11

Personal Development
Quarter 2 Module 5:
his/her personal development
as an important component of
setting career and life goals

GOVERNMENT PROPE
NOT FOR SALE
Personal Development- Grade 11
Alternative Delivery Mode
Quarter 2 – Module 4: his/her personal development as an important
component of setting career and life goal
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall

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approval of the government agency or office wherein the work is created shall
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The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Nika Audrey C. Bartolome
Editors:
Reviewers:
Layout Artist/
Illustrator:
Management
Team:

Printed in the Philippines by:_____________________________________________

Department of Education
Office Address: Flores St. Catbangan, City of San Fernando, La Union
Telefax: (072) 607- 8137/ 682-2324
E-mail Address: [email protected]
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Personal
Development
Quarter II – Module 4:
the concepts of career
development, life goals, and
personal factors influencing
career choices and external
factors
Introductory Message
For the facilitator:

Welcome to the Personal Development Alternative Delivery Mode

(ADM) Module on his/her personal development as an important
component of setting career and life goal!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box
in the body of the module:

Note to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use

this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning. Furthermore, you are expected
to encourage and assist the learners as they do the tasks included in the
module.

For the learner:

Welcome to the Physical Education Alternative Delivery Mode (ADM)

Module on Active Recreation: Strength Training and Yoga!

The hand is one of the most symbolized parts of the human body. It
is often used to depict skill, action and purpose. Through our hands we may
learn, create and accomplish. Hence, the hand in this learning resource
signifies that you as a learner is capable and empowered to successfully
achieve the relevant competencies and skills at your own pace and time.
Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and

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time. You will be enabled to process the contents of the learning resource
while being an active learner.

This module has the following parts with their corresponding icons:

What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn
in the module.

What I Know This part includes an activity that aims

to check what you already know about
the lesson to take. If you get all the
answers correctly, you may decide to
skip this module.

What’s In This is a brief drill or review to help you

link the current lesson with the
previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.

What is It This section provides a brief discussion

of the lesson. This aims to help you
discover and understand new concepts
and skills.

What’s More This comprises activities for

independent practice to strengthen
your understanding and skills of the
topic. You may check the answers in
the exercises using the Answer Key at
the end of the module.
What I Have This includes questions or open-ended
Learned statements to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which

will help you transfer your new
knowledge or skill into real life
situations.

Assessment This is a task which aims to evaluate

your level of mastery in achieving the
learning competency.
Additional In this portion, another activity will be
Activities given to you to enrich your knowledge
or skill of the lesson learned. This also
develops retention of learned concepts.

Answer Key This contains answers to all activities in

the module.
At the end of this module you will also find:

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References This is a list of all sources used in
developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
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part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.
We hope that through this material, you will experience meaningful
learning and gain deep understanding of the relevant competencies. You
can do it!

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 What I Need to Know

This module was specifically developed and designed to provide you fun
and meaningful learning experience, with your own time and pace.

The module is divided into two lessons, namely:

 Lesson 1 – External Factors Influencing Career Choices
 Lesson 2 –
 Insights into one’s development

After going through this module, you are expected to:

 explain the factors in personal development that may guide him/her in
making important career decisions as adolescents: EsP-PD11/12IOPD-
IIi14.1
 share insights that make him/her realize the importance of personal
development in making a career decision as adolescent; EsP-
PD11/12PC-IIg12.3
 construct a creative visualization of his/her personal development
through of the various stages he/she went through, stressors,
influences, and decision-making points, and a personal profile analysis:
EsP-PD11/12IOPD-IIj14.3

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 Lesson
External Factors Influencing
1 Career Choices

What I Know

What do you think are some external factors that may affect or influence
one’s choice of a career?
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________.

What’s In

Activity : THE QUICK JOB-HUNTING MAP: THE PARTY

Below is an aerial view (from the floor above) of a room in which a party is taking
place. At this party, people with the same or similar interests have (for some reason)
all gathered in the same corners of the room.

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After looking over the room, answer the three questions.
1. Which corner of the room would you instinctively be drawn to as the group of
people you would most enjoy being with for the longest time? (Leave aside any
shyness, or whether you would have to talk with them.)
2. After fifteen minutes, everyone in the corner you have chosen leaves for another
party across town except you. Of the groups that still remain now, which corner or
group would you be drawn to the most?
3. After fifteen minutes, this group too leaves for another party, except you. Of the
corners and groups which remain now, which one would you most enjoy being with?

SCORING AND INTERPRETATION

Each of the groups of people in "The Party" represents one of the six
personality/interest themes. The first step in interpreting your selections is an
examination of the traits you have ranked one, two, and three, and how they define (at
least in a general fashion) the skills that you most enjoy using.

What’s New

Activity: Reflection on the Paper Exercise Activity

Write about the groups of people you chose to join in The Party Exercise.
1. Considering your answers in letter A, what drew you to this side of the room?
What is it about the people in this group that made you decide that they are the group
you would like to mingle with?
2. Why did you consider the group in letter B as your next best choice? What made
you not choose them first yet would choose them next once the first group leaves?
3. Why did you consider the group in letter C as you next choice? Why was your
choice in letter D the least of your choices among the group of people in the party?
What is it about them that made you choose them last?
4. Looking back at your scores in the interest and personality assessment, how
would you relate this to your choices?
5. What were your realizations after the said activity?

What is It
External Factors Influencing a Filipino Adolescent’s Career Choices
In the previous chapter we discussed the internal factors that may influence or
affect one’s career choice. In this chapter, we will explore some of the possible external
factors that will affect one’s career choice and rank them according to their strongest
impact. After examining these external factors, you will create you career plan based
on all the other factors that may influence your career choice.

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Some possible external factors that may influence one’s career choice are:
1. Parental Preferences
Your parents have some idea of what course you should take up in college. If
this coincides with what you really want, then there will be no friction between you
and your parents. However, if what they think does not match with yours, then there
will be conflict. You ask your parents for their reasons regarding their preferences for
your course hen share them your own thoughts about your choice. There might be a
meeting of the minds after dialog. It is good for parents to know the reasons for your
choice.

2. Family considerations
You might have a sibling who wants to take up the same course that you chose
or a sibling who wants to go to another school when your parents would prefer that
both of you should go to the same schools for practical or security reasons.
3. Financial constraints
This is usually a major consideration among families especially if your siblings
are already in college, or are about to enter college soon like yourself. Your parent’s
financial standing is a determinant of whether you will even go to college or if the
course might be feasible for them to support.
4. Job market preference (Immediate Employment)
The local job market demand drives employment. The CHED and TESDA both
listed down the priority courses and industries, and the corresponding occupations.
The competition in the job market is quite stiff, so you may want to consider taking up
a master’s degree first before graduating from college get into their first job that is not
directly relevant to the degree they finished. This is particularly true in the Philippines
where getting a job is priority. Often, the first job my not be one’s first choice, but to
gain experience and immediate employment.

5. School Location
This is another practical problem that may arise when you choose your college
course or career choice. For example, students who live from UP, especially if they
come from far places outside of Metro Manila, stay in boarding houses near the
campus. If your family’s financial capability is not a problem, then there is the option
to rent a room or stay in boarding house somewhere nearby your school of choice.

6. Peer pressure
Many adolescents are fearful of what college life will be like. What they do is
talk to their friends and classmates and find out their school choices, hoping that they
can be with someone they are familiar with, or better yet, a close friend to be with
them in their new school. Your friends may exert some pressure on you to take up a
course so that you can be together even in college. Then there is also the scenario with
your special someone, if you have one, who might want the two of you to be together
in college. Discuss and present your choices and reason for these. At the end of the
day, you decide what is best for you.

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7. Gender bias
Certain careers are still suffering from gender bias and this might happen to
you if your career choice is associated with one particular gender. If so, you will also
be faced with peer pressure, as well as parental and family pressure. For example, if
you were a female and profession you would like to get into is reserved purely for
males, like being a sumo wrestler, your chances of becoming one is almost nil,
especially if you were living in Japan where the role of the female is very much defined
by their culture. In the Philippines, there are few careers that are gender-specific,
there was even a time when engineering was purely a male choice, and nursing was a
profession for females. Today, many changes have happened in our society and our
way of thinking. There is almost equality between genders today.
8. Language limitation
Language can be learned, so if you have this challenge before you, do not be the
faint of heart and just go ahead and pursue your dream. For example, you want to
take up European studies to become a diplomat or an expert in European matters
someday, and you will be required to be able to speak at least one European language,
then go ahead and learn it.

9. Academic Performance
Your academic performance in high school is also an important factor in your
career selection. You should obviously graduate from high school in order to proceed
with your next step, which may either be taking a college course or a technical-
vocational course.

What’s More

Activity 1: Putting It All Together-Plan Your Career

Planning one’s career takes several steps. It includes an awareness of many
things about us like our personal core values, passions, life goals, strength and
challenges, personality characteristics and traits, and the internal and external factors
in our circumstances, including our limitations. This exercise practically sums up
what we have discussed and learned on personal development as we put together what
we have realized and understood about ourselves during the past months. We start
this exercise by going through a values clarification exercise. We will validate the
values that are meaningful to us, those ones that resonate at the center of our being,
the ones we can proudly announce to our friends and to the world, because they are
the values that find expression in our everyday life.
Prepare yourself as we will journey in putting together what makes us
important and valuable, what directions our lives are being pointed to, and what
significant decisions we have as we process the selection of your career.

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 Make sure you are comfortable are prepared for this exercise, it would be good
for you to have a notebook or pad paper and pen to write down your answers as we go
through the questions in this exercise.

 Values Clarification: What are your personal core values?

We have earlier discussed universal human values and we were able to identify a
listing of values that transcended race, religion, and culture. In this section, we will
focus on identifying our personal core values. First of all, these values are personal
because we own them and they are in our innermost core that defines us as persons.
Our personal core values are what we will stand up and fight for. Remember that
values may change over our lifetime as circumstances changes as we grow older. This
is the reason why values clarification is an important exercise that we have to go
through every now and then.
1. What are your passions?
2. What are your Personality Traits?
3. What are your strengths and Challenges?
4. What are your limitations?
5. What are your life goals?

Activity 2: PERSONALITY TEST

Take some online test from the following sites to find out more about
yourself and your career preference. Please note that these tests should not be
treated as prescriptive, but instead are just indicators of your preferences.
1. The Keirsey Temperament Sorter is a personality type identification tool that
can help you understand yourself better. You can ask a guidance counselor or
your Personal Development teacher in your school to help you in interpreting
the results.
https://keirsey.com/sorter/register.aspx

2. The Myers-Briggs Personality Type Indicator is also a good indicator of your

personality type. This can be confusing and will need some assistance for you
to interpret and understand the result.
https://loganschool.wikispaces.com/file/view/Myers-Briggs+for+Careers.pdf
http://www.humanmetrics.com/cgi-win/JTypes2.asp

Activity 3: THE BIG FIVE PERSONALITY TEST

This is a personality test, it will help you understand why you act the
way that you do and how your personality is structured. In the table below,
mark how much you agree with the statement on the scale 1-5, where
1=disagree, 2=slightly disagree, 3=neutral, 4=slightly agree and 5=agree, in the
box to the left of it.

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Scoring:
E = 20 + (1)___- (6)___ + (11)___- (16)___+(21)___-(26)___+(31)___-(36)___+(41)___-(46) = _____
A = 14 – (2)___+ (7)___ - (12)___+ (17)___-(22)___+(27)___-(32)___+(37)___+(42)___+(47) = _____
C = 14 + (3)___- (8)___+(13)___- (18)___+(23)___-(28)___+(33)___-(38)___+(43)___+(48) = _____
N = 38 – (4)___+ (9)___ - (14)___+ (19)___-(24)___-(29)___-(34)___-(39)___-(44)___-(49) = _____

O = 8 + (5)___- (10)___+(15)___-(20)___+(25)___-(30)___+(35)___+(40)___+(45)___+(50) = _____

The scores you calculate should be between zero and forty.

Below is a description of each trait
 Extroversion (E) is the personality trait of seeking fulfillment from sources outside
the self or in community. High scorers tend to be very social while low scorers prefer to
work on their projects alone.
 Agreeableness (A) reflects much individuals adjust their behavior to suit others.
High scorers are typically polite and like people. Low scorers tend to ‘tell it like it is’.

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 Conscientiousness © is the personality trait of being honest and hardworking. High
scorers tend to follow rules and prefer clean homes. Low scorers may be messy and
cheat others.
 Neuroticism (N) is the personality trait of being emotional.
 Openness to Experience (O) is the personality trait of seeking new experience and
intellectual pursuits. High scores may day dream a lot. Low scorers may be very down
to earth.

Reading: OCCPATIONAL WORK and ENVIRONMENT

Psychologist John Holland classified jobs/careers/work environments into six:
Realistic, Investigative, Artistic, Social, Enterprising and Conventional. There are no
pure classifications, though. A person's job function may combine ESA (Enterprising,
Social and Artistic) or ISC (Investigative, Social and Conventional) or any two or three
other possible combinations. Holland also classifies personalities or interests into the
same six types: Realistic, Investigative, Artistic, Social, Enterprising and Conventional.
Again, there are no pure interest types. A person may also be ESA (Enterprising-
Social-Artistic) or ISC (Investigative-Social-Conventional) or any two or three possible
combinations.
If our interest patterns are ESA (i.e., Enterprising, Social and Artistic) we will be
attracted to a job/career in which the work activities are ESA. Look at the letters
listed with each party group and their corresponding descriptions below. Think about
how much you would or would not enjoy working in the types of situations discussed
and how the characteristics mentioned relate to your own personality and interests.
As a further note, these themes can be combined to produce several hundred job
personality types, each of which has something different to say about the match
between an individual and an occupation. For example, a person who is primarily
“realistic” (R) might also be “artistic” (A) and “enterprising” (E) and would probably find
a job doing public relations layouts for the Department of Environment and Natural
Resources satisfying. Consider your examination of these areas, here, as a good first
step in further career and self-understanding.
R = Realistic. People high on the realistic theme tend to enjoy creating things
with their hands and working with tools and objects rather than working with people
and ideas. Realistic people tend to be rugged and practical, enjoying work outdoors.
Example of occupations that are primarily realistic in nature are: forester, industrial
arts teacher, radio operator, auto engineer, mechanical engineer, mining engineer,
vocational agriculture teacher, civil engineer, industrial engineering technician,
aircraft mechanic, mechanical engineer technician, fish and game warden, surveyor,
dental technician, architectural draftsman, electrician, jeweler, powerhouse
repairman, tool and die maker, machinist, mechanic, stone cutter, locksmith, nuclear
reactor technician, tree surgeon, piano tuner, typesetter, air conditioning engineer,
ship pilot, instrument mechanic, motion picture projectionist, carpenter, tailor,
machine repairer.

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 I = Investigative. Occupations high in investigative characteristics tend to
focus on scientific activities. People high on this theme would often rather work alone
than with other people and are usually seen as idea-oriented and creative in scientific
areas such as research. They are analytical, abstract, intellectual and task-oriented.
Some specific investigative jobs are: economist, internist, physician, anthropologist,
astronomer, pathologist, physicist, chemist, production planner, medical lab assistant,
tv repairer, biologist, osteopath, chiropractor, math teacher, natural science teacher,
optometrist, psychiatrist, psychologist, medical technologist, bacteriologist,
physiologist, research analyst, computer analyst, programmer, pharmacist, actuary,
quality control technician, computer operator, geologist, mathematician/statistician,
surgeon, meteorologist, agronomist, animal scientist, botanist, zoologist,
horticulturist, natural scientist, oceanographer, biochemist, veterinarian, geographer,
x-ray technician, administrator, dentist, tool designer, chemical lab technician,
engineers such as aircraft, chemical, electrical, metallurgical, radio/tv technician,
engineering aide, weather observer.

A = Artistic. People who score high on the artistic theme are artistically
inclined, and usually describe themselves as independent, imaginative, creative, and
unconventional, They enjoy situations that allow them freedom to be original, prefer to
work in an unstructured environment, and are usually dissatisfied if they are forced to
follow many rules and procedures. They enjoy activities related to language, art,
music, drama, writing, etc. Some primarily artistic jobs include drama coach,
language teacher, journalist-reporter, drama teacher, foreign language interpreter,
philosopher, art teacher, literature teacher, music teacher, musician, orchestra
conductor, advertising manager, entertainer, public relations person, fashion model,
writer, editor, radio program writer, dramatist, actor/actress, designer, interior
decorator, critic, fashion illustrator, furniture designer, jewelry designer, furrier,
garment designer, decorator, architect, artist, photographer, photographer (printer),
music arranger, composer.

S = Social. People high on the social theme are usually seen by others as
sociable, popular, and responsible. They prefer social interaction and social presence.
They are often interested in the problems and concerns of others, and like activities
that allow them to teach, inform, train, develop, cure and help others. Jobs that
involve these personality aspects include education, teaching, social welfare, human
development, counseling, health professions (medicine, nursing, etc.), social service,
compensation advising, etc. In addition, dorm director, interviewer, employment
representative, funeral director, chamber of commerce executive, employee benefits
approver, food service manager, claim adjuster, production expediter, health and
welfare coordinator, educational administrator, training director, historian,
environmental health engineer, home service rep., community recreation
administrator, business agent, extension agent, physical education teacher, building
superintendent, therapist, political scientist, sociologist, social and group worker,

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personnel director, food and drug inspector, teacher, minister, librarian, foreign
service officer, history teacher are in jobs in this interest area.

E = Enterprising. Occupations that are primarily enterprising in nature

usually involve situations where the person is in a position of leading or convincing
others to achieve team/organizational goals or economic gain. People high on this
theme are often seen as enthusiastic, dominant, impatient. Some primarily
enterprising jobs include those of sales and marketing field, banker, insurance
underwriter, real estate appraiser, florist, industrial engineer, contractor, warehouse
manager, salesperson-technical products, lawyer, judge, attorney, tv/radio announcer,
branch manager, director industrial relations, government official, insurance manager,
managers such as restaurant/ office/traffic/human resource/production, etc., salary
and wage administrator, labor arbitrator, systems analyst, director of compensation
and benefits, securities salesperson, human resource recruiter.

C = Conventional. High conventional people tend to prefer jobs where they are
given firm structure and know exactly what is expected of them. People who rank high
on this theme often describe themselves as conscientious, efficient, and calm. They
enjoy activities that involve the precise, ordered use of data such as keeping and filing
records, organizing data, computing, printing, etc. They enjoy words and numbers
and systematic and structured jobs such as clerical, administrative, time study
analyst, business (commercial) teacher, finance expert, accountant, credit manager,
timekeeper, auto writing machine operator, bookkeeping machine operator, estimator,
foreign trade clerk, office worker, payroll clerk, accounting machine operator,
personnel clerk, sales correspondent, reservations agent, bookkeeper, cashier,
secretary, medical secretary, library assistant, data processing worker, mail clerk,
personnel secretary, proofreader, and the like.

What I Have Learned

What are the important factors that you have to consider when planning your
career path?

Assessment

CAREER PLAN

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 Start making your Career Plan by first listing down your Personal
Information Inventory on the table below. Combine the results of the self-
assessment tools, quizzes, or test you used in the previous chapters. Your
career plan will be explained more in detail in the next chapter.
Personal Passion Right or Strength Challenge Personality Skills Multiple MBTI
Core Left Brain s Traits Intelligence
(If online
Values Preference
test was
taken)

Reflect on the following questions:

 How do these factors relate to each other? Are the complementary or
supplementary? Are there contradicting factors?
 What do this information tell you about yourself?
 What are your external and internal limitations? What are doable and
what are not doable?
 What career choice do you have in mind?
 Validate your life goals using the information on the table.

Additional Activities

1. On a
On the left column, write “My Strength.” On the right column, write “My challenge.”
Reflect on these and write down what comes to your mind. Be as detailed as possible.
Your strengths or challenges may not necessarily be just behaviors, they can include
how you think about things (attitude), your own beliefs about yourself, or even how
you handle emotions. If you need more space, feel free to use more pieces of paper.
2. Identify the strengths and challenges that you think are directly related or
necessary to the career choice or course you are thinking of taking up after your high
school graduation. What else do you need to complete this list?
3. How do your strengths and challenges related to the Whole Brain Theory?

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 Lesson

2 Put It All Together- Plan Your Career!

What I Know
What do you know about careers? What factors influence a career choice?

What’s New

Reading: CHOOSE YOUR CAREER FIRST – NOT YOUR COLLEGE

Approximately 80 percent of college freshmen have not declared a college major.
Fifty percent of those who have declared a major will switch during college. Seventy
percent of all college students will change their major. These numbers prove that
students are not being turned into who they are before making major decisions – a
costly mistake. Most parents who have saved for college plan on their child graduating
in four years. What are the chances that a student who changes majors over and over
or transfers schools will graduate in four years? Simply put: It’s not possible.

Your College Roadmap

The typical student embarks on the college search by first choosing the college
they love, then a major, and finally choosing a corresponding career path. Students
should instead embark on their journey with the end in mind -a future career. Instead
of focusing on the four years spent in college, turn your attention to the 40+ years you
will work after graduation. The college roadmap should be tailored to the individual
student. Students should first ask themselves, “What am I wired to do?” While there’s
not one simple answer to this question, conscientiously dialing into one’s personality
allows one to easily identify what they are not wired to do. From there they can
consult sites like the Bureau of Labor and Statistics’ Occupational Outlook Handbook
and O*Net Online to categorize job prospects accordingly. Students should hone in on
career possibilities that satisfy their individual needs and interests. In that regard, the
Birkman Assessment tool can be helpful since it identifies 77 personality scores. When
personality data corresponds to a student’s academic profile, the results can be
profound.

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The Back-Up Plan
Once potential careers are established, students should back up to the majors
that feed to these careers and research colleges that are respected in those fields.
Sometimes it’s one major-as is the case with teaching or engineering-but often there
are several options that feed into a given career. On the college-bound journey, career
needs to be at the forefront of each student’s choice of major. Choosing career first is
actually an investment in college savings, since knowing upfront where your degree
path will take you can save a lot of time and money.

What is It

In the Philippines, education takes top priority among the majority of families
are basic necessities are met. The belief that a college diploma can improve one’s life is
the major factor that drives many Filipino to seek out the most popular courses in
college that can offer the best chances of employment. This is evident in the way
families literally enshrine the diplomas receive by members of the family and lining it
up along the walls, together with honor ribbons and medals, if they received any.
College degree is the ticket from poverty to a more comfortable life. It is also perceived
as a way to garner respects and pride within one’s community.
Challenges are real for everyone. Even in ideal situations where there are
minimal challenges like financial constraint and parental approval, other obstacles
might still be present. Let us take a look at the internal factors that may affect your
decision in your career choice.
1. Self-concept or self-identity
If your self-identity is not solid as it should be, then choosing a career or even a
course to take up in college will be difficult. There is a need to know and understand
what you want to do or not want to do. This is tied on how you see and think of
yourself. For example, you want to become a medical doctor, but then you think you
do not have the perseverance or the intelligence to become one, that self-defeating
thought will take you miles away from fulfilling your dream.

2. Personal preferences
You might have decided to take up accountancy but your mother told you that
being a nurse like one of your Aunt will help you earn a lot of money especially when
you work abroad. This is usually happening in many Filipino homes. For a parent,
they will always think of the best for their child. However, no matter how good their
intentions are, these can still backfire because the child is forced to do something
opposite- what his or her parents want. There are some instances when the adolescent
will abide by the wishes of the parents over what college course to take.

3. Motivation
The drive to fulfill one’ fullest potentials is the best motivation any person can
ever have in living a meaningful life. Sure, there are some whose motivation evolve
around amassing wealth or obtaining power, but the majority of Filipinos are
motivated primarily by their desire to improve the quality of their family’s lives.

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4. Self-confidence
“Yes I can” Kaya ko ito!” Notwithstanding the challenges an adolescent faces
after high school, the self-confident person will keep his eyes on his goals, and declare
to the world that he can do it and will succeed in the pursuit of his dreams.
5. Personal Skills
As children, we already learned certain skills just by observing our parents and
siblings, classmates, and school authorities. Basic education teaches us the hard
skills we need to acquire so we may qualify for higher education such as learning
math and the sciences. The softer skills such as dealing with people or the skills to
communicate a feeling or a though non-verbally are skills that are not taught in our
educational system. Have the courage to stand up and take the relevant course that
will hone your skills and be the master of your own destiny.

6. Personality Characteristics
Knowing your personality characteristics will definitely help you in choosing a
career. Certain characteristics are compatible and matched with certain types of work
or occupation according to Holland’s Trait factor Theory.

7. Personal Health
The condition of your health is a major factor in the career choice you will
make. Are you healthy enough to take on the rigors of some tough courses like law or
medicine? In many instances, however, physical conditions or health issues did not
deter certain individuals in pursuing their dreams.

8. Emotional Considerations
Generally, it is difficult to make a decision when one is experiencing some
strong emotions such as anger or sadness. Oftentimes, an emotionally disturbed
individual will end up deciding on the wrong thing. Check yourself when you are
deciding on what course to take. It is always best to be levelheaded and calm when
making these life-directing decisions.

What’s More

Activity: REFLECTION
Find out which of these challenges really exist in your life, list them down and rank
them according to the most doable to the most impossible to overcome.

What I Have Learned

What factors influences or affect Filipino adolescents in choosing their career?

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 What I Can Do

Gather the result of the various online personality tests you took, including the
ones you too from the previous chapters. Analyze and create a Personal Profile for
yourself by incorporating all the results.

Assessment
Create your personal career goals based on your Personal Profile and validate
and assess this in terms of the possible external and internal factors you are facing
now that will affect your career choice. A Career Goal is a simple statement of what
career path you would like to take and what kind of work do you envision yourself
doing, the working environment that you are in, the people you work with, and the
relationships you have with them, and a timetable to guide you in visioning your
career goal.

Additional Activities
Approach people who know you well enough to give you a validation feedback
on the results of the personality tests you took. Also, discuss with them your possible
career choices and what they think of them.
Documented Interview with Preferred Career Practitioners
1. Name three (3) jobs/occupations that you feel so far you would want to have in the
future.
2. Do background research on this job by actually interviewing individuals who hold
such jobs. Find out the following information from the interview:
 Job Title/Position Title
 Needed academic preparation
 Skills, Knowledge, Abilities, expected competencies to succeed in the job
 Demand for the Job
 Perks of the job
 Difficulties/Challenged
 Expected compensation/remuneration package of a person occupying the position
3.Write up the result of the research.
My Creative Career Timeline
Improve on the first Career Timeline you made and answer the following
processing questions as a reflection exercise:
1. How was the process of picking out significant life events done for you? What were
your considerations/criteria in choosing which event would be included in your

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timeline? Who are the people that were significant to you on the events that you have
picked to include?
2. What were your thoughts and feelings while you were trying to determine high and
low points in connection to the events that you have chosen?
3. How did you go about placing your “future” highs in the timeline? How did you go
about plotting these future events? What were your present/past references for it if
any?
4. How do you feel about your time line?
5. What are your over-all realizations after the activity

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 Lesso
Insights Into One’s Personal
n 3 Development

What is It

Reading: YOUR PERSONAL MISSION STATEMENT: YOU’RE NEVER TOO YOUNG

TO CLARIFY YOUR LIFE GOALS AND ASPIRATIONS
What’s your life mission? It’s not an easy question to answer, but an important
one. You can talk about your aspirations and goals all day, but when you write them
down, they become, well, more real. It’s a starting point to living the life you want.
When you write a personal mission statement, you’re clarifying what you want to
accomplish and how, and committing to it. Businesses and nonprofit organizations
develop mission statements for the same reason.
What is a personal mission statement?
Most students, and adults, don’t realize the importance of writing their personal
mission statements. It’s more than just your goals. Your mission statement will help
you sort out your priorities and how you want to live your life. It may include short-
term and long-term goals, or life-long aspirations. It becomes a guide and provides
direction, which comes from you, not someone else. There’s no right or wrong way to
approach your personal mission statement, or what it should include. Everyone’s is
going to be different.
What’s important is to write it down. Topics your personal mission statement
may include:
 Education
 Career
 Personal attributes, such as honesty, loyalty and dedication
 Family and personal relationships
 How you want to live your life
 Sports
 Faith and spirituality
 Community service

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 What’s More

Activity: PERSONAL MISSION STATEMENT

Finalize your personal mission statement.
It may include the following information:
 Your name.
 Your overall statement.
 Who inspires you and why.
 What qualities you want to obtain.
 What roles you play and how you want to be known in those roles.
 Specific goals you have.
 Beliefs that you hold.
 Anything else

Assessment

Personal Development: Hindsight and Foresight

Write an essay on your journey through this course on Personal
Development. How have you changed since the beginning of this semester?
What have you learned about yourself? What activities and reading were most
useful to you? What can you do in order to continue your personal
development after this course?

References:
Santos, Ricardo Rubio. 2016. Personal Development, Quezon City: Rex Publishing, Inc

Ricardo N Bolles and the National Career Development Project

Santamaria, Josefina O. (2006). Career planning workbook, 4thEd. Pp. 38-41

http://www.collegeview.com/articles/article/choose-your-career-first%E2%80%94notyour-
college

Joe Villmow http://www.nextstepu.com/your-personalmissionstatement.art#.Vrcv1kBQU3w

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