CGP Grade 12 Module (135 Pages) PDF

1 Entering the Exits
Introduction
This module is designed for use by teachers. It is intended to help users facilitate the career
decision-making of Grade 12 learners especially in choosing curriculum exit before they graduate
from senior high school. The title of Module 1 “Entering the Exits” means entering a curriculum
exit after Grade 12. The learners will have to choose whether he or she will proceed to college,
do business, will look for a job, or will develop the middle-level skills.
The module will help learners identify their interests and personality traits through NCAE
that will help them choose the curriculum exit suited for them. Through this module, Grade 12
learners can determine his/her life and career based on chosen curriculum exit. Lastly, it is
expected that at the end of the module, Grade 12 learners will appreciate chosen life, career and
curriculum exit based on one’s interests and personality type.
Total Time Allotment: 120 minutes (2 hours)
I. Objectives
At the end of this module, the learners are expected to:

1. relate the results of the National Career Assessment Examination (NCAE) in choosing a
curriculum exit;
2. determine preferred life and career based on chosen curriculum exit; and
3. appreciate the chosen life, career, and curriculum exit based on one’s interests and
personality type.
Materials
 manila paper/recycled materials
 cartolina
 crayons/colored pens/any coloring materials
 pentel pen
 scissors
 Scotch tape
 copy of NCAE results
Notes to the Teacher:

 You may use alternative materials. The use of recycled materials is highly encouraged.
 Ask the learners to prepare a notebook for Career Guidance modules one to eight. Grade
12 learners will be writing their thoughts and feelings in the notebook which will serve as
their journal for their reflections and assignments.
Module 1 Page 1
II. Motivation (15 minutes)
The Senior High Career Party

Note to the Teacher: Prepare music or song for this activity.
Procedure
1. Arrange the chairs on the sides so that space will be maximized for the activities.
2. Tell the learners to dance as the music plays. (If there is no music to be played, ask the
learners to sing any song that everybody can relate.)
3. Tell the learners that as the music stops they will have to find a partner on the dance
floor. Emphasize that it will provide them a chance to share their interests and
experiences in senior high school with others in the group.
4. Stop the music and ask the learners to share with their partner what is asked in the first
sharing. The music will continue after the first sharing and the learners will find another
partner for the second up to the fourth sharing.
a. First sharing: What are your goals after Senior High School?
b. Second sharing: What are your interests that served as your basis in choosing your
current SHS track?
c. Third sharing: What are your memorable experiences in SHS?
d. Fourth sharing: What curriculum exit do you plan to go after senior high school?
Processing Questions:
1. How did you find the “Senior High Career Party”?

2. What did you feel while sharing your goals, interests, experiences, and chosen
curriculum exit in SHS?
III. Main Activity (50 minutes)
Activity: Golden Doors
Note to the Teacher: Before the activity, prepare the “Golden Doors” (made up of art or
recycled materials) and Gallery of Careers (showing the results of NCAE). See Appendices 2
and 3 for the materials to use in the activity.
Procedure
1. Set up four doors (which will be called GOLDEN DOORS) in the four corners of the room
to represent the four curriculum exits of Senior High School namely: Employment,
Entrepreneurship, Higher Education, Middle-Level Skills Development. Note: You can
use manila paper or any recycled materials.
2. Set up GALLERY OF CAREERS (showing the areas of occupational interests).
Note: You may print the materials indicated in appendix 3.1 as reference for learners while
appendix 3.2 will be posted on the walls of the room so the learners can have visuals on
the different careers or professions per occupational interest.
3. Ask the learners to bring out the results of their NCAE.
4. Distribute Activity Sheet No. 1―My Occupational Interests.
Module 1 Page 2
5. Ask the learners to accomplish the first column based on the results of their NCAE.
6. Allow the learners to walk around the GALLERY OF CAREERS and check the different
careers or professions in the areas of occupational interests based on what is written in
the first column of the activity sheet.
7. Allow the learners to reflect on their current occupational interests based on their self-
assessment and plan after senior high school and ask them to write their answers in the
second column.
Note: In case there are learners who do not have or do not remember their NCAE results,
allow them to accomplish only the second column of the activity sheet.
8. Ask the learners to choose which door (representing the curriculum exits) to exit.
9. Behind the Golden Doors, they will find different worksheets (which symbolizes
opportunities they can grab as they enter any curriculum exit). They will have to
accomplish what the got behind the Golden Doors.
10. Ask the learners to do small group sharing with other learners who chose the same door
they have chosen.
11. Ask some volunteers for the large group sharing.
1. Did you experience mismatch of occupational interests based on your NCAE results and
based on your self-assessment and plan after senior high school?
2. What occupational interest will you consider in choosing a curriculum exit?
3. After doing the activity, what realizations or insights did you have as a senior high school
learner who is about to exit after few months?
IV. Lecturette (15 minutes)

In order to guide the conduct of career guidance at the school level and to ensure the
development of skills and competencies required in the world of work, the Department of
Education has been conducting career assessment to Grade 9 students through the
National Career Assessment Examination (NCAE). The NCAE aims to provide guidance to
individual learners for their future educational and career choices. It also provides the
basis for profiling learners’ aptitude in the four Senior High School tracks.
There are three domains measured in the NCAE. These are the General Scholastic
Aptitude (GSA), Occupational Interest Inventory (OII), and Aptitude for Senior High School
Tracks. The GSA measures the learner’s reading comprehension and scientific, verbal,
mathematical, and logical reasoning ability. The OII is a checklist of occupational interests
that provides an assessment of inclinations or preferences for comprehensive career
guidance. The Aptitude for SHS Tracks determines the learner’s inherent capacity to
succeed in the SHS tracks.
A profile chart of the students’ occupational inclinations and preferences through the
identified cluster occupations is provided in the results of the NCAE. The test is being
administered to all Grade 9 learners who are currently enrolled in public and private
schools with government permit or recognition. Moreover, learners with special needs
may also be assessed provided that test accommodations are met. (as per DepEd Order No.
55, s. 2016 Sec. 9)
Module 1 Page 3
Helping people make career decisions have been fundamental to counseling
psychology since its emergence as a profession, and it continues to be central to its identity
today (Gelso & Fretz, 2001, as cited in Journal of Counseling Psychology, 2010).
After acquiring all the knowledge, skills, and attitude and being aware of their
interests and personality types, Grade 12 learners will now choose the curriculum exit they
will pursue after senior high school. Grade 12 learners may choose to work immediately
since they are of legal age and have the competencies to perform a specific job, or to pursue
a business they can start to earn money. They may also proceed to higher education and
pursue a degree course or take up any Technical Education and Skills Development
Authority (TESDA) courses for middle-level skills development.
Employment. Any senior high school graduate who plans to work after senior high school
can check with the Public Employment Service Office (PESO) in their locality for possible
job vacancies, or they can browse in the Department of Labor and Employment website,
www.ble.dole.gov.ph for possible local employment.
Entrepreneurship. Senior high school graduates who plan to pursue the

entrepreneurship exit will have to consider many things. They have to be cautious lest they
end up losing money invested in the business. The Philippine Business Industry (as cited
in http://www.biznewsph.com/p/business-ideas-in-philippines.html, 2012) has come up
with a list of ideas where prospective entrepreneurs can start and grow their own business
in the Philippines. (See Appendix 3: List of Business Ideas in the Philippines.)
Higher Education. Senior High School graduates who would want to pursue a degree
course in higher education may directly inquire at any colleges and universities in their
area. They may also inquire at www.ched.gov.ph, the official website of the Commission
on Higher Education (CHED) for the recognized programs of schools per region.
Middle-Level Skills Development. Senior high school learners who may want to pursue
middle-level skills development after finishing a specific track and strand in senior high
school may inquire at their local TESDA offices for the courses offered in their locality.
Those who went to Technical Vocational Livelihood Track and earned a National
Certification Level II may apply for a higher level of national certification if they opt to.
Senior high school graduates may go to any curriculum exit regardless of the SHS
track they took. If a learner took up a TVL Track, he/she can still enroll in college to pursue
higher education. Moreover, after entering a specific exit, any SHS graduate may proceed
to another exit. For example, a graduate who chooses to pursue higher education and gets
employed after graduation may enter into a business or pursue middle-level skills
development while employed.
Nonetheless, whatever curriculum exit senior high school graduates pursue is their
own decision. They only have to maximize their talents and resources in order to be
successful. As what author and speaker Mack R. Douglas said, “You are responsible for
everything you do.”
Module 1 Page 4
V. Application (15 minutes)
Activity Sheet No. 2: My Entry Point in the Exit
Procedures:
1. Provide each learner with paper and coloring materials.

2. Ask them to draw a symbol to represent the life and career they imagined after entering
a specific curriculum exit.
3. Instruct them to briefly explain why they have chosen the symbol and share their
appreciation to their imagined life, career, and curriculum exit in the future.
4. Ask some volunteers to share their output.
Processing Questions
1. Why did you choose that symbol?
2. How does it relate to your choice of curriculum exit after Senior High School?
VI. Reflection (10 minutes)
Journal Reflection 1
Ask the learners to write in their Career Guidance Journal their reflection about “My
Meaningful Exit from Senior High School.”
VII. Evaluation (15 minutes)
Activity Sheet No. 3: My Plan to Exit
Instructions: Write your occupational interest based on your preference and plan after
senior high school.
1. In the fourth column (Employment), write your preferred kind/nature of work if
you plan to proceed to this exit and indicate when.
2. In the fifth column (Entrepreneurship), write the specific business industry you
want to pursue if you plan to proceed to this exit and indicate when.
3. In the sixth column (Higher Education), write the specific course if you plan to
proceed to this exit and indicate when.
4. In the seventh column (Middle-Level Skills Development), put the specific skilled
courses if you plan to proceed to this exit and indicate when.
Module 1 Page 5
Note: This activity emphasizes that senior high school graduates can go to any curriculum exit
regardless of the SHS track they took. Moreover, after entering a specific exit, the SHS graduates
may pursue another exit.
Occupational Specific
Preferred Curriculum Exit
Interests based Career or
on preferred Profession Middle-Level
occupational based on Employment Entre- Higher Skills
interests Occupational preneurship Education Development
Interests
Rank Profes- Teacher Secondary Cakes and Bachelor of Bread and
1 sional School Pastries Secondary Pastry
Services Teacher (2026) Education Production
(2022–2052) (2018– (2025)
2022)
Rank (Write your (Write the (Write the (Put the
2 preferred specific specific specific
kind/nature business course if skilled
of work if industry you you plan to courses if you
you plan to want to proceed to plan to
proceed to pursue if this exit proceed to
this exit and you plan to and this exit and
indicate proceed to indicate indicate
when) this exit and when) when)
indicate
when)
Rank (Write your (Write the (Write the (Put the
3 preferred specific specific specific
kind/nature business course if skilled
of work if industry you you plan to courses if you
you plan to want to proceed to plan to
proceed to pursue if this exit proceed to
this exit and you plan to and this exit and
indicate proceed to indicate indicate
when) this exit and when) when)
indicate
when)
Module 1 Page 6
Appendix 1
Activity Sheet No. 1
My Occupational Interests
Instructions: In the first column, write your occupational interests based on the results of your
NCAE. In the second column, reflect on your current occupational interests and
plan after senior high school.
Occupational Interests Occupational Interests (based on preference

(based on NCAE Results) and plan after senior high school)
Rank 1
Rank 2
Rank 3
Module 1 Page 7
Appendix 2
Materials for GOLDEN DOORS
2.1 Bio-Data
Bio-Data
Name: __________________________ Position Applied for: _______________________

Age: ____________ Sex: ________________ Contact No.: _________________________
Address: _________________________________________________________________
Educational Background:
Elementary: ______________________________________ Year Graduated: __________
Secondary:
Junior High School: __________________________ Year Completed: __________
Senior High School: __________________________ Year Graduated: __________
Bio-Data

Address: _________________________________________________________________
Secondary:
Bio-Data

Address: _________________________________________________________________
Secondary:
Bio-Data

Address: _________________________________________________________________
Secondary:
Module 1 Page 8
Appendix 2
2.2 Business Permit
BUSINESS PERMIT
Name of Business: __________________________________________________________

Name of Owner: ___________________________________________________________
Location of Business: ________________________________________________________
Nature of business: __________________________________________________________
Permit number: ____________________________________________________________
BUSINESS PERMIT
Name of Business: __________________________________________________________

Name of Owner: ___________________________________________________________
Permit number: ____________________________________________________________
BUSINESS PERMIT
Name of Business: __________________________________________________________

Name of Owner: ___________________________________________________________
Permit number: ____________________________________________________________
BUSINESS PERMIT
Name of Business: __________________________________________________________

Name of Owner: ___________________________________________________________
Permit number: ____________________________________________________________
Module 1 Page 9
Appendix 2
2.3 College Application Form
(You may use other materials if reproduction of this appendix is not possible.)
COLLEGE APPLICATION FORM
Name: __________________________ Course Applied for: _______________________

Address: _________________________________________________________________
Secondary School Graduated:_________________________________________________
Awards Received: ________________________________________________

Address: _________________________________________________________________
Awards Received: ________________________________________________

Address: _________________________________________________________________
Awards Received: ________________________________________________

Address: _________________________________________________________________
Awards Received: ________________________________________________

Address: _________________________________________________________________
Awards Received: ________________________________________________
Module 1 Page 10
Appendix 2
2.4 TESDA National Certification
(You may use other materials if reproduction of this appendix is not possible.)
COMPETENCY ASSESSMENT RESULTS

Name of Candidate: _____________________________________________________
Title of Qualification/Cluster of Units of Competency: _________________________
Name of Assessment Center: _______________________________________
Assessment Results: ____ Competent ____ Not Yet Competent
Recommendation: ___ For issuance of NC/COC ___ For submission of additional documents
Assessed by: ___________________________ Attested by: ___________________________
Date: ____________________ Date: _________________________

Title of Qualification/Cluster of Units of Competency: Food and Beverage Services II
Date: ____________________ Date: _________________________

Title of Qualification/ Cluster of Units of Competency: _________________________
Date: ____________________ Date: _________________________

Title of Qualification/ Cluster of Units of Competency: _________________________
Date: ____________________ Date: _________________________
Module 1 Page 11
Appendix 3
Handout: Areas of Occupational Interests
A. Science B. Natural Sciences

Medicine Specialized Areas
A1 Optometrist B1 Biologist
A2 Doctor of Medicine/Cardiologist/ B2 Botanist
Oncologist/Radiologist/ B3 Zoologist
Orthopedic Surgeon B4 Chemist
A3 Surgeon (All fields)
B5 Geologist
A4 Dermatologist B6 Geographer
A5 Dentist
B7 Volcanologist/Seismologist
A6 Veterinary Medicine
A7 Forensic Analyst
Allied Medicine
A8 Speech Pathologist/Physical
Therapist/Occupational Therapist
Allied Health Professions

A9 Nurse
A10 Medical Technologist
A11 Geneticist/DNA Analyst
A12 Pharmacist
A13 Food Technologist
Hospital Administration
A14 Hospital Manager
A15 Medical Supervisor
Health and Wellness Support Staff

A16 Therapy Assistant
A17 Nursing Aide/Caregiver
A18 Laboratory Aide
A19 Optical Aide
A20 Laboratory Encoder/X-Ray
Technician/Laboratory Technician
A21 Medical Transcriptionist
A22 Medical Secretary
A23 Medical Sales Representative/
Medical Advertising Representative
Module 1 Page 12
A24 Hospital Utility Worker
A25 Gym Instructor
A26 Spa Aide
C. Aquaculture and Agriculture/Forestry D. Engineering

Specialized Areas Specialized Area
C1 Aquaculturist D1 Mechanical Engineer
C2 Agriculturist D2 Biological Engineer
C3 Forest Ranger D3 Civil Engineer
C4 Floriculturist D4 Safety Engineer
C5 Herbologist D5 Mining Engineer
D6 Electrical Engineer
Support Staff D7 Agricultural Engineer
C6 Fishing Boat Captain D8 Chemical Engineer
C7 Fishing Crew D9 Geodetic Engineer
C8 Forester D10 Marine Engineer
C9 Farmer D11 Structural Engineer
C10 Canning Worker
C11 Plant Hobbyist Support Staff
D12 CP-Radio Technician/Electronic
Technician/Aircon Technician
D13 Car-Auto Machinist (Mechanic)
E. Business and Finance/Commerce F. Professional Services

Finance Specialized Area: Law
E1 Economist The Court
E2 Banker F1 Judge
E3 Financial Analyst F2 Lawyer
E4 Accountant F3 Legal Associate
E5 Budget Officer F4 Clerk of Court
E6 Bookkeeper F5 Legal Secretary/Legal Clerk
Business Specialized Area: Education

E7 HR Manager
Teaching
E8 Sales Manager
E9 Warehouse Supervisor/Stock Room F6 Pre-school Teacher
Supervisor F7 Elementary School Teacher
E10 Marketing Officer F8 High School Teacher
E11 Advertising Executive F9 College Professor
E12 Statistician/Actuarial
F10 (Post) Professor in Graduate School
Mathematician
Masters or Ph.D. Courses
E13 Real State Broker
Module 1 Page 13
Support Staff School Administration
E14 On-line Sales Agent F11 School Head
E15 Call Center Agent F12 Registrar
E16 Sales Clerk
E17 Sales Representative Guidance and Counseling
E18 Store Keeper F13 Guidance Counselor
E19 Cashier
Support Staff
E20 Sales Record Officer
F14 Librarian
E21 Office Clerk
F15 Teacher Aide/ School Aide
E22 Sales Promoter/Promo
F16 Technical-Vocational Aide
Merchandiser
F17 School Clerk
E23 Small Scale Store Owner
F18 School Janitor
E24 Security Guard
F19 School Canteen Helper
F20 School Security Officer
G. Personal Services H. Computers and Technology

Transportation and Travel IT and Cyber Services
Transportation: Specialized Areas H1 Web Designer
G1 Aviation-Pilot H2 Web Analyst
G2 Air Tower Comptroller H3 Web Programmer/Software
G3 Air-Radio Comptroller Programmer
G4 Marine Ship Captain H4 Computer Games Programmer
G5 Chief Mate H5 IT Instructor
H6 Database Analyst
Support Staff
G6 Flight Attendant Support Staff
G7 Aircraft Technician H7 Animator/Cartooonist
G8 Airline Ground Crew H8 Data Encoder
G9 Seaman H9 Computer Repairman/
G10 Messman/Cook Computer Technician
G11 Driver H10 Computer Clerk
G12 Ticketing Clerk H11 Computer Aide
H12 Computer Drafter
Tourism and Hospitality Industry H13 IT Sales Clerk
Hotel Administration
G13 Hotel and HR Manager
G14 HR Supervisor
G15 Hotel/Building Maintenance
Supervisor
Module 1 Page 14
Hotel Support Staff
G16 Front Desk Clerk/Reservation
Clerk/Billing Clerk
G17 Chef/Pastry/Bread Maker
G18 Barista
G19 Hotel Attendant
G20 Elevator Attendant
G21 Chambermaid
Tourism Support Staff

G22 Travel Agent
G23 Tour Guide
I. Media and Communication J. Community Services
Communication and Broadcasting Community Governance
Specialist Administration and Specialized
I1 Mass Communication Journalist Services
I2 Newscaster J1 Barangay Officer
I3 News Editor J2 Barangay Health Official
I4 Radio Announcer J3 Social Worker
I5 Sound Engineer
Community Support Staff
Support Staff J4 Barangay Cleaners
I6 TV Operator J5 Barangay Clerk
I7 Cameraman J6 Barangay Aide
I8 Radio Technician J7 Rescue Volunteer
I9 Dubber
I10 Voice over Talent
I11 Proofreader
I12 Caricaturist
I13 Comics Illustrator
I14 Photographer
K. Architecture and Construction L. The Arts
The Performing Arts Theater, Movies
Professional Services and Television Program
K1 Building Architect/Architect
K2 Landscape Architect Theater/Movie Professionals
K3 Interior Designer L1 Director
K4 Surveyor L2 Artist/Actor
K5 Real Estate Developer L3 Film Maker
L4 Entertainer
Construuction Service and Support
Staff Theater and Movie Support Staff
K6 Foreman L5 Set Designer
K7 Mason L6 Lights Designer
Module 1 Page 15
K8 Pipe Welder L7 Costume Designer
K9 Painter
K10 Wood Carver Other Artistic Areas: Painting, Music
and Literary Works
K11 Iron Grill Welder
L8 Musical Composer or Arranger
K12 Pottery Maker L9 Book Author
L10 Water Color Painter
K13 Building Aide
K14 Landscaper
K15 Carpenter
M. Fashion N. Military and Law Enforcement
Garments/Hairstyle/Cosmetics Parlor
Services/Jewelry and Accessories Military Services
N1 Military Officer
Garments, Linens and Textile Industry N2 Air Force Officer
M1 Fashion Designer N3 Military Training Ofificer
M2 Master Cutter N4 Camp Strategist
M3 T-shirt Designer
Law Enforcement
M4 Silk Screen Maker
N5 Police Officer
M5 Textile Technician
N6 Prison Warden
M6 Fabric Wholesaler
N7 Police Desk Officer
M7 Curtains/Bedding Sewer
N8 Investigator
Hairstyle, Cosmetics and N9 Police Aide
Other Parlor Services N10 Traffic Enforcer
M8 Make-up Artist N11 Criminologist
M9 Hair Stylist N12 Fingerprint Analyst
M10 Hair Cutter
M11 Hair Spa Aide
M12 Manicurist
Jewelry and Fashion

Accessories
M13 Jewelry Maker/Goldsmith
M14 Beadworks Maker
M15 Shoe Maker
M16 Bag Maker
O. Spiritual Vocation
O1 Priest/Pastor/Imam
O2 Spiritual Counselor/Nun
Module 1 Page 16
Appendix 4
List of Business Ideas in the Philippines
1. Web Development and SEO (Search 36. Wedding Planner

Engine Optimization) 37. Video Producing
2. Online Selling 38. Candle Making
3. Food Cart 39. Candy Making
4. Free Range Farming 40. Card Making and Designs
5. Sari-sari Store 41. Scrapbook Making
6. Garage Sale 42. Pet Grooming
7. T-shirt Design/Printing 43. Landscaping Services
8. Bakeshop 44. Ebook Selling
9. Catering 45. Tarpaulin Printing Business
10. Natural Beauty Products Selling 46. Restaurant Business
11. Giveaways, Souvenirs and Invitations 47. Barber shop/Beauty Salon
12. Franchising 48. Cell Phone Loading Business
13. Outsourcing 49. Ukay-Ukay Business
14. Money Remittance Business 50. Street Food Business
15. Real Estate Buy and Sell 51. Appliance Repair Business
16. Event Planning and Organizing 52. Dance Instructor/tutorial Business
17. Pawnshop 53. Travel and Tours
18. Warehouse and Office Equipment 54. Money Exchange Business
Business 55. Fitness Coach
19. Online Trading/Auction 56. Cold Food and Beverages Selling
20. Micro-Lending Company 57. Headhunting Business
21. Water Refilling Station 58. Wedding Photography & Videography
22. Flower Shop 59. App Development
23. Fishing Business 60. Launch a Hotel in Boracay
24. Meat Shop 61. French Fries
25. Laundry shop 62. Hamburger Stall
26. Rice Retailing 63. Fried Chicken Stall
27. Home Made Accessories 64. Ice Cream
28. Vegetable Stand
29. Small Eatery or Canteen
30. Yoga Class
31. Architectural Firm
32. Law Firm
33. Air Charter Services
34. Hotel Supplies
35. Wine Depot/Liquor Shop
Module 1 Page 17
Appendix 5
My Entry Point in the Exit
Directions: Draw a symbol to represent the life and career you imagine to have after entering
your chosen curriculum exit. Briefly explain why you have chosen the symbol.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Module 1 Page 18
Appendix 6
Journal Reflection No. 1
My Meaningful Exit from Senior High School
(Use your journal notebook for Career Guidance.)
__________________________________________________________________
__________________________________________________________________
_________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Module 1 Page 19
Appendix 7
My Plan to Exit
Instructions: Please write your occupational interest based on your preference and plan after
senior high school.
1. In the fourth column (Employment), write your preferred kind/nature of work if you
plan to proceed to this exit and indicate when.
2. In the fifth column (Entrepreneurship), write the specific business industry you want
to pursue if you plan to proceed to this exit and indicate when.
3. In the sixth column (Higher Education), write the specific course if you plan to proceed
to this exit and indicate when.
4. In the seventh column (Middle Level Skills Development), put the specific skilled
courses if you plan to proceed to this exit and indicate when.
Occupational Specific Preferred Curriculum Exit

Interests based Career or
on your Profession Middle-Level
preference and based on Employment Entrepre- Higher Skills
plan after Occupational neurship Education Development
Senior High Interest
School
Rank
1
Rank
2
Rank
3
Module 1 Page 20
2 Discovering the Cs
Introduction
Your learners are now another step closer to achieving life and career success!
From the previous module, they were able to identify their curriculum exit.
Understanding where to start their career whether from employment, entrepreneurship,
middle-level skills, and higher education upon graduation will give them better chances of
success.
In this module, they will learn the relationship of academic achievement to life and career
success. This will encourage the learners to strive harder under their respective strands and
tracks consequently, improving their academic standing. The module is also designed for
learners to utilize the Labor Market Information (LMI) for various job opportunities. Finally,
they will be able to identify the seven C’s of Lifelong Skills that will prepare them to meet both
the occupational changes and changing individual needs associated with life and career.
So, let us now open the door and explore the C’s of life and career!
Total Time Allotment: 120 minutes
Materials Needed
 Module 2 slide decks

 LCD projector
 speakers
 background music
 Guess Who? (slide decks)
 My Hierarchy of C’s sheets
 Labor Market Carousel sheets
 Let’s Make It Work sheets
 Shaping Up Slip sheets
Module 2 Page 21
I. Objectives

a. identify the different lifelong skills that respond to the changing nature of work;
b. relate academic achievement to life and career success;
c. express appreciation on the relationship of academic achievement to life and career
success; and
d. utilize the data on Labor Market Information (LMI) to better understand life and
career.
Guess Who?
A strong relationship between academic achievement and life and career success has
been identified in the lives of some of the most reputable personalities in the country. In
this activity, the learners will be asked to identify the famous faces of successful people
who are academic achievers. These people who are highly regarded in the different fields of
work will be shown to allow the learners to identify themselves to their future life and
career. This activity does not intend to only provide a possible model for their career but
also, encourage them in improving their academic standing.
Note: In case computers and projectors are not available, pictures of the famous faces
should be printed beforehand. Read the descriptions as clues. You may also localize by
including prominent community personalities. However, it is recommended that you
refrain from using politicians as examples.
Sequence of the activity:

1. Show the slide deck of the game, Guess Who?
2. Divide the class into the four groups. Before the learners go to their respective groups,
make sure that the instructions have been communicated clearly and all questions
regarding the mechanics of the activity have been settled. Remind the learners to
maintain proper decorum: avoid shouting and disturbing other groups. Tell them that
although they are having fun, respect should always come first.
3. Ask the class to gather their groupmates and find a space to settle. The first group to
raise a hand will be given the chance to answer.
4. Play Music 2 to commence the activity.
5. Flash the clues. The name together with face of the person will be revealed after
exhausting all the clues.
6. The group with the highest points will be declared the winner.
Module 2 Page 22
After the activity, ask the learners the following questions:

1. How did you feel about the activity?
2. From what industry or profession do the famous people come from?
3. What do they have in common?
4. What is the relevance of good academic standing to career and life success?
5. How does this activity help you in your chosen career?
Labor Market Carousel
Learners need to make informed decisions as they prepare for career and vocation.
With so many industries and jobs available, it is easy to be overwhelmed and to wonder
where to start. In this activity, they will be given a chance to look into the industries and
jobs available in their community juxtaposed the needed skills to succeed in those fields.
This activity will help them plan and set goals based on the wide range of profession and
vocation available in their community.
Preparation of the Labor Market Carousel:

1. Print or photocopy the Labor Market Carousel sheets from the appendices. Sheets of
the same codes will go together. Paste the sheets on manila papers or cartolinas.
2. Using the four corners of the room, set up four stations each containing the manila
papers or cartolinas with LMI sheets. See the appendices for the sample layout.
3. Post the manila papers or cartolinas. It is recommended to set up the carousel
creatively using various materials available at hand.
4. Ready the speakers and carnival carousel background music.
Sequence of the activity:

1. The previous groupings will be used for this activity. Remind the learners to maintain
proper decorum: avoid shouting and disturbing other groups. Remind them that
although they are having fun, respect should always come first. Make sure that the
instructions have been clearly been communicated and all questions regarding the
mechanics of the activity have been settled.
2. Play the carnival carousel background music.
3. Ask the class to gather their groupmates and go to their first station. Every three
minutes, the groups will move to the next station until every station has been visited.
Have the learners note some information especially those concerning their chosen
profession from each station. Make sure to go around the class to monitor progress of
each group. Provide guidance whenever necessary.
Module 2 Page 23
After the activity, ask the learners the following questions:
1. How did you find the activity?
2. What information were present in the Labor Market Carousel?
3. How will you use the information you have acquired from the activity in preparing
for your chosen career?
4. In relation to your chosen career, what are some of the skills needed for you to
succeed in that particular sector/industry?
The Changing Nature of Work
With the rapid pace of technological advances in the global labor market, various
occupations are continually being created. These demands open doors to numerous job
opportunities today and in the future.
In an article from the Society of Human Resource Management (2013), five
global trends affect the future of the global labor workforce:
Technology. In a highly digitized and connected world mainly driven by smart

devices, work is no longer limited to reporting to the office. On-line jobs can be done at
home.
Outsourcing. Today more than ever, companies try to cut on cost and save resources.
One practice by which they are able to do these is by outsourcing. Outsourcing is
getting portions of work done through outside suppliers rather than completing it
internally. The call center industry is an example of an outsourcing practice that
continues to expand in the country.
Changing workers’ attitude and values. Different generations exhibit different

qualities, attitudes, and values. Recent years have focused on striking a balance
between work and life. Workers need to love their work but should have other interests
outside the office, too.
Demographics and diversity. With better medical care, people are living longer and
life expectancy increases. In the next 10 years, five generations―traditionalists,
Boomers, Gen X, Gen Y, and Gen Z―will be working together. Different generations
must be able to capitalize on their tools while working harmoniously with one another.
Globalization. Companies are extending their businesses on an international scale.

Some companies are on a 24-hour operation scheme to meet the demands of their
clients and the global market. The dispersion of work geographically makes it possible
to get work done.
Module 2 Page 24
Lifelong Learning
Lifelong learning is defined as “the ability to be responsive to change, to be

inquiring and reflective in practice, through information literacy and autonomous, self-
managed learning” (Southern Cross University, 2017). This may seem complex but in
reality, it is a process that everyone needs to undertake to grow as an individual may it
be in life or career.
For the Grade 12 Career Guidance Program, we shall be defining lifelong
learning as the voluntary and self-motivated pursuit of personal and career
development. This pursuit can be applied on any of the different exits. For example, if
you choose to work after graduating, it would mean an ongoing professional
development; for entrepreneurs, it would mean continuously exploring and expanding
business interests; for middle level skills, it would mean enhancing and upgrading your
skills; and for higher education, it would mean enrolling and exploring the
opportunities in college. This will continue throughout your life. You must be able to
exhibit openness and curiosity, and the willingness to investigate and consider
knowledge and ways of thinking. If you appreciate new ideas and seek new ways of
learning or understanding the world, you are ready for lifelong learning.
Module 2 Page 25
Seven C’s―21st Century Lifelong Skills
You are now ready to learn the lifelong skills that will propel you to succeeding
in both life and career. These skills will guide you in adapting the ever-changing
demands of life and work. Let us take a look at each one of them:
Critical Thinking and Doing. This skill requires you to look at a problem with
“discerning eyes.” You should be able to see the flaws and errors and decide on a
solution. In a myriad of information, you have to develop this skill of discriminating
what is important and relevant. This entails research, analysis, and decision-making.
Application completes the steps. You need to follow calculated steps and manage the
implementation of your decision.
Creativity. Successfully turning new and imaginative ideas into reality is needed to
create and design best fit solutions. This includes innovation that generates unique
products and services or even, new ways of doing things.
Collaboration. No one lives and survives alone. You need to engage and work with
others to survive. Empathy which is putting yourself in other people’s shoes is needed
for understanding. Compromising and community-building can only be achieved by
looking at someone else’s perspective and situation as well.
Cross-Cultural Understanding. Every day, millions of people around the globe travel
for education, leisure, business, and profession. Keeping yourself levelheaded and
respectful of the many differences among cultures will enable you to live peacefully
with the peoples of the world.
Communication. You are not only communicating to be understood but also, in order
not to be misunderstood. Therefore, another skill that must be developed is your ability
to craft ideas and messages and deliver them in a manner that is clear and purposeful.
Computing/ICT Literacy. Effective use of digital devices will enable you to

communicate, collaborate, and advocate. You must keep yourself abreast with the
many advances in the technology to keep yourself relevant.
Career and Learning Self-Reliance. Throughout your life you must be able to grow,
redefine, and reinvent yourself. This means being able to develop yourself by managing
change and adapting to it. Just like what Heraclitus said, “the only thing that is
constant is change.”
Module 2 Page 26
After the lecture, ask the learners the following questions:

1. What are the five global trends that affect the global workforce? How can knowing
them help you as a Grade 12 student?
2. How will lifelong learning help you succeed in life and career?
3. Do you agree with Heraclitus when he said, “the only thing that is constant is
change”? Explain.
4. How will you implement the seven C’s of lifelong skills in your life and career?
Let’s Make It Work
At this time, the learners should already know how to utilize the Labor Market
Information. Give each learner a copy of the Let’s Make It Work sheet. Based on the
LMI, ask the learners to fill out the table. At the bottom, learners will have to complete
the sentences which would examine the prospects of their chosen career.
Module 2 Page 27
Hierarchy of C’s
Procedure:
The learners will create their Hierarchy of C’s by filling in the spaces of the pyramid
with the appropriate lifelong skills. An assessment of one’s self will enable them to
reflect on the levels of their lifelong skills so that they may highlight their advanced
skill while working on the ones that need development. At the bottom, learners will
have to complete the sentences which would signify their commitment in maintaining,
enhancing and improving their skills.
Shaping Up Slip
Procedure:
Give each learner a copy of the Shaping Up Slip. The learners will be asked to fill in the
shapes with the appropriate responses by group. The heart must be filled with the
learnings they “loved and enjoyed;” circle with the learning they found “essential to
know”; and rectangle with the learning they found “interesting to know”. This activity
will help the learners track their own learning and the teachers, collect data to improve
teaching or strategies.
VIII. Assignment (5 minutes)
Ask the learners to bring their Mini Me, Career Information Worksheet, LMI List of
KEGs (from Module 2 Grade 11 CGP), and list of Hard and Soft Skills (from Module 5
Grade 11 CGP). If the learner does not have the materials, a session on Grade 11 Career
Guidance Program: Module 3 may be conducted. Finally, instruct the learners to
prepare their Grade 11 general weighted average (GWA) to be used for the next
module.
Module 2 Page 28
References:
5 Trends Changing the Nature of Work (Wright, 2013) accessed August 8, 2017,
https://www.shrm.org/hr-today/news/hr-news/pages/5-trends-changing-the-nature-of-
work.aspx
Lifelong Learning accessed August 8, 2017,

http://policies.scu.edu.au/view.current.php?id=00091#maj5
http://mschoolsapp.blogspot.com/2014/05/lifelong-learning-skills.html
Outsourcing accessed August 8, 2017, http://www.investopedia.com/terms/o/outsourcing.asp
Module 2 Page 29
3 The Choice of Choosing
Introduction
The choice of choosing is an ultimate freedom granted to all human beings. This freedom
of choosing can be best enjoyed to its fullest when practiced with responsibility. The choice of a
profession is one of the lifetime decisions that every individual shall make. Self-introspection
and careful self-analysis can be concrete bases for decision making. This module will provide
you with an avenue to explore within yourself and thus enjoy the benefit and freedom of
responsible choosing.
Letter to the Teacher
You have to prepare yourself mentally, psychologically, emotionally and physically

before giving this Module. There is a great possibility of engaging in “Transference” wherein you
are already the one sharing your issues triggered by the learners’ sharing. The attainment of its
purpose, which is to provide an opportunity for the learners to examine themselves in relation
to their chosen profession, academic achievement, and realities in life, is highly expected. You
may also coordinate with the respective Registered Guidance Counselors for a possible pre-
module orientation regarding the processing of learners’ responses.
Tips to the Teacher for the conduct of this Module

1. This module can be scheduled to a maximum of two hours only.
2. You must be aware and should practice “traffic” in the course of sharing.
3. You may hold a teacher-student conference if there are many unshared concerns.
4. You may use bell or buzzer in case the class sharing is unruly or too noisy.
5. All issues that transpired at the course of disclosure/sharing must be kept confidential in
observance with the law on the protection of learners; if there is a need to divulge the
information for professional help, ask the permission of the learner.
6. Sharing must be confined to career only teachers shall refer sensitive, technical and cases
beyond their capability to any Registered Guidance Counselor within the Division or Region
or any proper authority for appropriate action.
Materials Needed
 Mini Me Doll (from Module 3 Grade 11 CGP)
 My Career Information Sheet (from Module 3 Grade 11 CGP)
 Copy of Grade 11 Grades (from the Adviser)
 LMI-List of KEGs (from Module 2 Grade 12 CGP)
 List of personal Hard and Soft Skills (from Module 5 Grade 11 CGP)
 Bell or Buzzer
Module 3 Page 30
 laptop
 projector
 audio file/music for relaxation or meditation
 Career Analysis Profile
I. Objectives
At the end of this module, the students are expected to:

1. analyze their academic achievement based on their desired profession and realities
in life;
2. identify their bases for choosing their profession; and
3. discuss their personal experiences in choosing a profession with the guidance and
support of parents or significant others.
Mini Me Game
Procedure
1. Ask the learners to look for a partner with the same charactteristics as they have like
the following: (variations may be used)
a. month of ibrthday
b. shoe size
c. color of socks
d. color of handkerchief
2. Tell the learners to say Hi/Hello to their partner’s Mini Me by introducing their
selected profession (Hello, I’m a fire officer.)
3. Instruct them that after a Hi and Hello, the partners will share their answers to the
questions. Ask one question for each round.
a. Do you feel you can enjoy living the life of your chosen profession? How can you
say so?
b. Do you think your parents are supportive of your chosen profession? How?
c. Wha limitations have you encountered in choosing your profession?
4. After one minute, tell them that they will look again for another partner and repeat
nos. 2 and 3.
5. After the game, ask some learners to share what they have experienced during the
game in the class.
The Circle of Choices

1. Ask the class to form a circle and let them bring out their Career Information Sheet
and the Copy of Grades (GWA of Grade 11).
2. Let the learners sit beside their classmates with the same chosen curriculum exit
(Trabaho, Kolehiyo, Negosyo).
Module 3 Page 31
3. Use various relaxation methods to create an ambiance for sharing such as music,
mantra, breathing exercise, or silence.
4. Set agreements for the sharing.
Agreements for Sharing
a. One sharer at a time.
b. Everything within the circle remains in the circle (confidentiality of information
among all the learners).
c. Respect each other’s feelings, emotions, and sharing by observing silence at the
course of the activity.
d. The activity is covered by the provisions of DepEd Order No. 40, s. 2012 entitled
Child Protection Policy.
e. The class may also provide additional agreements for sharing.
5. Make a creative way of selecting a learner who will start the sharing (spin a bottle,
select a number, left or right, fishbowl)
6. Show or present the Guide Questions.
Guide Questions
a. Looking at your Career Information Worksheet, does your academic achievement
affects your choice of the career? In what way?
Example
1) Yes. As a STEM student dreaming of becoming a civil engineer however,
my grades are below 80. I may survive the Grade 12 yet, I may not be
qualified to enter the college since there may be a qualifying average or
grade for engineering course.
2) No. With my current grades, I do believe that I may be easily hired the
moment they will look at my credentials.
b. What are your anticipations or apprehensions between your chosen profession

and the reality of your life in relation to achieving your goal?
7. Let the learners share based on the guide questions. (2 mins per learner at
approximately 40 learners per class)
8. Be aware of the time allotment.
9. After the last sharer, the teacher should affirm the openness of the learners in a
creative way (hug each other, tap each other’s shoulder, etc.)
10. After affirming the class, highlight and consolidate their sharing and provide a
synthesis that will provide a bridge to the next activity.
Sample synthesis:
Thank you for being open and for trusting the group with your inner thoughts and
feelings. We may encounter different realities; however, we must remain focused on our
goals, dreams, and aspirations. It is important that when we make decisions, the choice
that we make should be an informed one. In order to know more about your realities and
your directions in life, you will fill up the Career Analysis Profile.
Module 3 Page 32
IV. Application (22 minutes)
Career Analysis Profile

1. Distribute the Career Analysis Profile (Sheets A and B) to all learners.
2. Learners will utilized information or data learned such as:
a. Mini Me (Module 3, Grade 11 Career Guidance Module)
b. My Career Information Sheet (Module 3, Grade 11 Career Guidance Module)
c. Labor Market Information (Module 2, Grade 12 Career Guidance Module)
d. Personal Experiences (e.g., Beliefs and Values)
3. Out of the data, each learner will fill out Sheet A. You may look at the filled out Career
Analysis Profile as a guide. An example is provided.
4. Explain the content of the filled out Career Analysis Profile.
5. The learners will then complete the sentences in Sheet B using the information they
wrote in Sheet A.
V. Reflection (6 minutes)
1. What are your insights or realizations about the activities?

2. Ask volunteers from each track or strand to share their Career Analysis Profile.
Closing
“Pitiful is the person who is afraid of taking risks. Perhaps this person will never be
disappointed or disillusioned; perhaps she won’t suffer the way people do when they have
a dream to follow. But when that person looks back – and at some point everyone looks
back – she will hear her heart saying, “What have you done with the miracles that God
planted in your days? What have you done with the talents God bestowed on you? You
buried yourself in a cave because you were fearful of losing those talents. So this is your
heritage; the certainty that you wasted your life.”
~Paulo Coelho, By the River Piedra I Sat Down and Wept
VI. Assignment (1 minute)
1. Instruct the learners to do the following:

a. Conduct an information interview (Use the form in the Appendices) thatt will be
used in Module 4.
b. Write in their journals their insights and/or reflections about their experience of
Module 3.
Module 3 Page 33
References
http://ble.dole.gov.ph/downloads/publications/LMU/LMU-
2015%20National%20Skills%20%20%20Profile.pdf, Bureau of Local Employment,
accessed August 08, 2017
http://ble.dole.gov.ph/index.php/career-guide, Bureau of Local Employment, accessed August
08, 2017
DepEd Order No. 40, s. 2012 entitled Child Protection Policy
DepEd, Module 3, Grade 11 Career Guidance Module
DepEd, Module 1, Grade 12 Career Guidance Module
DepEd, LMI-List of KEGs, Module 2 Grade 12 Career Guidance Module
Module 3 Page 34
Career Analysis Profile Sheet A
Name: Sophia Sex: Female Age: 19 yo Strand/Track: GAS Region: V

Preferred Exit: Entrepreneur 1st choice: Buy and Sell nd
2 choice: Establish a stall
Skills Labor Market Academic

Personal Beliefs Values Realities
Soft Hard Information Performance
Ex. Ex. Ex. Ex. Ex. Ex. Ex.
“Ang kakaunti Matiyaga Negotiating Computing I do not have enough capital KEG: GWA Gr11
kapag palagi ay to start a business.
nagiging Determinasyon Interpersonal Planning  Agribusiness 85 – Very
marami.” Skills My parents are not  Construction Satisfactory
Mapagkakatiwalaan Analyzing supportive of my decision to  IT-BPM
“Basta may Can work under put up a business since they  Health, Wellness
tiyaga may pressure Counting want me to take a degree and Tourism
nilaga.” course.  Hotels and
Patience Restaurants
The community has no  Wholesale and
Adaptability existing businesses that are Retail Trade
similar to my desired
Listening and business.
Speaking
There are upcoming
Time construction companies
Management that will construct a football
stadium in my town.
Decision Making
Conflict
Resolution
Module 3 Page 35
Name: Gabriel Sex: Male Age: 18 yo Strand/Track: TVL - HE Region: VI

Preferred Exit: Trabaho 1st choice: Waiter/Housekeeping 2nd choice: HRM

“Great success I need to work since I don’t KEG: GWA Gr11

starts with Matiyaga Negotiating Computing have the means to enroll in
humble Determinasyon Interpersonal Planning college  Agribusiness 83 – Satisfactory
beginnings.” Skills  Construction
Masipag Analyzing I want to enroll in HRM  IT-BPM
Mapagkatiwalaan Can work under Organizing but it is not offered in my  Health, Wellness
pressure
Magsilbisakapwa Motor Skills (eg. locality and Tourism
Patience Lifting, etc)  Hotels and
There are some hotels or Restaurants
Adaptability Balance restaurants in the  Manufacturing
Listening and Spatial skills community.  Real Estate
Speaking
Time I possess skills that may
Management help me survive and thrive
in the world of work.
Decision Making
Conflict
Resolution
Module 3 Page 36
Name: Christian Sex: Male Age: 18 yo Strand/Track: ACAD-HUMSS Region: VII
Preferred Exit: Kolehiyo 1st
choice: BS in Secondary Education (Social Studies) 2nd choice: BS in Social Work
“ang pagsilbi sa I am easily get tired. KEG: GWA Gr11
bayan ang Matiyaga Negotiating Computing
pangunahing Mapagkatiwalaan Interpersonal Planning The Higher Education  Agribusiness 75 – Fairly Satisfactory
gampanin ng Skills Institution is far away  Construction
bawat Pagmamahal sa Analyzing from my place. It would  IT-BPM
mamayan.” bayan Can work under Attending take a boat ride and  Health,
Malasakitsakapwa pressure another 2 hours bus ride. Wellness and
Critical Thinking
“the welfare of Patience Tourism
the people is the Information I might be disqualified  Hotels and
Adaptability
supreme law” Communication from the application Restaurants
Listening and and Technology process since I have not  Wholesale &
Speaking Skills performed well. Retail Trade
Public Speaking  Mining
My family is very  Transport and
Time supportive of my plan. Logistics
Management  Manufacturing
Decision Making  Real Estate
Conflict  Education
Resolution
Flexibility
Module 3 Page 37
Name: _________________________________________ Sex: ____ Age: _____ Strand/Track: ____________________ Region: _____
Preferred Exit: _______________ First choice: _________________________ Second choice: ___________________
Skills Labor Market

Personal Beliefs Values Realities Academic Performance
Soft Hard Information
Module 3 Page 38
Career Analysis Profile Sheet B
1. I am (name) ____________________________________________________________.
2. I am ______ years old.
3. I am enrolled in (track/strand) _____________________________________________.
4. I am planning to (curriculum exit) __________________________________________.
5. I believe that ___________________________________________________________.
6. I have the following values ________________________________________________.
7. I have the following soft skills ______________________________________________

______________________________________________________________________.
8. I have the following hard skills ______________________________________________

______________________________________________________________________.
9. I have the following realities in life ____________________________________

____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________.
10. The Labor Market Information in my Region shows that the following sectors are Key
Employment Generators __________________________________________________
____________________________________________________________________________
________________________________________________________________.
11. I have a General Weighted Average of _______________________ which is described as

______________________________________________________________________.
Module 3 Page 39
1. I am Sophia.
2. I am 19 years old.
3. I am enrolled in (track/strand) Academic - GAS.
4. I am planning to (curriculum exit) become an entrepreneur – Buy and Sell or later become
an established owner of a stall.
5. I believe that earning a small amount when stable becomes abundant and hard work bears
much fruit.
6. I believe in the values of industry, determination, and honesty.
7. I have the following soft skills: interpersonal skills, can work under pressure, patience,
adaptability, listening and speaking skills, time management, decision making, and conflict
resolution skills.
8. I have the following hard skills: computing, planning, analyzing, and counting.
9. I have the following realities in life: I do not have enough capital to start a business and my
parents are not supportive of my decision to put up a business since they want me to take a
degree course. However, there are no existing businesses in my community that are similar
to my desired business and there are upcoming construction companies that will construct a
football stadium in my town.
Employment Generators: Agribusiness; Construction; IT-BPM; Health, Wellness, and
Tourism; Hotels and Restaurants; and Wholesale & Retail Trade
11. I have the General Weighted Average of 85% which is described as Very Satisfactory.
Module 3 Page 40
1. I am Gabriel.
3. I am enrolled in Technological Vocational Livelihood (TVL) – Home Economics.
4. I am planning to become a waiter or land on a job where I can practice my housekeeping skills.
5. I believe that great success starts with small beginnings.
6. I have the values of diligence, determination, being industrious, honesty, and service with
others.
7. I have following soft skills: negotiating, interpersonal skills, can work under pressure,
patience, adaptability, listening and speaking, time management, decision-making, and
conflict resolution.
8. I have the following hard skills: computing, planning, analyzing, organizing, motor skills (e.g.,
lifting), balancing and spatial skills.
9. I have the following realities in life: I need to work since I do not have the means to enroll in
college, I want to enroll in HRM but it is not offered in my locality, however, there are some
hotels or restaurants in my community where I can work and, I possess skills that may help
me survive and thrive in the world of work.
Tourism; Hotels and Restaurants; Manufacturing; and Real Estate.
11. That I have a General Weighted Average of 83% which is described as Satisfactory.
Module 3 Page 41
1. I am Christian.
3. I am enrolled in Academic Humanities and Social Sciences.
4. I am planning to enroll in college and take up a Bachelor’s degree in Secondary Education

major in Social Studies or Bachelor of Science in Social Work as a second preference.
5. I believe that serving the country is the primary responsibility of its citizenry and the welfare
of the people is the supreme law.
6. I have the values of diligence, honesty, love of country, and altruism.
7. I have the following soft skills: negotiating, interpersonal skills, can work under pressure,
patience, adaptability, listening and speaking, public speaking, time management, decision-
making, conflict resolution, and flexibility.
8. I have the following hard skills: computing, planning, analyzing, attending, critical thinking,
information communication, and technology skills.
9. I have the following realities in life: I easily get tired, the Higher Education Institution is far
from my place and it would take a boat ride and another two hours bus ride to get there. I
might be disqualified from the application process since I did not perform well. However, my
family is very supportive of my plan.
Tourism; Hotels and Restaurants; Wholesale & Retail Trade; Mining; Transport and Logistics;
Manufacturing; Real Estate; and Education.
11. I have a General Weighted Average of 75% which is described as Fairly Satisfactory.
Module 3 Page 42
Table of Grade Description
Description Numerical Value

Outstanding 90-100
Very Satisfactory 85-89
Satisfactory 80-84
Fairly Satisfactory 75-79
Did not Meet
Below 75
Expectations
Module 3 Page 43
Glossary
1. Realities in Life – This is a catch-all phrase of actual life conditions that encompass the different
aspects such as physical, economical, relational, sociological, political, etc. and the like related
to or may affect the career choices of the learner.
2. Hard Skills – These are specific, teachable abilities that can be defined and measured, such us
encoding, writing, reading, and the ability to use software programs.
3. Soft Skills – are less tangible and harder to quantify, such as etiquette, getting along with
others, listening and engaging in small talks.
4. Labor Market Information – This is a DOLE material that contains data or which provides
timely, relevant, and accurate signals on the current labor market such as in-demand jobs and
skills shortages by developing client specific LMI education and communication materials.
The material is part of the commitment of DOLE to support the Career Guidance Advocacy
Program that seeks to promote career guidance as a tool in assisting jobseekers particularly
students in making informed career choices.
5. Key Employment Generators (KEG) – These are industries/sectors identified by the DOLE with
the greatest potential to generate employment.
Module 3 Page 44
4 Myself in Other’s Shoes
Module 4 Page 45
Introduction (5 minutes)
As the old-aged saying connotes,

your role as a teacher is to open doors of
possibilities for the learners under your care.
But you must also accept the fact that you
cannot let them trudge the path you want
them to take. You cannot decide on their
behalf. You cannot force them to chew the
chunks of information you served them. Be
as it may, you have a crucial role in
preparing your learners to pack their
individual bags and take their own journey
toward the realization of what they envision
to become.
This module will help you make your learners realize that their dreams in the future
could be achieved a step closer with the help of people who are in the profession or business
that they envision to be in the future. Your inputs through the different activities that they will
undergo will keep their enthusiasm burning to pursue their career choice.
Continue the learning journey through this module and help your learners affirm more
their desire of becoming who they want to be in the future.
Materials
 hard and soft copy of the PowerPoint presentation for the learners
 Activity Sheet No. 1: Informational Interview template
 Activity Sheet No. 2: Tracing the Trail
 Activity Sheet No. 3: Career Roadmap
 Activity Sheet No. 4: Fitting in Other’s Shoes
 Reflection notebook/paper
 manila paper and markers
 cut out pictures for the road map (optional)
I. Objectives
At the end of this module, the students are expected to:
1. analyze information gathered from people that will help affirm their decision in
choosing the career or curriculum exit;
2. evaluate the role of selected people with the chosen career or curriculum exit in terms
of their beliefs, attitude, and skills; and
3. make a career road map as an expression of commitment to one’s chosen career or
curriculum exit.
Module 4 Page 46
II. Motivation
Brisk Walk Down Memory Lane (5 minutes)
Where are your learners now in terms of achieving their dreams? What have they
already done? Are they already geared up to take a step farther upon completion of the
Grade 11 modules? Have your learners take a brisk walk down their memory lane. Let
them recall various milestones in their plan of action toward the realization of their
dreams. Here is a poem that will help them revisit their decisions. Afterwards, let them
reflect by answering the follow-up questions.
Chasing Dreams
You’ve come this far,

Where else would you want to go?
You’ve reached this far,
What else would you want to do?
Chase your dreams.

Follow your heart.
Keep moving forward.
Always pray hard.
Life offers a lot of choices

But do not make a choice in haste.
Nothing is served in silver platter
Take your time, pray for it.
You’ve come this far,

But there’s more in store.
You’ve reached this far,
Move on…conquer… soar high.
-jimmie-
Questions for Reflection (10 minutes)

1. What is the message of the poem?
2. Which line or lines in the poem do you like best? Why?
3. What does the poem want you to do with every milestone you achieve?
Module 4 Page 47
III. Main Activity
Activity 1: Packing Up for the Journey and Journeying Together (10 minutes)
Group Activity
Materials Needed:
 data gathered from the informational interview
(Given as an assignment in Module 3)
 Worksheet 1 templates
 manila paper with marker
Directions:
1. Divide the class into small group of five based on the similarities of the profession or
job of the person they interviewed.
2. Provide manila paper and marker for each group.
3. Let the learners go over their individual findings gathered from the Informational
Interview. Allow them to share this with their group.
4. After the sharing, let each group identify the beliefs, attitude, and skills of the
professionals/businessmen they have interviewed.
5. Let them write their answers on the manila paper using the template below.
Here is an example.
Profession or Job of the Person Interviewed:

Beliefs Attitude Skills
Ex. Honest in reporting Ex. Careful in accomplishing Ex. Good in computing or
results assigned task. working with
numbers/data.
Processing Questions: (20 minutes)

1. What beliefs, values, and skills have you observed that are helpful in becoming a
successful professional or entrepreneur? Why do you say so?
2. Were there common characteristics of the people you interviewed in terms of their
beliefs, attitude, and skills? What are those characteristics?
3. Are there characteristics exclusively possessed by a certain person you interviewed?
What are those characteristics?
4. How did you feel while interviewing these people?
5. What characteristics do you have that you believe are similar to those you
interviewed? What do you plan to do about these characteristics?
Module 4 Page 48
IV. Lecturette
Info-Bits (15 minutes)
It has been said that first hand information can be a very rich source of
information for learners. These are the information (the beliefs, attitude, and skills) and
success stories that we get from people who inspire us and make us feel more
enthusiastic about pursuing our goals. This is also called observational learning.
Observational Learning happens when one learns by observing another person

perform a specific task. Observational Learning or the Social Learning theory focuses on
the social context of learning and proposes that we can learn from another by
observation, imitation, or by modeling. Albert Bandura (1977) endeavored to understand
the cognitive processes associated with people’s interaction with one another. Social
learning theorists say that learning can take place simply by observing other actions and
the subsequent outcomes of those actions.
It is from this context that the Grade 12 learners are given assignment to observe a
person with whom they want to emulate in the future using the informational interview
form (attached in the appendix). By shadowing the person or the “More Knowledgeable
Other” or MKO (Vygotsky, 2014) in his place of work and by asking pertinent questions
based on the observation tool that was crafted, it is believed that these new information
will help them in cementing their decisions to pursue their chosen career.
Informational observation also strengthens the claim of the creative job hunting
principle (Woodcock, 2014) where it says that the best way to choose a career is to talk to
people doing the job and to try it out via work shadowing and experience. There is a lot
of truth in the statement that you don’t really know what it’s like until you have been
doing it for a while: at least shadowing gives you a good idea of what’s involved.
The idea of the observation is to promote a learning context where the learners
play an active role and become responsible for their own learning. The role of the
teacher therefore is to closely collaborate with learners to facilitate meaningful learning
experiences they acquired.
Choosing the right course is a big decision and it is

important to get it right, as it can impact future success.
Career awareness and self-awareness go hand-in-hand.
This is the other idea behind why learners need to have
enough information profile about the career they want to
undertake through the informational observation. In so
doing, the learners could be taken away from the idea
that luck, unpredictable social factor, chance, beliefs, and
environmental factors play a major role in one’s success
in life as suggested by the Happenstance Theory
(Krumboltz, 2008).
Module 4 Page 49
As Stephen Covey says from his famous book The 7 Habits of Highly Effective
People, “Begin with the end in mind.” We encourage our learners to visualize what they
wanted to become and they are already on their first step of achieving their goals.
Relative to this, encourage them to craft their own career road map by taking into
consideration the information they gathered during their observation and the learning
they acquired through the different activities. While we encourage creativity, do bear in
mind that the content and direction of their career road map plays a more important
thing and the visual effect comes only secondary. Instructions on crafting the career road
map follow for a more specific guide as to how the learners will craft their outputs.
V. Application
Crafting a Career Road Map (5 minutes)
Having processed the different data gathered by the learners in the field during the
informational interview, by now they must be aware that there are attributes of a person
(in the same profession as their chosen curriculum exit) that needs to be learned in
school and there are attributes that could be learned outside the four walls of the
classroom. At this point, you can guide your learners to craft their own career road map
so that they will have a prepared future plan as to how they want to arrive at their
destinations – the fulfillment of their career goals.
According to an article by Cao (2013) a career road map outlines specific steps to
undertake for moving from one step to another in ways that will facilitate growth and
career advancement. This could be an illustration or diagram that could easily be
understood by the individual who crafted it.
Career road maps are flexible enough and could be revisited and revised over time
or as the circumstance warrants in order for the learner to keep track of his progress or
to address issues that hinder the achievement of the desired goal.
The career road map, upon accomplishing should be communicated by the learners
to their parents/guardians or significant people whom they think in one way or the other
will be involved in the attainment of the desired goal. The learners should inform their
parents/guardians or the people whom they identified of what specific help or support
they are expecting from them. It is also very important to remind the learners that they
should also communicate to their support group the specific steps they will take and the
projected time frame of its accomplishment. In so doing, the learners will have an active
support system that will help him out in achieving their career goals from time to time.
Below is a sample template of a career road map. A separate worksheet is attached

in the appendix. However you can encourage the learners to come up with their own
designs.
Module 4 Page 50
Describe what kind of
professional/businessman you
are. e. g., a world class owner of
a bakeshop/an in-demand civil
Career Road Map (25 min.) engineer both locally and
MILESTONE internationally.
Plan of Action: Phase 1
Check your progress.

There might be
What plans do
things that hinder LOADING STATION 3: you have in
your progress and
mind to remove
need to be
addressed.
(Obstacles; if there
4 the obstacles if
there is any?
are no obstacles, skip
loading station LOADING STATION 4:
number 3 and
proceed to the last
station.)
Give three things that

attract you in your LOADING STATION 2:
chosen career, e.g., 1.
high salary, in-demand 2.
job in line with my skills 3.
etc. Before going further, what do
you need in order to fulfill your
goals? List the resources you
will need to help you, e.g.,
money, support from people.
LOADING STATION 1:
1.
2.
3.
STARTING POINT
1. Now that you have chosen the
2. career you want to pursue, list
3. three goals that you must do.
Module 4 Page 51
Note: The learner may also choose to present the road map creatively. An example below is
suggested. However, the learner can still choose another way of presenting it.
Module 4 Page 52
Reflection Trail
Let the learners recall the trail (activities) that they’ve been through in the module.
Let them reflect by accomplishing the following activity. (Provide a separate sheet for the
learners to accomplish.)
Directions: Write a 2-3 sentence reflection about your significant learnings in the
following activities.
Chasing
Dreams
Packing Up
for the
Journey
My Career
Road Map
Module 4 Page 53
Fitting in Other’s Shoes
Here is a concluding activity that will somehow encapsulate the concepts needed to
be learned by the learner and as a valuable take away when they proceed to the next
modules.
Let them accomplish the task and have a gallery of their outputs either by hanging
them as mobiles or posting them on the walls of the room as collage for viewing.
The template is provided for this activity. Do not forget to process the different
outputs. The following reflection questions may help in processing and re-affirming their
decisions to keep on track in pursuing their career goals as they have mapped out in
their career road map. You can add more questions as you see it necessary.
1. What helped you decide about the visions you made for yourself 10 years from now?
2. How do you intend to surpass the different obstacles that you foresee?
The following questions/items should be accomplished by the learners. Let them

write their answer inside the shoes.
1. I want to be ________________________ who is ______________________

(career choice) (goal)
2. What are the challenges that you foresee in achieving your career choice?
Note: When you prefer the outputs to be hung as mobiles, be ready with small clothespin and
strings to be used as clothesline inside the classroom. When you prefer it to be posted as
collage on the walls, assigned specific area in the classroom where the shoe outlines will be
placed.
Module 4 Page 54
VIII. Assignment (5 minutes)
VMCV of My Future Company
Do you ever know of a company or a business enterprise that never seems to
accomplish very much because of lack of a mission statement, goals, or core values? If so,
do you want to work in these companies or at least put one for yourself in the future?
Definitely, you do not want to end up in a mess because of lack of direction. A company
or an enterprise needs vision because it provides the destination of the business or the
enterprise; a mission statement which is the guiding light of the destination, and so on.
From this standpoint, make a survey of the existing companies or enterprises in

your locality and ask for their own vision, mission, goals, and core values. You may use
the template below to accomplish the task.
Vision Mission Core Values
____________________________________________
Company or Enterprise’s Name
Module 4 Page 55
Appendix 1
Informational Interview
What is an informational interview? Is there really a need to do it? What benefits can you get
from it? Read the following information.
An Informational Interview is an activity where you will make an appointment with a

person who has similar career or business that you desire when you finish Senior High School.
You will get information about the job or business including the company where that person
belongs. This is to have a better understanding about the job or business you are interested to
pursue. In the interview, you will be given the opportunity to seek information from the person
about the beliefs, attitude and skills needed related to his job or business. It aims to make you
become more informed about your career choice. You will need the information you will get to
compare and match it with your own interests, knowledge, and skills. In this way, you can
evaluate whether the job or business affirms to your career choice.
To better understand the job or business, you will also include in the interview the mission
statement and core values of the company or business of the person you interviewed.
In addition, this interview will also help you develop your communication skills and
confidence as well.
Preliminaries before conducting the informational interview:
1. Interview someone who has a similar job or business with your career choice. To help
you identify the person or business owner to interview, ask assistance from your
friends, neighbors, family, teachers, alumni, or your barangay officials. List at least
three persons as possible interviewees. The first one to be available will be your final
interviewee.
2. Contact your potential interviewee by letter, email, or phone. State your name and that
you are a Grade 12 learner. Tell him/her about your intention―why you are contacting
him/her and from whom you received his/her name. Specify that you will just be
asking for the opportunity to conduct an interview about his/her job or business as a
means of exploring on your dream job or business.
3. If he/she consents to be interviewed, ask for his/her most convenient time and manner
of interview (whether via phone or face-to-face). Request for 15-20 minutes for a
phone interview, or 20-30 minutes for a face-to-face interview. If possible, request for
a face-to-face interview.
4. Respect the interviewee’s time by staying within the time frame agreed upon.
5. Assure the interviewee that the information you have gathered from him/her will not
be used in other purposes, except for the assignment given. Express your words of
gratitude after the interview.
Module 4 Page 56
INFORMATIONAL INTERVIEW
INTERVIEWEE’S PERSONAL PROFILE:

Name: (optional) _____________________________________________________________
Occupation/Business: _________________________________________________________
Highest Educational Attainment: ________________________________________________
Name of Company (if employed): _______________________________________________
No. of Years in the Job: _______________________________________________________
Type of Business (if there is any): _______________________________________________
No. of Years in Business: ______________________________________________________
QUESTIONS
PART I.
1. What are your typical job or business duties and responsibilities?
[Ano-ano po ang inyong mga tipikal na tungkulin at responsibilidad sa trabaho o
negosyong inyong pinapasukan?]
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________________
2. What are the necessary skills for this type of job or business?
[Ano-ano ang mga kasanayan o skills na kinakailangan sa trabaho o negosyo ninyo?]
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________
3. What is the most satisfying aspect of your job or business?

[Ano po ang nagbibigay-kasiyahan sa inyo sa trabaho o negosyong inyong pinapasukan?]
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________
Module 4 Page 57
4. What is the most challenging aspect of your job or business?
[Ano naman po ang mga hamon o balakid na nakikita ninyo sa inyong trabaho o negosyo?]
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________
5. What are the personal characteristics, values, and attitude that are needed in your job or
business?
[Ano-ano po ang mga katangian, kahalagahan, at saloobin na kinakailangan sa trabaho o
negosyo ninyo?]
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______________________________________________________________
6. Do you also possess these characteristics, values, and attitudes?

If yes, what are those that you possess?
[Mayroon din po ba kayong ng mga katangian, kahalagahan, at saloobing ito? Kung
mayroon, ano-ano po ang mga ito?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________
PART II. Mission Statement, Guiding Principles, and Core Values
1. What are your guiding principles or beliefs that you are holding on to stay in your job or
business?
[Ano-ano pong mga prinsipyo at paniniwala ang inyong pinanghahawakan kung bakit
nananatili kayo sa inyong trabaho o negosyo?]
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Module 4 Page 58
2. Does the company or business where you belong have a mission statement and core
values? If yes, what is the mission statement of your company? What are its core values?
[Ang kompanya o negosyong inyong pinapasukan ay may sinusunod bang pahayag na
misyon (mission statement) at mahahalagang pag-uugali (core values)?
Kung oo, ano ang pahayag na misyon ng inyong kumpanya o negosyo?
Ano-ano naman ang mahahalagang pag-uugali nito?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
PART III. Advice and Suggestions
What is your advice for me as a Grade 12 learner who likes to enter in this same field of
work or business that you have or you are in ?
[Anong payo po ang maibibigay ninyo sa isang mag-aaral sa Grade 12 na katulad ko na
nagbabalak ding pasukin sa hinaharap ang trabaho o negosyong katulad ng sa inyo?]
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Module 4 Page 59
Activity Sheet No. 2 Tracing the Trail (Reflection)
Name: ________________________________________ Section: ______________
Directions: Write a 2-3 sentence reflection about your significant learnings in the following
activities.
Chasing
Dreams
Packing Up
for the
Journey
My Career
Road Map
Module 4 Page 60
Describe what kind of
Activity Sheet No. 3 professional/businessman you
are. e. g., a worl class owner of a
bakeshop/an in-demand civil
Career Road Map engineer both locally and
MILESTONE internationally.
Plan of Action: Phase 1
Check your progress.

There might be
What plans do
things tha hinder LOADING STATION 3: you have in
your progress and
mind to remove
need to be
addressed.
(Obstacles; if there
4 the obstacles if
there is any?
are no obstacles, skip
loading station LOADING STATION 4:
number 3 and
proceed to the last
station.)
Give three things that

attract you in your LOADING STATION 2:
chosen career, e.g., 1.
high salary, in-demand 2.
job in line with my skills 3.
etc. Before going further, what
would you need in order to
fulfill your goals? List the
resources you will need to help
you, e.g., money, support from
people
LOADING STATION 1:
1.
2.
3.
STARTING POINT
1. Now that you have chosen the
2. career you want to pursue, list
3. three goals that you must do.
Module 4 Page 61
Activity Sheet No. 4. Fitting in Other’s Shoes
Directions:
1. Write your answer to the two items inside the shoe.
2. Cut out the outline and hang it as mobile or post it as part of the other shoe outline of your
classmates.
1. I want to be ___________ who is _______________

(career choice) (goal/s)
2. What are the possible challenges you foresee in
achieving your career choice?
Note: This is for female learners only.
Module 4 Page 62
Appendix 2. Worksheet for Evaluation
Directions:
1. Write your answer to the two items inside the shoe.
2. Cut out the outline and hang it as mobile or post it as part of the other shoe outline of your
classmates.
1. I want to be____________ who is _______________

(career choice) (goal/s)
2. What are the possible challenges you foresee in
achieving your career choice?
Note: This is for male learners only.
Module 4 Page 63
References:
Bandura A. Social Learning Theory. Retrieved at

https://www.simplypsychology.org/bandura.html
Cao J.( 2013). When developing a career path, what are the key elements to include? Cornell
University, ILR. http://digitalcommons.ilr.cornell.edu/students/43
Covey S. (1989). The 7 Habits of Highly Effective People.

https://www.stephencovey.com/7habits/7habits-habit2.php
J L, Social Development Theory (Vygotsky),” in Learning Theories, July 23, 2014.

https://www.learning-theories.com/vygotskys-social-learning-theory.html
Image 1 (teachers open the door…)

https://s-media-cache-
ak0.pinimg.com/originals/e8/69/da/e869daf93678e9d9f7427fedfc3690ec.jpg
Image 2 (Begin with…) https://s-media-cache-

ak0.pinimg.com/originals/0f/85/06/0f85063269c28bcc5fa78ffd03b4b6b8.jpg
The Careers Toolbox for Undergraduate Physics Students – Version 1.1 © American Institute of
Physics 2014. Retrieved from
https://www.spsnational.org/sites/all/careerstoolbox/src/live/data/tools/CareersToolbo
x-Tool2.pdf
Toews, M, 'Planned Happenstance – Krumboltz: An Emerging Theory', accessed December 2008,

(www.cbe.ab.ca). retrieved at https://www.careers.govt.nz/resources/career-
practice/career-theory-models/krumboltzs-theory/
Woodcock, B. (2014). B.E.Woodcock@kent.ac.uk retrieved at

https://www.kent.ac.uk/careers/sk/CJ.htm
Vision and Mission Statements – a Roadmap of Where You Want to Go and How to Get There.
Retrieved at https://www.extension.iastate.edu/agdm/wholefarm/html/c5-09.htm
Module 4 Page 64
5 Future Combo, Activate!
Module 5 Page 65
Introduction
“It takes two to tango!”
This cliché emphasizes the need for people to work zealously in tandem with others to
make their endeavors succeed. The same holds true for learners’ career development. While
they consider the personal, academic, and familial factors in their career development, they
must likewise connect their life aspirations to the pressing demands and trends in the local and
global scenario. The word combo, an abbreviated form of the word combination, signifies the
convergence of personal career choices to the actual needs in the labor market and industries.
By doing so, Grade 12 learners are guided to fulfill the vision of the Department of
Education, which expects them to “contribute meaningfully in building the nation.” This also
ensures that learners are able to attain their life and career goals vis-à-vis working for the
greater interests of the country at the macro-level. To help learners clearly determine the
direction of their career choices, mission statements become essential as the baseline of their
career plans and actions. This module intends to facilitate the learners’ ability to make such
convergence possible.
Time Allotment (120 minutes)
Materials
Note: The following are the materials needed for this session. If there are alternative
resources, feel free to adjust the list of items below.
 Metacards
 Double-sided tape, ordinary tape
 Road Trip Signs
 Pentel Pens
 Manila Papers
 LMI – List of KEGs – Module 3
 CD player, if available
 Laptop and projector, if available
I. Objectives (5 minutes)

1. formulate mission statements in relation to life and career decisions aligned to the
curriculum exits;
2. link life and career decisions to the current demands and trends in the regional and
global level; and
3. appreciate how life and career decisions may contribute to national development.
Module 5 Page 66
Note to the Teacher-Facilitator: Provide an overview of what Module 5 is all about,
referring to the introduction and explaining the appropriateness of the title to the
objectives.
II. Motivation
The Five-Minute Mission (10 minutes)
Procedure:
1. For this activity, teacher will post a picture on the board or present it using a slide
presentation if a laptop and a projector are available (refer to the Appendix sheet
for a copy of the picture).
2. Ask the learners: What is their first reaction when they saw the picture? What can
they do to help the person in the situation? If they will set a mission to change the
condition reflected in the picture, what do you think would they do?
3. Let them write their answers in metacards or sheets of papers provided and have
these posted on the board or on manila paper adjacent to or below the picture.
1. How did you find this activity?
2. Have you experienced doing a mission to help others? Have you ever supported an
organization’s mission for charitable purposes? Can you relate the experience?
3. How did this charitable work affect you?
4. Will you be willing to volunteer for missions that will help others? Why?
Note to the Teacher-Facilitator: The teacher is encouraged to localize the picture

that will be posted according to the current social concern in the community.
III. Main Activity
Ang Misyon Ko! Reality Check (25 minutes)
This section of the module guides the students in the formulation of a personal
mission statement in relation to the learners’ life and career decisions.
Procedure:
1. Ask learners if they have some background information about mission statements.
Allow learners to share their mission statements if they have any.
2. Introduce the sample worksheet in the formulation of a personal mission statement.
3. Let learners fill out the worksheet for their own personal mission statement. Then,
ask them to develop and finalize their statement.
Module 5 Page 67
4. A soft background music may be played to stimulate the learners while formulating
their mission statements.
Sample Worksheet for Personal Mission Statement
What is the most important thing or event I treasure my being a good student; I treasure
in your life right now that you treasure? my family. I believe that if I finish SHS, I can
help my family financially.
What do you want to accomplish 3–5 years Graduate from Senior High School
Enter college or Find a work
from now?
Start a small business or Enter TESDA
What do you consider an enjoyable thing to I am happy when I play guitar with my friends
do? and spend time with family
I am happy when I join and win in Math
competitions
What do you wish to become? I dream to become a singer someday.

I plan to become an Engineer someday.
I want to have my own restaurant.
What can you do best? I am excellent in playing musical instruments.

I work best in solving mathematical problems.
I am an expert in cooking variety of recipes.
What do you love to do? Composing songs, singing

Calculating, making analysis
Experimenting new dishes
What kind of reputation do you want to I want people to see me as a responsible,

have? industrious, and competent worker.
How can you help in nation building? I can contribution to nation building by
excelling in my chosen career and by serving
my fellow Filipinos in the best way I can.
Source of template:
(conduct.tcnj.edu/files/2011/11/Personal-Mission-Statement-Assignment.pdf).
Module 5 Page 68
Final Personal Mission Statement:
I am a committed student who aspires to graduate from SHS to be able to proceed to

(college, work, enterprising, TESDA). I will strive to achieve this for my family by maximizing
my strengths in (state your passion and strengths). I am a responsible, industrious and
competent worker. I could be of contribution to nation building by excelling in my chosen career
and by serving my fellow Filipinos in the best way I can.
Now, it’s your turn:
Sample Worksheet for Personal Mission Statement
What is the most important thing or event in

your life right now that you treasure?
What do you want to accomplish 3–5 years

from now?
What do you consider an enjoyable thing to

do?
What do you wish to become?
What can you do best?
What do you love to do?
What kind of reputation do you want to

have?
How can you help in nation building?
Finalize your personal mission statement:
Ang Misyon Ko! Reality Check!

_____________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Module 5 Page 69
Note to the Teacher-Facilitator: Allow students to write their personal mission statement
in their mother tongue.
Even organizations have their mission statements that define the reason for their
existence. Their activities are aligned toward these statements. Small scale entrepreneurs and
those who are self-employed are also guided by their own mission statements to become
successful. Learners must realize that their personal mission statements must harmonize with
the mission statements of their prospective occupational fields.
Note to the Teacher-Facilitator: Ask learners to bring out the assignment given in
Module 4 on the mission statement/s of the company/industry/school/entrepreneurs where
they plan to enter after graduating from Senior High School.
Processing:
1. What was your experience while writing your personal mission statement? How will you
be able to fulfill it? What may hinder you from not being able to fulfill it?
2. Is the mission statement from the person/organization you interviewed related to your
personal mission statement? What are the similarities?
3. Do you think your personal mission statement can contribute to national development? In
what way?
“Where do I go from here?” This question may be posed by learners now that they
are about to complete their Senior High School. To help them answer this, the personal
mission statement becomes very essential.
According to author Stephen R. Covey, a personal mission statement enables a

person to connect with (his) own unique purpose and the profound satisfaction that
comes from fulfilling it (https://www.livecareer.com/quintessential/creating-personal-
mission-statements).
This statement provides an individual with a clear direction of where he wants to

go and what he wants to achieve. As learners are about to embark on their career in any
of the four curriculum exits, such statement will allow them to focus on the path they
will follow with conviction in the face of any challenging circumstances.
For a personal mission statement to become fulfilling, it has to make a difference

in other people’s lives or organization. This means that a person will seek his purpose
and what he can contribute best not only for himself but also for his family, friends,
prospective employer, the community, and the world in general.
(https://www.livecareer.com/quintessential/creating-personal-mission-statements).
Module 5 Page 70
To enable learners to craft a personal mission statement, the following contents
should be reflected:
1. their values and personal beliefs,
2. goals,
3. things that make them happy,
4. their dreams and vision about their future,
5. what they are good at,
6. what they are passionate about, and
7. how they want others to perceive you.
(conduct.tcnj.edu/files/2011/11/Personal-Mission-Statement-Assignment.pdf).
Although a personal mission statement serves the purpose of directing the learners
to life and career decisions, the process of career development entails another step. That
involves the gathering of information for them to make the wisest choices.
In Module 3 of the Career Guidance Program for Grade 11, learners familiarized
themselves to government agencies for career linking. This included Project JobsFit that
provides timely, relevant, and accurate labor market signals for in-demand jobs and
skills shortage.
The Department of Labor and Employment assures that there are plenty of local
jobs in the country. It has logged an estimated 200,000 vacancies by employers in the
enhanced Phil-Jobnet, the government’s online job search (Source:
http://www.ro1.dole.gov.ph/default.php).
The Department’s labor market study, Project JobsFit: DOLE 2022, reflects the
regional industries, key employment generators, and current occupational and courses
trends and demands in the local and global scenario (refer to Appendices 3 and 4).
What the learners must also realize and sincerely understand is that their mission
statements do not end in their personal development and interest. Rather, it is intricately
linked to what they aspire their country to be. Dr. Jose P. Rizal rested his hopes that the
youth will be instrumental in nation building when he remarked that they are the hope
of the motherland. This implies that when they plan for their career choice, they should
also consider factors like the country’s economy and hence, synchronize their career
choices to benefit the country as well.
The learners are the youth of today who will soon build the nation of tomorrow. It
is very essential for them to realize that even at their young age, they could embrace
their social responsibilities by being aware that they could already do something to
contribute to nation building. By fulfilling their tasks and duties as children to their
Module 5 Page 71
parents and as students in schools, they are already trained to take on roles that allow
them to be productive and value-laden citizens.
Now that they are about to exit from Senior High School, they should be more
conscientious that they are critical in contributing to making the Philippines progressive.
As such, the learners are highly enjoined to commit themselves to live up to their
personal mission statement in making a difference to other people’s lives and give a
contribution to the community at large. When learners collectively align their personal
missions to this end, the vision of nation building through them becomes attainable.
Needless to say, the parents and relatives of these learners and the government
have invested on them as human capital, with the hope that in the near future, they will
partake in the noble mission of building the country and ushering it to the progress that
it has visualized for the people and the nation as a whole. Being the human capital, it is
but fitting that they enhance their skills, values, and interests that would tell them of the
most appropriate curriculum exits they would finally choose. By working to ensure that
they work best in what they will be doing, they become empowered and ready to engage
in activating the most promising future for them, their family, their community, and the
nation at large.
Note to the Teacher: Refer to Appendices 3 and 4 to discuss briefly the current trends and
demands in the courses in the Philippines, and employment and industries in the region.
Explain to the students that they are not pressured to synchronize their career choices to
these current trends and demands, but if there are career choices in line with these, affirm
that the learners will be able to fill up what is most needed in the country/region/global
scenario. Affirm also that those whose career choices are not aligned with the current
trends and demands can still do their share to contribute to nation building.
V. Application
The Road Trip (25 minutes)
Procedure:
 Prepare the following road trips that will be posted in the classroom walls.
 On the first manila paper, paste the Yellow Road Trip Sign and label it as Career
Choices.
Module 5 Page 72
 On the second manila paper, paste the GAS UP Road Trip Sign and label it as Goal
Motivators.
 On the third manila paper, paste the RED Sign and label it as HINDRANCES.
 On the fourth manila paper, paste the GREEN Road Trip Sign and label it as
Curriculum Exits.
 Prepare meta strips or clean sheets of paper. Distribute four sheets to all students.
 Instruct learners to write the following on these sheets of paper:
 Paper 1: Label it with career choice, and write the career choice – to be posted in
the Yellow Road Trip Sign.
 Paper 2: Label it with Goal Motivators, and write their goal motivators – to be
posted in Gas Up Road Trip Sign.
 Paper 3: Label it with career hindrance and write their career hindrances – to be
posted in the Red Road Trip Sign.
 Paper 4: Label it with curriculum exits and write their curriculum exit – to be
posted in the Green Road Trip Sign.
 After writing on the four sheets of paper, group learners into four.
 Tell the learners that they are about to go on a road trip with their friends using the
sheets of paper.
 Let the group form a HUMAN TRAIN.
 Tell the learners that when you call out loud a color on the road trip sign, they must
prepare the corresponding sheets:
 Career Choice – Yellow
 Goal Motivators – Gas-UP
 Hindrances – Red
 Curriculum Exits – Green
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 Tell further that when the upbeat music plays, they move around the room where the
first person leads the dance move. All members of the group will follow the dance
steps.
 As the music stops, say this aloud: “YELLOW!” and allow learners to find a
partner. Let them share what particular career choice they are considering at the
present. After briefly sharing with the learners, they will post their sheet of paper
to the corresponding road sign posted on the wall and immediately go back to their
human train formation.
 After this, say this aloud: “CHANGE!” and the last person in the human train will
go to the front and become the new leader.
 The music plays again and everyone in the human train follows the new leader as
they dance and move around.
 Then, say aloud the next road sign and allow learners to look for a new partner to
share what they have written on their paper until all road signs have been called
out.
 The procedure is done until all road trip signs have been introduced and pairs have
shared their answers to each other.
Note to teacher-facilitator: Arrange the room to provide space for this activity. The
following will be prepared in advance and to be posted on the wall inside the classroom to
prepare for the activity.
1. Based on the activity, do you think you made the right career decisions? How so?
2. What did you realize from this activity? What are the hindrances that you identified?
Can you overcome these through your goal motivators? in what way?
3. Based on the discussion on the current trends and demands, is your career choice
aligned to what is needed in your region? What do you think is the effect of aligning
your career to the local and global needs to nation-building?
VI. Evaluation (20 minutes)
Build Me Up! Mantra (The Nation Building Contribution)
Procedure:
 Group together all learners who are tracking the same curriculum exits.
 Ask them to come up with a mantra, by mentioning how the curriculum exit will
contribute to national development.
Module 5 Page 74
Example:
Patungo sa Kolehiyo, Progresibo!
 Ask the groups to finalize their mantra in a yell, jingle, or in cheering form.
 Each group will present their mantra to the class.
1. How committed are you to live up to your group mantra? Is it doable? In what ways
can you fulfill it?
2. How can your group mantra contribute towards nation building?
VII. Reflection (10 minutes)
In their career journal, let learners answer the following question: How will I
connect my personal mission statement to fulfill our group mantra?
VIII. Assignment
1. Post your personal mission statement in your Facebook status.
2. Take a picture with your group mates with your group mantra presentation. Make
sure to write your mantra in a meta card and post these in your Facebook account.
Note: Assign a Career Guidance Corner where learners may post their personal
mission statement and mantra sheets, as an alternative or add-up to the assignment.
Posting in the social media is optional, if learners have access to the internet to do so.
Module 5 Page 75
Glossary
career choice – process of choosing a career path that involves choices regarding education and
training for a given career (http://www.igi-global.com/dictionary/career-choices/3355)
hindrance – a person or thing that makes a situation difficult; a person or thing that hinders
someone or something; the act of making it difficult for someone to act or for
something to be done (http://www.meriam-webstercom)
mantra – a sound, word, or phrase that is repeated by someone who is praying or

meditating; a word or phrase that is repeated often or that expresses someone’s basic
beliefs (http://www.meriam-webstercom)
mission – a task or job that someone is given to do (http://www.meriam-webstercom)
trend – a general direction in which something is developing or changing; to extend in a

general direction: follow a general course (http://www.meriam-webstercom)
Module 5 Page 76
Appendices
Appendix 1
The Five-Minute Mission
Module 5 Page 77
Appendix 2
Worksheet for Personal Mission Statement
WORKSHEET FOR PERSONAL MISSION STATEMENT
What is the most important thing or event

in your life right now that you treasure?
What do you want to accomplish 3–5 years

from now?
What do you consider an enjoyable thing to

do?
What do you wish to become?
What can you do best?
What do you love to do?
What kind of reputation do you want to

have?
How can you help in nation building?
Module 5 Page 78
Appendix 3
____________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_________________________________________.
Appendix 4
Module 5 Page 79
Current Demands and Trends
(Jobs and Emerging Industries per Region)
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Source: DOLE
Module 5 Page 87
References
Steven Covey. First Things First. (https://www.livecareer.com/quintessential/creating-

personal-mission-statements)
conduct.tcnj.edu/files/2011/11/Personal-Mission-Statement-Assignment.pdf
http://www.igi-global.com/dictionary/career-choices/3355
http://www.meriam-webstercom
Module 5 Page 88
6 Keep Me Balanced!
Module 6 Page 89
Introduction
Values are a fundamental building block of your Mission in Life (Clarke, 2012). Brown
(1995) in her Values-Based Holistic Approach to Career Development third tenets stated that
values play an important role in the career decision-making process of individuals more than
their interests. An individual’s value orientation greatly molds and influences his/her
functioning as this presents the direction to a desired end state and has a central role in setting
goals or expected outcomes. Values also serve as the basis for evaluating one’s own actions and
the action of others, particularly in terms of how the individual and others must function (Villar,
2009).
This module will let our learners identify their possessed values to keep them balanced
with those values shared by their significant others—school, family, and community. They may
be able to know their selves better as they continue navigating vast opportunities in their lifelong
journey.
Time Allotment (120 minutes)
Materials
 pen marker
 manila paper
 masking tape
 scissors
 meta strips containing jumbled letters
Each set should contain the following meta strips:
Set A Set D
cepae of nidm loncatio
nfinacila tabsiliyt apesurel
ahelht papearacen
didenpenenec olyatyl
Set B Set E
amfily aphpiessn
icopemtiton nokwledeg
resptieg niterigty
nhyeost asft epac
aadvnceentm
Set C
cersvie to toersh
bdet of ragtitued
olve of ogd
erconitingo
Module 6 Page 90
I. Objectives

1. identify their values that leads to the attainment of their career goals;
2. evaluate their values that influenced their career and life decisions; and
3. plan ways on how to resolve conflict in their values to successfully achieve their career
and life goals.
Activities
1. “Mine Me” Game (Alternative activity: Fix Me)
2. Side A, Side B
3. Rerouting My Values
4. Look Ahead!
Activity 1: Mine Me Game

Note: This is a digital game about the top ranked values on particular professions/careers.
See the meta strips under Mterials above. An alternative activity would be “Fix Me” if no
electricity or computer facilities are available.
In this game, the learners are expected to become aware of the different values a
person possesses that somehow could affect his/her career choice.
Directions:
Group the class into five. Each group is given a set of meta strips (4 meta strips for each
set) containing jumbled letters. The groups will be given five minutes to rearrange the
jumbled letters and come up with the correct words/phrases and post these on the board.
This first to complete the task shall be declared the winner. (Optional: The teacher may
give a prize to the winner).
Jumbled Letters Answer

First Group cepae of nidm peace of mind
nfinacila tabsiliyt financial stability
ahelht health
didenpenenec independence
Second Group amfily aphpiessn family happiness
icopemtiton competition
resptieg prestige
nhyeost Honesty
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Third Group cersvie to toersh service to others
bdet of ragtitued debt of gratitude
olve of ogd love of god
erconitingo recognition
Fourth Group ncdigeeli diligence
apesurel pleasure
papearacen appearance
olyatyl loyalty
Fifth Group nokwledeg knowledge
niterigty integrity
asft epac fast pace
aadvnceentm advancement
1. Looking at the words/phrases on the board, what do you think are these about?
2. How important are these values to a person’s life?
3. How does ones’ values affect his/her choice of a profession?
Activity 2: Side A, Side B
Note to the Teacher: Prepare photocopies of the attached template ahead of time for
distribution to students during this activity. Be reminded to process students’ responses
properly especially when negative feedback surfaces. When deemed necessary, refer
students who receive negative feedback to the Guidance Counselor for appropriate action.
Directions:
1. Let the students answer the template for five minutes.
2. Once the template is completed, group students into 5–7 members each. Each group
will have to identify their group leaders to act as facilitators.
3. Instruct students to attach their template at their back displaying the SIDE B portion
using a masking tape. Members of the group will help each other in doing this.
4. Direct students to identify values which they think their groupmates possess and then
let them write the value that best describes that person on the Side B portion of his/her
paper. Remind them to be candid in their perception/s.
5. Each member within the group will move around and take turns in writing the
corresponding values of their group members.
6. Allow five minutes for this activity.
Module 6 Page 92
Activity Sheet 1
FRONT
SIDE A
My preferred career
(This may be your preference from
Grade 11 Career Guidance Program
Module No.8 entitled “I Plan to
Succeed”)
My preferred Curriculum Exit
(This is where the chosen career
belongs; Refer to Career Guidance
Program Grade 12 Module 1 entitled
“Entering the Exits”)
Values I possess
(Five values you believe you possess
that are essential to the attainment of
your career and life goals)
page 1
BACK SIDE B
(Write one value)
page 2
Process Questions:
Small group sharing: (15 minutes)

1. How did you find the activity?
2. How do you find your values compared to those written by your groupmates on your
paper?
3. How do you feel about those values attributed by your classmates to you, which you
may be unaware of?
4. How can your values contribute/deter the attainment of your career goals?
Module 6 Page 93
Big group sharing (15 minutes)
Group leaders consolidate their group’s responses and share them to the entire
class. Each group leader is given two minutes to share.

Values are acquired as a result of value-laden information from the environment
interacting with the inherited characteristics of the individual. Since cultural background,
gender, and socio-economic level influence social interactions and opportunities, priorities
placed on values by people from various multicultural grouping will vary and influence
the choice of careers and other life roles.
Values that are influenced by other people’s value systems may not truly represent
the individual’s true values.
We have different kinds of values. These are:

 personal values like self-respect, self-fulfillment, health, privacy, peace of
mind, financial stability, independence
 family values like love, close family ties, family happiness
 spiritual values like establishing a close personal relationship with God,
seeking His will in our life, following His commandments, working for the good
and well-being of the less fortunate
 work values like precision work, power, exercising competence, public contact,
fast pace, change and variety
 career values like personal growth, advancement, prestige and status,
recognition
 social and humanitarian values like service to others, helping people in need,
love of country, moral fulfilment, etc.
 cultural values like debt of gratitude or utang na loob, getting along with others
or pakikisama, authority
Conflicts in values may be intrapersonal, interpersonal, or organizational. An

intrapersonal conflict is a situation wherein one experiences conflict of values and needs
within oneself. (Example: Achievement conflicts with health; independence conflicts with
security.)
People with divergent values but who must live or work together experience
interpersonal conflicts. (Example: Your teacher values authoritarianism but you value
independence.)
Organizational conflict is experienced by a person whose personal value system

clashes with corporate values. (Example: Your class values teamwork but you value
independence, time freedom, or working alone.)
Module 6 Page 94
Value conflicts create tension and anxiety which can lead to stress. They can
make people indecisive, a situation that can confuse the ones they live or work with. If
these behaviors become inconsistent, this can result in interpersonal problems. So, how
do people resolve conflicts in values?
To resolve an intrapersonal conflict, one has to be clear about his or her priorities.
Priorities depend on one’s roles, goals, and personal mission. Interpersonal conflicts can
be resolved through communication in which both parties try to see and understand the
situation of the other. If organizational values conflict with one’s personal values, a
choice of either setting aside the latter or embracing the values of the organization, or
leaving the organization and working for one whose values are compatible with his or
hers. (Santamaria 2009)
Duane Brown’s Values-based Holistic Approach to Career Development
Values have cognitive, affective, and behavioral components which facilitate

prioritization of values for decision-making. Each person develops a relatively small
number of values that are prioritized in a value system. Values are prioritized when a
person can rank the order of importance assumed by his or her values in guiding his or
her behavior and when he or she can act according to that priority.
Authentic values are brought out through an insightful dialogue involving self-
reflection. True values, when fully expressed, are capable of leading a person toward focus,
purpose, satisfaction, and happiness. Furthermore, a value is crystallized once it has a label
that is meaningful to the individual. Once values are crystallized and prioritized, the
individual can go on directly to career choice making (Villar, 2009).

Activity 3: Rerouting Values
Directions:
1. Distribute the template for the activity.
2. Go over the values listed in “Side A, Side B.”
3. Identify the values listed in Side A that are not listed in Side B and write those values
under the column entitled “Values least valued.”
4. Make a plan on how you will resolve the conflict in values that may lead to the
attainment of your career goals.
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Sample Template
Values Resolution
least valued (Plan on how to resolve conflict in values)
(Examples) From now on, I will avoid being too dependent on others
Working alone and will do individual tasks on my own.
Leadership I will correct my idea of leadership as being someone who

has the position to decide always for the group to someone
who uses the position in a way that changes the opinions
of others.
Directions: In your journal notebook or on a piece of paper, write your insights and
realizations on the Side A, Side B activity using the following format:
I learned that ………….

I realized that ………….
In order to achieve my career goal, I will.........
Title: Look Ahead!
Directions:
1. Present the given scenario to the students.
Ten years after graduation, you were invited by your high school alma mater
as speaker to the Commencement Exercises of the Senior High School with the theme
“Values Brought Us to Success.” Banking on your own experience and realizations
from the activities you just had, what are you going to tell the graduates? You are
given only five minutes to convey the inspiring message.
2. Call one volunteer to deliver the speech.
VIII. Agreement
The learners will discuss their career plans with their parents or guardians and elicit
suggestions/opinions on how they can best contribute to the realization of their plans.
Write those suggestions/opinions in your activity notebook.
Module 6 Page 96
References
A. Books
Santamaria, Josefina O. 2009. Career Planning Workbook 4th Edition. Makati City Career
Systems Inc.
Villar, Imelda Virginia G. 2009. Career Counseling in the Philippines. Aligned
Transformation Publications. Makati City.
B. Web Sources
Clarke, Linda. (2012) “Prioritizing Values” Retrieved from http://www.lindaclarke.co.za
Circle of life (n.d.) “Your Personal Care Values” Retrieved from
http://www.healthandwellnesscoaching.org/tools/ 02Notes/ Personal- Core-Values.pdf
on September 7, 2017
Module 6 Page 97
7 Version of Me 2.0
Introduction
This module entitled “Version of Me 2.0” refers to the individual who is discovering the
real Version of Me 2.0, that can be awesome in his/her own way and able to manifest greatness
in pursuing a lifelong career. It is a transition from school to the curriculum exits that the learner
will plan for the future job, that he/she will be productive and persistently sustain in the real
world of work―that’s the real version of me 2.0.
In order to figure out how learners will work with Me 2.0, the learners should understand
who they are and how they function well. This will be a great help to our learners to be aware
and be guided on what they want to become, who they want to be, and know where to begin.
What traits will learners possess that they can be proud of? No matter where the learners are or
what moment they are in, let us take this module and learn things forward together.
Time Allotment: 120 minutes

Materials
 paper
 ball pen
 something that represents “My Future Job”
 “My Future Job” and my list of Friends’ Future Jobs
 “My Hand Version 2.0” Transition Worksheet (back to back)
 “Version of Me 2.0” sheet (Feet)
I. Objectives
At the end of the session, the learners are expected to:
1. identify the rights and responsibilities of the employees and employers;
2. determine the aspects considered in planning for life and career; and
3. relate the chosen career to the needs of the society.
Activity: Me and My Future Job
This activity will encourage the students to be motivated to pursue their future job
that they want or dream about. In this activity, the students will learn more facts about
their future jobs as they will be sharing from what they have learned from the assignments
given to them in Module 4 and Module 5.
Module 7 Page 98
Directions:
1. Ask the class to find a partner (dyad).
2. Give Activity sheet no. 1 and have them write the name of their partner. (See Appendix 1.)
3. Each partner will introduce himself/herself; present his her symbol; name what job
represents his/her symbol; and what contribution to the society that job could give.
4. Learners will write the information in the worksheet then find another partner who will do
the procedures in no. 3.
5. Learners will gather as many as he/she can within an allotted time of five minutes. He/She
then will give his/her paper to the Teacher for validation.
6. The learner with the more names and information listed in the worksheet is the winner.
Synthesis:
Questions help clarify the situation. Questions put learners on the spot, where they have
to think―and thinking is always a good thing for everybody. Questions help learners clarify their
thoughts. Questions demand answers and require the situation to be thought through, to its
logical conclusions.
With this process, the learner will be able to decide better about their career goals.

The main activity is based on the motivational activity and from the modules in Grade
10 and Grade 11. This activity focuses mainly on the process of transition of the learners
from school to the four curriculum exits and where they will find themselves in the
workplace that corresponds to their curriculum exit. This is taking into the hands of the
learners the realities they have to face once they set into the real world of work. In the
realm of work, learners will have to recognize work ethics and work values they have to
imbibe, including improving their personality in order to succeed in whatever career they
pursue.
Rationale
Our hands are very important parts of our body. The hands symbolize how an
individual works. A lot of memories are found in our hands, just like a scar somewhere in
the finger that reminds you of a time when you were chopping wood for fire, or helping
your mother prepare for dinner. Or it may be a scar from heated oil that scratched your
hand while frying fish. It may also be a callus on the hand that reminds you how
hardworking you are, such as when you go farming, wash clothes, and do household chores
for your family.
The brain serves as the master that the hand may follow (doer). This simply states
that our hand acts what the brain commands; as both are working together. As such, an
individual should have balance in work ethics and in work values in order to achieve
success in life.
Module 7 Page 99
Procedure:
1. Each learner shall be provided with a piece of paper;
2. Learners observe their two hands and choose which hands represent him/her the
most. Is it the right hand or the left hand?
3. On the bond paper, they trace the hand they chose;
4. Have learners draw symbols:
On the SMALL FINGER: Draw a symbol that represents your present
track/strand/specialization (Grade 12).
Sample drawing for Academic: A nurse’s cap because the learner wants to become
a Nurse, a Statoscope because the learner wants to become a
Physician/Doctor.
Sample drawing for TVL: Hammer, Ladder, Bread, Cake and many more
On the RING FINGER: a symbol that represents your Job immersion.

Sample drawing for Academic: Drawing of a Hospital, Building, Bank, Orphanage
Center, Accounting Firm, Shopping Mall and many more
Sample drawing for TVL: Electrical Store, Construction site, Bakery, Beauty
House or Salon and many more
On the MIDDLE FINGER: draw a symbol that represents your career exit (Kolehiyo,
Trabaho, Negosyo and Skills and Development Center).
Sample drawing for Academic: Drawing of a Business building, Bridges, Road
and many more
Sample drawing for TVL: Academic: Drawing of a Hospital, Building, Bank
On the POINT FINGER: Draw a symbol that represents your future job.
Sample drawing for Academic: An injection for a nurse, a statoscope for a
Physician, high rise building for Engineering, Hospital, Bank Orphanage
and many more
Sample drawing for TVL: Drawing of an Electrical Store, Construction site,
Bakery, Beauty House or Salon and many more
On the THUMB: Draw a symbol of your contribution to the society in relation to your
future job (success-like story).
Sample drawing of Academic: The heart and the family. Because the nurse helps
by taking care and helps sustain the life of one sick individual in the family.
Sample drawing for TVL: Drawing of good food for a healthy life style by a
chief cook
On the PALM AREA: Draw a symbol that represents your Career Motivational Goal;
(strength and sustainability/holding on)
Sample drawing of Academic: Drawing of a heart that symbolizes life “as long as
there is a heart beating…life must go on” by a Physician and Nurse.
Sample drawing for TVL: Drawing of a Go, Glow and Glow food that gives
strength to an individual.
Module 7 Page 100

On the WRIST AREA: Draw a symbol that sustains you in the current
track/strand/specialization (connection and sustainability strength and
responsibility)
Sample drawing for Academic: Drawing of a Cross symbolizes “My Creator” that
means… I am the Way, the Truth and the Life”…In the ups and downs of your life,
you are sustained with prayers and keep on moving forward positively until
success comes.
Sample drawing for TVL: Construction material/tools needed in the construction
company, were there tools are very much valued the workers.
Note to the Teacher:

1. Group the learners into triad and let them share what they just made. Hve them do this for
five minutes.
2. After the sharing, let the learners look at their drawings again and let them analyze how ready
and equipped they are for their future job. Ask learners to fill up the information needed as
they analyze their work. See another worksheet in the appendix: “My Hand Version 2.0
Activity.”
Sample Activity Worksheet 2: Transition Work Sheet Analysis on Curriculum Exits “My
Hand Version 2.0”
Module 7 Page 101

Activity Worksheet 3: “My Hand Version 2.0”
Directions: Do the activity by following the aforementioned procedures.
Options (aspects) to consider:

1. Will go to college if there will be a financial support.
2. Will go to work with NC2 as Electrical instillation.
3. Will make a business with electrical equipment.
Right and responsibilities of my future chosen career:

1. Designing and implementing cost-effective equipment modification to help improve safety
and reliability (Ex. For Electrical Engineering).
2. ____________________________________________________________________________
3. ____________________________________________________________________________
Rights and responsibilities of the employer (Engineering Company):

1. Provide workplace free from serious recognized hazards and comply with standards, rules
and regulations.
2. ____________________________________________________________________________
3. ____________________________________________________________________________
1. How did you find yourself in the chosen career in relation to the expected duties and
responsibilities?
2. Being aware of your chosen career, name at least three you consider your work principles.
3. What/who do you think motivates you to pursue your career goal? Can you explain how?
Module 7 Page 102

Ask the learners to volunteer to answer the three questions and synthesize this to connect to the
lecturette.
Synthesis
Senior high school is a transition period or passage from one stage to another until the
learners reach their chosen career goal. There are important factors to consider in reaching the
chosen career goal. One is by exposing oneself to the world of work in order to get a taste of what
it takes to be working and to become workers. By exposing themselves to the real world of work
through work immersion, learners slowly learn and develop within themselves the work
principles and work values. As such, once they themselves are in the realm of real work, they
would know the rules and become exemplars of other coworkers in terms of practice of work
ethics and work values.

The definitions that follow are for the consumption of the teachers in preparation for the
lecturette.
Definitions of Terms
Conformity is a type of social influence involving a change in belief or behavior in order to fit in
a group.
Motivation is literally the desire to do things. It is the difference between waking up before dawn
to pound the pavement and lazing around the house all day. It is the crucial element in setting
and attaining goals—and research shows you can influence your own levels of motivation and
self-control. So figure out what you want, power through the pain period, and start being who
you want to be.
Personal development covers activities that improve awareness and identity, develop talents
and potential, build human capital and facilitate employability, enhance the quality of life and
contribute to the realization of dreams and aspirations.
Personality development is the relatively enduring pattern of thoughts, feelings, and behaviors
that distinguish individuals from one another. The dominant view in the field of personality
psychology today holds that personality emerges early and continues to change in meaningful
ways throughout the lifespan.
Expectancy theory (or expectancy theory of motivation) proposes an individual will behave
or act in a certain way because they are motivated to select a specific behavior over other
behaviors due to what they expect the result of that selected behavior will be.
Two-factor theory (also known as Herzberg's motivation-hygiene theory and dual-factor
theory) states that there are certain factors in the workplace that cause job satisfaction, while
a separate set of factors cause dissatisfaction.
Module 7 Page 103

Trait theory (also called dispositional theory) is an approach to the study of human personality.
Trait theorists are primarily interested in the measurement of traits, which can be defined
as habitual patterns of behavior, thought, and emotion.
Operational Definition:
Work ethics is the guiding principle of correct working.
Work values is imbibing the guiding principle of correct working.
Goal motivator is a personal or hygiene motivation adopted from Hernsberg’s motivation

theory.
Return of Investment (ROI) is the human capital with work ethics who became productive and
efficient towards work.
“A life that not lived for others is not a life.” – Mother Teresa
The activity “My Hand Version 2.0” has something to do with the individual’s life, the
learner’s future career. The symbolic hand interprets how the individual works. The realization
of the learners chosen career with its work ethics, work values and personality that fits him/her
to their career goal.
In the future workplace, it is important for the learner to know the duties and
responsibilities of both employees and employers. (Refer to appendices 1 and 2.)
As the learner experiences education from the school, his interest is in future career
progresses. According to Gestalt, (here and now theory) the experience of the learner has
a strong influence that he could learn and develop his work ethics and work values in the
process of learning specific knowledge and skills towards his chosen career. These are the
factors that employers are looking for in an applicant (learner). Aside from the intellectual
part of the learner, another important aspect to consider in the lifelong career planning is
the personality of the learner.
The learner’s personality is an asset not just in the future workplace, but in everyday
living. Most if not all, employers highlight “pleasing personality” from an applicant.
Personality is progressive and developmental. The personality of the learner has been
recognized from Module 1 to Module 6. And as the modules progress, the learners’
personality also improves as it is enhanced in every module. Whether the learner will
decide to be employed, pursue college degree, make a business, or just stop moving forward
to its career advancement, that learner has his own unique personality.
Module 7 Page 104

Personality Development essentially means enhancing and grooming one’s outer and
inner self to bring about a positive change to one’s life. Each individual has a distinct
persona that can be developed, polished and refined.
Improving personality and Image is a reproduction or a mental picture of you as seen

as others. People react to you based on the way you present yourself, the way you look,
speak and behave. If you act defensively, you invite attacks. If you act strong and confident,
people will respond to you with respect and deference (Santos, 1984). Some Filipino men
and women generally appear overly modest and shy. Instead of behaving assertively, they
behave too submissively, they let the situation appear to be controlling them.
According to the study of Bencsik, et al., on the Relationship between Motivation and
Personality type, is proven that there is a significant relationship between the known and
accepted (attractive) goal of work its value and employee satisfaction. These relations are
factors that reinforce intrinsic motivation.
It is significant to note that the determined aspects (factors) that the learners have
considered in planning for life and career like the goal motivators of the leaner has to be
recognized since this factors that will lead him to his career success that could address to
the need of the society or may lead him halt him from career advancement to meet the
need of the society.
Here are some factors that made the learners what they are now: Where are they
were from? Are they from city or from a small town? What were their past experiences,
particularly in your family? The way they respond to people is a result of the way you
respond to your family members-especially your parents in your formative years.
The learner in this module would recognize its motivators as intrinsic and extrinsic
motivators in order to move forward to the next level and even to sustain their lifelong
career goals. Intrinsic motivators are internal variables within the individual give rise to
motivation and behavior. Example is the Maslow’s hierarchy of needs theory.
According to Abraham Maslow’s hierarchy of needs an individual first have to satisfy

its basic Psychological needs (food, shelter and clothing) before the individual takes the
second step with it is up to the next need level which is the Safety and Security, then the
need of Belongingness (to love and to be loved), then the need of Esteem (Self-esteem) and
the Self-actualization of which is the highest need of a person.
While a process motivator emphasizes the nature of the interaction between the
individual and the environment. Examples of valued outcomes in the workplace include
pay increases and bonuses, promotions, time off, new assignments, recognition, and many
more.
Another external motivator to consider which focuses on environmental elements to

explain behavior is the motivator itself. Motivators are more concerned with the actual job
itself. For instance how interesting the work is and how much opportunity it gives for extra
responsibility, recognition and promotion. According to Hernzberg, hygiene factors are
Module 7 Page 105

factors which 'surround the job' rather than the job itself. For example a worker will only
turn up to work if a business has provided a reasonable level of pay and safe working
conditions but these factors will not make him work harder at his job once he is there.
To relate the chosen career to the needs of the society, the learner requires to process
himself/herself to change and take the balance in order to fit in and address the need of
the society.
The individual in the society is the learner who carries with him/her the factors that
will in able him/her to fit to the needs of the society. The learner’s factors are his/her work
values, skills, knowledge, personal qualities, enhanced personality, work ethics and not
limited to friendliness, approachable, genuineness, warmth and many more. An individual
develops and functions within the environmental context.
It is also important to note that as the learners move forward to their career goals
they need to recognize their own core work values and work ethics as well as recognizing
other learners work values and work ethics to work harmoniously as one team (senior high
school). The learners will encounter themselves in the same situation as they exit to work,
to have a business, to college, to middle career job and even if they halt to advance their
career. The learners have already learned how to cope and adjust themselves with the
changing career environment.
The process of this module is for the leaners’ goal is to recognize one’s knowledge,
skills, qualities (personality), values (personal values) and work ethics is to get the desired
career goal and to learn how to sustain in his/her desired curriculum exits to be able to
address to the need of the community and to the society as well.
Module 5 mentioned about ROI (Return of Investment) of which is not limited to
monetary investment. The individual learner with its work ethics and work values in the
future workplace may sustain and even be promoted to a higher position. As the quote
goes “As long as you’ve got passion, faith, and are willing to work hard, you can
do anything and have anything you want in this world.” – Unknown
It is important to note that, while learner’s work values play an essential role in their
career choice, they should not consider them in isolation. Learners may also look at their
other traits including personality type, interests, and aptitudes. It is then when learners
when l find themselves in a Better Jobs Fit equals better success and satisfaction that sustain
them in the position (Frank Parson, 1908).
Version of Me 2.0 then is a process that the learner will become ready not just in the
workplace but in everyday encounter. The learner then is ready to fit in himself to an
organization. Consider the My Version 2.0 – will now be a marketable person to its lifelong
career.
Synthesis
“We are shaped by our thoughts; we become what we think. When the mind is pure,
joy follows like shadow that never leaves.” - Buddha
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Activity: Human Knot
Objective: Untangle the Knot
Lessons: Responsibility, Accountability, Coordination, Sensitivity, Communication Skills,

Critical Thinking; Solve Problems; Solve different kinds of non-familiar problems in
both conventional and innovative ways; Contextual Learning; Flexibility;
understand, negotiate and balance diverse views and beliefs to reach workable
solutions (conflict management), particularly in multi-cultural environments
What to Do:
1. Have all 10 learners stand in a circle, facing inward.
2. Tell everyone to reach their right arm towards the center and grab someone else's hand.
Make sure no one grabs the hand of the person right next to them.
3. Next, have everyone reach their left arm in and grab someone else's hand (they are now
representing a human knot).
4. The learners are free to make their strategy on how to untangle their knot (it is expected
that the group will not let go of once hand while untangling the knot but realizing each-
others’ hand just enough to turn around).
5. Note: To make the game more challenging, tell the learners not to talk while they are
untangling the human knot.
6. The learners will do the activity in five minutes.
1. Relating to the chosen career, what have you learned from the activity?
2. What was your strategy behind that you were are to untangled the knot?
3. What difficulty have you encountered while your group was untying that human knot?
4. How were you able to cope with the difficulties in the process?
5. How will you relate this activity with your real life challenges?
Synthesis:
In our everyday life, we often encounter unique personalities who can inspire our day or
just make our day. The Knots symbolize our everyday life struggles. To make things easier for
us to handle, it is suggested that we take our day one at a time, stay positive, and avoid toxic
people if you think these people will just put you down.
The choice is with you to take. Remember, life is wonderful when we live joyfully and
harmoniously. By sharing our blessings with other people, success is in our reach.
“Live life without fear, confront all obstacles and show them.”
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VI. Reflection: Version of Me 2.0 – Progression Sheet (15 minutes)
Directions:
1. Learners will have a worksheet of the My Version 2.0 (feet).
2. On the left foot, learners will list things (traits & values) about his/her old self that
he/she needs to change to get ready for the chosen career.
3. On the middle between the left and right feet, the learner will write his/her motivational
mantra to move on. Ex. “Go! Fight! Win!”
4. On the right, learners will list new traits and values to accept, embrace, and improve to
get ready for the chosen career.
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Version of Me 2.0 – Progression Sample Sheet
G
o
!
F
I
g
h
t  Punctual
!
W  Attentive
i
n
!  Punctual
 Sometimes
late in class
G  Attentive
o
 Sometimes talking !
 Always
with seatmates
F
 Sometimes
I
late in class g
h
t
 Sometimes talking !
with seatmates
W
 Sometimes absent i
n
!
Module 7 Page 109

Version of Me 2.0 – Progression Sheet

Directions: Situational Analysis
1. Group the class into five (5). Each group will be given a situation to analyze.
2. The group will be given 5 minutes to discuss and let them select a group representative
to present their answer from the given situation.
3. Share the group’s work to the plenary.
Situation No. 1:
Mr. Blank is a policeman who witnessed a killing incident to a teenager who allegedly
was involved about illegal drugs. In the court scenario, Mr. Blank labelled the child as illegal
drug user without strong evidence.
1. Identify the work ethics and values of the policeman.

2. What could have been done by the policeman?
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Situation No. 2:
A bridge was built with substandard materials. The civil engineer gave an estimated
budget of 1.5 million to build the bridge but only P750,00.00 was spent for the materials.
The other P750,000.00 was shared by the rest of the construction workers.
1. Identify the ethical issue in this situation.

2. What should be done?
Situation No. 3:
You are a friend of a newly hired accountant in a company XYZ who was offered with
a bonus of 1 million and a trip to London for a vacation. But he could not present to the
Board of Directors his findings on the discrepancy of the financial report at the company
treasurer.
1. Identify the ethical issue in this situation.

2. What could have been done by the accountant?
Situation No. 4:
A good chief cook was known in your community. Because of his monetary needs, he
closed a number of catering booking in just a week. He was successful and gained triple
income better than when he was working in the hotel. But unfortunately, he got sick with
tuberculosis. He got so depressed.
1. What work values can you identify in this situation?

2. How will you help/advise your good neighbor?
Situation No. 5:
In a restaurant, a costumer ordered a hot noodle soup. As the costumer was about to
take the noodle soup, he found a hair together with the noodles. The costumer then called
the waiter and told him about the hair. The waiter right away apologized about the incident
and gave him another serve of hot noodle soup.
Identify the lesson learned in the situation.
Synthesis:
“The will to win, the desire to succeed, the urge to reach your full potential…these are the
keys that will unlock the door to personal excellence. “ ―Confucius
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Appendix 1
Activity worksheet #1
“Me and My Future Job”
Learner’s
Name Symbol Future Job contribution to the
Society through
his/her job.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11. “ME”
__________________________________ _____________________________
LEARNER’S NAME TRACK/ STRAND/ SPECIALIZATION
Activity worksheet #1
“Me and My Future Job”
Learner’s
Name Symbol Future Job contribution to the
Society through
his/her job.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11. “ME”
__________________________________ _____________________________
LEARNER’S NAME TRACK/ STRAND/ SPECIALIZATION
Module 7 Page 112

Activity 1 – Academic Transition Work Sheet Analysis: Curriculum Exit - ______________
Name: __________________________________ Future Job: _________________________
Options to consider:
Right and responsibilities of my future CHOSEN CAREER:
Rights and Responsibilities of the employer:
Duties and Responsibilities of the EMPLOYER:
Module 7 Page 113

Options to consider:
Right and responsibilities of my future CHOSEN CAREER:
Rights and Responsibilities of the employer:
Duties and Responsibilities of the EMPLOYER:
Module 7 Page 114

Appendix 2
Version of Me 2.0 – Progression Sheet
Module 7 Page 115

Appendix 3
List of Work Ethics
1. Reliability
2. Positive and helpful character
3. Good communicator
4. Altruistic and Goal Oriented
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Appendix 4
Reference for the Evaluation:

Use this checklist for a reference to identify and to get a better idea of what's important to you.
It's divided into three categories related to intrinsic, extrinsic and lifestyle values.
Intrinsic Values
These are the intangible rewards, those related to motivation and satisfaction at work on a daily
basis. They provide the inner satisfaction and motivation that make people say, "I love getting up
and going to work!"
1. Variety and change at work

2. Be an expert
3. Work on the frontiers of knowledge
4. Help others
5. Help society
6. Experience adventure/excitement
7. Take risks/have physical challenges
8. Feel respected for your work
9. Compete with others
10. Have lots of public contact
11. Influence others
12. Engage in precision work
13. Gain a sense of achievement
14. Opportunities to express your creativity
15. Work for a good cause
Extrinsic Values
These are the tangible rewards or conditions you find at work, including the physical setting, job
titles, benefits and earnings/earning potential. Extrinsic values often trap people into staying at
jobs they don't like, saying: "I just can't give up my paycheck!" They are commonly called "golden
handcuffs."
1. Have control/power/authority
2. Travel often
3. Be rewarded monetarily
4. Be an entrepreneur
5. Work as a team
6. Work in a fast-paced environment
7. Have regular work hours
8. Set your own hours/have flexibility
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9. Be wealthy
10. Have prestige or social status
11. Have intellectual status
12. Have recognition through awards/honors/bonuses
13. Wear a uniform
14. Work in an aesthetically pleasing environment
15. Work on the edge, in a high-risk environment
Lifestyle Values
These are the personal values associated with how and where you want to live, how you choose
to spend your leisure time and how you feel about money.
1. Save money
2. Vacation at expensive resorts
3. Have access to educational/cultural opportunities
4. Live close to sports/recreational facilities
5. Be active in your community
6. Entertain at home
7. Be involved in politics
8. Live simply
9. Spend time with family
10. Live in a big city
11. Live abroad
12. Have time for spirituality/personal growth
13. Be a homeowner
14. Live in a rural setting
15. Have fun in your life and at work
Module 7 Page 118

Appendix 5
Positive Work Ethics

Work ethics can be defined as a set of values, which involves the right approach, attitude,
precise behavior, respect for others and lively communication.
Basically, work ethics normalize what an employee would do in different situations in office
premises.
The habit of following good work ethics is inherent - it comes from within. It involves our
morality and other values, apart from what our parents have taught us.
Workers revealing good work ethics are considered suitable for better positions and more
responsibilities. Hence, it becomes important to be honest, responsible and dependable.
Positive Work Beliefs
Honesty: The old adage, "honesty is the best policy" is true today more than ever. Any job
assigned to a person should be done with utmost honesty, without double-dealing, untruthful or
larceny. Employee business ethics manuals from most scandalized corporations are likely to
contain slogans touting its commitment to honesty and integrity at work.
Integrity at Work: Integrity implies strength and stability. It means taking the high road by
practicing the highest business ethics standards. Representing integrity in the workplace shows
wholeness and reliability in a person's character and in an organization. It shows that person
have solid workplace behavior ethics that matter in the real world that promote positive work
ethics.
Dependability: Those who are dependable are considered reliable as well. Hence, it is necessary
to develop the quality of being a responsible person. This will, in turn, nurture brilliant results
and set you as a good example for those around you.
Responsibility: Accusing others, claiming victimhood, or passing the buck mays solve short-
term crises, but refusal to take responsibility corrodes respect and unity in an organization.
Ethical people take responsibility for their actions. Workplace stress issues are no excuse.
Likewise, actions show the ability to be responsible both in the little and big things. Good work
ethics show a deeper promise to personal responsibility.
Trust: There's no free drive to good work ethics. Trust is hard to earn and even harder to get
back after you've lost it. Everyone who comes in contact with you or your company must have
trust and confidence in how you do business ethics. Conflicts of interest in the workplace must
not be on your detector display.
Module 7 Page 119

Respect: Respect is more than a feeling, but a demo of honor, value, and admiration for
something or someone. We respect the laws, the people we work with, the company and its
assets, and ourselves.
Teamwork: Always remember that you are a part of the team, no matter what role you play in
it. Do what is not only good for you, but also, beneficial for the team as a whole. It is a business
necessity to work openly and supportively in teams whether formal or informal. You need each
other for effective problem solving in the work place.
Efficiency: Efficiency is vital for a person's own growth as well as the improvement of the
company he is working with. It is very easy to spot inefficient employees, who waste a lot of time
and resources. However, efficiency is still a hallmark of good workers.
Quality: Quality should be more than making the best product, but should extend to every aspect
of your work. A person who recognizes quality and strives for it daily has a profound sense of
self-respect, pride in accomplishment, and attentiveness that affects everything. From your
memos to your presentations, everything you touch should communicate professionalism and
quality. Don't let workplace stress issues rob you of striving for quality in everything you do.
Modesty: Humbleness and modesty are amongst the essential elements of good work ethics.
Only a dupe is arrogant, while a wise person always shows behaviors of humility.
Leadership: A leader is out front providing an example that others will follow. Problem solving
in the work place must be your first response. The real test of these values comes from the
resulting action. It takes a concerted, company-wide effort, beyond inserting these words in an
employee manual, to make it happen.
Positive Work Habits: Inculcate good working habits that will impress the people you are
working with and your superiors as well. Coming to work late, dressing inappropriately and
shuffling jobs are considered as signs of not following good work ethics.
Initiative: To be successful in whatever you do, it is vital to take initiatives on your part. Don't
wait to be told what to do. If you are doing the right thing in an acceptable manner, do not
hesitate to take initiatives.
Positive Attitude: Maintaining a positive attitude at work is very important to complete your
tasks successfully. This is because your coworkers get affected by your trait and respond
accordingly.
Appendix 6
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Duties and Responsibilities of Employees and Employers
Mechanical engineers create solutions and solve problems, playing a central role in the design
and implementation of moving parts in a range of industries
Mechanical engineers provide efficient solutions to the development of processes and

products, ranging from small component designs to extremely large plant, machinery or vehicles.
They can work on all stages of a product, from research and development to design and
manufacture, through to installation and final commissioning.
Most industries rely on a form of mechanical systems and mechanical engineering is

thought to be one of the most diverse of all engineering disciplines. Due to this, there are
employment opportunities in a range of sectors, including:
 aerospace
 automotive
 biomedical
 construction
 manufacturing
 power
 railway.
Mechanical engineers can be involved in the management of people, projects and resources,
as well as the development and use of new materials and technologies.
Responsibilities
Projects that mechanical engineers work on can vary significantly, from researching and
developing medical products (such as mechanical hearts), to improving production processes in
large oil refineries or designing services within buildings.
Across all sectors, your tasks generally include:
 designing and implementing cost-effective equipment modifications to help improve safety
and reliability
 developing a project specification with colleagues, often including those from other
engineering disciplines
 developing, testing and evaluating theoretical designs
 discussing and solving complex problems with manufacturing departments, sub-contractors,
suppliers and customers
 making sure a product can be made reliably and will perform consistently in specified
operating environments
 managing projects using engineering principles and techniques
 planning and designing new production processes
 producing details of specifications and outline designs
 recommending modifications following prototype test results
 using research, analytical, conceptual and planning skills, particularly mathematical
modelling and computer-aided design
Module 7 Page 121
 considering the implications of issues such as cost, safety and time constraints
 working with other professionals, within and outside the engineering sector
 monitoring and commissioning plant and systems.
Working hours
Working hours typically include regular extra hours, but not usually weekends or shifts.
Self-employment and freelance work are possible for qualified engineers with a good track record
and experience. Short-term contract or consulting work is also possible, often arranged through
agencies.
Employers
Mechanical engineers can find employment in a huge range of sectors; mechanical
engineering has usually played a part in almost all the products and services we see around us.
Employers of mechanical engineers include:
 aerospace and automotive industries
 the armed forces and the Ministry of Defence, e.g. the Defence Engineering and Science Group
(DESG)
 construction and building services
 energy utilities, including nuclear
 engineering consultancies
 government agencies
 manufacturing industries
 medical engineering
 oil and gas industries, including petrochemical industries
 process industries, including pharmaceuticals, food and cosmetics
 the public sector, including the Civil Service, local authorities, hospitals and educational
institutions
 research establishments, both academic and commercial
 sports engineering
 transport, including road and railways.
Recruitment agencies advertise vacancies and handle contract vacancies, particularly for
experienced engineers.
Professional development
It is possible to enter the engineering industry through a graduate training scheme. If you
do this, you will complete a structured course of training, which usually involves working within
a variety of disciplines.
It is likely that you will work towards gaining chartered engineer status (CEng), which is
an internationally-recognised qualification awarded by the Engineering Council.
With CEng status you have higher earning potential and improved career prospects.
Module 7 Page 122

You will need to be a member of a professional institution so that you can apply through
them for professional registration. Relevant bodies include:
 IET
 IMechE.
The process of becoming chartered is more straightforward if you have an accredited
bachelors degree, along with a Masters or an accredited integrated MEng degree. To see which
qualifications are accredited see the Engineering Council.
Some employers will offer opportunities to study for a part-time MSc in a relevant subject.
You will also need to demonstrate that you are working at a particular level and have the
required professional competences and commitment.
Most large firms offer structured training and encourage continuing professional
development (CPD). Usually, firms offer in-service training and short courses for specific needs.
This may include placements in different departments to widen your experience.
Some employers are unable to provide broad training opportunities themselves, and it is
worth checking what arrangements they have in place.
CPD can be aided by joining one of the professional bodies, such as IMechE or IET, which
offer support through structured CPD programmes. They also run events, courses and
conferences.
Career prospects
Most careers in engineering lead to a senior position with responsibility for other staff or
larger projects and budgets.
Gaining chartered status (CEng) is a significant help in career progression. It will be proof
that you have met a UK and international standard of experience and knowledge in the
engineering profession. More information is available at Engineering Council - Chartered
Engineer.
As companies operate in an increasingly international market, the European engineer (Eur
Ing) status and additional language skills will become a distinct advantage if you wish to progress
further in the profession.
All chartered engineers are eligible to apply for Eur Ing status. See Engineering Council -
European Engineer.
You may decide to develop additional skills, such as business or management, so that you
can get involved with larger projects and take on greater responsibility.
Good commercial awareness is essential for career development, as well as developing
people management skills, as it is likely you will be required to lead teams or manage projects.
You may be able to move into business functions, such as procurement, sales and
marketing or human resources (HR). Once you have developed your technical skills, you can
move into senior engineering posts, such as engineering director.
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Appendix 7
Improving One’s Personality
Early in life, one’s personality is already revealed, however, experiences, education and
situations modify them at such length. It can be improved by constantly evaluating checking on
our behavior and accepting challenges and opportunities to modify a personality for the better.
Techniques to improve it:

1. Know yourself. Make an honest to goodness personality check.
2. Be willing to develop a strong desire to change for the better
3. Set a checklist of the good and bad or strong and weak points and make a plan on how you
improve on the weak points. The plan must be made in a step by step basis.
4. Follow up and evaluate progress of planned implementation
Poise and Grooming
How you look can make a difference…. Not only regarding the way you feel inside about
yourself, but also on your on – the job performance and in your interpersonal relationships.
Check your bearing and body movements. Rigid or relaxed the way you walk reflects how
you feel:
 a tired shuffle
 a nervously hurried pacing
 a relaxed stroll
 a proud strut
Correct any negative mannerism like:

 Fidgeting with hair, jewelry, belt or belt buckle
 Twiddling thumbs
 Touching face
 Sniffling
 Scratching yourself
 Picking your teeth
 Foot tapping or foot rocking
 Clearing your throat or swallowing air
Wear appropriate clothes. The image you should project is one of your Responsibility,
Respectability and Trust.
Module 7 Page 124

You and Your Wardrobe
Your clothes/accessories should suit you according to:

Figure
Occasion/time/place
Climate
Budget
Lifestyle
Age…. And more
Especially at work, don’t overdress. Clothes should not be so conspicuous as to distract

attention from the business at hand.
ACCESSORIES:
Jewelry – any piece of jewelry to be worn should be functional, or should add presence.
For women: use scarves to peck up simple designed outfits.
RULES FOR ACCESSORIES

 For business dressing, moderation is the key.
 Your accessories should suit the occasion, age and personality of wearer.
 It is a right to mix real, fake and ethnic jewelry, provided the fake jewelry is not blatantly
plastic.
“After you have clothes and accessories together, take a final glance at the mirror. If you
have some doubts, take something off.”
Specifically: Shoes
 Invest on a good pair. If your feet hurt, your face will show it
 Shoe color should generally be darker than the color of your hemline.
 Strappy sandals open to toes and heels, extremely high heels are not appropriate for office
use.
 Shoes can match your bag in color or texture but not both.
 White shoes looks good only for casual worn with white skirts or white pants.
 Preferably made of leather. Condition of shoes should be satisfactory.
Wardrobe Turnoffs:
 Underwear the wrong color for the clothing, so that it shows through
 A skirt with a slit worn with slip that shows through the split
 Bare feet in open-toed shoes in a business atmosphere
 Open-toed shoes with reinforced toe nylons
 High-heeled shoes in need of heel repair
 Buttons opened below the bust line
 An excessive amount of jewelry
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 More than one ring per hand
 Clothing worn top too tightly
 Strained or soiled clothing
 And overstuffed handbag
 Loose or missing buttons
 Visible underwear lines
 Bra straps that show
 Nylons with runs
 Uneven hemline
Module 7 Page 126

References
Personality – Positive Work Ethics, http://personality.pl/?id=75
Books:
Bolles, Richard Nelson. 2009. What Color is Your Parachute? A Practical Manual for Job-
Hunters and Career-Changers, Ten Speed Press Berkeley/Toronto.
Stone, Raymond J., John Wiley & Sons. 2006. Managing Human Resources, 1st Edition
2006, Australia, Ltd., 42 Mc Pongal Street, Old 4064.
Santos,1984. Personality for Today’s Young Professional Personality and Work Values,
Bencsik, Andrea, et al. 2016. The Relation Between Motivation & Personality Types.
International Business Management, 10: 183-193. URL:
http://medwelljournals.com/abstract/?doi=ibm.2016.183.193.
Module 7 Page 127

Worksheet
Lifelong Learning Plan
Name: _______________________________________ Track: ___________________________ Strand: ___________________________
Life and Career Career aspect Current Gap Gap Bridging Plan
Goal goal from Situation Description Objective Lifelong Resources needed Time Mode of
previous Learning frame Verification
Person/s financial/
modules Strategies
material
Career Position/
Designation
(Module 4)
A. Career
1. Knowledge/
Information
(Module 4)
2. Skills/
Experience
(Module 4)
B. Social link/
networking
(Module5)
C. Personal
Values
(Module 6
and 7)
Module 8 Page 1
Example A
JOHN GIO T. ALONZO
Name: _______________________________________ ACADEMIC
Track: ___________________________ HUMSS
Strand: ___________________________
Person/s financial/
modules Strategies
material
Career Position/ To become a Grade 12 I need to To be Traditional To become I am a I need BS Appointment
Designation Secondary HUMMS acquire the appointed tertiary and a Grade 12 and at paper as
(Module 4) School student qualifications as graduate Secondary HUMMS least Principal I
Principal for Principal I Secondary education School student master’s
by finishing School Principal degree
my BS and Principal II education
Master’s after 12 while
degree years earning
education the work
while earning experience
the work required
experience and take
required. the
NQESH
Module 8 Page 2
A. Career
1. Knowledge/ To possess I have Zero I need to To obtain Interview, School Computer, 2017 Verbal
Information relevant knowledge acquire a rating of internet Admin internet onwards summary-
(Module 4) knowledge in school information 80% or browsing, personnel, connection zation of the
about school manage- about School higher webinar, Guidance basic nature
management ment Management under the continuing Counselor, of school
Leadership professional University management
and education/ personnel
Gover- develop-
nance ment
cluster on
the
NQESH
Test in
2027
2. Skills/ To be a good I served as I need to have To Establishing Barkada Letter of 2017-2018 Coordination
experience leader class vice more volunteer linkage Kontra coordinati letter duly
(Module 4) president leadership to lead 1 through Droga on/mobile received/
experiences organi- coordi- Adviser/ phone for response of
zational nation/ Coordi- coordi- BKD Adviser/
project of Leading/ nator, SSG nation advice given
the facilitating officer by SSG
Barkada Officer
Kontra
Droga in
2017
B. Social link/ I have savings I need to To be ab1e Network- Office N/A 2017
networking but I know it link with to acquire ing/ personnel
(Module5) wouldn’t be agencies/ knowledge linking-up
Module 8 Page 3
enough for people that about the with
my schooling can scholarship PESO/
provide application LGU/
scholar- requirement NCIP/
ship or s for DOST/
financial tertiary CHED/
help for education Univer-
my studies by SY 2017- sities etc.to
2018 avail
detailed
scholar-
ship
C. Personal To develop I do not know I need to To be able Mentoring Beauty Make-up December
Values my beauty any acquire to apply /coaching Care kit 2017
(Module 6 through appropriate eye make- appropriate students/
and 7) personal eye make-up up eye make- teachers
grooming strategy application up to myself
skill by
December
2017
Module 8 Page 4
Example B
Name: _______________________________________
JEANINA L. COSTILLAS Track: ___________________________
TVL Strand: ___________________________
HOME ECONOMICS
Person/s financial/
modules Strategies
material
Career Position/ Career To be a I am a Grade I need to To Network- Mentors Business 2018-2028
Designation Position/ successful 12 Home gain establish a ing with capital
(Module 4) Designation business Economics knowledge restaurant people
(Module 4) person student and skills within 10 and
in business years restau-
operation, rant
and source owners
out capital
A. Career
1. Knowledge/ To possess I have little I need to To conduct Research/ Entrepre Laptop, 2017 Complete
Information relevant knowledge acquire more 1 simple mentoring/ neurs, survey tool feasibility
(Module 4) knowledge in business knowledge restaurant webinars/ customer study
about the operation about business internet s,
feasibility of a business feasibility browsing/ research
restaurant operation study in informal teacher
business in April 2018 interview/
my locality personal
reading
Module 8 Page 5
2. Skills/ To be a good I am a I need to have
experience business working restaurant
(Module 4) manager student at management
a appren-
restaurant ticeship
B. Social link/ To master Observing, Restaurant Office 2017-2018 Coordinati
networking accuracy in apprentice owner supplies on letter
(Module5) balance sheet ship, duly
preparation mentoring received/
by August /coaching response
2018 of BKD
Adviser/
advice
given by
SSG
Officer
C. Personal To I am assertive I need to To Establish relatives, N/A November-
Values improve but never develop consistently ing friends, December
(Module 6 my extended it my convince at potential friends of 2017
and 7) persuasion yet to persuasive least market/ friends,
skill convincing skill 1person social classmate,
others to buy every week and
goods or in 2-month personal
choose period to networki
specific eat at the ng/
service over restaurant webinar
another where I stay
Module 8 Page 6

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1 Entering the Exits

Total Time Allotment: 120 minutes (2 hours)

At the end of this module, the learners are expected to:

Notes to the Teacher:

The Senior High Career Party

1. How did you find the “Senior High Career Party”?

III. Main Activity (50 minutes)

Activity: Golden Doors

IV. Lecturette (15 minutes)

Entrepreneurship. Senior high school graduates who plan to pursue the

Activity Sheet No. 2: My Entry Point in the Exit

1. Provide each learner with paper and coloring materials.

VI. Reflection (10 minutes)

VII. Evaluation (15 minutes)

Activity Sheet No. 3: My Plan to Exit

Occupational Interests Occupational Interests (based on preference

Name: __________________________ Position Applied for: _______________________

Name: __________________________ Position Applied for: _______________________

Name: __________________________ Position Applied for: _______________________

Name: __________________________ Position Applied for: _______________________

Name of Business: __________________________________________________________

Name of Business: __________________________________________________________

Name of Business: __________________________________________________________

Name of Business: __________________________________________________________

COLLEGE APPLICATION FORM

Name: __________________________ Course Applied for: _______________________

COLLEGE APPLICATION FORM

Name: __________________________ Course Applied for: _______________________

COLLEGE APPLICATION FORM

Name: __________________________ Course Applied for: _______________________

COLLEGE APPLICATION FORM

Name: __________________________ Course Applied for: _______________________

COLLEGE APPLICATION FORM

Name: __________________________ Course Applied for: _______________________

COMPETENCY ASSESSMENT RESULTS

COMPETENCY ASSESSMENT RESULTS

COMPETENCY ASSESSMENT RESULTS

COMPETENCY ASSESSMENT RESULTS

A. Science B. Natural Sciences

Allied Health Professions

Health and Wellness Support Staff

C. Aquaculture and Agriculture/Forestry D. Engineering

E. Business and Finance/Commerce F. Professional Services

Business Specialized Area: Education

G. Personal Services H. Computers and Technology

Tourism Support Staff

Jewelry and Fashion

1. Web Development and SEO (Search 36. Wedding Planner

(Use your journal notebook for Career Guidance.)

Occupational Specific Preferred Curriculum Exit

Total Time Allotment: 120 minutes

 Module 2 slide decks

At the end of this module, the learners are expected to:

II. Motivation (15 minutes)

Sequence of the activity:

After the activity, ask the learners the following questions:

III. Main Activity (25 minutes)

Labor Market Carousel

Preparation of the Labor Market Carousel:

Sequence of the activity:

IV. Lecturette (35 minutes)

The Changing Nature of Work

Technology. In a highly digitized and connected world mainly driven by smart

Name: ____ Position Applied for: _

Name: ____ Position Applied for: _

Name: ____ Position Applied for: _

Name: ____ Position Applied for: _

Name: ____ Course Applied for: _

Name: ____ Course Applied for: _

Name: ____ Course Applied for: _

Name: ____ Course Applied for: _

Name: ____ Course Applied for: _

Preferred Exit: ___ First choice: _ Second choice: _______

1. I want to be __ who is