
the emotion and then move on with your actions.
Negative emotions won’t kill you – they’re annoying
but not dangerous – and accepting them is much less of
a drag than the ongoing attempt to avoid them.
4. Identify the Emotion
The first thing you need to do is
identify the emotion that’s causing you
stress.
After all, if you don’t know what the
problem is, how can you ever figure out
how to solve it?
In some cases, this might be easy: you
might understand right away that your pain is caused by
loneliness or grief or stress.
But in other cases, it might not be so straightforward. You
might have caused a thunderstorm of chaos in your life,
but you still need to find the single emotion where
everything started.

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

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

6. Repeat to Yourself: This Will End

The one great thing that any emotion can do

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

7. Find the Source of the Emotion

You know the emotion, and you know how it is changing your
life.
You have convinced yourself that it will someday end.
 Now it’s time to start your journey towards that end, and the
first step is to identify the source of the emotion.
While it might seem like abstract chaos going on in your
head, there will always be a physical source for your stress.
It might be the death of a loved one, getting fired from a
job, or a bad break up, but one way or another, there will
always be something.

Find out what that “something” is. Don’t pretend that it

isn’t affecting you just because you want to feel strong. Only
until you find the source can you start working on it.

8. ACCEPT

You now know the source of your pain.

It’s time to get over it and accept. Accept
that your life went in a direction that you
didn’t expect and you didn’t like.
But time won’t stop for you; the world
isn’t going to go on pause just because you
feel emotionally fragile.

It’s time to pick your pieces up and put yourself back

together, because what’s happened has happened, and the
longer you let it get to you, the longer you let it continue to
exist.
How can we learn to “accept” our feelings?
It’s a simple 4 step process you can do anytime:
1. Step one: Identify the emotion
If you have more than one emotion, just pick one. If you don’t
know what the emotion is, sit for a moment and pay attention to
your physical sensations and thoughts. Give it a name and write it
down on a piece of paper.
2. Step two: Give it some space
Close your eyes and imagine putting that emotion five feet in
front of you. You’re going to put it outside of yourself and observe
it.
3. Step three: Now that the emotion is outside of you, close
your eyes and answer the following questions:
If your emotion had a size, what size would it be? If your
emotion had a shape, what shape would it be? If your emotion
had a color, what color would it be?
Once you’ve answered these questions, imagine putting the
emotion out in front of you with the size, shape, and color. Just
observe it and acknowledge it for what it is. When you’re ready,
you can let the emotion return to its original place inside you.
4. Step four: Reflection
Once you’ve completed the exercise, you can take a moment to
reflect on what you’ve noticed. Did you notice a change in your
emotion when you got a little distance from it? Did the emotion feel
different in some way once the exercise was finished?
Once more, take a deep breath and say to yourself: This. Will.
End. Do this for as many times as you like, until the weight in the
chest begins to lighten up and until the clouds over your head
begin to part.

9. Get back in the present

Here is one thing you won’t realize until you snap out
of your negativity: for all this time, you have been living in
the past.
You’ve been tied to that single, terrible event that rocked
your world, and you haven’t been able to live in the present
since then.

10. Learn and move on

This is it, the final step. Just because
you know the emotion and you’ve
snapped back to reality doesn’t mean your
work is done.
Just because you are feeling good again
for the first time in weeks or months
doesn’t mean the lesson is over. The truth
is, the lesson has just begun.

It’s time to learn. Take the time over the near future to
understand what happened. See yourself in retrospect: the
terrible event that set off your negative emotions, how you lost
yourself in the storm of negativity, why you lost yourself, and
how you picked yourself up again.
How can you handle yourself better next time? How can you
prepare yourself? What was missing in your life that made you
collapse so suddenly to this negativity?
Ask yourself these questions, and do your best to learn
from them. Now it’s time to move on, with the knowledge that
you can take anything the world throws at you.
 SELF-CHECK 4.1-2
How to Deal with Negative Emotions and Stress

True or False:
Direction: Read the following statements and tell whether the
statement is correct or not. Write TRUE if the statement correct
and FALSE if the statement is wrong.:

1. Negative emotions are the result of our thoughts

surrounding an event.
2. Meditation can help you find some inner "space" to work
with, so your emotions don’t feel so overwhelming.
3. Ignoring feelings (like "stuffing your anger") is the healthiest
way to deal with them.
4. Emotions can be the living nightmares when you
experience the worst of the worst: anxiety, depression,
anger, absolute loneliness.
5. Rumination, or the tendency to dwell on anger, resentment
and other uncomfortable feelings, brings health
consequences.
 ANSWER KEY 4.1-2
How to Deal with Negative Emotions and Stress

1. True
2. True
3. False
4. True
5. True
 INFORMATION SHEET 4.1-3
Career Goals

Learning Objectives
After reading this Information sheet, you must be able to:
1. Define what career goal is;
2. Enumerate the criteria in setting up goals;
3. Find out how to achieve career goals;

What is a Career Goal?

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

Breaking down Career Goals

Setting career goals is an incredibly
easy process. All one needs to do is to set
targets.
To illustrate the concept, consider a 17-
year old who wants to become the CEO of a
large engineering company in the future. He
must go through several stages, the first being
passing his 12th- grade exams. After passing,
the teenager will then enroll in a four- year
engineering course before moving to work in, for
example, a multinational company for at least
two years. Next, he may enroll in a management
course from a reputable school. Advancing his
studies is a good idea to boost his chances of
getting the CEO position.

Short-term vs. Long-term Career Goals

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

How to Set Career Goals?

Defining career goals is just
half the battle. An individual must
set their mind on accomplishing the
goals he or she has set. However, if
one doesn’t
develop or map out their goals properly, it
will be harder to achieve them. When
setting career goals, an individual
should ensure that they meet the
following criteria:

1. Specific
When setting goals, an individual shouldn’t just focus on
being successful. Instead, he or she should define what
success means to them. The ultimate success for one
person may just be a milestone to achieving bigger goals for
a different person. For one individual, success may be
becoming the Chief Executive Officer for a company. For
another, success can be attaining financial freedom.
2. Measurable
As one sets his or her career goals, they should
ensure that they also come up with a way to measure their
outcome. This can be done by setting a timeframe, such as
“complete MBA degree within three years”. Once the
individual is able to attain the short-term goals within the
timeframe he or she sets, then they’re on the right path to
achieving their ultimate goal.
3. Avoid negativity
A goal must be something that an individual want rather than
a factor he or she wants to avoid. So, instead of focusing
on leaving a particular job or position within the next five
years, the employee should aim at where they want to be and
think about what they can do to move toward getting there.

4. Realistic
More than anything, an individual’s career goals must be
realistic. It wouldn’t make sense for an individual to set a goal
of winning a Grammy award if they’ve never performed or
played an instrument.
 On the other hand, the individual setting goals shouldn’t
keep things too simple. A career roadmap should be a
challenge, not a walk in the park. If the individual’s goals
don’t make them a little bit uncomfortable, then they should
probably set higher limits.
5. Tie actions to each goal
For each set goal, a person needs to take certain
measures to achieve it.
Listing the different activities that are needed to achieve a
goal makes the whole process easier.

How to Achieve Career Goals?

1. Write them down
It may seem like an old-school technique, but it’s actually
very effective. Based on several studies, individuals who write
down their career goals see a higher likelihood of achieving
them compared to those who don’t.
There are several benefits to writing down one’s goals. For
one, an individual is forced to think critically on how to
achieve each goal.
2. Share the plan
Another perk of writing down career goals is that it makes
it easy to share them with friends, colleagues, or even a
manager. When an individual discloses their short and long-
term career goals to other people, they feel more challenged to
follow them through to the end.
3. Visualize success
One thing that high achievers do is to visualize their
success. Sports psychologists often ask their top athletes to
envision themselves crossing that finish line or kicking the
field goal. It’s the same concept
with career goals. One should think about all the steps
they need to reach their goal and plan for the setbacks that
they may encounter.

4. The Bottom Line

A career goal is all about setting short-term and long-term
objectives related to one’s career path. Setting career
goals is important, as it helps propel individuals to
accomplish them. This is particularly so when the person
shares their plans with a third party.
Where would you like to be in one year? In five years? What
experiences will help you achieve that? What interests and
skills would you like to use in your career? Setting a career
goal is about deciding where you want to head in your career,
and noting the steps needed to reach that point.
 SELF-CHECK 4.1-3
Career Goals

True or False:
Direction: Read the following statements and tell whether
the statement is correct or not. Write TRUE if the statement
correct and FALSE if the statement is wrong.
1. Setting career goals is important, as it helps
propel individuals to accomplish them.
2. For each set goal, a person needs to take certain
measures to achieve it.
3. Setting career goals is an incredibly hard process.
4. Setting realistic goals can lead to disappointment.
5. A goal should be grounded within a defined time
period, both for clarity and to give your action
urgency.
 ANSWER KEY 4.13
Career Goals
1. True
2. True
3. Fals
e
4. Fals
e
5. True
 DETAILS OF LEARNING OUTCOME
Develop reflective practice

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

Competency based learning material

Assessment Method:
• Written test
• Practical / performance test
• Interview
 LEARNING E X P E R I E N C E S

Learning Special
Activities Instructions

If you have some problems on Information Sheet

1. Read Information 4.2- 1, don’t hesitate to approach your
Sheet 4.2- 1 on SWOT facilitator. If you feel you are knowledgeable on
Analysis the content of Information Sheet 4.2-1, you can
now answer Self- Check 4.2-1.

Compare your answer with the answer key 4.2-

1. If you got 100% correct answer in this self-
2. Answer Self-Check 4.2- check, you can now move to the next
1 information sheet. If not review the information
sheet and go over the self- check again.

If you have some problems on Information Sheet

3. Read Information 4.2- 2, don’t hesitate to approach your
Sheet 4.2- 2 on Gibb’s facilitator. If you feel you are knowledgeable on
Reflective cycle/mode the content of Information Sheet 4.2-2, you can
now answer Self- Check 4.2-2.

Compare your answer with the answer key 4.2-2.

If you got 100% correct answer in this self-
4. Answer Self-Check 4.2- check, you can now move to the next information
2 sheet. If not review the information sheet and go
over the self- check again.
 INFORMATION SHEET 4.2-1
SWOT Analysis

Learning Objectives:
After reading this Information Sheet, you must be able to:
1. Identify the meaning of SWOT.
2. Find out where SWOT Analysis can be used.

SWOT analysis
SWOT analysis (or SWOT matrix) is
a strategic planning technique used to help
a person or organization identify strengths,
weaknesses, opportunities, and threats
related to business competition or project
planning. It is intended to specify the
objectives of the business venture or project
and identify the internal and external
factors that are favorable and unfavorable
to achieving those objectives.
Users of a SWOT analysis often ask and answer questions to
generate meaningful information for each category to make the tool useful
and identify
their competitive advantage. SWOT has been described as the
tried-and- true tool of strategic analysis, but has also been
criticized for its limitations.
Strengths and weakness are frequently internally-related,
while opportunities and threats commonly focus on the external
environment. The name is an acronym for the four parameters
the technique examines:
● Strengths: characteristics of the business or project
that give it an advantage over others.
● Weaknesses: characteristics of the business that place
the business or project at a disadvantage relative to
others.
● Opportunities: elements in the environment that the
business or project could exploit to its advantage.
● Threats: elements in the environment that could cause
trouble for the business or project.

Identification of SWOTs is important because they can inform

later steps in planning to achieve the objective. First, decision-makers
should consider whether the objective is attainable, given the SWOTs.
If the objective is not attainable, they must select a different
objective and repeat the process.
 Some authors credit SWOT to Albert Humphrey, who led a
convention at the Stanford Research Institute (now SRI International)
in the 1960s and 1970s using data from Fortune 500 companies.
However, Humphrey himself did not claim the creation of SWOT, and
the origins remain obscure.

Internal and external factors

SWOT analysis aims to identify the key internal and external
factors seen as important to achieving an objective. SWOT analysis
groups key pieces of information into two main categories:
● Internal factors - the strengths and weaknesses internal to
the organization
● External factors - the opportunities and threats presented by
the environment external to the organization
Analysis may view the internal factors as strengths or as
weaknesses depending upon their effect on the organization's
objectives. What may represent strengths with respect to one
objective may be weaknesses (distractions, competition) for
another objective. The factors may include all of the 4Ps as well
as personnel, finance, manufacturing capabilities, and so on.

The external factors may include macroeconomic matters,

technological change, legislation, and sociocultural changes, as
well as changes in the marketplace or in competitive position.
The results are often presented in the form of a matrix.
SWOT analysis is just one method of categorization and has its
own weaknesses. For example, it may tend to persuade its users to
compile lists rather than to think about actual important factors in
achieving objectives. It also presents the resulting lists uncritically and
without clear prioritization so that, for example, weak opportunities
may appear to balance strong threats.
It is prudent not to eliminate any candidate SWOT entry too quickly.
The importance of individual SWOTs will be revealed by the value
of the strategies they generate. A SWOT item that produces valuable
strategies is important. A SWOT item that generates no strategies is
not important.

When to use SWOT analysis?

The uses of a SWOT analysis are as follows:
● to organize information, provide insight into barriers that
may be present while engaging in social change processes
● identify strengths available that can be activated to
counteract these barriers.
A SWOT analysis can be used to:
● Explore new solutions to problems
 ● Identify barriers that will limit goals/objectives
● Decide on direction that will be most effective
● Reveal possibilities and limitations for change
● To revise plans to best, navigate systems,
communities, and organizations
● As a brainstorming and
recording device as a means of
communication
● To enhance "credibility of interpretation" to be used
in presentation to leaders or key supporters.

Benefits and advantages of SWOT

The SWOT analysis in social work
practice framework is beneficial because it
helps organizations decide whether or not an
objective is obtainable and therefore enables
organizations to set achievable goals,
objectives, and steps to further the social
change or community development effort. It
enables organizers to take visions and
produce practical and efficient outcomes that
effect long-lasting change, and it helps
organizations gather meaningful information
to maximize their potential.
Completing a SWOT analysis is a useful process regarding
the consideration of key organizational priorities, such as gender
and cultural diversity and fundraising objectives.

Limitations of SWOT
SWOT is intended as a starting point for discussion and
cannot, in itself, show how to achieve a competitive advantage.
Another limitation includes the development of a SWOT analysis
simply to defend previously decided goals and objectives. This misuse
leads to limitations on brainstorming possibilities and "real" identification
of barriers.
This misuse also places the organization's interest above the well-being
of the community. Further, a SWOT analysis should be developed as
a collaborative with a variety of contributions made by participants
including community members. The design of a SWOT analysis by one
or two community workers is limiting to the realities of the forces,
specifically external factors, and devalues the possible contributions of
community members.

How to Use a SWOT Analysis?

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

● Determine the objective.

Decide on a key project or strategy to analyze
and place it at the top of the page.
● Create a grid.
Draw a large square and then divide it into four
smaller squares.
● Label each box.
Write the word "Strengths" inside the top left box,
"Weaknesses" inside the top right box, "Opportunities"
within the bottom left box, and “Threats” inside the bottom
right box.
These are titles, so they should be distinguished from
the rest of the text using either color or font size.
SmartDraw offers several SWOT diagram templates
designed to make construction quick and easy.
● Add strengths and weaknesses.
Add factors that affect the project to the applicable
boxes. Components of a SWOT analysis may be
qualitative and anecdotal as well as quantitative and
empirical in nature. Factors are typically listed in a
bullet form.
● Draw conclusions.
Analyze the finished SWOT diagram. Be sure to note if
the positive outcomes outweigh the negative. If they do, it
may be a good decision to carry out the objective. If they do
not, adjustments may need to be made, or else the plan
should simply be abandoned.

SWOT Analysis Sample

 Self- Check
4.2.1 SWOT
Analysis

True or False

Direction: Read the following statements and tell whether

the statement is correct or not. Write TRUE if the statement
correct and FALSE if the statement is wrong.
1. Threats are elements in the environment that could cause
trouble for the business or project.
2. SWOT analysis is just one method of categorization and has
its own weaknesses.
3. Threats are openings or chances for something positive to happen.

4. A SWOT item that generates no strategies is not important.

5. Evolving technology is an ever-present threat, as well
as an opportunity!
 ANSWER KEY 4.2-1
SWOT Analysis

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

INFORMATION SHEET 4.2-2

 Gibbs Reflective Cycle

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

What is the Gibbs Reflective Cycle?

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

Step 1: Description
During this step, you describe the situation, event or activity in
detail,
without drawing any conclusions right away. The most common
questions that can help create an objective description are:
What happened?
When did it
happen? Where
did it happen?
Who were
involved?

What did you do

yourself? What did
other people do?
What was the result of these actions?
It should be noted that important details must not be left out.
For instance, why other people were involved in the situation in
question? All information that is key to better understanding the
situation is relevant.

Step 2: Feelings
This phase is about the feelings that the event triggered, as well
as what someone’s thoughts were during the event, activity or
situation described in step 1. The intention is not to discuss the
feeling in detail or comment on it directly. Emotions don’t need to be
evaluated or judged.
Awareness is the most important goal of this phase. Helpful questions
that are often used:
What did you feel leading up to
the event? What did you feel
during the event?
What did you feel after the event?
How do you look back on the situation?
What do you think other people felt during
event? How do you think others feel about
the event now?
Because people often have difficulty talking about their feelings,
it helps that they’re encouraged by the questions or someone asking
these questions. This also demonstrates that the Gibbs Reflective
Cycle can be used in an individual setting, or even in a coaching or
counseling setting. The final two questions also allow one to see
the event from other peoples’ perspectives.

Step 3: Evaluation
In this step, you ask yourself whether the experience of the
event in step
1 was good or bad. Which approach worked well and in what way?
Which approach didn’t work as well? It can be difficult for people to
be objective about the situation. In order to still conduct a proper
evaluation, the following questions may be helpful:
What went well during the event
or activity? Why was that?
What didn’t go so
well? Why was
that?
What was your contribution?
What contribution did other people make?
It is also worth evaluating bad experiences, because the
subsequent steps in the Gibbs Reflective Cycle help people learn
from it.

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

Step 5: Conclusion
This is the step where you take a step back and look at yourself
from a distance and ask what else you could have done in this situation.
The information gathered earlier is very valuable in this step and
can encourage you to come to a good and useful conclusion. The
following questions may be helpful:
To what positive experience did the event, situation or
activity lead? To what negative experience did the event,
situation or activity lead?
What will you do differently if the event, situation or activity were to
happen again in the future?
Which skills do you need to develop yourself in a similar event,
situation or activity?

Step 6: Action plan

In this final step, actions are developed for future situations, events
or activities. In the 5th step ‘Conclusions’, people makes concrete
promises to themselves. The intention is to keep these promises. If
everything went fine, you can promise yourself to act the same way
next time. In areas where things didn’t go so well, you can promise
yourself not to make the same mistakes again. What will be a more
effective approach and which change will lead to actual improvement?
In addition to an action plan, it’s wise to also make a schedule to
discourage yourself from avoiding promises.
Experiences
Thinking about one’s own experience can help to perform better
or do things differently in the future. As the above shows, these
experiences don’t have to be positive; negative experiences are also
useful. Next time a similar situation presents itself, you’ll know it’s
better to approach the situation in a different way. It stimulates you
to think long and hard about how to do things better next time. This
is what Gibbs Reflective Cycle is all about. People don’t just learn
to understand certain situations better, but also learn to judge
how the same situation can be handled in different ways in the
future.
 SELF –CHECK 4.2.2
Gibbs Reflective Cycle

True or False

Direction: Read the following statements and tell whether the

statement is correct or not. Write TRUE if the statement correct
and FALSE if the statement is wrong.

1. Thinking about one’s own experience can help to perform

better or do things differently in the future.
2. Gibbs Reflective Cycle can be used only in an individual setting.
3. People don’t just learn to understand certain situations
better, but also learn to judge how the same situation can be
handled in different ways in the future.
4. Gibbs Reflective Cycle can be used in a variety of ways.
5. In the 4th phase which is analysis, it is about what you
have learned from the situation, event or activity
 ANSWER KEY 4.2.2
Gibbs Reflective Cycle

1. True
2. False
3. True
4. True
5. True
 DETAILS OF LEARNING OUTCOME
Boost self confidence and develop self regulation

Contents:

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

Assessment Criteria
1. Demonstrate efforts for continuous self-improvement
2. Eliminate counter-productive tendencies at work.
3. Maintain positive outlook in life

Condition:
Trainees must be provided with the following.
Equipment
● Computer
Supplies and Materials
● Pen
● Paper
● Forms
Learning Materials:
● Competency based learning material
Assessment Method:
● Written test
● Practical Performance test
● Interview
 LEARNING EXPERIENCES

Learning Activities Special

Instructions
If you have some problems on Information Sheet
1. Read Information 4.3-1, don’t hesitate to approach your facilitator. If
Sheet 4.3-1 on Self- you feel you are knowledgeable on the content
improvement of Information Sheet 4.3-1, you can now answer
Self-
Check 4.3-1.

Compare your answer with the answer key 4.3-1. If

2. Answer Self-Check you got 100% correct answer in this self-check,
4.3-1 you can now move to the next information sheet. If
not review the information sheet and go over the
self-check again.

If you have some problems on Information Sheet

3. Read Information 4.3-2, don’t hesitate to approach your facilitator. If
Sheet 4.3-2 on Self- you feel you are knowledgeable on the content
Regulation Theory of Information Sheet 4.3-2, you can now answer
(SRT) Self- Check 4.3-2.

Compare your answer with the answer key 4.3-2. If

4. Answer Self-Check 4.3- you got 100% correct answer in this self-check, you
2 can now move to the next information sheet. If not
review the information sheet and go over the self-
check again.
 INFORMATION SHEET 4.3–1
Self-Improvement

Learning Objectives:
After reading this Information Sheet, you must be able to:
1. Define what self-improvement is;
2. Enumerate the common aspects of self-improvement;
3. Identify the ten commandments of self-improvement;

Self-improvement:
Self-improvement is the study and
practice of improving one’s life, especially
our career, education, relationships,
health, happiness, productivity,
spirituality, and other personal goals.
Common aspects of self-
improvement include goal setting,
motivation, changing habits, improving
awareness, identifying one’s values and
beliefs, and self-actualization.
Self-improvement has a rich history that
includes influences from Ancient Greek philosophy, Eastern and
Western religions, Existentialism, Psychoanalysis, Hypnotherapy,
Gestalt Therapy, and Humanistic Psychology.
Today many concepts and theories in self-improvement have
begun to be tested scientifically in domains of Clinical Psychology
(especially therapies like Cognitive-Behavioral Therapy), as well as
research in Positive Psychology, Cognitive Psychology, Social
Psychology, and Neuroscience.
Self-improvement has never been more alive than it is today.
Ever since humans first became conscious they have been in
pursuit of happiness, success, and satisfaction. And throughout
our written history we have learned a lot about different ways we
can improve our lives. Now equipped with the science of modern
psychology, humans have more resources and information available
than ever before.
The 10 Commandments of Self Improvement
1. You are responsible for how you
live your life. People who are on
the self-
improvement path understand that
their thoughts and actions play a
big role in what they get out of life.
Without taking at least some
degree of responsibility over your
life, self - improvement is nearly
impossible.

2. You need to define what you

want before you can achieve
it.
Many people go through life
aimlessly, without a clear
destination in mind. Ultimately,
however, we need to identify our
goals, values, and priorities in
life before we can achieve them.
We shouldn’t just work hard,
but work hard on the things that
matter most to us.

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

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

4. You are always changing.

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

6. Your habits matter.

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

7. Your body matters.

One of the most important aspects
of self-improvement is taking care of
your body and health. Our physical
health and mental health are often
interconnected.
So to truly be your best self, you
should try your best to eat right,
exercise, and take care of your long-
term h e a l t h .
Without t a k i n g c a r e
of your body, you won’t be able to
achieve your maximum potential.
 8. The present moment is your place of power.
Every conscious decision we
make and every action we do unfolds
in the present moment. The more
attuned you are to the present and
the choices you have in any given
situation; the greater control you
have over your day-to-day actions.
Yesterday is over. Tomorrow is yet to
come. But today is where you have
the power to act and decide.

9. Learn from the past.

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

10. Be optimistic about the future.

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

Self-improvement is not something that can

be learned and absorbed overnight. In my
mind, it is a never-ending process. Our lives
are always changing, and thus there are always
new and better ways for us to think and act.
There is always progress to be made if we are
open to it.

Anyone can be interested in self-

improvement but not everyone is. For some
people, it’s easier to blame the world for their
problems than to take responsibility over
themselves and their future. The choice is yours.
 SELF-CHECK 4.3-1
Self-Improvement

Identification

Direction: Read the following statements and tell whether the

statement is correct or not. Write TRUE if the statement correct
and FALSE if the statement is wrong.
1. Self-improvement is something that can be learned and
absorbed overnight.
2. You can achieve what you want even without defining it first.
3. One of the most important aspects of self-improvement is
taking care of your body and health.
4. Changing habits is essential for learning more about
you and continuing to grow as a person.
5. Being able to reflect on your past and learn ways to
improve yourself in the future is essential to self-growth
and self- improvement.
 ANSWER KEY 4.3-1
Self-Improvement

1. False
2. False
3. True
4. True
5. True
 INFORMATION SHEET 4.3-2
Self-Regulation Theory (SRT)

Learning Objectives:
After reading this information sheet, you must be able to:
1. Find out the importance of SRT.
2. Identify where SRT can be applied to.
3. Define what SRT is.

Self-regulation theory
Self-regulation theory (SRT) is a system
of conscious personal management that
involves the process of guiding one's own
thoughts, behaviors, and feelings to reach
goals. Self-regulation consists of several
stages, and individuals must function as
contributors to their own motivation,
behavior, and development within a network
of reciprocally interacting influences.
The term self-regulation refers to a
complex and dynamic set of processes
involved in setting and pursuing goals. It is
commonly used to refer to a broad set of
theories that seek to describe, explain, and
predict these goal-directed processes. Although
many theories of self-regulation exist, each
proposing some unique characteristics,
researchers generally agree on several
fundamental features of self-regulation.

Goals and Goal Setting

The most fundamental aspect of self-
regulation theory is the idea that much of
human behavior is directed toward
accomplishing goals. Indeed, it is the pursuit
of goals that forms the focus of much of self-
regulation theory. The term goal takes on a
fairly broad meaning in this context, referring
to desired future states that individuals wish
to attain.
 Goals can differ from one another in many ways. For example,
they may be assigned by others (e.g., by one’s supervisor), they may
be self-set by the individual, or they may be determined by some
combination of the two (e.g., participative set).
Goals can vary in difficulty and specificity, as well as content.
They can
be:

● near-term (proximal) goals

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

Feedback and Self-Monitoring

Feedback plays a critical role in self-
regulatory processes. In this context, feedback
refers to information concerning an individual’s
progress toward attaining a goal. By comparing
feedback to goals, an individual can
determine the level of success he or she is
having in pursuing the goal. If the feedback
indicates that he or she is not making
sufficient progress, then changes are often
undertaken, such as investing more effort,
trying different approaches to meet the goal,
or even abandoning the goal altogether.
Feedback need not come from outside sources (e.g., one’s supervisor)
— indeed, such external feedback is often unavailable. Thus,
individuals often rely on self-monitoring to evaluate their progress
toward achieving their goals. Unfortunately, individuals are notoriously
flawed in making such self- evaluations, typically perceiving their
progress to be better than it really is.

Roy Baumeister, one of the leading

social psychologists who have studied self-
regulation, claims it has four components:
1. standards of desirable behavior
2. motivation to meet standards
3. monitoring of situations and
thoughts that precede breaking
said standards
4. willpower.
 Baumeister along with other colleagues
developed three models of self-regulation designed to explain its
cognitive accessibility: self-regulation as a knowledge structure,
strength, or skill. Studies have been done to determine that the
strength model is generally supported, because it is a limited
resource in the brain and only a given amount of self- regulation
can occur until that resource is depleted.
SRT can be applied to:
● impulse control, the management of short-term desires.
People with low impulse control are prone to acting on
immediate desires. It can lead to losing friends through careless
outbursts, or financial problems caused by making too many
impulsive purchases and even in jail.
● the cognitive bias known as illusion of control.
To the extent that people are driven by internal goals
concerned with the exercise of control over their
environment, they will seek to reassert control in conditions
of chaos, uncertainty or stress.
● goal attainment and motivation
In goal attainment self-regulation, it is generally described
in these four components of self-regulation:
1. Standards, which is the desirable behavior
2. Motivation, to meet the standard
3. Monitoring, situations and thoughts that precede
breaking standards
4. willpower, internal strength to control urges.
● sickness behavior
Illness behavior in self-regulation deals with issues of
tension that arise between holding on and letting go of
important values and goals as those are threatened by
disease processes.
SRT consists of several stages. First, the patient deliberately
monitors one's own behavior, and evaluates how this behavior affects
one's health. If the desired effect is not realized, the patient changes
personal behavior. If the desired effect is realized, the patient reinforces
the effect by continuing the behavior. (Kanfer 1970;1971;1980)
Another approach is for the patient to realize a personal health
issue and understand the factors involved in that issue. The patient
must decide upon an action plan for resolving the health issue. The
patient will need to deliberately monitor the results in order to appraise
the effects, checking for any necessary changes in the action plan.
(Leventhal & Nerenz 1984)
Another factor that can help the patient reach his/her own goal of
personal health is to relate to the patient the following:
● Help them figure out the personal/community views of the i l l
ness
● Appraise the risks involved
● Give theme potential problem-solving/coping skills
 History and Contributors

Albert Bandura
There have been numerous researchers,
psychologists, and scientists that have studied
self- regulatory processes. Albert Bandura, a
cognitive psychologist had significant
contributions focusing on the acquisition of
behaviors that led to the social cognitive theory
and social learning theory. His work brought
together behavioral and cognitive components
in which he concluded that "humans are able
to control their behavior through a process
known as self- regulation.

Dale Schunk
According to Schunk (2012), Lev
Vygotsky who was a Russian psychologist and
was a major influence on the rise of
constructivism, believed that self- regulation
involves the coordination of cognitive processes
such as planning, synthesizing, and formulating
concepts (Henderson & Cunningham, 1994);
however, such coordination does not proceed
independently of the individual's social
environment and culture. In fact, self- regulation
is inclusive of the
gradual internalization of language and concepts.
 SELF-CHECK 4.3-2

True or Self-Regulation
False Theory (SRT)

Direction: Read the following statements and tell whether the

statement is correct or not. Write TRUE if the statement correct
and FALSE if the statement is wrong.

1. One of the most consistent findings is that difficult, specific

goals often result in high levels of performance.
2. The self-regulated learning is the process of taking control and
evaluating one's own learning and behavior.
3. Self-regulation
theory (SRT) is a system of conscious
personal management that involves the process of guiding
one's own thoughts, behaviors, and feelings to reach goals.
4. People with high impulse control are prone to acting on
immediate desires.
5. The term self-regulation refers to a complex and dynamic set
of processes involved in setting and pursuing goals.
 ANSWER KEY 4.3-2
Self-Regulation Theory

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