CGP Module 1

1 Road to the Right Choice

Introduction

Module 1 of Grade 11 Career Guidance Manual entitled “Road to the Right

Choice” covers different professions and life choices for Grade 11 learners. It
provides information on the different senior high school curriculum exits and
regulated professions that will facilitate their career decision making as they pursue
college. This module also tackles the different factors affecting learners’ life and
career choices considering that deciding for career and life is not an easy task for
Grade 11 learners.
Objectives
At the end of this module, the learners are expected to:

1. enumerate the different professions and life choices;
2. explain the different factors affecting the choices in life and profession; and
3. appreciate the factors in choosing a profession.
Lecturette
Factors Affecting Career and Life Options
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
Module 1 Page 1
conventional. Knowing your personality will help you understand yourself. It
matters that your personality fits your career choice.
Career and Life Choices
PERSONAL FAMILY SOCIAL
Skills and abilities Parental influence Influence of friends

Interests and Beliefs and and p eers
personality types traditions Influence of
Life r oles Financial media/t echnology
Previous resources Industry demands
experiences and expectations
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.
Module 1 Page 2
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
“The matter of choosing a career in the Philippine setting is clearly a family
affair.” (Clemena, 2002)
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 choise.
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.
These information may be used or may influence you in deciding for their career.
Module 1 Page 3
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:
Senior High School Curriculum Exits
Employment
The Senior High School (SHS) program opens up employment opportunities for
graduates. SHS graduates of the Technical-Vocational-Livelihood (TVL) track may
apply for TESDA Certificates of Competency (COCs) and National Certificates
(NCs). Partnerships with different companies for technical and vocational courses
expose students to the real world of work. Students also gain work experience while
studying, and companies can even hire them after they graduate.
Entrepreneurship
With the inclusion of an entrepreneurship subject in the curriculum, SHS graduates
are better equipped for small-scale business activities, such as running the family
business or starting one’s own business.
Higher Education
By the time you graduate from SHS, you will have the standard knowledge, skills,
and competencies needed for higher education. Also, some subjects in the College
General Education curriculum have now been integrated into the SHS curriculum.
These subjects will be taken out of the college curriculum, leaving only the subjects
that are more focused and relevant to your chosen course or major.
Module 1 Page 4
Middle Level Skills Development
Standard requirements built into the TVL track ensure that graduates have good job
knowledge in their chosen specializations. In the same way that SHS graduates are
better prepared for college, they are also equipped for developing more specialized
skills in technical-vocational schools.
(Before presenting the list of regulated professions, let the students pick from the wall
the prepared strips of different professions and post these under the right cluster on
the board. After the activity, check whether the professions were properly attached to
the right cluster or not, then discuss.)
Regulated Professions per Cluster
Cluster of Professions Regulated Professions
Medical and Health Nursing, Medicine, Medical Technology, Radiology

Technology, Nutrition, Pharmacy, Optometry, Dentistry,
Respiratory Therapy, Physical Therapy and Occupational
Therapy, Midwifery, Veterinary Medicine
Engineering Aeronautical, Agricultural, Chemical, Civil, Electrical,

Profession Cluster Electronics, Geodetic, Mechanical, Metallurgical,
Mining,
Naval Architecture and Marine, Sanitary
Business, Education Accountancy, Criminology, Customs Broker, Guidance

and Social Work and Counseling, Librarians, Marine Deck Officers,
Professions Cluster Marine
Engine Officers, Professional Teachers, Psychology, Real
Estate Service, Social Workers
Technology Cluster Agriculture, Architecture, Chemistry, Environmental

Planning, Fisheries, Foresters, Geology, Interior Design,
Landscape Architecture, Master Plumbers
Module 1 Page 5

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1 Road to the Right Choice

Module 1 of Grade 11 Career Guidance Manual entitled “Road to the Right

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

Factors Affecting Career and Life Options

According to John Holland's theory, most people are one of six

Career and Life Choices

PERSONAL FAMILY SOCIAL

Skills and abilities Parental influence Influence of friends

Financial Resources. In choosing a career or profession, there is a need to

Influence of Media/Technology. The influence of social media may have

Senior High School Curriculum Exits

Regulated Professions per Cluster

Cluster of Professions Regulated Professions

Medical and Health Nursing, Medicine, Medical Technology, Radiology

Engineering Aeronautical, Agricultural, Chemical, Civil, Electrical,

Business, Education Accountancy, Criminology, Customs Broker, Guidance

Technology Cluster Agriculture, Architecture, Chemistry, Environmental

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