Michael Vincent G.

Manlupig
Presentor
 CHAPTER FOUR:
CAREER PLANNING GUIDELINES AND
ACTIVITIES FOR THE PHILIPPINES
◇ ELEMENTARY LEVEL
◇ HIGHSCHOOL LEVEL
◇ COLLEGE LEVEL
 Career Planning
◇ Think about your interests

◇ What do you like to do? Think about experiences you

have enjoyed. What kind of school, religious, social, or
sports activities do you like?
◇ Make a list of 10 activities you have enjoyed doing in the
past four years.
◇ Evaluate those interests. Think about what you liked
about the activities. What challenges did the activities
offer? What skills do you need to develop further to
continue in those activities?
◇ In a country like the Philippines,
many people pursue courses
that would lead to occupations
which seem to guarantee
immediate employment.
◇ Because of the poverty and
instability in the Philippines,
many people are still trying to
satisfy the physical and safety
needs of Maslow
◇ Interviews with students
often reveal that they
never talked about
occupations or careers in
the elementary years.
◇ Many of the interviewed
students who came from
different elementary and
secondary schools claim that
they realized they had a school
counselor only in highschool
when the following activities
were conducted:
◇ 1.Administration of interest and
aptitude tests, either in third or fourth
year
◇ 2. Career Week
◇ 3. Colleges and Universities
Orientation Week
◇ 4. Filling up of application forms for
specific universities
◇ 5. Some discussions with the
counselor
In college some career or
occupational counseling is
done by the freshman or
sophomore counselor
primarily for those who still do
not know what to pursue or
those who want or need to
shift.
◇ The senior or terminal college
counselor in the absence of a
placement officer, takes care of
job affairs and preparing the
students for job application
activities- resume writing,
writing a letter of application,
job interview etc.
◇ The Human Resources
Management department may
just post openings within
institution.
◇ Some HR departments take
care of the career pathing of
their employees.
Career Counseling is
mainly done by a
guidance counselor
◇ Career decision-making
requires thorough thinking,
including an examination of the
life span of the individual- how
he/she has developed through
years, where he/she is at
present and where he/she
wants to go.
GETTING TO KNOW
ABOUT WORK AND
WORKERS
1. Ask children to find out and
share what their parents do
the whole day.
2. Ask children around
campus and interview the
people regarding their
work and what it is called.
 3. Make students bring to
discussion a list of occupations
and discuss what they have
discovered about each.

“
4. Point out certain materials
within the children’s point of view
and ask what kind of people
made them.
5. Take a waking tour outside a
school parameter and point out
establishments and people, and
name their work or occupation.
6. Invite some parents to come and
talk about their work, what specific
things they do, and show what kind of
tools they use.
7. Give a lecture on the different
occupational paths;
◇ Creative path

◇ Business path

◇ Nature path

◇ Building and technology path

◇ Helping path

◇ Health path
8. Invite students to recall people they
have met in each career path.
9. Turn on the local television, surf for
one hour and list what kind of
occupations for each career path they
saw.
10. ask students to bring pictures of
certain occupations and have the
classmates guess the occupation.
11. Hold a gameshow whereby students
are made to guess the occupation or job
described, or the tools for specific jobs or
occupation.
12. Conduct a contest for identifying as
many occupation as they can under each
career path.
GETTING TO VALUE
AND RESPECT
OCCUPATION
A picture is worth a
thousand words
A complex idea can be
conveyed with just a single still
image, namely making it
possible to absorb large
amounts of data quickly.
1. Ask students to whom they would go
when circumstances arrive.
2. Direct students to bring something
that is important to them and ask
what kind of workers might have
produce.
3. Brainstorm on society’s need for the
different occasion.
4. Ask students to share what they
enjoy doing
 5. Ask the students to role play a
challenging life situation and have the class

“
decide the occupations and task that have
to be performed in order to improve the
situation.
 GETTING TO KNOW THE

“
REQUIREMENTS OF EACH
OCCUPATION
1. Ask students what specific task have to
be performed in certain occupations on
a day-to-day basis.
2. Ask students to share what strengths or
abilities people in different occupations
must possess.
3. Ask the students to observe what time
their parents go tom work and arrive
from work.
4. Assign students to ask 3 relatives
occupying different occupations to tell
them about school subjects they must
be good in to do well in such.
5. Invite relatives or family members
to share the demands of their work
and what they must do to cope with
them.
6. Show students different products
and ask them what they think was
necessary in order to come up with
the product.
7. Bring students on a field trip to
observe what people are doing and
to identify what is required to
perform the task.
8. Ask students to match
occupations with tasks performed.
9. Ask students to identify the skills
and abilities needed for each
occupation.
10. Make a collage of tasks
performed and decide which
occupation is being
represented.
11. Discuss school subjects
needed in each career path.
 HIGH SCHOOL
ACQUIRING SKILLS TO
INVESTIGATE YHE WORLD
OF WORK VIS-À-VIS SELF-
KNOWLEDGE
1. Ask students to identify their favorite
subjects and relate them to possible
occupations.
2. Ask students to identify the subjects
where they get the highest grades and
lowest grades in relate them to
possible occupations.
3. Conduct brainstorming on emerging
careers related to something students
enjoy doing.
4. Ask students to look at what they have
preferred so far- activities, roles and what
they have tried to avoid and link these to
possible occupations or careers.
5. Ask students to discuss a hobby or
recreational activity and how this can be
transformed or related to a possible career.
6. Ask students to identify classmates with
special talents and relate this with
requirements of possible career.
7. Discuss desired occupations and hat
skill each one still needs to develop to
qualify for the occupation.
8. Discuss possible programs, activities,
institutions that can help develop
needed skills.
9. Invite speakers who turned a hobby
or interest into a career and how they
went about it.
10. Ask students to research on their top three
occupational choices and the physical, social,
emotional and academic requirements of each and
decide on which requirements they already fulfill, can
still fulfill or can no longer fulfill.
11. Ask students to make and share a list of
requirements they have that must be fulfilled by the
occupation and determine whether these will be
fulfilled.
12. Discuss the value of a match between the person
and the occupation. Narrow down choices based on
the greater degree of mismatch.
 COLLEGE

ASSESSING SELF VERSUS

DEMANDS OF
OCCUPATIONS AND JOB
UNDER CONSIDERATION
1. Create an opportunity for students
to understand the nature of the
tasks and the task requirements of
each occupation for the students to
decide on whether they could or
are willing to fulfill such task
requirements.
2. Explain the value of time
management- knowing when to do
what.
3. Invite entrepreneurs to show
possibility of alternative jobs.
4. Invite someone in a non-traditional
role to discuss his/her career path.
5. Develop a positive attitude toward
work and learning by inviting speakers
to share how work can satisfy
personal needs.
6. Discuss and clarify student’s
concepts on sources of job
satisfaction.
7. Discuss realities of work which lie
in various setting or occupations.
8. Invite employers to orient the
graduating classes.
9. Conduct actual career planning .
 SPECIFIC
.
CAREER
PLANNING
STEPS
STEP ONE:

◇ Assist client in
self discovery
STEP TWO:
◇ Explore with client options
and opportunities in the
world of work at present
and in the near future.
STEP THREE:

◇ Guide client in
matching the person
and the occupation/job
STEP FOUR:
◇ Encourage client to make
refine plan by keeping track of
changing trends-opportunities,
education, experience and
qualifications needed for
chosen career.
STEP FIVE:
◇ Help client prepare
for job entry
STEP SIX:
◇ Help client
maintain a job.
STEP SEVEN:
◇ Orient client to look
and prepare for
growth opportunities.
STEP EIGHT:
◇ Prepare a client for
retrenchment/retirement.
Any questions?
Thanks!