Basic 4 - Develop Career and Life Decisions

Organization Management (Datamex College of Saint Adeline)

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 HOW TO USE THIS COMPETENCY-BASED LEARNING
MATERIAL?

Welcome to the module “Developing Career and Life

Decisions”. This module contains training materials and
activities for you to complete.
You are required to go through a series of learning
activities in order to complete each learning outcome of the
module. In each learning outcome are Information Sheets, Self–
Checks, Operation sheets and job sheets. Follow these activities
on your own. If you have questions, don’t hesitate to ask your
facilitator for assistance.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge
and skills covered in this learner’s guide because you have:
• been working for some time
• already completed training in this area
If you can demonstrate to your trainer that you are
competent in a particular skill or skills, talk to him/her about
having them formally recognized so you do not have to do the
same training again. If you have a qualification or Certificate of
Competency from previous trainings, show it to your trainer. If
the skills, you acquired are still current and relevant to the unit/s
of competency they may become part of the evidence you can
present for RPL. If you are not sure about the currency of your
skills, discuss this with your trainer.
The goal of this module is the development of practical skills. To
gain these skills, you must learn the concepts and theory. For the
most part, you’ll get this information from the Information Sheets,
Operation Sheets and Job Sheets.
This module was prepared to help you achieve the required
competency, in “Develop Career and Life Decisions.”
This will be the source of information for you to acquire
knowledge and skills in this particular competency independently
and at your own pace, with minimum supervision or help from your
instructor.
A Record of Achievement is also provided for your trainer
to complete once you complete the module.
This module was prepared to help you achieve the required
competency in Preparing poultry and game dishes. This will be
the source of information for you to acquire knowledge and skills
in this particular trade independently and at your own pace, with
minimum supervision or help from your instructor.
● Talk to your trainer and agree on how you will both
organize the Training of this unit. Read through the
module carefully. It is divided into sections, which cover
all the skills, and knowledge you need to successfully
complete this module.

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 ● Work through all the information and complete the activities
in each section. Read information sheets and complete the
self- check. Suggested references are included to
supplement the materials provided in this module.
● Most probably your trainer will also be your supervisor or
manager. He/she is there to support you and show you the
correct way to do things.
● Your trainer will tell you about the important things you need
to consider when you are completing activities and it is
important that you listen and take notes.
● You will be given plenty of opportunities to ask questions and
practice on the job. Make sure you practice your new skills
during regular work shifts. This way you will improve both your
speed and memory and also your confidence.
● Talk to more experienced workmates and ask for their guidance.
● Use the self-check at the end of each information sheet and
performance criteria checklist every after task/operation
sheet to test your own progress.
● When you are ready, ask your trainer to observe you as
you perform the activities required in this module.
● As you work through the activities, ask for written
feedback on your progress. Your trainer keeps feedback/
pre-assessment reports for this reason. When you have
successfully completed each element, ask your trainer to
mark on the reports that you are ready for assessment.
● When you have completed this module (or several
modules), and feel confident that you have had sufficient
practice, ask you’re for the arrangement of the schedule for
an institutional assessment. Once you have confidently
demonstrated the competency you gain to your assessor
he/she will give you a Certificate of Achievement on
Develop Career and Life Decisions. The results of your
assessment will be recorded in your competency
Achievement Chart, Progress Chart and Learner’s Record
Book.
NOTE:
Training is the sole purpose of this learning materials.
Some pictures are taken from google as references.

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 LIST OF COMPETENCIES

No. Unit of Competency Module Title Code

Basic Competency

Participate in workplace Participating in workplace

1 400311210
communication communication

2 Work in a team Working in a team environment 400311211

environment

Solve/Address General Solving/Addressing General

3 400311212
Workplace Problems Workplace Problems

Develop Career and Developing Career and 40031121

4
Life Decisions Life Decisions 3

Contribute to Workplace Contributing to Workplace

5 400311214
Innovation Innovation

6 Present Relevant Presenting Relevant 400311215

Information Information
Practice Occupational Practicing Occupational
7 Safety and Health Policies Safety and Health Policies and 400311216
and Procedures Procedures
Exercise Efficient and Exercising Efficient and
8 Effective Sustainable Effective Sustainable Practices 400311217
Practices in the Workplace in the Workplace

Practice Practicing Entrepreneurial Skills

9 400311218
Entrepreneurial Skills in the Workplace
in the Workplace

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

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Answer Key 4.3-1 56
Information Sheet 4.3-2 57
Self-Check 4.3-2 61
Answer Key 4.3-2 62
Acknowledgement 63

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 MODULE CONTENT

Unit of Competency: Develop Career and Life Decisions

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

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

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

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 DETAILS OF LEARNING OUTCOME

Learning Outcome No. 1 Manage one’s

emotion CONTENTS:

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

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

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

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 LEARNING EXPERIENCES

Learning Activities Special Instructions

If you have some problems on Information Sheet

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

3. Read Information If you have some problems on Information

Sheet 4.1-2 on How to Sheet 4.1-2, don’t hesitate to approach your
Deal with Negative facilitator. If you feel you are
Emotions and Stress knowledgeable on the content of
Information Sheet 4.1-2, you can now
answer Self-Check 4.1-2.
Compare your answer with the answer key 4.1-
2. If you got 100% correct answer in this self-
4. Answer Self-Check 4.1-2 check, you can now move to the next
information sheet. If not review the
information sheet and go over the self-check
again.
If you have some problems on Information
5. Read Information Sheet 4.1-3, don’t hesitate to approach your
Sheet 4.1-3 on Career facilitator. If you feel you are
Goals knowledgeable on the content of
Information Sheet 4.1-3, you can now
answer Self-Check 4.1-3.
Compare your answer with the answer key 4.1-
3. If you got 100% correct answer in this self-
6. Answer Self-Check 4.1-3
check, you can now move to the next
information sheet. If not review the
information sheet and go over the self-check
again.

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 INFORMATION SHEET 4.1-1
Self-Management

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

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

Power to the People: Why Self-Management Is Important

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

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

media as an “entrepreneur of the mind,”) research highlights the
following key elements in self-management:

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 ● Making a commitment to lifelong learning in support of
both the organization’s goals and your own goals
● Learning how to make certain that your projects add value
to the organization
● Developing your personal productivity skills to manage
both your time and your commitments
● Building broad personal networks that allow you to tap
expertise in and out of the organization for complex
problems
● Being willing to embrace change and rethink both
organizational structures and work definitions as new
opportunities arise

Kelley emphasizes that star employees

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

At the core of self-management are three

skills everyone must develop:

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

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

build on those skills in the following three ways:
1. add value by understanding your organization’s key
success factors and learning how similar organizations
are achieving success in those areas.
2. identify your long-term goals for your career and seek projects
that both add value to the organization and advance your
career goals.
3. be willing to share in your success and help others achieve their
goals
The Nine (9) Self-management Strategies
1. Initiative - Blazing trails in the organizational chaos by going
above and beyond the accepted job description to offer new,
often bold, and value-adding ideas.
2. Networking - Overcoming knowledge blocks in your daily
work by plugging into the knowledge net of technical
gurus
3. Self-management - Managing your whole life at
work by contributing to the critical path and
ensuring high job performance.

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 4. Perspective - Getting the big picture by learning to
see things as your customers, competitors, colleagues,
and bosses see them.
5. Followership - Checking your ego at the door to lead in
assists while exercising independent, critical thinking on
goals, tasks, and methods.
6. Leadership - Doing small "l" leadership in a big “L”
world by partnering with colleagues to accomplish
important tasks.
7. Teamwork - Becoming a positive contributor to group
goals, commitments, work activities, group dynamics,
and accomplishments.
8. Organizational savvy - Using street smarts to
navigate the organization's competing interests, to
win others' help and cooperation, to address conflicts,
and to complete tasks.
9. Show-and-tell - Persuading the right audience with the
right message and the self-management friendly
format.

5 Essential Self-Management Skills

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

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

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

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

The first step to developing a positive outlook is having

long- term and short-term goals. Motivate yourself to achieve
them with a constant stream of positivity. Refuse to allow
negativity into your mind. As you complete your goals, you’ll
start to see a snowball effect.
Keep your eyes on the end-goal and do something
every day to get one step closer. Don’t be too hard on
yourself, and always acknowledge your successes.

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 The thing about genuine positivity is that it’s infectious.
Project your positivity onto those around you and build a
positive environment at work and at home.

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

Learn to observe yourself from an objective standpoint. Be

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

Interested in becoming a manager? Having amazing

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

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

Implementing effective stress techniques will allow you to

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

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 are you in a good state of mind to make the right choices
about how to move forward.

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

Prioritize your most important responsibilities. Take care of

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

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

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

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

Proper planning and time management are the key to
getting the most out of your day.
If you’re losing focus or failing to make progress, switch
tasks and come back later. Don’t bang your head against
a wall, it never works out.
Self-management is an acquired art. You’ll need to
learn the skills required to effectively manage yourself in
order to achieve greater things in life.

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 SELF-CHECK 4.1-1
Self-Management

True or
False
Direction: Read the following statements and tell whether
the statement is correct or not. Write TRUE if the statement
correct and FALSE if the statement is wrong.
1. The best path towards higher productivity is to
manage your downtime.
2. Taking responsibility for your actions is step one towards
true self- management.
3. Stress has not ruined lives.
4. Success starts with self-management. In order to be truly
productive, successful and happy, you need to develop
the art of self-management.
5. You can fake t

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 ANSWER KEY 4.1-1
Self-Management

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

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 INFORMATION SHEET 4.1-2
How to Deal with Negative Emotions and Stress

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

Negative Emotions and Stresses

This is a common problem for many

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

Dealing with Negative Emotions

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

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uncomfortable feelings, however, brings health consequences as well.
So it’s important to listen to your emotions and then take steps to
let them go

Understand Your Emotions

Look within and try to pinpoint

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

● Negative emotions can come from a triggering

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

Change What You Can

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

This could include:

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

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

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

for negative emotions.
Meditation can help you find some inner "space" to work with,
so your emotions don’t feel so overwhelming.

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 Finding opportunities for having fun and getting more
laughter in your life can also change your perspective and relieve
stress.

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

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

10 Things You Need to Remember in Dealing with Negative

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

1. Why emotions are difficult to get over

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

Feeling good about

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

We create narratives based on our meta-feelings,

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

2. Assign meaning to your feelings and decide how to

act
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 Don’t control your feelings. Control
the way you assign meaning to
feelings.

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

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

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

3. Ignoring your emotions may not help you in the long

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

The research suggests that

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

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

that we’re feeling pain. And by accepting your emotional life, you’re
affirming your full humanity.
By accepting who you are and what you’re experiencing, you
don’t have to waste energy avoiding anything. You can accept
the emotion and then move on with your actions.
Negative emotions won’t kill you – they’re annoying but
not dangerous – and accepting them is much less of a
drag than the ongoing attempt to avoid them.

4. Identify the Emotion

The first thing you need to do is identify

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 the emotion that’s causing you stress.
After all, if you don’t know what the
problem is, how can you ever figure out
how to solve it?
In some cases, this might be easy: you might
understand right away that your pain is caused by
loneliness or grief or stress.
But in other cases, it might not be so straightforward. You
might have caused a thunderstorm of chaos in your life,
but you still need to find the single emotion where
everything started.

5. Ask Yourself: How Has the Emotion Changed Your

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

6. Repeat to Yourself: This Will End

The one great thing that any emotion can do

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

7. Find the Source of the Emotion

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

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

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

8. ACCEPT

You now know the source of your pain.

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

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

together, because what’s happened has happened, and
the longer you let it get to you, the longer you let it continue
to exist.
How can we learn to “accept” our feelings?
It’s a simple 4 step process you can do anytime:
1. Step one: Identify the emotion
If you have more than one emotion, just pick one. If you don’t
know what the emotion is, sit for a moment and pay attention
to your physical sensations and thoughts. Give it a name and
write it down on a piece of paper.
2. Step two: Give it some space
Close your eyes and imagine putting that emotion five feet
in front of you. You’re going to put it outside of yourself and
observe it.
3. Step three: Now that the emotion is outside of you, close
your eyes and answer the following questions:
If your emotion had a size, what size would it be? If your
emotion had a shape, what shape would it be? If your emotion
had a color, what color would it be?
Once you’ve answered these questions, imagine putting
the emotion out in front of you with the size, shape, and color.
Just observe it and acknowledge it for what it is. When you’re
ready, you can let the emotion return to its original place inside
you.
4. Step four: Reflection
Once you’ve completed the exercise, you can take a
moment to reflect on what you’ve noticed. Did you notice a
change in your emotion

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when you got a little distance from it? Did the emotion feel different
in some way once the exercise was finished?
Once more, take a deep breath and say to yourself: This. Will.
End. Do this for as many times as you like, until the weight in the
chest begins to lighten up and until the clouds over your head
begin to part.

9. Get back in the present

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

10. Learn and move on

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

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

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 SELF-CHECK 4.1-2
How to Deal with Negative Emotions and Stress

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

1. Negative emotions are the result of our thoughts

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

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 ANSWER KEY 4.1-2
How to Deal with Negative Emotions and Stress

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

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 INFORMATION SHEET 4.1-3
Career Goals

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

What is a Career Goal?

A career goal is a well-defined statement
explaining the profession that an individual
intends to pursue throughout his career. It is
important for every employee or job seeker to
define their career goals clearly. It helps them
to come up with effective action plans.
Setting unrealistic goals can lead to
mean that one should avoid formulating career goals altogether.
Creating resolutions is the easiest way to keep oneself motivated
to achieve your dreams.

Breaking down Career Goals

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

Short-term vs. Long-term Career Goals

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

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three years. It may take three to five years or more to achieve
long-term goals.

How to Set Career Goals?

Defining career goals is just
half the battle. An individual must
set their mind on accomplishing the
goals he or she has set. However,
if one doesn’t
develop or map out their goals properly,

it will be harder to achieve them. When

setting career goals, an individual
should ensure that they meet the
following criteria:

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

4. Realistic
More than anything, an individual’s career goals must be
realistic. It wouldn’t make sense for an individual to set a
goal of winning a Grammy award if they’ve never
performed or played an instrument.

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 On the other hand, the individual setting goals shouldn’t
keep things too simple. A career roadmap should be a
challenge, not a walk in the park. If the individual’s goals
don’t make them a little bit uncomfortable, then they
should probably set higher limits.
5. Tie actions to each goal
For each set goal, a person needs to take certain
measures to achieve it.
Listing the different activities that are needed to achieve a
goal makes the whole process easier.

How to Achieve Career Goals?

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

4. The Bottom Line

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

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steps needed to reach that point.

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 SELF-CHECK 4.1-3
Career Goals

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

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 ANSWER KEY 4.13
Career Goals

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

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 DETAILS OF LEARNING OUTCOME

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

Competency based learning material

Assessment Method:
• Written test
• Practical / performance test
• Interview

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 LEARNING E X P E R I E N C E S

Learning Activities Special Instructions

If you have some problems on Information Sheet

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

Compare your answer with the answer key 4.2-1. If

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

If you have some problems on Information Sheet

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

Compare your answer with the answer key 4.2-2.

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

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 INFORMATION SHEET 4.2-1
SWOT Analysis

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

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

Identification of SWOTs is important because they can inform

later steps in planning to achieve the objective. First, decision-
makers should consider whether the objective is attainable, given
the SWOTs. If the objective is not attainable, they must select a
different objective and repeat the process.

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 Some authors credit SWOT to Albert Humphrey, who led a
convention at the Stanford Research Institute (now SRI International)
in the 1960s and 1970s using data from Fortune 500 companies.
However, Humphrey himself did not claim the creation of SWOT,
and the origins remain obscure.

Internal and external factors

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

The external factors may include macroeconomic matters,

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

When to use SWOT analysis?

The uses of a SWOT analysis are as follows:
● to organize information, provide insight into barriers
that may be present while engaging in social change
processes
● identify strengths available that can be activated to
counteract these barriers.
A SWOT analysis can be used to:
● Explore new solutions to problems

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 ● Identify barriers that will limit goals/objectives
● Decide on direction that will be most effective
● Reveal possibilities and limitations for change
● To revise plans to best, navigate systems,
communities, and organizations
● As a brainstorming and
recording device as a means
of communication
● To enhance "credibility of interpretation" to be
used in presentation to leaders or key supporters.

Benefits and advantages of SWOT

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

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

How to Use a SWOT Analysis?

Once you've examined all four aspects
of SWOT, you'll likely be faced with a long
list of potential actions to take. You'll want
to build on your strengths, boost your
weaker areas, head off any threats, and
exploit every opportunity.
But, before you leap into action, look for

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potential connections between the quadrants of your matrix.
For example, could you use some of your strengths to open
up further opportunities? And, would even more opportunities
become available by eliminating some of your weaknesses?

● Determine the objective.

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

SWOT Analysis Sample

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 Self- Check 4.2.1
SWOT Analysis

True or False

Direction: Read the following statements and tell

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

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

5. Evolving technology is an ever-present threat, as well
as an opportunity!

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 ANSWER KEY 4.2-1
SWOT Analysis

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

INFORMATION SHEET 4.2-2

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 Gibbs Reflective Cycle

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

What is the Gibbs Reflective Cycle?

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

Step 1: Description
During this step, you describe the situation, event or activity in detail,

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without drawing any conclusions right away. The most common
questions that can help create an objective description are:
What happened?
When did it
happen? Where
did it happen?
Who were
involved?

What did you do

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

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

Step 3: Evaluation
In this step, you ask yourself whether the experience of the
event in step
1 was good or bad. Which approach worked well and in what way?
Which

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approach didn’t work as well? It can be difficult for people to be
objective about the situation. In order to still conduct a proper
evaluation, the following questions may be helpful:
What went well during the
event or activity? Why was
that?
What didn’t go so
well? Why was
that?
What was your contribution?
What contribution did other people make?
It is also worth evaluating bad experiences, because the
subsequent steps in the Gibbs Reflective Cycle help people
learn from it.

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

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

Step 6: Action plan

In this final step, actions are developed for future situations,
events or activities. In the 5th step ‘Conclusions’, people makes
concrete promises to themselves. The intention is to keep these
promises. If everything went fine, you can promise yourself to act
the same way next time. In areas where things didn’t go so well,
you can promise yourself not to make the same mistakes again.
What will be a more effective approach and which change will lead to
actual improvement? In addition to an action plan, it’s wise to also
make a schedule to discourage yourself from avoiding promises.

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Experiences
Thinking about one’s own experience can help to perform
better or do things differently in the future. As the above shows,
these experiences don’t have to be positive; negative experiences
are also useful. Next time a similar situation presents itself, you’ll
know it’s better to approach the situation in a different way. It
stimulates you to think long and hard about how to do things better
next time. This is what Gibbs Reflective Cycle is all about. People
don’t just learn to understand certain situations better, but also
learn to judge how the same situation can be handled in
different ways in the future.

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 SELF –CHECK 4.2.2
Gibbs Reflective Cycle

True or False

Direction: Read the following statements and tell whether the

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

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

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

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 ANSWER KEY 4.2.2
Gibbs Reflective Cycle

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

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 DETAILS OF LEARNING OUTCOME

Contents:

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

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

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

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 LEARNING EXPERIENCES

Learning Activities Special Instructions

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

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

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

If you have some problems on Information Sheet

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

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

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

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 INFORMATION SHEET 4.3–1
Self-Improvement

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

Self-improvement:
Self-improvement is the study and
practice of improving one’s life, especially
our career, education, relationships,
health, happiness, productivity,
spirituality, and other personal goals.
Common aspects of self-
improvement include goal setting,
motivation, changing habits, improving
awareness, identifying one’s values and
beliefs, and self-actualization.
Self-improvement has a rich history that
includes influences from Ancient Greek philosophy, Eastern and
Western religions, Existentialism, Psychoanalysis, Hypnotherapy,
Gestalt Therapy, and Humanistic Psychology.
Today many concepts and theories in self-improvement have
begun to be tested scientifically in domains of Clinical Psychology
(especially therapies like Cognitive-Behavioral Therapy), as well
as research in Positive Psychology, Cognitive Psychology, Social
Psychology, and Neuroscience.
Self-improvement has never been more alive than it is today.
Ever since humans first became conscious they have been in
pursuit of happiness, success, and satisfaction. And throughout our
written history we have learned a lot about different ways we can
improve our lives. Now equipped with the science of modern
psychology, humans have more resources and information available
than ever before.

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The 10 Commandments of Self Improvement
1. You are responsible for how you live
your life. People who are on the
self-
improvement path understand
that their thoughts and actions
play a big role in what they get
out of life.
Without taking at least some
degree of responsibility over your
life, self - improvement is nearly
impossible.

2. You need to define what you

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

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

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

4. You are always changing.

The truth is that whether we
play an active role in our self -
improvement or

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

6. Your habits matter.

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

7. Your body matters.

One of the most important aspects
of self-improvement is taking care of
your body and health. Our physical
health and mental health are often
interconnected.
So to truly be your best self, you
should try your best to eat right,
exercise, and take care of your
long-term h e a l t h .
Without t a k i n g c a r e
of your body, you won’t be
able to achieve your maximum
potential.

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 8. The present moment is your place of power.
Every conscious decision we
make and every action we do
unfolds in the present moment. The
more attuned you are to the
present and the choices you have in
any given situation; the greater
control you have over your day-to-
day actions. Yesterday is over.
Tomorrow is yet to come. But today
is where you have the power to act
and decide.

9. Learn from the past.

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

10. Be optimistic about the future.

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

Self-improvement is not something that

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

Anyone can be interested in self-

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

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 SELF-CHECK 4.3-1
Self-Improvement

Identification

Direction: Read the following statements and tell whether the

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

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 ANSWER KEY 4.3-1
Self-Improvement

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

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 INFORMATION SHEET 4.3-2
Self-Regulation Theory (SRT)

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

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

Goals and Goal Setting

The most fundamental aspect of self-
regulation theory is the idea that much of
human behavior is directed toward
accomplishing goals. Indeed, it is the
pursuit of goals that forms the focus of
much of self- regulation theory. The term
goal takes on a fairly broad meaning in this
context, referring to desired future states
that individuals wish to attain.

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 Goals can differ from one another in many ways. For example,
they may be assigned by others (e.g., by one’s supervisor), they
may be self-set by the individual, or they may be determined by
some combination of the two (e.g., participative set).
Goals can vary in difficulty and specificity, as well as content.
They can
be:

● near-term (proximal) goals

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

Feedback and Self-Monitoring

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

Roy Baumeister, one of the leading

social psychologists who have studied self-
regulation, claims it has four components:
1. standards of desirable behavior
2. motivation to meet standards
3. monitoring of situations and
thoughts that precede breaking
said standards
4. willpower.

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

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personal health is to relate to the patient the following:
● Help them figure out the personal/community views of thei l l
ness
● Appraise the risks involved
● Give theme potential problem-solving/coping skills

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History and Contributors

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

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

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 SELF-CHECK 4.3-2
Self-Regulation Theory
True or (SRT)
False

Direction: Read the following statements and tell whether the

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

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

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

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 ANSWER KEY 4.3-2
Self-Regulation Theory

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

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

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