BASIC Practice Career Professionalism

COMPETENCY BASED
LEARNING MATERIAL
Sector:
ELECTRICAL AND ELECTRONICS

Qualification:
ELECTRICAL INSTALLATION AND MAINTENANCE NC II
Unit of Competency:
PRACTICE CAREER PROFESSIONALISM
Module Title:
PRACTICING CAREER PROFESSIONALISM
TESDA Rizal Provincial Technical Education and Skills
Development Center – Cainta
A. Bonifacio Avenue, Cainta Municipal Compound, Cainta, Rizal
HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL
Welcome!
The unit of competency "Practice Career Professionalism” is one of the specialized
modules in Basic Competencies required to complete a course. It comprises the knowledge, skills
and attitudes required for a TVET trainee.
The module “Practice Career Professionalism” contains training materials and

activities related to team role, scope and responsibility within team, work as team member, work
effectively with colleagues and work in socially diverse environment.
In this module, you are required to go through a series of learning activities in order to complete
each learning outcome. In each learning outcome are Information Sheets, Self-Checks, Answer Keys,
Task Sheets and/or Job Sheets and Performance Criteria Checklist. Follow and perform the activities
on your own. If you have questions, do not hesitate to ask for assistance from your facilitator.
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 don't 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.
Remember to:
 Read information sheets and complete self-checks. Suggested references are included to
supplement the materials provided in this module.
Module 3– Date: Date: Revised Page #

Developed
Code No. Feb. 11,
Practicing Career 2016 March.
2
Professionalism Developed 17,
by: 2016
TESDA-
CALABARZ
ON
 Perform the Task Sheets and Job Sheets until you are confident that your outputs conform with
the Performance Criteria Checklist that follows every sheet.
 Submit outputs of the Task Sheets and Job Sheets to your facilitator for evaluation and
recording in the Achievement Chart. Outputs shall serve as your portfolio during the
Institutional Competency Evaluation.
 When you feel confident that you have had sufficient practice, ask your trainer to evaluate
you. The results of your assessment will be recorded in yourProgress Chart.
You must pass the Institutional Competency Evaluation for this competency before moving to
another competency. A Certificate of Achievement will be awarded to you after passing the
evaluation.

Developed
Code No. Feb. 11,
3
by: 2016
TESDA-
CALABARZ
ON
TABLE OF CONTENTS
Page No.
Cover 1
How to Use this Competency Based Learning Material 2-3
List of Competencies 4
Table of Contents 5-6
Module Content 7-8
Learning Outcome # 1 – Integrate Personal Objectives w/

Organizational Goals 9
Learning Experiences 10
Information Sheet 3.1-1- Personal Growth 11-13
Self-Check No. 3.1-1 14
Answer Key No. 3.1-1 15
Task Sheet 3.1-1a 16
Performance Criteria Checklist 3.1-1a 17

Information Sheet 3.1-2- Interpersonal & Intrapersonal Relationship 18-21

Information Sheet 3.1-3- Gender Fair Society 24-27
Task Sheet No. 3.1-1a 30
Task Sheet No. 3.1-1b 32
Performance Criteria Checklist 3.1-1b 33

Information Sheet 3.1-4- Organizational Goals 34-35
Learning Outcome # 2 – Set and Meet Priorities Date: Developed Date: ed

38
Page #
Revis Module 3–
Feb. 11, 2016 17,
Code No. 4
Practicing Career Developed by:
March.
TESDA- 2016
Professionalism CALABARZ ON
Information Sheet 3.2-1 – Managing Work Priorities & Objectives

40-44
Self-check 3.2-1 45
Answer Key 3.2-1 46

Information Sheet 3.2-2 – Maintaining Equipment & Facilities 49-50
Self-check 3.2-2 51
Answer Key 3.2-2 52
Learning Outcome # 3 – Maintain Professional Growth &

Development 53
Information Sheet 3.3-1 – Trainings & Career Development 55-57
Self-check 3.3-1 58
Answer Key 3.3-1 59

Information Sheet 3.3-2 – Rewards & Recognition 60- 61
Self-check 3.3-2 62
Answer Key 3.3-2 63

Information Sheet 3.3-3 – Relevant Licenses & Certificates 64-68
Self-check 3.3-3 69
Answer Key 3.3-3 70
References 71

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
List of Competencies
No. Unit of Competency Module Title Code
Participate in Workplace Participating in Workplace

1. 500311105
Communication Communication
Work in a Team Working in a Team

2. 50011106
Environment Environment
Practice Career Practicing Career

3. Professionalism Professionalism 50011107
Practice Occupational Practicing Occupational Health

4. Health and Safety and Safety Procedures 50011108
Procedures

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
MODULE CONTENT
QUALIFICATION TITLE : Basic Competency
UNIT OF COMPETENCY : Practice Career Professionalism
MODULE TITLE : Practicing Career Professionalism
INTRODUCTION
Practice Career Professionalism is a Basic Competency in all program delivery of TESDA. It

is important to be given to a trainee to ensure readiness in workplace scenario. Understanding career
professionalism will prepare the students for the transition of a collegiate life to working
professionals. The etiquette and social norms in the workplace are much different than in the hall of
academic buildings. The atmosphere and setting is much more formal which will call for more
professional speech and behavior.
The most important transition will be the work environment. The ability to collaborate with
individuals from different cultures and backgrounds, to cooperate with diverse personalities to be a team
player and to work on projects with strict deadlines will all be put to test on their first job. Staying
organized and managing their time in the new environment can remain crucial as they step out from
college and transfer their skills to the workplace.
This module covers the knowledge, skills and attitudes in promoting career growth and
advancement, specifically to integrate personal objectives with organizational goals; set and meet
work priorities and maintain professional growth and development.
After completing this module, the trainee will be assessed through oral questioning, written
tests and case study/or situational analysis.
LEARNING OUTCOMES:
After completing this module, the trainees should be able to:
. 1. Integrate personal objectives with organizational goals
2. Set and meet work priorities
3. Maintain professional growth and development 4.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
ASSESSMENT CRITERIA
The trainee will be assessed by observing the following performance criteria:

1. Personal growth and work plans are pursued towards improving the qualifications set for the
profession.
2. Intra- and interpersonal relationships are maintained in the course of managing oneself based
on performance evaluation.
3. Commitment to organization and its goal is demonstrated in the
performance of duties.
4. Competing demands are prioritized to achieve personal, team and
organizational goals and objectives.
5. Resources are utilized efficiently and effectively to manage work priorities and commitments.
6. Practices along economic use and maintenance of equipment and facilities are followed as per
established procedures.
7. Training and career opportunities are identified and availed of based on job requirements.
8. Recognitions are sought/received and demonstrated as proof of career advancement.
9. Licenses and/or certifications relevant to job and career are obtained and renewed.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
INTEGRATE PERSONAL
LEARNING OUTCOME # 1 OBJECTIVES WITH
ORGANIZATIONAL GOALS
CONTENTS:
1. Personal Growth
2. Inter/ Intra Personal Relationship
3. Gender Fair Society
4. Organizational Goal
ASSESSMENT CRITERIA:
1. Personal growth and work plans are pursued towards improving the qualifications set
for the profession
2. Intra- and interpersonal relationships are maintained in the course of managing oneself
based on performance evaluation
3. Commitment to organization and its goal is demonstrated in the performance of duties
CONDITION:
Students/ Trainees must be provided with the following:
1. Workplace Location
2. Tools, Accessories and Supplies
 Manila Paper, Crayons and Markers
3. Training Materials
 Competency Based Learning Materials
ASSESSMENT METHOD:
 Written Test
 Oral Questioning
 Observation
 Portfolio

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
LEARNING EXPERIENCES/ACTIVITIES
LEARNING ACTIVITIES SPECIAL INSTRUCTIONS

1. Read Information Sheet 3.1-1 Read and understand the information sheet 3.1-
Personal Growth 1 and check yourself by answering the Self-
check 3.1-1. You must answer all questions
correctly
before proceeding to the next activity.
2. Answer Self- Check 3.1-1 Refer your answer to answer key 3.1-1
3. Perform Task Sheet 3.1-1a Refer to Performance Criteria Checklist
3.1-1a as your guide.
Read and understand the Information Sheet 3.1-
4. Read Information Sheet 3.1-2 2 and Check yourself by answering Self- Check
on Interpersonal & Intrapersonal 3.1-2. You must answer all questions correctly
Relationship before
proceeding to the next activity.
Gender Fair Society 3.1-3. You must answer all questions correctly
before

Organizational Goals 3.1-4. You must
answer all questions correctly before

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
Refer your answer to Answer Key 3.1-3

9. Answer Self- Check 3.1-4
Refer to Performance Criteria Checklist
10. Perform Task Sheet 3.1-3a 3.1-1a as your guide.
Refer to Performance Criteria Checklist
11. Perform Task Sheet 3.1-3b 3.1-1b as your guide.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
INFORMATION SHEET No. 3.1-1
PERSONAL GROWTH
Learning Objectives: After reading this information sheet, you must able:
1. To discuss and explain personal growth.
Personal Growth and development is all about self-improvement by undertaking activities

that improve yourself awareness and improves your individual identity. It helps to improve your
talents, build on your strengths and increases the chances of you fulfilling your full potential in life.
It is an area of practice that includes the use of personal development methods, tools and
techniques through self-study or by working with a mentor or life coach.
Benefits of Personal Growth
 Improves your strengths and talents

 Improves your success and happiness
 Improves your potential
 Improves your quality of life
 Improves health
 Improves social abilities
 Improves self-awareness
 Improves self-knowledge
 Improves your identity

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
PERSONALITY
• derived from Latin words, per & sonare which means “to sound through”. The word person
came from these two words meaning “an actor‟s mask” through which the sound of the voice
was projected.
• the embodiment of feelings & behavior which makes man the unique person that he is.
• the way an individual is interrelated through his ideas , actions & attitudes with the many
nonhuman aspects of his environment & his biological heritage
Components of Personality
1. Habits
- are routines of behavior that are repeated regularly and tend to occur subconsciously,
without one being conscious about them; an acquired pattern of behavior that often occurs
automatically
2. Attitudes
- A mental position with regard to a fact or state.
- Reflect a tendency to classify objects and events and to react to them with some consistency.
Ex. had a positive attitude about work.
3. Interests
- a sense of concern with and curiosity about someone or something
Ex. an interest in sports, music . . .
4. Values
- Things that really matter to each of us ... the ideas and beliefs we hold as special.
Ex. Caring for others, freedom to express our opinions.
Most of us learned our values - or morals, - at home, church or synagogue, school; maybe
from parents, teachers and religious leaders. Young people today are most influenced by what they see
and hear on television or on the street.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
ASPECTS OF AN INDIVIDUAL’S PERSONALITY
1. MENTAL ASPECT – refers to his intellectual capacity.
2. EMOTIONAL ASPECT – a person‟ emotional make up is shown in his likes and dislikes.
3. SOCIAL ASPECT – how well a person conducts himself with other people and how well
he observes the rules of etiquette that govern society.
4. PHYSICAL ASPECT – heredity and environment determine the entire physiological
system of an individual. Posture, body build and size, compression and facial expressions,
as well as the appropriateness and condition of clothes, comprise the physical appearance of
a person. It has a lot to do with personality.
5. MORAL ASPECT – this aspect personality has to do with a person‟s awareness of the
differences between what is wrong or right.
6. SPIRITUAL ASPECT – is the consciousness of the higher values in life.
7. DEVELOPMENT – a continuous change for improvement in all aspects of the person: motor, social,
emotional, intellectual, and moral.
PERSONAL DEVELOPMENT
A process of individual self-development and the development of others;
Five (5) Steps to Personal Growth and Development
1. Know yourself
This is the first and possibly the most difficult step. What are you good at? What are your
weaknesses? What are those areas of your life that are really holding you back from living the life of
your dreams?
2. Set your goals

Setting a goal and working toward it every day can give you renewed confidence and passion
for life. What is it that you really want in life?
3. Create a plan
Personal growth and development is a life-long journey, and like any journey, you‟ll want to
create a plan to help you get to your destination.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
4. Get better every day
The power of habit is pretty crazy. Your habits create your life.
5. Get out of your comfort zone

Switching up the way in which you learn new information and apply that to a constantly
improving version of yourself is a great way to get exposed to new types of information, while also
building the confidence that you‟re able to try new things and make progress against each.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
SELF-CHECK No. 3.1-1
Test I. ENUMERATION. Enumerate the following.
1. What are the benefits of Personal Growth? (1-5

)
2. What are the Five (5) Steps to Personal Growth and Development? (6-10)

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
ANSWER KEY NO. 3.1-1
I. ENUMERATION
A. Benefits of Personal Growth
1. Improves your strengths and talents

2. Improves your success and happiness
3. Improves your potential
4. Improves your quality of life
5. Improves health
6. Improves social abilities
7. Improves self-awareness
8. Improves self-knowledge
9. Improves your identity
B. Five Steps to Personal Growth and Development
1. Know yourself
2. Set your goals
3. Create a plan
4. Get better everyday
5. Get out of your comfort zone

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
TASK SHEET 3.1-1a
Title: Perform “Tell Me Activity”
Performance Objective: To be able to identify positive traits of a person for their

own personal growth.
Supplies and Materials: Bond Paper, Marking Tape, Cartolina, Pentel

Pen.
Equipment:
Steps/ Procedure:
1. Group into 3-4 groups depending on the number of

participants.
2. List all the positive traits of a person without seeing what is being written in
the paper at their back.
3. Read and share what is written in the paper.
Assessment Method:
 Demonstration with Oral Questioning

 Portfolio

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
PERFORMANCE CRITERIA CHECKLIST 3.1-1
CRITERIA YES NO
1. Trainees grouped themselves into 3-4 groups.
2. Trainees listed the traits of a person
3. Trainees shared their thoughts on their writings.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
INFORMATION SHEET 3.1-2
INTERPERSONAL AND INTRAPERSONAL RELATIONSHIP
Learning Objectives: After reading this information sheet, you must be able to:
1. Differentiate intrapersonal and interpersonal relationship.
INTRAPERSONAL RELATIONSHIP
Intrapersonal skills are those skills and

communications that occur within a person's own mind, and
are not to be confused with interpersonal skills, which
refer to interactions with other people or personalities.
Intrapersonal skills initiate an appropriate reaction and
attitude because of positive internal dialogue, occurring within the mind. Awareness of your personal
inner dialogue is the first step to improving your intrapersonal skills.
Ways to improve Intrapersonal Skills

a. Visualization
Visualization is an intrapersonal skill used by athletes, actors and musical performers to prep
themselves to give the best performance they are capable of before they embark on an event.
b. Recognizing Negativity
It is quite natural to have occasional negative thoughts, but an excess of negative thinking
can reproduce negativity in your life.
c. Compassion
Having compassion for others is an intrapersonal skill that allows you to see things from the
perspective of others, and is important for teachers, team leaders and anyone working closely with
other people.
d. Positive Affirmations
Using positive affirmations is similar to using visualization for changing intrapersonal
dialogue patterns occurring within.
e. Positive Decision Making

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
Positive decision making is a necessary intrapersonal skill required for many professions as well
as for a healthy, happy personal life. Well-developed intrapersonal decision-making skills can be
achieved with practice. When faced with the decision-making process, you must be able to scan
through the available choices in your mind, consider each alternative and come to a practical decision
without inner conflict and confusion.
INTERPERSONAL RELATIONSHIP
A strong bond between two or more people refers

to interpersonal relationship. Attraction
between individuals brings them close to each other and
eventually results in a strong interpersonal
relationship.
Forms of Interpersonal relationship
An interpersonal relationship can develop between any of the following:
 Individuals working together in the same organization.

 People working in the same team.
 Relationship between a man and a woman (Love, Marriage).
 Relationship with immediate family members and relatives.
 Relationship of a child with his parents.
 Relationship between friends.
Relationship can also develop in a group (Relationship of students with their teacher, relationship
of a religious leader with his disciples and so on)
Must have in an Interpersonal Relationship
 Individuals in an interpersonal relationship must share common goals and objectives. They
should have more or less similar interests and think on the same lines. It is always better if
individuals come from similar backgrounds.
 Individuals in an interpersonal relationship must respect each other‟s views and opinions. A
sense of trust is important.
 Individuals must be attached to each other for a healthy interpersonal relationship.
 Transparency plays a pivotal role in interpersonal relationship. It is important for an
individual to be honest and transparent.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
Relationship between friends
 Friends must be honest to each other.

 Stand by your friends at times of need.
 Avoid leg pulling, criticism and making fun of your friends.
 Try not to mix friendship with love as it creates problems and
misunderstandings.
The Ways to Improve Interpersonal Relationships
John Donne wrote that no man is an island, and even the strongest introvert would likely
agree that it is interpersonal relationships -- relationships with friends, family and lovers -- that shape
and move us. "People skills," as they are sometimes called, are critical to our well-being, whether in
the home or in the workplace. If you are struggling in your interpersonal relationships, don't worry -- just
like any other skill, your people skills can be improved with practice.
Actively Listen
Whether it is your boss giving instructions or your partner sharing her deepest feelings, they
are going to want to know that you are listening -- really listening, not making a mental grocery list or
rehearsing what you are going to say when it is your turn to speak.
Express Yourself
Honesty is key to building trust in any relationship, and learning how to honestly express
your feelings and opinions in a tactful manner can improve your interpersonal skills.
Give Generously
Putting others before yourself can be effective when it comes to improving your interpersonal
relationships. Look for ways you can give your time or skills to help others without endangering your
emotional well-being or health by over- committing yourself.
Show Respect

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
Sure, you might feel like rolling your eyes when your co-worker whines about the length of
yesterday's meeting, but a little respect can go a long way when it comes to building up interpersonal
relationships.
List of Interpersonal Skills on the Job
In matters of being hired, being happy and being selected for advancement opportunities within
the workplace, strong interpersonal skills are essential.
Effective Communication
Essential to just about any job are effective written, spoken and nonverbal communication
skills. To be taken seriously, facilitate productivity, avoid conflict and express yourself clearly to
clients and others, you must strengthen your ability to say what you mean and say it well.
Positive Attitude
Having a positive attitude goes beyond the mere avoidance of being the office grouch and
expressing negative perspectives.
Attentiveness
Showing the people around you that you are interested in them and care about their happiness
and well-being relies upon being observant and considerate of what's going on in their lives.
Inclusiveness
In addition to showing the people around you that you're interested in them and their lives, you
should show them that you value their perspectives regarding work and company projects.
Conflict Resolution
The occasional conflict at work is inevitable. Thus, adeptness at addressing conflicts calmly and
considerately – showing willingness to compromise when you are the one at odds with another or the
ability to mediate to bring about a resolution between others at odds – is another valuable
interpersonal skill that can prove handy on the job.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
SELF-CHECK NO. 3.1-2
TEST I. DIFFERENTIATION. Differentiate the following:
1. Intrapersonal and Interpersonal relationship.
TEST II. ENUMERATION. Enumerate the following:
1- 5. List the Five Interpersonal Skills on the Job.

6-10. What are the Ways to improve Intrapersonal Skills?

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
TEST I. DIFFERENTIATION.
1.Intrapersonal skills are those skills and communications that occur within a person's
own mind, and are not to be confused with interpersonal skills, which refer to interactions
with other people or personalities. Intrapersonal skills initiate an appropriate reaction and
attitude because of positive internal dialogue, occurring within the mind. And
Interpersonal relationship is a strong bond between two or more people
TEST II. ENUMERATION. Enumerate the following:
a. List of Interpersonal Skills on the Job:

1. Effective Communication
2. Positive Attitude
3. Attentiveness
4. Inclusiveness
5. Conflict Resolution
b. Ways to improve Intrapersonal Skills:

1. Visualization
2. Recognizing Negativity
3. Compassion
4. Positive Affirmations
5. Positive Decision Making

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
INFORMATION SHEET NO. 3.1-3
GENDER FAIR SOCIETY
1. Define various elements of a gender- fair society.
2. Describe a society characterized by gender- sensitive relationships between men and women.
After the participative analysis and synthesis questions have been processed, you can now draw a
general conclusion by referring to the key learning points presented below. You may also want to
highlight the substantive realizations of the participants.
Women and men are empowered to act on their own and to realize their
full potentials.
Under the Philippine Plan for Gender Responsive Development, the following are included as
elements of a gender-fair society:
 Gender equality and equity
Gender equality – both women and men are free to develop their personal abilities
and make choices without limitations set by stereotypes, rigid gender roles and prejudices
(Source: International Labor Organization).
Gender equity – fairness of treatment for women and men, according
to their respective needs. This may include equal treatment or treatment that is different but
which is considered equivalent in terms of rights, benefits, obligations and opportunities.
Equity is means; equality is the goal (Source: ILO).
 Women’s empowerment
Women's empowerment has five components: women's sense of self- worth; their right
to have and to determine choices; their right to have access to opportunities and resources;
their right to have the power to control their own lives, both within and outside the home; and
their ability to influence the direction of social change to create a more just social and
economic order, nationally and internationally (Source: United Nations).

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
 Sustainable Development
Sustainable development means development that meets the needs of the present
without compromising the ability of future generations to meet their own needs. (Source:
United Nations)
 Peace and social justice

Development of a culture of peace and non-violence.
 Democratic participation
 Self-determination at all levels
 Actualization of human potentials beyond basic needs
 Respect for human rights
Elements of a Gender- Fair Society
 Shared parenting and housework

 Equal educational opportunities for men and women.
 Non-stereotypical roles and chores
 Development of a culture of peace and social justice and non- violence
 Respect for human rights
 Democratic participation
 Gender equality and equity
 Women‟s empowerment
 Sustainable development
 Actualization of human potentials beyond basic needs
 Self determination at all levels

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
For Every Woman
By Nancy Smith
For every woman who is tired of

acting weak when she knows she
is strong;
There is a man who is tired of
appearing strong when he feels
vulnerable.

acting dumb;
There is a man who is burdened
with the constant expectation of
“knowing everything”.

being called “an emotional
female”;
There is a man who is denied the
right to weep and be gentle.
For every woman who feels “tied

down” by her children;
There is a man who is denied the
full pleasure of shared
parenthood.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
For every woman who is denied
For every woman
meaningful who is denied
employment meaningful
and equal
employment and equal pay;
pay;
There is a man who must bear full
There is man
financial who must bearfor
responsibility fullanother
financial
human being.
responsibility for another human being.
For every woman who was not taught the

intricacies
For everyofwoman
anautomobile;
who was not
taught the intricacies of an
automobile;
There is a man who was not taught the
satisfaction
There is aof cooking
man who was not
taught the satisfaction of cooking
For
Forevery woman who
every takes a stepwho
woman toward
her own liberation;
takes a step toward her
own
There is aliberation;
man who finds that the way to
freedom
There hasis
been
amade
man a little
who easier.
finds
that the way to freedom
has been made a little
easier.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
Personal Commitment to your personal life.
a. I will stop
(something that I have been doing in the past that does not
contribute to gender fairness in my family)
b. I will start
(something that I have not done yet but I think would facilitate
gender fairness in my family)
c. I will continue
(something that I have been doing in the past that helps in creating a gender fair family)

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
TEST I. IDENTIFICATION. Identify the following.
1. It means development that meets the needs of the present without compromising the ability of future
generations to meet their own needs. (Source: United Nations).
2. It is the fairness of treatment for women and men, according to their respective needs.
3. Both women and men are free to develop their personal abilities and make choices without limitations set by
stereotypes, rigid gender roles and prejudices (Source: ILO).
4. It is the development of a culture of peace and non-violence.
5. It is women's sense of self-worth; their right to have and to determine choices; their right to have access to
opportunities and resources.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
TEST 1. IDENTIFICATION. Identify the following:
1. Sustainable Development
2. Gender Equity
3. Gender Equality
4. Peace and Social Justice
5. Women‟s Empowerment

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
TASK SHEET 3.1-3a
Title: Visualizing Gender Fair Society
Performance Objective: To be able to define the various elements of a gender-fair

society; and describe a society characterized by a gender sensitive
relationships between men and women.
Supplies and Materials: Manila Paper, Crayons and markers.
Equipment: Whiteboard
Steps/ Procedure:
1. Group the trainees into 3-4 groups depending on the number of participants.
2. Explain that each member in the group will paint in their minds their perception
of an ideal gender-fair society, a society where gender equality is being
practiced.
3. Each member in the group will share his/her thoughts, each one adding to the
painting to complete a group mind paint of a gender-fair society.
Assessment Method:
 Observation with Oral Questioning

 Portfolio

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
PERFORMANCE CRITERIA CHECKLIST 3.1-3a
CRITERIA YES NO
1. Trainees prepared the materials needed for the given task.
2. Trainees paint their perception on gender-fair society.
3. Trainees shared their thoughts on their painting.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
TASK SHEET 3.1-3b
Title: Identifying Personal Commitment
Performance Objective: To be able to understand the poem read above and make a
personal commitment with themselves and to be able to accomplish it.
Supplies and Materials: Bond Paper/ Yellow Paper and Pen
Equipment: Computer
Steps/ Procedure:
1. Read the For Every Woman Poem.

2. Make statements of commitment to apply gender sensitivity in your personal
and family life. (Refer to Info Sheet No. 3.1-3 on Personal Commitment
Assessment Method:

 Portfolio

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
PERFORMANCE CRITERIA CHECKLIST 3.1-3b
CRITERIA YES NO
2. Trainees made his/ her own Personal Commitment to his/ her

personal and family life.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
ORGANIZATIONAL GOAL
1. Discuss organizational goals.
“Goal setting is one of the basic tools used by organizations to assist in setting a direction and achieving it.
Successful organizations often set long- and short-term goals for service development, improving quality, reducing errors,
becoming more customer-focused, and building better internal and public relations.” – Jeffery Davis, Managing and
Achieving Organizational Goals
A goal is a statement of a desired future an organization wishes to achieve. It describes what the
organization is trying accomplish. Goals may be strategic (making broad statements of where the
organization wishes to be at some future point) or tactical (defining specific short-term results for
units within the organization). Goals provide a way of assuring that an organization will get where it
wants to go.
Setting Goals
When you talk about objectives and setting goals, we often talk about them being SMART.
That is:
SPECIFIC You need to be specific about the end result.
MEASURABLE You need to be able to gauge how well you are progressing towards the
end results.
ACHIEVABLE If the objectives are too hard, it is likely that your team will give up
before they even start.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
RELEVANT The objective must be something you can control or influence. It must
relate back to your goals.
TIME- BASED There must be a timeframe for achieving the objective.
Influences of Meaningful Goals in Organization
It is the job of manager to achieve organizational goals. He does this through management
systems and the proper utilization of human resources. There is synergistic relationship between
interpersonal competence, goals and systems.
Successful goal setting is a formal organization requires:
 Being able to relate personal goals to organizational goals.

 Having helpful systems for setting and achieving goals.
 Being ready to respond favorably to organizational goals.
Goals can also be:
 Big-picture goals – your end destination as defined by the „Big-Picture' Statements for
your various life aspects.
 Milestone Goals – these are the series of goals that will take you to your destination. 
 Mini Goals – milestone goals may need to be broken down into bite-size chunks to make
them more manageable.
This is shown diagrammatically as follows, where you can see that your „Big- Picture‟.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
SELF-CHECK No. 3.1-4
TEST I. TRUE OR FALSE. Write TRUE if the statement is Correct and FALSE if the
statement is Wrong.
1. We don‟t need anyone in the organization to set

organizational goals.
2. There must be a timeframe for achieving goals.
3. When setting goals, it should be something you must control or influence.
4. We can set goals in a long term, short term and medium term.
5. It is the job of the manager to set goals for an organization.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
ANSWER KEY 3.1-4
Test I. TRUE or FALSE.
1. FALSE
2. TRUE
3. TRUE
4. TRUE
5. TRUE

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
LEARNING OUTCOME #2 SET AND MEET WORK
PRIORITIES
CONTENTS:
 Managing Work Priorities & Objectives

 Maintaining Equipment & Facilities
1. Competing demands are prioritized to achieve personal, team and organizational

goals and objectives.
2. Resources are utilized efficiently and effectively to manage work priorities and
commitments
3. Practices along economic use and maintenance of equipment and facilities are
followed as per established procedures
CONDITION:
 Manila Paper, Crayons and Marker
 Training Materials
3. Competency Based Learning Materials
ASSESSMENT METHOD:
 Written Test
 Observation
 Portfolio

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
LEARNING EXPERIENCES/ ACTIVITIES
LEARNING OUTCOME # 2 SET AND MEET PRIORITIES

1. Read Information Sheet 3.2-1 On Read and understand the Information Sheet
Managing Work Priorities & 3.2-1 and Check yourself by answering
Objectives Self- Check 3.2-1. You must answer all
questions correctly before
2. Answer Self- Check # 3.2-1 Refer your answer to answer key 3.2-1.
Refer to Performance Criteria

3. Perform Task Sheet 3.2-1a Checklist 3.2-1a as your guide.
4. Read information sheet 3.2-2 on Maintain Read and understand the Information Sheet
Equipment & Facilities 3.2-2 and Check yourself by answering
Self- Check 3.2-2. You must answer all
questions correctly before
INFORMATION SHEET 3.2-1

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
MANAGING WORK PRIORITIES AND OBJECTIVES
Learning Objectives: After reading this information sheet, you MUST able to:
1. Explain work priorities and objectives of an organization.

2. Identify resources needed for effectively and efficiency of goals and Objectives
Goal setting and planning ("goal work") promotes long-term vision and short-term
motivation. It focuses acquisition of knowledge and helps to organize resources.
WORK OBJECTIVES
In some cases, each employee/worker will have their own, clearly defined goals and
objectives. These goals and objectives may be specific to the individual or to the current work tasks
that must be complete.
Work objectives may include:

 Meeting Sales target
 Meeting production targets
 Meeting deadlines
 Meeting budgetary plans
 Learning new skills
 Participating in new teams.
Your work objectives must be incorporated into your personal work schedules, and
prioritized effectively.

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
PRIORITIZE TASKS
It is very easy to take on lots of exciting tasks or projects, only to end up with too much
to do and not enough time to do it.
One way to ensure you keep up with all the tasks you need to do is to
prioritize.
A METHOD TO PRIORITIZE YOUR
Priorities: Description:
1. Urgent and These tasks are the first priority. They are both urgent and important
Important steps in achieving your objectives.
2. Important but These tasks may not seem urgent but they still crucial to achieving
Not Urgent your objectives.
Failure to complete these tasks has the potential to
lead to a crisis situation.
3. Urgent but not Often tasks in this category may seem urgent as they may cause a
Important disruption if not dealt with quickly.
However the urgency is often set by someone else and
they are not critical to achieving your objectives.
4. Not Important Tasks in this category are not an essential part of your job and will
and Not Urgent not have a significant impact on the business.
Once you have prioritized your work tasks, it is
important that you establish contingencies for issues

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
that may affect the achievement of the tasks.
Once you have planned out your tasks and prioritized them, you need to develop a schedule.
Scheduling is where the objectives you set are placed on a timeline and given expected
completion dates.
You need to look at the time you have available and plan how you will use it to meet your
objectives.
Effective scheduling will help you to:

• Understand what you can realistically achieve.
• Make the best use of your time.
• Leave enough time to meet you highest priorities.
• Leave enough time to manage contingencies
 Minimize stress.
RESOURCES
The resources that you have are also an important consideration when developing goals and
objectives. The type of resources that you should consider includes:
 Physical Resources- This includes all the materials and the physical space that will be
needed to achieve your goals. They may come in the form of raw materials which will transform,
or materials which you purchase in order to undertake certain tasks.
 Financial Resources- Money makes the world go round! And money is a key
requirement of any operational plan. You need to carefully consider the cost of the activities
that you and the rest of your team will undertake in order to achieve goals. This generally
requires you to develop a budget and analyze this on a regular basis to ensure that you are
spending the financial resources you have been allocated wisely.
 Technical Resources- These include all the machinery that you will need in order to
achieve your goals. You need to consider whether you have all the

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
machinery and technology you require, is it available when you need it, and what about if it breaks
down? What will you do then?
 Human Resources- Last but no means the least, you need to fully consider the human
resources. This includes all the people that you will use to carry out the various tasks that will
allow you to meet your goals. Will they be available? Do they have appropriate training? Will
you have enough staff?
 Technology
In order to schedule and complete planning to will need to effectively use business
technology.
This could include utilizing basic technology such as:

• Computers.
• Computer applications such as scheduling tools, email and
internet/intranet/extranet.
• Modems.
• Personal schedulers.
• Printers.
• Photocopiers.
• Scanners.
In order to perform complete your planning and perform your work roles, you will need to be
familiar with this basic technology

Developed
Code No. Feb. 11,
5
by: 2016
TESDA-
CALABARZ
ON
Form 1. Prioritizing Goals/Objectives
Goals/ Resources Priorities Strategies

Objectives

Developed
Code No. Feb. 11,
47
by: 2016
TESDA-
CALABARZ
ON
TEST I. IDENTIFICATION. Identify the following:
1. It promotes long-term vision and short-term motivation. It focuses

acquisition of knowledge and helps to organize resources.
2. These tasks are the first priority. They are both urgent and important steps
in achieving your objectives.
3. This includes all the materials and the physical space that will be needed to
achieve your goals.
4. This includes all the people that you will use to carry out the various tasks
that will allow you to meet your goals.
5. It is a key requirement of any operational plan.

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
ANSWER KEY: 3.2-1
TEST I. IDENTIFICATION. Identify the following:
1. Goal setting and planning

2. Urgent and Important
3. Physical Resources
4. Human Resources
5. Financial Resources

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
TASK SHEET 3.2-1
Title: Prioritizing Tasks
Performance Objective: You should be able to identify your personal goals/

objectives and priorities.
Supplies and Materials: Form and Pen
Equipment: Whiteboard
Steps/ Procedure:
1. List down your personal goals/ objectives using Form 1 provided to you in 15
minutes .
2. Relate your priorities on the topic discussed in Learning
Outcome No. 2, Information Sheet # 3.2-1.
3. Discuss what has been written in the Form to the class.
Assessment Method:

 Portfolio

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
PERFORMANCE CRITERIA CHECKLIST 3.2-1a
CRITERIA YES NO
2. Trainees accomplished the Form provided to them.
3. Trainees related their priorities to the Topic in Learning Outcomes #2;

Information Sheet no. 3.2-1
4. Trainees discussed what has been written in the Form to the class.

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
MAINTAIN EQUIPMENT AND FACILITIES
Learning Objectives: After reading this information sheet, you MUST able to:
1. Identify the importance of maintaining equipment and facilities in workplace.
Maintenance involves keeping the workplace, its structures, equipment, machines, furniture and
facilities in good repair and operating efficiently and safely. It includes many tasks including repairing,
replacing, servicing, inspecting and testing. The term could also be used in relation to the importance of
keeping your staff safe, fit and healthy.
There are two main types of maintenance work.
1. Routine/preventative maintenance is usually planned and includes scheduled

inspections repairs and replacement to make sure everything continues to work.
2. Corrective maintenance is needed when things go wrong or break downs occur
demanding reactive action to be taken to get things up and running again.
Why is it important?
Regular maintenance is essential to keep premises, equipment, machines and the work
environment safe and reliable. It helps to eliminate workplace hazards. Lack of maintenance or
inadequate maintenance can lead to dangerous situations, accidents and health problems.

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
Problems that can arise in the personal use of equipment that belongs to the business, such as computers,
tools, or vehicles, include:
 broken equipment, which may cause disputes over who is responsible for repair
 lost productivity, as employees use work time for personal tasks involving business
equipment
 premature wear and maintenance on the equipment
 morale problems if certain personal use habits are suddenly curtailed or if only some
employees are allowed to use the equipment
No matter what your policy is or how much you try to control it, employees will probably use
your equipment from time to time for personal purposes..
A person conducting a business or undertaking has the primary duty under the WHS Act to
ensure, so far as is reasonably practicable, that workers and other persons are not exposed to health
and safety risks arising from the business or undertaking.
The Workplace Health &Safety Regulations place more specific obligations on a person
conducting a business or undertaking in relation to the work environment and facilities for workers,
including requirements to:
• Ensure, so far as is reasonably practicable, that the layout of the workplace, lighting and
ventilation enables workers to carry out work without risks to health and safety
 Ensure, so far as is reasonably practicable, the provision of adequate facilities for workers,
including toilets, drinking water, washing and eating facilities
 Manage risks associated with remote and isolated work
 Prepare emergency plans
Officers, such as company directors, have a duty to exercise due diligence to ensure that the
business or undertaking complies with the WHS Act and Regulations. This includes taking reasonable
steps to ensure that the business or undertaking has and uses appropriate resources and processes to
provide and maintain a safe work environment and adequate facilities for workers.
Workers have a duty to take reasonable care for their own health and safety and that they do not
adversely affect the health and safety of other persons. Workers must comply with any reasonable
instruction and cooperate with any reasonable policy or procedure relating to health and safety at the
workplace.

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
SELF- CHECK NO. 3.2-2
TEST 1. TRUE OR FALSE. Write TRUE if the statement is Correct and FALSE if the
statement is Wrong. Write the answer on the space provided.
1.Lack of maintenance or inadequate maintenance can lead to dangerous situations, accidents

and health problems.
2.Workers must not comply with any reasonable instruction and cooperate with any
reasonable policy or procedure relating to health and safety at the workplace.
3. Repairing, replacing, servicing, inspecting and testing is a part of maintaining

equipment and facilities.
4. Officers and workers must not work hand in hand for the maintenance of equipment and
facilities.
5.Workers prepare emergency plans.

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
TEST 1. TRUE OR FALSE.

1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. FALSE

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
LEARNING OUTCOME #3 MAINTAIN PROFESSIONAL
GROWTH AND DEVELOPMENT
CONTENTS:
 Training & Career Development

 Rewards & Recognition
 Relevant Licenses & Certificate
1. Trainings and career opportunities are identified and availed of based on job
requirements
2. Recognitions are sought/received and demonstrated as proof of career
advancement
3. Licenses and/or certifications relevant to job and career are obtained and renewed
CONDITION:
3. Training Materials
4. Competency Based Learning Materials
ASSESSMENT METHOD:
 Written Test
 Observation

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
LEARNING EXPERIENCES/ ACTIVITIES

1. Read information sheet 3.3-1 on 1 and Check yourself by answering Self- Check
Trainings and Career Development 3.3-1. You must answer all questions correctly
2. Answer self-check 3.3-1 Refer your answer to answer key 3.3-1
3. Read Information sheet 3.3-2 on Read and understand the Information Sheet 3.3-
Rewards & Recognition 2 and Check yourself by answering Self- Check
3.3-2. You must answer all questions correctly
Refer your answer to answer key 3.3-2

4. Answer Self-check 3.3-2
5. Read information sheet 3.3-3 on Read and understand the Information Sheet 3.3-
Relevance of Certificates and 3 and Check yourself by answering Self- Check
3.3-3. You must answer all questions correctly
Licenses‟
Refer your answer to answer key 3.3-3.

6. Answer self-check 3.3-3

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
TRAININGS AND CAREER DEVELOPMENT
Learning objectives: At the end of the topic, the trainees will be able to:
1. Describe the training modes needed for career development.
Training is defined as: One or a series of formal, planned activities which are instructional in
nature and are developed for the purpose of conveying course content leading to the acquisition of
demonstrable knowledge, skills, and abilities.
As trainees in a TESDA Course, there are certain training modalities that the TTI‟s are
providing and one of those is:
Work-based Training
 Job Shadowing, it is a school-supervised career exploration activity wherein trainees visit
worksites and “shadow” employees as they perform their jobs.
 Internship, help trainees move from school to the workplace by offering “hands-on”
learning, in real work settings, over a relatively long period of time.
 Apprenticeship Program, it‟s a training and employment program involving a contract
between an apprentice and an employee on an approved apprenticeable occupation.
 Learnership program, it is a practical training on-the-job for approved learnable
occupations, for a period not exceeding three months.
 Dual training system, it is an instructional mode of delivery for teaching- based
education and training in which learning takes place alternately in two venues: the school and
the company.
 School-based enterprise, typically involve trainees in the management of a business that
produces or sells goods and services as part of a school program.
Objectives of Work-based training

The objectives of the work-based training are:
 To expand and enhance the trainees‟ learning through planned career experiences in an actual
work setting.

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
 To help the trainees make the transition from school to work and career.
 To familiarize the trainees in work environment.
 To increase the trainees‟ awareness and appreciation of the relevance of basic, common and
core competencies as they apply to their qualification choice.
 To provide the trainees with opportunities for potential career placement in their occupational
choice.
 To project a positive image for trainees through involvement in business and industry
Career development is the ongoing acquisition or refinement of skills and knowledge,

including job mastery and professional development, coupled with career planning activities.
Job mastery skills are those that are necessary to successfully perform one's job.
Professional development skills are the skills and knowledge that go beyond the scope of
the employee's job description, although they may indirectly improve job performance.
A plan for an employee to advance their own career goals and may include advancement into a
more responsible position in an organization. The organization supports career opportunities internally
so that talented employees are deployed in positions that enable them to deliver their greatest value to the
organization.
And once employed, Management provides employees with the certain Training Program which help
them develop a career they want to pursue. And those are as follows:
TRAINING PROGRAMS
I. Training will be planned generally for:
A. New Employees:
1. To orient them with the Company‟s programs and policies.
2. To teach them the skills, knowledge, abilities and attitudes necessary to safely and
efficiently perform their jobs.

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
B. Current Employees:
1. To keep them up to date on policy and regulation changes.
2. To expand their knowledge and skills necessary for upward mobility.
C. Supervisory and Management Employees:

1. To provide them with supervisory, management and human relations skills so they can
effectively work with the employees they supervise to accomplish unit goals and
objectives.
2. To update these skills.
D. All Employees:
1. To provide them with human relation skills so they can courteously and effectively serve
the public, work harmoniously and efficiently with other employees.
2. To improve practices in their professional, technical, and clerical fields.
3. To enable them to develop and realize their own potential.
4. To address safety, risk management and compliance issues.
II. Training will be accomplished through one or a combination of the following methods:
A. Technical Training: Training for new or experienced employees designed to provide

minimum skills necessary to perform required duties of the current position.
B. Proficiency Training: Training for permanent employees designed to correct a deficiency

identified in reviewing work plans or performance appraisals; or to provide additional knowledge
which would improve performance in the current position.
C. Developmental Training: Training for permanent employees designed to develop skills

or provide knowledge which will enhance an employee's opportunity for promotion.
D. In-House Training: Training received from personnel, including on line/e- learning and
formal classroom instruction through in-service offerings or academic classes.

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
E. Outside Training: Training received from anyone other than personnel, including all other
state or federal agencies or organizations, private consultants or other recognized providers.
TEST I. MULTIPLE CHOICE. Encircle the correct answer for each question.
1. It‟s a training and employment program involving a contract between an apprentice and an
employee on an approved apprenticeable occupation.
4. Dual Training System c. School Based training
5. Apprenticeship Program d. Internship
2. It is a school-supervised career exploration activity wherein trainees visit worksites and

“shadow” employees as they perform their jobs.
a. Dual Training System c. Job Shadowing
b. Apprenticeship Program d. Internship
3. Training for permanent employees designed to develop skills or provide knowledge which will
enhance an employee's opportunity for promotion.
a. Team Training c. Developmental Training
b. Safety Training d. Managerial Training
4. Training for new or experienced employees designed to provide minimum skills necessary to
perform required duties of the current position.
a. Team Training c. Skill Training
b. Technical Training d. Managerial Training
5. Training received from personnel, including on line/e-learning and formal classroom instruction
through in-service offerings or academic classes.
a. Team Training c. Skill Training
b. Safety Training d. In-house Training

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
TEST I.MULTIPLE CHOICE. Encircle the correct answer for each question.
1. B.
2. C.
3. C.
4. B.
5. D.

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
REWARDS AND RECOGNITIONS
Learning objectives: At the end of the topic, the trainees will be able to:
1. Identify rewards and recognitions (incentives) in the workplace.
Recognition may refer to an award, something given in recognition of an achievement.

There are Types of Recognition that is given to the employees of a certain companies. Some give
rewards on an annual, quarterly, monthly, or even weekly basis. Company provides "on-the-spot"
awards and informal recognition to spontaneously recognize great work.
Types of Recognition:
 Award: Can be in the form of money, prizes, plaques, travel and public commendations. The
payouts of sales contests are usually called "awards".
 Employee Engagement: An individual sense of purpose and focused energy, evident to

others in their display of personal initiative, effort and persistence directed toward organizational
goals. Many organizations create their own definition for this term, but everyone agrees on this:
higher employee engagement means higher work performance and company loyalty.
 Incentive: Any form of variable payment tied to employee performance. The payment can be
tangible or intangible, and may or may not have cash value. Incentives are generally non-
discretionary and can be paid at any time of the year. Includes awards, rewards and recognition.

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
 Reward: An item given to an individual or team for meeting a pre-determined goal.
 Recognition: After-the-fact display of appreciation for individual or team efforts. Can be
tangible or intangible, and range from a thank-you email to travel.
 Recognition Program: A policy of acknowledging employee is contributions after the fact,

possibly without predetermined, expected goals or performance levels. Examples include giving
employees clocks on milestone anniversaries, granting an extra personal day for perfect
attendance, or paying a one-time cash bonus for making a cost-saving suggestion.
 Spot Award: A type of informal recognition that is delivered spontaneously or "on the spot."
 Total Rewards: The monetary and non-monetary returns employees receive for their time,
talents, efforts and results. Deliberately includes all five key elements determined to enhance
employee‟s engagement: compensation, benefits, work-life balance, performance and
recognition, and development opportunities.

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
TEST I. TRUE OR FALSE. Write TRUE if the statement is correct and FALSE if the statement
is wrong.
1. Employers use incentives to promote a particular behavior or performance that

they believe is necessary for the organization‟s success.
2. If used effectively, recognitions do not help build employee motivation and
engagement.
3. Reward and recognition activities that are transparent work to build trust with
employees.
4. Managers may not have the opportunity every day to provide incentives for
employees.
5. Distributed appropriately, in a transparent manner that employees understand, you
can't go wrong with incentives for performance and recognition.

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
TEST I. TRUE OR FALSE.

1. FALSE
2. TRUE
3. FALSE
4. TRUE
5. TRUE

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
RELEVANT LICENSES AND CERTIFICATES
Learning Objectives: After reading this Information Sheet, you must be able to:
1. Identify relevant licenses and certificates for career development. 2.
Professional certification
Professional certification, trade certification, or professional designation, often called simply
certification or qualification, is a designation earned by a person to assure qualification to perform a
job or task.
Certifications are earned from a professional society. In general, it must be renewed periodically,
or may be valid for a specific period of time (e.g., the lifetime of the product upon which the individual is
certified).
Types of certifications
There are three general types of certification. Listed in order of development level
and portability, they are: corporate (internal), product- specific, and profession-
wide.
Corporate, or internal certifications, are made by a corporation

or low-stakes organization for internal purposes. For example, a corporation
might require a one-day training course for all sales personnel, after which
they receive a certificate.
Product-specific certifications are more involved, and are intended

to be referenced to a product across all applications.
The most general type of certification is profession-wide. Certification in the medical profession
is often offered by particular specialties

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
TESDA pursues the assessment and certification of the competencies of the middle-level skilled
workers through Philippine TVET Qualification and Certification System (PTQCS). The assessment
process seeks to determine whether the graduate or worker can perform to the standards expected in
the workplace based on the defined competency standards. Certification is provided to those who meets
the competency standards. This ensures the productivity, quality and global competitiveness of the
middle-level workers.
Certificate of Competency (COC)- is a document issued to trainers who were assessed as

competent in a single unit or cluster or related units of competency leading to a qualification level
under the Philippine TVET Trainer Qualification Framework.
LEVEL DESCRIPTORS OF TESDA NATIONAL CERTIFICATE
Level/ Knowledge, Application Degree of

Qualification Skills and Independence
Type Values
In condition
1 Knowledge and Applied in activities that are
where there is
skills that are set in limited range of highly
National substantial
manual or familiar and predictable
Certificate I support,
concrete or contexts; involve straight
guidance or
practical and/ or forward, routine issues which
supervision;
operational in are addressed by following
minimum
focus. set rules, guidelines or
judgment or
procedures
discretion is
needed.
In condition
where there is
National substantial
manual, practical familiar and predictable
Certificate II support,
and/or operational contexts; involve straight
guidance or
in focus with a forward, routine issues which
supervision;
variety of are addressed by following
minimum
set rules, guidelines or
judgment or

Developed
Code No. Feb. 11,
48
by: 2016
TESDA-
CALABARZ
ON
options. procedures discretion is
needed.
Application at
this levelmay
National involve
balance of familiar and predictable
Certificate individual
theoretical and/ or contexts; involve straight
III responsibility or
technical and forward, routine issues which
autonomy,
practical. are addressed by following
and/or may
set rules, guidelines or
involve some
procedures with come
responsibility for
variations.
others.
Participation in
teams including
team or group
coordination may
be
involved.
Applied in activities that are Work involves

4 Knowledge and
set in some leadership
skills that are
National range of contexts, most of and
mainly theoretical
Certificate IV which guidance when
and/ or abstract
involve a number of organizing
with significant
unfamiliar activities of self
depth in some
areas together with and/or unpredictable aspects; and others
involve largely non-
wide- ranging,
routine issues which are
specialized
addressed using
technical, creative
guidelines
and conceptual
or procedures which require
skills.
interpretation and/or adaptation.
Applied in activities that are In conditions

5 Knowledge and
supervisory, complex where there is a
skills that are
Diploma broad
mainly
Developed
Code No. Feb. 11,
69
by: 2016
TESDA-
CALABARZ
ON
theoretical and/ or and non-routine which guidance and
abstract with require an extensive direction, where
significant depth interpretation and/or judgment
insome areas adaptation/innovation. is required in
together with planning and
wide- ranging, selecting
specialized appropriate
technical, creative equipment,
and conceptual services and
skills. techniques for self
and others.
Undertake work
involving
participation
in the development
of strategic
initiatives, as well
as personal
responsibility and
autonomy in
performing
complex
technical
operations or
organizing
others.

Developed
Code No. Feb. 11,
70
by: 2016
TESDA-
CALABARZ
ON
NC I NC II
NC III NC IV
.
Certificate of Competencies/Eligibilities – refers to eligibilities given and conferred by
any authorized body recognized by the government or issued by industry.
Examples:
Eligibility/Certificate
Career Civil Service Professional Microsoft
Certified Professional CISCO Certified
Network Engineer TESDA Certified General
Electrician TESDA Certified Cosmetologist
Professional Licenses – refers to any special license granted by any Professional Regulatory
Board under the Professional Regulation Commission (PRC) or the Air Transportation Office
(ATO), Land Transportation Office (LTO) and anyother licenses issued by competent authorities.
Examples:
License Title
Professional Electrical Engineer Certified
Public Accountant Third Marine
Engineer
Second Mate

Developed
Code No. Feb. 11,
71
by: 2016
TESDA-
CALABARZ
ON
TEST I. MULTIPLE CHOICE. Encircle the correct answer for each question.
1. These are made by a corporation or low-stakes organization for internal purposes.

a. National Certificate c. Corporate, or internal certifications
b. Certificate of Competency d. Product Specific Certification
2. These are earned from a professional society.

a. Certifications c. Corporate, or internal certifications
3. It is a document issued to trainers who were assessed as competent in a single unit or cluster or
related units of competency leading to a qualification level under the Philippine TVET Trainer
QualificationFramework.
a. Certifications c. Corporate, or internal certifications
4. Knowledge and skills that is manual or concrete or practical and/ or operational in focus.
a. National Certificate III c. National Certificate I
b. National Certificate II d. National Certificate IV
5. Applied in activities that are set in limited range of highly familiar and predictable contexts;
involve straight forward, routine issues which are addressed by following set rules, guidelines or
procedures with come variations.
a. National Certificate III c. National Certificate I
b. National Certificate II d. National Certificate IV

Developed
Code No. Feb. 11,
72
by: 2016
TESDA-
CALABARZ
ON
TEST 1
1. C
2. A
3. B
4. C.
5. B.

Developed
Code No. Feb. 11,
73
by: 2016
TESDA-
CALABARZ
ON

BASIC Practice Career Professionalism

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

BASIC Practice Career Professionalism

Uploaded by

Copyright:

Available Formats

COMPETENCY BASED

ELECTRICAL AND ELECTRONICS

The module “Practice Career Professionalism” contains training materials and

Recognition of Prior Learning (RPL)

Module 3– Date: Date: Revised Page #

Module 3– Date: Date: Revised Page #

How to Use this Competency Based Learning Material 2-3

Table of Contents 5-6

Module Content 7-8

Learning Outcome # 1 – Integrate Personal Objectives w/

Self-Check No. 3.1-1 14

Answer Key No. 3.1-1 15

Task Sheet 3.1-1a 16

Performance Criteria Checklist 3.1-1a 17

Self-Check No. 3.1-2 22

Answer Key No. 3.1-2 23

Self-Check No. 3.1-3 28

Answer Key No. 3.1-3 29

Task Sheet No. 3.1-1a 30

Performance Criteria Checklist 3.1-1a 31

Task Sheet No. 3.1-1b 32

Performance Criteria Checklist 3.1-1b 33

Self-Check No. 3.1-4 36

Answer Key No. 3.1-4 37

Learning Outcome # 2 – Set and Meet Priorities Date: Developed Date: ed

Information Sheet 3.2-1 – Managing Work Priorities & Objectives

Answer Key 3.2-1 46

Performance Criteria Checklist 3.2-1a 48

Answer Key 3.2-2 52

Learning Outcome # 3 – Maintain Professional Growth &

Answer Key 3.3-1 59

Answer Key 3.3-2 63

Answer Key 3.3-3 70

Module 3– Date: Date: Revised Page #

No. Unit of Competency Module Title Code

Participate in Workplace Participating in Workplace

Work in a Team Working in a Team

Practice Career Practicing Career

Practice Occupational Practicing Occupational Health

Module 3– Date: Date: Revised Page #

QUALIFICATION TITLE : Basic Competency

UNIT OF COMPETENCY : Practice Career Professionalism

MODULE TITLE : Practicing Career Professionalism

Practice Career Professionalism is a Basic Competency in all program delivery of TESDA. It

3. Maintain professional growth and development 4.

Module 3– Date: Date: Revised Page #

The trainee will be assessed by observing the following performance criteria:

Module 3– Date: Date: Revised Page #

Students/ Trainees must be provided with the following:

Module 3– Date: Date: Revised Page #

LEARNING ACTIVITIES SPECIAL INSTRUCTIONS

Read and understand the Information Sheet 3.1-

Module 3– Date: Date: Revised Page #

Refer your answer to Answer Key 3.1-3

Module 3– Date: Date: Revised Page #

1. To discuss and explain personal growth.

Personal Growth and development is all about self-improvement by undertaking activities

Benefits of Personal Growth

 Improves your strengths and talents

Module 3– Date: Date: Revised Page #

Ex. had a positive attitude about work.

Module 3– Date: Date: Revised Page #

1. MENTAL ASPECT – refers to his intellectual capacity.