Q3 CGP For Grade 11 Module 6

CAREER GUIDANCE
PROGRAM
Quarter 3 - Module 6:
Beginning the Journey Where I Am
Career Guidance Program
Quarter 3 - Module 6: Beginning the Journey Where I Am
For the Learners
This module, “Beginning the Journey Where I Am” is about the

process towards strategic implementation leading to the
realization of the learner’s chosen profession or more career goal.
This part 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.
At the end of this module, the learners are expected to:

• Discuss their present situation in relation to their status in life and profession;
• Enumerate the different areas to be considered in planning for life and profession;
and
• Evaluate the relevance of their current situation in planning for life and profession.
Lesson 6 Beginning the Journey Where I Am
Career Development is a lifelong process that includes physical, cognitive, and emotional
development (Seligman, 1980). There are lots of 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
environmental support. If one were permitted only a single variable predict an individual’s
occupational status, it surely would be the socioeconomic status of that individual’s family of
orientation. As a measurement construct, socioeconomic status usually incorporates one or more of
the following: parents’ educational attainment and occupational status, and family income. 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 Treats (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 which is very effective in their business
analysis that would lead to business success. In this case, SWOT is used to analyze career
development paths to help the learner lead their one’s career goal/journey. Having career goals
helps provide direction and focuses your 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 career goals 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.
CGP | Module 6: Beginning the Journey Where I am 1

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 this relates
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 and 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 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 engage when 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 and expand 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 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 are
dependent on fate.
CGP | Module 6: Beginning the Journey Where I am 2

Q3 CGP For Grade 11 Module 6

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CAREER GUIDANCE

For the Learners

This module, “Beginning the Journey Where I Am” is about the

At the end of this module, the learners are expected to:

CGP | Module 6: Beginning the Journey Where I am 1

It is important to understand the distinction between Self-Esteem and Self-Efficacy in career

Self-Efficacy Affects Human Function in Relation to Career Planning

Choices regarding Behavior

Thought Patterns and Responses

The Destiny Idea

CGP | Module 6: Beginning the Journey Where I am 2

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