Career Guidance Manual, Grade 11

Teacher’s Guide

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Published by the Department of Education

Secretary : Leonor M. Briones
Undersecretary : Alain Del B. Pascua

Development Team of the Manual

Content Reviewers/Consultants: Mark Anthony Bercando, RGC

Jona Valdez, RGC and Tina Amor Buhat, RCG

Language Editor/Reviewer : Jean Allado -Abad

Encoder/Layout Artist : Florian Cauntay
Eric de Guia
Project Coordinator : Glenda M. Granadozin
Project Assistants : Jennifer Anne J. Pascua, Warren Quisada
Management Team : Dr. Rizalino Jose T. Rosales
Dr. Ella Cecilia G. Naliponguit
Dr. Juan R. Araojo, Jr.

I ntroduction
 Congratulations, you’re now ready to develop your plans for your chosen career
and put them to action!

In the previous session, you were asked to identify the strengths and weaknesses,
and analyzed the opportunities and threats that go with you. You also learned that the
SWOT framework is not only an effective tool for business but is also beneficial for job
seekers and students like you, who aim to climb the career and success ladder.

In this module, you are expected to learn the step by step procedure in making your
own career plans and the ways to achieve them. You’ll also set your goals with the
corresponding time frame to achieve them. Finally, this session will enable them to
focus their talents, skills, and values to the career and life plans that they dream of.

So, let us now take off and begin your future today!

(Binabati kita! Ikaw ay handa nang makapagdesisyon para sa napiling larangan at ito’y
iyong magamit.

Sa nakaraang talakayan, inisa-isa inyo ang mga kalakasan at kahinaan, at matukoy

ang mga pangangailangang kaakibat ng mga ito. Natutunan din inyo na ang SWOT
framework ay hindi lamang isang epektibong kagamitan para sa pagnenegosyo kung hindi ito
rin ay nakatutulong sa mga naghahanap ng mapapasukang trabaho at mga estudyanteng
kagaya ninyo na naglalayong mapaangat ang kanilang career.

Sa modyul na ito, Iyong matututunan ang mga hakbang sa pag-paplano ng kanilang career at
mga paraan kung paano ito makakamit. Kinakailangan magtakda ng inyong mithiin sa buhay
kaakibat ang itatakdang time frame kung kailan nila ito makakamit. Tutulungan din ng modyul
na ito ang mga mag-aaral upang makapag focus sa kanilang mgatalento, kasanayan, at mga
pagpapahalaga patungkol sa kanilang career at kanilang mga plano sa

buhay. Kaya halina't simulan ang iyong kinabukasan! Module 7 Page 2

 Introduction
Beginning the Journey
7 Where I Am

This module, “Beginning the Journey Where I Am” is about the process toward
strategic implementation leading to the realization of the learner’s chosen profession
or career goal. The activities included herein will help learners learn more about their
interests, values, and skills in relation to their current situation which is vital to their
profession in the future. This session will also guide learners in exploring occupations
that are applicable to them and in learning to decide on the best choice

I. Main Activity (30 minutes)

This main activity is based on the motivational activity and a revisit of
Session 6, activity 6.1 (challenges or concerns) where you identified your current
situation in relation to your life and profession.

In this activity, you will be introduced to SWOT analysis. This will help you
discover and understand your strengths, weaknesses, opportunities, and threats,
in order to take actions if necessary, about your future career.

The SWOT analysis will also help you and your parents narrow down or
change a chosen career with understanding and acceptance based on the
family’s socio-economic situation.

Procedure
1. Use the SWOT analysis activity sheet.
2. In the first column, indicate your present track, strand, and specialization. 3.
Based on Session 6, Activity 6.1, list the areas that you believe form a part of
your SWOT analysis.
4. List other challenges and concerns that you encounter asspecified in each
column of strengths, weaknesses, opportunities, and threats. (See SWOT
Sample Worksheet 1 and 2.)

Module 7 Page 3
Sample Worksheet 1: Academic
Strengths Weaknesses Opportunities Threats
 Track:
Academic

Strand: ABM Good Poor English • • Financial

Specialization: mathema communicati Scholarship issues
tic al on skills in college • Distance
skills • Job from
opportunities residence to
in the college or
locality university

Sample Worksheet 2: TVL

Strengths Weaknesses Opportunities Threats

Track: TVL

Strand: • artistic • easily • local • local small

Home • practical discouraged employment • business
Economics • • less international competitors
Specializati analytica information of employment • upgrading
on: Food l thinker the latest food • entrepreneurship of skills in
and • patient and beverages food
• honest production and
Beverages
• people issues beverages
Production •
person production
communicatio • stagnation
n skills (verbal of business
and written)

Worksheet 7.1 SWOT Analysis

Strengths Weaknesses Opportunities Threats

Name:

Track:

Strand:
Specialization:

After doing the SWOT Analysis, you now have a realistic, big-picture of your
situation and can now evaluate where to direct your energy.
As you analyze your strengths and opportunities, you can identify areas that look
positive and for which you may take advantage of.
At the same time, if you look at the weaknesses and threats, you can identify
areas that need attention as well as areas for you to avoid.
 Guide Questions
1. How do you feel about your strengths? your weaknesses?
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Are your weaknesses manageable in terms of pursuing your career goal?

How will you manage these?
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. How will you cope with the threats that arise in pursuing your career goal?
_______________________________________________________________
_________________________________________________________________
_________________________________________________________________

4. Based on the areas that you considered in your career plan, which do you
prioritize in order to attain your goal?
________________________________________________________________
_
________________________________________________________________
_
________________________________________________________________
_

II. Lecturette (15 minutes)

Career Development is a lifelong process that includes physical, cognitive,

and emotional development (Seligman, 1980). There are many factors that
influence lifelong career development process. These are generally classified as
psychological and social factors that are developed by affecting each other
mutually. The most important feature that affects vocational development are the
skills that an individual has. However, development of these skills can only be
possible with environment support. If one were permitted only a single variable to
predict an individual’s occupational status, it surely would be the socio economic
status of that individual’s family of orientation. (revisit Module 1.1) As a
measurement construct, socioeconomic status usually incorporates one or more
of the following: parents’ educational attainment and occupational status, and
family income (discussed in Module 2 lecturrette). All of these factors, as well as
such corresponding variables as values, opportunities, and parental
encouragement, serve to enhance or limit an individual’s potential occupational
status. (Schoenberg et al. 1984)

Each person has different difficulties and boundaries that may hinder
him/her from pursuing a career goal. The Strengths, Weaknesses, Opportunities,
and Threats (SWOT) activity enables the learners to realize and prioritize their
own interests that they owe to value in planning for life because this will lead
them to
whatever career goal they want to achieve.

The SWOT framework is credited to Albert Humphrey, who tested the

approach in the 1960s and 1970s at the Stanford Research Institute (SRI).
SWOT analysis is a process that identifies the strengths, weaknesses,
opportunities, and threats of the students’ chosen career field. As its name states,
a SWOT analysis
examines four elements:

1. Strengths—Internal attributes and resources that support successful outcome

of the chosen track and strand.
2. Weaknesses—Internal attributes and resources that work against a
successful outcome of the chosen track and strand.
3. Opportunities—External factors of the career goal that can be capitalized
on or used to its advantage.
4. Threats—External factors that could jeopardize the career goal.

SWOT is usually used in the industrial/business industry. It is said to be an

effective tool in business analysis that would eventually lead to business success.
In this case, SWOT is used to analyze career development pathing to help lead
one’s career goal/journey. Having career goals helps provide direction and
focuses the attention on attainable outcomes of the educational process.

Knowing where you are going with your academic program in terms of clear
goals helps stimulate and maintain motivation. Motivation has been shown to be
a critical component of academic success. Therefore, clarifying your careergoals
can result in immediate as well as long-term gain (Groccia, 1992).

Individuals vary in their progress in terms of clarifying goals because of

many reasons. Some advance rapidly through each phase, while others progress
more slowly. Individuals may repeat all or parts of the career development
process at various points throughout their lives as values, interests, abilities, and
life circumstances change.

The concept of self-efficacy is the focal point of Albert Bandura’s social

cognitive theory (1997). By means of the self-system, individuals exercise control
over their thoughts, feelings, and actions. Among the beliefs with which an
individual evaluates the control over his/her actions and environment, self-
efficacy beliefs are the most influential predictor of human behavior as thisrelates
to the career exposure where the individual is influenced.
According to Bandura (1997), the level and strength of self-efficacy will
determine whether coping behavior will be initiated, how much effort will result,
and how long the effort will be sustained in the face of obstacles.

Self-efficacy means the belief in one’s capabilities to organize and execute

the courses of action required to produce given attainments. This is constructed
on the basis of the following:

• Personal Performance—Accomplishments, previous successes or failures

(most influential)
• Vicarious Experience—Watching others, modeling, mentoring
• Verbal Persuasion—Verbal encouragement or discouragement
• Physiological & Emotional Factors—Perceptions of stress reactions in the body

It is important to understand the distinction between self-esteem and self

efficacy in career planning. According to Bandura (1992):
 • Self-esteem relates to a person’s sense of self worth.
• Self-efficacy relates to a person’s perception of his/her ability to reach a goal.

Self-Efficacy Affects Human Function in Relation to o Career

Planning Choices regarding Behavior

The individuals will be more inclined to take on a task if they believe they can
succeed. They generally avoid tasks where their self-efficacy is low, but engagewhen
it is high. Self-efficacy that is significantly higher than ability can lead to psychological
damage. Significantly low self-efficacy leads to an inability to grow andexpand skills.
Optimum levels of self-efficacy are a little above ability, which encourages people to
tackle challenging tasks and gain valuable experience.

Motivation
The individual with higher self-efficacy in a task are likely to expend more effort and
persist longer than one with low efficacy. On the other hand, low self-efficacy may
provide an incentive to learn more and prepare better than a person with higher self
efficacy.

Thought Patterns and Responses

Low self-efficacy can lead the individual to believe tasks are harder than they actually
are. This leads to poor planning and stress. A person with higher self- efficacy will
attribute a failure to external factors, whereas a person with lower self- efficacy will
attribute it to low ability. (Example: Math Test)

The Destiny Idea

Bandura successfully showed that individuals with differing self-efficacy perceive
the world in fundamentally different ways. Persons with high self-efficacy are
generally of the opinion that they are in control of their own lives: that their own
actions and decisions shape their lives. On the other hand, persons with low self
efficacy may see their lives as somewhat out of their hands and is dependent on
fate.

III. Application (15 minutes)

This activity is a revisit of Session 6, activity 6.2. In this activity, you will structure
your “Ladder of Success” in relation to your Senior High School career choice.

Module 7 Page 7
Worksheet 7.2

Directions: Fill out the worksheet.

My Ladder to Success!
A year after:
 After four (4) years:
I am a full fledged
(Grade 12) I will be a degree
holder in
( ) My goal is to (Name the
earn NC II in the profession)
field of
At present (Grade 11)
(Pursued I am employed as
I am in Track College) School
Stra Year
nd Need:
Specialization
Need: Need:
Value:

Skills I Learned Value: Value:

()
Entrepreneurship/
Negosyo
I am employed I own a business

Need:
as Need:
Need:
Value:

Skills I still need

Value: Value:
to learn:
( ) Pursue College
Course

I own a business State other options:

Need:

Need:
Value:

“It’s not what you achieve, it’s what you overcome. That’s what defines your
career.” – Carlton
Fisk
 Introduction
I Plan to Succeed!
8

Finally, this is the concluding module for this quarter!

After learning your strengths and weaknesses, you now have stepping stones in
identifying and planning your own career. Your goals will be set and these will be
achieved. This final part will allow you to focus on your goal and making your dream
career soon a reality. Let’s unlock that achievement today!

I. Main Activity

Procedure
Draw a poster of a community where people live comfortably. Have a develop plan for
community and see where your professions could be utilized. Expect that you may
picture yourself based on what you see in movies and television shows or what you read
in magazines. This activity will help you plan and set goals based on real-life career
goals. This will also allow you to understand the wide range of professions and
vocations available that you may not have considered before.

Guide Questions
1. How did you find the activity?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. What professions and vocations were present in the communities? What were
missing?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. What do you think will happen if the community lacks certain

professions/vocation?
 __________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Module 7 Page 9
4. How does planning or setting goals relate to the activity?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

II. Lecturette

Achieving Life Goals

For planning a life and career, they have to consider their goals and align them to
activities that would lead to realization. Setting their goals is a major component
of strategic planning for life and profession. Goalscan create positive pressure so
that they can move forward. Furthermore, they lead to the right direction, and
serve as
measure if they are really succeeding in life.

According to Ellis (2011), writing your goals exponentially increases yourchances

of meeting them. Goals must be SMART, meaning specific, measurable,
achievable, relevant, and time-bound. The STAR method may be used to
complement your SMART goals. STAR stands for specific, time, areas, and
reflect. Let us use these acronyms to remember the followingsteps in setting and
achieving goals:

1. Write specific goals - Your goals must be observable and measurable.

Think of them as detailed results that you want to achieve. Compare the
following examples:
Dexter’s Goal Daisy’s Goal

I will get a good job. I will work as a professional secondary

teacher at a public school where I can
continue to learn and advance to higher
positions.

Dexter and Daisy have the same intention of getting a good job, but Daisy
stated her goal more specifically. Daisy came up with a clearer set of
actions and would most likely achieve the result.

2. Write goals in several time frames - It is important to have a

comprehensive vision of your future. You can do this by writing your goals
in the following time frames:

a. Long-term goals - These generally refer to something that you want to

accomplish in the future. These goals will usually need five to 20 years
 to succeed. They include but are not limited to the different aspects of
life such as education, career, personal relationship, and financial
security.
b. Midterm goals - These can be achieved between the short-term and
long-term goals. These goals support your long-term goals. These
objectives can be accomplished between one to five years (example, I
will finish senior high school).
c. Short-term goals - These can be accomplished typically in less than a
year. These goals are more specific achievements. These require
immediate action or in the near future (example, I will get 95% or above
as my final grade in Earth Science).

3. Write goals in several areas of life - In life and career planning, it is

important to aim for a balanced life. Setting goals for the different aspects
of life should be considered - education, career, financial, social, spiritual,
and health.

4. Reflect on your goals - Take time to read and think about your goals and
perform the following spot checks:

a. Check your feelings - Do you have emotional connections with your

written goals?
b. Check for alignment - Are your short-term goals aligned with your mid
term goals? Will your mid-term goals help you achieve your life goals?
c. Check for obstacles - What are the constraints that you might
encounter while working on your goals? How will you deal with these
constraints? What are the possible workable solutions?
d. Check for immediate steps - What physical actions should you
undertake to achieve your goals? What small and achievable steps
should you do at once to accomplish one of your short-term goals?

Career Planning
Career planning is a continuous process of learning and developing in the
chosen field. It focuses on making informed choices in managing and
organizing your profession and vocation.

Career Planning Model

Source: Department of Training and Workforce Development Career Centre,

WA
Career planning has four steps:
1. Knowing yourself
2. Finding out
3. Making decisions
4. Taking actions

Step 1: Knowing yourself―Self-awareness is a critical aspect of career

planning. You need to start from yourself. You should know where you are
now and where you want to be. This is the stage where you will identify clearly
your life and career goals.

Step 2: Finding out―You will explore the different job opportunities in the
market for career options. You can utilize the Labor Market Information and
other resources and tools previously discussed in Session 3 to look up for job
descriptions, wages, job requirements, and job market projection.
Step 3: Making decisions―After identifying your goals and exploring
possible career opportunities, you now make life and career decisions. This is
done by comparing the results of the self-awareness inventory composed of
interests, values, personal style, skills, and learning experiences with
thecurrent career alternatives.

Step 4: Taking actions―This is where you will start working toward the
achievement of your life and career goals. You should consider
creatingsupport systems (composed of champions who can help you achieve
your goals), possible roadblocks, and how to deal with them. You should also
consider the factors that are getting in your way and those that are leadingyou
toward your goals.

Guide Questions
1. How do you set achievable goals?
_____________________________________________________________
_
_____________________________________________________________
 _
_____________________________________________________________
_

2. Why do you need to use SMART and STAR in writing your life and career
goals?
_____________________________________________________________
_
_____________________________________________________________
_
_____________________________________________________________
_

3. What is career planning? How can it help you as a Grade 11 student?

_____________________________________________________________
_
_____________________________________________________________
_
_____________________________________________________________
_

4. How will you implement your life and career plan?

______________________________________________________________
______________________________________________________________
______________________________________________________________

III. Application
By this time, they have a thorough understanding of their own knowledge and
skills, personal attributes, and work values. They have also explored available
work opportunities and job requirements, and narrowed down their career
options into a clear career choice. For this activity, they will start working on
their Career Development Plan.
A copy of the Career Development Plan worksheet.

MY CAREER DEVELOPMENT PLAN

Name:
Track and Strand:
CAREER MISSION STATEMENT

To become a/an ( future profession ) who is a specialist in ( field of expertise ) and

possesses skills in ( three skills _).

GOAL-SETTING

Long-term Goals ( 5 to 20 Years)

 LT 1.
Goals
2.

3.

Choose one most important long-term goal in your life and career. Then, list
mid-term goals that will support the achievement of this long-term goal.
Analyze your list and choose the most important three that you want
toaccomplish.
Midterm Goals ( 1 to 5 Years)

MT 1.
Goals
2.

3.

From your list of mid-term goals, choose one you consider the most important.
List short-term goals that will support the achievement of this mid-term goal.
Analyze your list and choose the most important three that you want to
accomplish.
Short-term Goals ( Less than a Year)

ST 1.
Goals
2.

3.

According to Antoine de Saint-Exupery, a goal without a plan is just a wish.

Now that you have your clear goals for life and career, it is important to break
down these goals into doable tasks, set the time frame and completion date, and
identify resources that will help in accomplishing these tasks.

Choose one short-term goal from your list that you consider as the most
important, then, break this goal into major tasks and write in the table below.

Task No. 1
Step Description Completi
on Date

3
 Task No. 2
Step Description Completi
on Date

Task No. 3
Step Description Completi
on Date

Module 8 Page 7
Example:

MY CAREER DEVELOPMENT PLAN

Name: MARK DANIEL G. SAGAL
Track and Strand: Academic – General Academic Strand
CAREER MISSION STATEMENT

To become a/an (registered professional teacher) who is a specialist in

(education) and possesses skills in (teaching, public speaking, and
writing).

GOAL-SETTING

Long-Term Goals (5 to 20 Years)

1. Become a registered professional teacher in a junior high school,
teaching computer subjects

2. Finish a Master’s Degree in Educational Technology

3. To be promoted as an Education Program Supervisor in my division

Choose one most important long-term goal in your life and career. Then,
brainstorm to list possible mid-term goals to achieve it. Analyze your list and
choose the most important three that you want to accomplish.
 For Long-term Goal No. 1: Become a professional teacher in a junior high
school, teaching computer subject
Midterm Goals (1 to 5 Years)

1. Graduate from Senior High School—General Academic Strand with honors

2. Finish a Bachelor’s Degree in Information Technology Education at

Philippine Normal University

3. Pass the Licensure Examination for Teachers with high ratings

From your list of midterm goals, choose the one you consider as the most
important and brainstorm to list possible short-term goals. Analyze your list
and choose the most important three that you want to accomplish.

For Midterm Goal No. 1: Graduate from Senior High School—General

Academic Strand with honors
Short-Term Goals (Less than a Year)

1. Organize my day through a daily planner.

2. Get a final grade of 90% or above in all subjects.

3. Improve communication skills by participating in different co-curricular

activities such as writing articles for the school paper and joining speech
club.

Choose one short-term goal from your list that you consider as the most
important, then, break this goal into major tasks and complete the table
below.
For Short-term Goal No. 2: Get a final grade of 90% or above in all
subjects. Task 1: Prepare for my speech in Oral Communication in Context on
August 10.

Step Description Completion

Date

1 Research and write about my speech August 5

2 Memorize and practice my speech August 8

3 Do a final rehearsal for my speech August 9

Task 2: Submit Research Paper in Earth and Life Science subject on August
14.
Step Description Completi
on Date

1 Research in the library August 8

 2 Research online for journals and contemporary studies August 10

3 Write Chapter 1 August 11

4 Write Chapters 2 and 3 August 13

Task 3: Prepare for the First Semester Final Exams on August 18.
Step Description Completi
on Date

1 Review the following subjects: August 16

• Earth and Life Science
• Oral Communications
• Komunikasyon at Pananaliksik sa
Wika • General Mathematics

2 Organize a study group with friends and meet August 16

every day for two hours

3 Construct a practice test for each subject August 17

IV. Reflection
Procedure
Create a timeline by filling in the blanks using a pencil. Instruct them to post it
in a place where they will see it often. They will update the timeline each year
to reflect on what they have achieved and what they want to accomplish within
the year.

My Timeline

Today’s Date:
Date I will graduate:
years to work on how I want my life to be after
graduation:
Things I need to do this year:

Example:

My Timeline

Today’s Date: August 8, 2017

Date I will graduate: March 2019
Four years to work on how I want my life to be after
 graduation
Things I need to do this year:
Study hard to get good grades.
Apply for a scholarship program.
Earn a National Certificate from TESDA.
V. Evaluation
Procedure
Create a bio-poem by answering the questions in each line ofThe Future Me
bio-poem while playing The Journey by Lea Salonga as background
instrumental music. The teacher will explain and discuss how to create the bio
poem through an example. This activity will evaluate the learners’
understanding of the interrelated factors that make up their future career and
life goals. The completed bio-poems will be displayed in the Homeroom
Guidance Corner.

The Future Me Bio-Poem

Line 1 : Write your first name.

Line 2 : Write your future profession/vocation.
Line 3 : Who appreciates ( Write an object, tool, etc. related to your chosen
profession/vocation.)
Line 3 : Who can (Write something important you will do in this
profession/vocation.)
Line 4 : Who serves (Write the customers/clients you will serve.)
Line 5 : Who knows ( Write the knowledge necessary to perform your
profession/vocation)
Line 6 : Who values (Write two work values related to the
profession/vocation)
Line 7 : I will pursue my goals of (Write one short-term and midterm goals
each.)
Line 8: Write your last name then, your future profession/vocation.

Example:

The Future Career Bio-Poem

Mark Daniel
A Professor
Who appreciates books
Who can teach and empower
 Who serves learners
Who knows world history, biology, and algebra
Who values integrity, dedication, and hard work
I will pursue my goals of finishing high school and studying
Education Sagal, Professor

Module 8 Page 11
REFERENCE;

Career Development Manitoba, A Guide to Planning Your Career (Manitoba,

2016), accessed December 5,
2016,
http://www.manitobacareerdevelopment.ca/cdi/docs/plan_your_career.pdf

Career Planning Model by Department of Training and Workforce

Development,Career Centre, accessed
December 6, 2016,
http://www.careercentre.dtwd.wa.gov.au/CareerPlanning/Pages/CareerPla
n ning- 4StepPlanningProcess.aspx

Condon Ellen et. Al., From Planning for Your Transition from High School Life
toAdult Life (The Rural Institute), 7, accessed December 6, 2016
http://ruralinstitute.umt.edu/transition/articles/planningworkbook.pdf

Dave Ellis, From Master Student to Master Employee (Wadsworth, Cengage

Learning, 2011),