Module 1: Road To The Right Choice

Lecturette:

Ask the students this questions:

What or who influenced your choice of senior high school track and strand ―was it
your personal decision? your parent’s decision? because of pressure from friends?

Personal Factors

Skills and Abilities. Are you aware of your skills and abilities? Do you know what you are
capable of doing? When individuals are in jobs best suited to their abilities, they perform
best and their productivity is highest. Parson's Trait and Factor Theory of Occupational
Choice emphasized the importance of analyzing one’s skills, values, interests, and
personality and then match these up to jobs which use these.

Interest and Personality Types. Do you know your interests and personality type?
Holland's Career Typology established a classification system that matches personality
characteristics and personal preferences to job characteristics. According to John
Holland's theory, most people are one of six personality types: realistic, investigative,
artistic, social, enterprising, and conventional. Knowing your personality will help you
understand yourself. It matters that your personality fits your career choice.

Life Roles. What do you think is your role in life―a leader? an organizer? a mediator? a
designer? According to Super's Lifespan Theory, how we think about ourselves in these
roles, their requirements of them, and the external forces that affect them, may
influence how we look at careers in general and how we make choices for ourselves.

Previous Experiences. Did you think of pursuing a task which you have been successful
in the past? One aspect of the Social Cognitive Career Theory addresses the fact that
we are likely to consider continuing a particular task if we have had a positive
experience doing it. In this way, we focus on areas in which we have had proven
success and achieved positive self-esteem.

Childhood Fantasies. “What do you want to be when you grow-up?” Perhaps this
frequently asked question during our childhood years may have helped shape what we
thought we would be then, as well as later in life.

Family Factors

Parental Influence. How many percent of your career decision is influenced by your
parents? Many children grow up idealizing the professions of their parents. Parents may
intentionally or unintentionally push their child towards a particular career path,
especially in the cases of family-owned businesses where parents expect their children
to take over the company. Still other parents apply pressure on their offspring to strive
for particular high-profile careers, feeling they are encouraging their children to reach
high. If your parents were uneducated or were always struggling to get by financially,
you may decide not to be in the same position. This may prompt you to pursue a totally
different career path―to have a stable, high-earning job. Likewise, if you have parents
who are workaholics and were never around when you were a child, you may decide
to pursue a line of work with flexibility that gives you more time with your children.
Financial Resources. In choosing a career or profession, there is a need to consider the
capability to support the course or career to be pursued. Social Cognitive Career
Theory and Social Learning address this and recognize that events that take place in
our lives may affect the choices available to us and even dictate our choices to a
certain degree. When your family has limited financial resources for instance, will you
insist on pursuing medicine? Or would you rather take up other related courses first and
pursue medicine when you are capable of shouldering the expenses yourself?

Family Beliefs and Traditions. Beliefs and traditions is another family factor to consider
when making a career choice. It is tradition for example that all male siblings in the clan
take up engineering courses. Being a family tradition, this could somehow be relevant
when making a career choice.

Social Factors

Influence of Media/Technology. The influence of social media may have positive and
negative effects. Nowadays, career information is available to 21st century learners. This
information may be used or may influence you in deciding for their career.

Influence of Friends and Peers. Peer pressure is common among learners. There are
learners who decide on the career to pursue based on the opinion or choice of their
friends. Who among you will choose the same course as your friends? Why? There are
many reasons for this―you want to be in, or would not want to make new friends and
make new adjustments, too much attachment to old friends.

Industry Demands and Expectations. Our career choices take place within the context
of society and the economy. Graduates have been practical in considering the
demands and expectations of the industries before coming up with their career
decisions. These guide them in deciding what to do and where to go. Changes in the
economy and resulting job market may also affect how their careers develop.

As senior high school learners, are you aware of the different choices of professions and
career? Do you know where to go after senior high school?

The Senior High School Program has four curriculum exits. You can choose to be
employed right after graduation or pursue the development of your technical and
vocational skills. You can also decide to be an entrepreneur or pursue higher
education. For a clearer understanding, the following are the senior high school
curriculum exits:

1. Employment
2. Entrepreneurship
3. Higher Education
4. Middle Level Skills Development
 Module 1: Road To The Right Choice

Factors Affecting Career and Life Choices:

Module 1: Road To The Right Choice

Factors Affecting Career and Life Choices:

ACTIVITY: Knowing the Right Choice

Identify three professions/careers that you would possibly pursue, enumerate the
factors affecting your choices, and write your insights about your choices.

Professions / Life Factors Affecting Insights / Lessons

Choices the Choices Learned

First Choice

Second Choice

Third Choice

---------------------------------------------------------------------------------------------------------------------
ACTIVITY: Knowing the Right Choice

Identify three professions/careers that you would possibly pursue, enumerate the
factors affecting your choices, and write your insights about your choices.

Professions / Life Factors Affecting Insights / Lessons

Choices the Choices Learned

First Choice

Second Choice

Third Choice
 Module 2: The Star Power Within

Lecturette:

Skill refers to the ability of using that information and applying it in a context. In
other words, knowledge refers to theory and skill refers to successfully applying that
theory in practice and getting expected results.

Categories of Skills:

1. People Skills―work with, help, entertain, service, or influence the actions or

thinking of people.

2. Data Skills―handle details, facts, numbers, records or files in a quick and

accurate way.

3. Thing Skills―operate, maintain, or build machinery or regulate or process

equipment; understand and work with physical, chemical, or biological
functions.

4. Idea Skills―solve abstract problems and express thoughts or feelings in a creative

or ingenious way.

Skills can also be categorized as employability skills or skills you need for a job. These
are:

1. Interpersonal Skills―these are important when seeking employment and may be

the single most important factor for many recruiters.

2. Communication Skills―Employers look for people who communicate well both

verbally and in writing.

3. Critical Thinking Skills―The ability to solve problems and make decisions can be a
huge asset to your employer and these are therefore desirable skills to develop.

4. Personal Development―This is all about having the right attitude towards work
and the organization you work for. Employers look for people who are keen to
develop and learn.

5. Presentation Skills―Presenting information clearly and effectively is a key skill in

the workplace and presentation skills are required in almost every modern
employment area.

6. Leadership Skills―Leadership is the ability to influence others toward the

achievement of a goal.

7. Numeracy or Number Skills―Numeracy involves an understanding of numerical

data, statistics and graphs, and is also part of making decisions and reasoning.

8. Information Technology Skills―Most people need some information techmology

(IT) skills to find work today. Acquiring basic IT skills and being familiar with using a
computer may open up a wide range of employment opportunities and
increase your marketability in the workplace.
ACTIVITY: Star Qualities

Directions: Rate yourself honestly. Your ratings will give direction for your own
improvement. Check the column that you believe speaks about you.

Legend: Like Me (1) ― means you have that particular skill

Not Like Me (2) ― means you do not have that particular skill

Remember: Every individual is unique. Do not compare yourself with your classmates.
You have your own strengths and weaknesses.

Based on the activity above, consolidate your answers by listing down the skills in each
column.

Guide Questions:
1. What possible profession/career fit into your skills?
2. What other skills do you need to develop to succeed in your chosen career?
3. What steps do you need to undertake to achieve your dreamed profession?
 Module 3: Reaffirming the Chosen Track

Lecturette:

In choosing a career, it is essential to first acquire substantial information

about the different courses in order to come up with a valid and well-thought of
decision. Laying down all possibilities and considering several prospects would
result in a more advantageous, attainable, and viable career path.

Sources of Information

1. Schools’ Guidance Office

A school’s guidance office is managed primarily by a Registered

Guidance Counselor (RGC) as mandated by RA 9258, who implements a
Career Guidance Program that provides career counseling to both
individuals and groups; administers and interprets career tests; and
provides other services such as referral, placement, research, information,
and orientation.

In the absence of an RGC, a career guidance advocate may lead

the implementation of a career guidance advocacy program in the
school. An advocate facilitates the information dissemination of career
related materials and serves as conduit in the implementation of the
DepEd Career Guidance Advocacy Program between the schools
division offices and the schools; and manages other related Career
Guidance Advocacy activities.

Career guidance advocates may only conduct certain career

guidance-related activities that are part of the Career Guidance Program
which an RGC is explicitly mandated to conduct.

2. Department of Education

The Department of Education (DepEd) is a government agency

that formulates, implements, and coordinates policies, plans, programs,
and projects in the areas of formal and nonformal basic education. It
supervises all elementary and secondary education institutions, including
alternative learning systems, both public and private.

3. Department of Labor and Employment

The Department of Labor and Employment (DOLE) is a national

government agency that envisions that every Filipino worker attains full,
decent, and productive employment. It formulates policies and
implements labor laws and labor-related legislations in order to promote
gainful employment opportunities, develop human resources, protect
workers and promote their welfare, and maintain industrial peace.
Bureau of Local Employment
The Bureau of Local Employment (BLE) develops policies,
researches, labor market analysis, strategies, programs, projects,
operating guidelines and standards, and provides advisory relative to
local employment promotion and administration.

Programs/Projects of the Bureau

a. Project Jobs Fit — The DOLE 2020 Vision or PROJECT JOBSFIT is the
forerunner of the Department of Labor and Employment’s priority
deliverable projects for 2009. It was carried out as part of DOLE’s firm
resolve to adopt coherent and innovative strategies to carry out its
mandate in providing efficient employment facilitation services and
respond to the prevailing skill and job mismatch underlying the
unemployment and underemployment problems in the country.

b. Labor Market Information ― The Project “JobsFit” resulted in the

formulation of the Labor Market Information (LMI) 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.

Example of LMI in Region VI:

c. Philjobnet — Phil-Jobnet is an automated job and applicant matching

system which aims to fast-track jobseekers search for jobs and
employers search for human resource.
 Professional Regulation Commission

The Professional Regulation Commission (PRC) regulates and

supervises the practice of the professionals who constitute the highly
skilled manpower of the country.

Technical Education and Skills Development Authority

The TESDA manages and supervises technical education and skills

development (TESD) in the country. It is the leading partner in the
development of the Filipino workforce with world-class competence and
positive work values.

To provide equitable access and provision of TESD programs to the

growing TVET clients, TESDA continues to undertake direct training
provisions. There are four training modalities — school-based, center-
based, enterprise-based, and community-based. These are being done
with TESDA’s infrastructure in place—57 TESDA administered schools, 60
training centers, enterprise-based training through DTS/apprenticeship,
and community-based training in convergence with the LGUs.

4. Government Service

The Civil Service Commission (CSC) is the Human Resource

Department of the government that promotes morale, efficiency,
integrity, responsiveness, progressiveness, and courtesy in the Civil Service.

5. Local Government Unit Level

The Public Employment Service Office (PESO) is a non-fee charging

multi-employment service facility or entity established or accredited
pursuant to Republic Act No. 8759 otherwise known as the PESO Act of
1999. They carry out full employment and equality of employment
opportunities for all, and for this purpose, to strengthen and expand the
existing employment facilitation service machinery of the government
particularly at the local levels there shall be established in all capital towns
of provinces key cities, and other strategic areas,

6. Higher Education
The Commission on Higher Education (CHED) is the key leader of the
Philippine higher education system effectively working in partnership with
other major higher education stakeholders in building the country’s
human capital and innovation capacity towards the development of a
Filipino nation as a responsible member of the international community.

7. Business and Enterprise

The Department of Trade and Industry (DTI) is tasked to foster a

competitive and innovative industry and services sector that contributes
 to job generation and inclusive growth; and to advance the rights and
responsibilities of consumers.

ACTIVITY: Dressing Up Mini Me!

Procedure:
1. Cut out the Mini Me.
2. Dress the doll based on your preferred curriculum exit (e.g., Kolehiyo –
Teacher). Include tools of profession or curriculum exits.
3. Determine the symbolic parts of the dress/tools (e.g., book, uniform)
4. In the symbolic parts, write down the skills and/or knowledge (e.g.,
communication skills, interpersonal relations, logical reasoning ability,
clerical-mechanical skills) needed for the preferred curriculum exits.
5. In the symbolic tools, write down the possible job market demands (Public
School Teacher/SHS Teacher/ Private School Teacher/ Tutor/ Trainer/ etc.)
and possible curriculum exits.

Note: Let the learners keep their Mini Me! since it will be used in a later module.

AFTER THE ACTIVITY, ask the students:

1. Do the information about your curriculum exit fit with your current abilities
or skills?
2. Do you think you already have the enough information? Why do you say
so?
3. How will you plan out your preferred curriculum exit?
4. What are your realizations about the activity?
5. How will you apply these in planning out your career?
 Module 4: Fit Me Right

Motivation
Procedure:
1. Set up two columns inside the classroom. Column 1 is Yes while column 2
is No.
2. Before reading the following statements aloud, take note of this:
- Remind students to reflect on their answers first before lining up to the
column. Tell them to refrain from following the decisions or responses of
their peers or groups.
- Emphasize the value of cooperation and orderliness in the conduct of
the activity.
- Be creative in facilitating the activity to the learners.
- Make it less formal so students would feel comfortable in answering
the questions.

3. Statements:
a. Your parents/guardians spark your motivation in discovering your
passion.
b. Your parents/guardians provide direction and guidance in
choosing a career path.
c. Your parents/guardians worry about their expectations from you
that may end up as failures.
d. Your parents/guardians influence you on your career outlook.
e. Your parents/guardians influenced you to follow their ideas and
views about choosing a career during their days.
f. Your parents/guardians are interested in your well-being and
success.
g. Your parents/guardians have the best knowledge about your
interests and abilities.
h. Your parents/guardians spend time with you in cultivating your
career interests and considerations.
i. Your parents/guardians say that they know best when it comes to
the right career you will pursue.
j. Your parents/guardians have less time or no time at all to answer
your queries about career choices.

Guide Questions:

1. How many of the statements tell about your choice for a career? How
many do not?
2. Did the statements prove beneficial to you now?
3. How did you feel about the activity?
4. If you were given a chance to alter your choice of career, would you do
that? Why?
5. What are your realizations?
Lecture Proper

Other than the roles of parents being identified, experts say that there are
other roles that your parents can do in support of your career choice. These are
the following:
a. Kunin ang tiwala ng iyong anak at ganyakin siya upang pag-usapan
ang kaniyang mga katanungan tungkol sa karera.
b. Maglaan ng panahon para pag-usapan ang mahahalagang bagay
tungkol sa karera.
c. Tulungan ang anak na matuklasan ang kaniyang kalakasan, interes, at
kakayahan upang mapili ang karerang angkop para sa kaniya.
d. Hikayatin ang anak na magsaliksik pa tungkol sa napiling karera sa
pamamagitan ng pakikipag-usap sa mga taong may kaparehong
kurso at trabaho at sa pagbabasa ng mga impormasyon tungkol sa
karera.
e. Kilalanin ang kalakasan, kakayahan, at kahinaan ng iyong anak at
suportahan siya sa kaniyang magiging desisyon.
f. Himukin ang iyong anak na tuklasin ang iba’t ibang karera na
maaaring pagpilian batay sa kaniyang kakayahan, kalakasan, at
interes.
g. Magplano kasama ang iyong anak sa posibleng mga hakbang na
gagawin kung hindi kayang tustusan ang karerang napili.
h. Suportahan ang iyong anak sa karerang napili sa pamamagitan ng
pagpapalakas ng kaniyang loob na kakayanin niya ang ano mang
hamong dumating.

Main Activity

Instructions:

1. Provide learners with a copy of Activity Sheet No. 4.3: Career Choice and
Career Support Checklist found in the appendix section. Let them
accomplish the questionnaire.
2. Discuss the results of the activity by asking the following questions:
a. Do you think you were able to get 100% support of your parents
regarding your career choice and curriculum exit? How many answers
did you have under Strongly Agree and Agree? How many did you
answer Strongly Disagree or Disagree?
b. What does the result say about the support of your parents /
guardians? Do you think the list of roles of parents in your career
choice and curriculum exit are enough?
c. If not, can you point out other roles of parents in terms of career
choice and curriculum exit support?
d. What does the result say about your abilities and skills? Do you think
you are equipped with all the factors needed (your abilities and skills
and your parents’/guardians’ support) to sustain your preferred
career? Why do you say so? PRINT CGP APPENDIX page 14-15