Professional Documents
Culture Documents
Sector:
Qualification:
Module Title:
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.
7. Predict outcomes of personal and academic challenges by reflecting on
previous problem solving and decision-making strategies and feedback
from peers and teachers.
8. Demonstrate efforts for continuous self-improvement
9. Eliminate counter-productive tendencies at work.
10. Maintain positive outlook in life.
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 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
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.
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.
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.
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.
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;
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.
Find an Outlet
Making changes in your life can cut
down on negative emotions, but it won’t
Date Revised: Document No. LMBII-04
Basic Competency July 22, 2020 Issued by:
Module 4 - Developing Revised by: Page 19
Career and Life Decisions Michael B. Balberona Jr.
Revision # 01
of 67
Diovel C. Poblador
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.
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,
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.
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. True
2. True
3. False
4. True
5. True
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;
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
4. Realistic
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.
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
LGPC - QAS
Career and Life Decisions Michael B. Balberona Jr.
Revision # 01
of 67
Diovel C. Poblador
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.
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.
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.
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?
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?
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?
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
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 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 on how to live a better life.
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.
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.
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