HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIAL

The unit of competency, “Develop Career and Life Decisions”, is one of the
competencies of Electrical Installation and Maintenance NC II, a course which comprises the
knowledge, skills, and attitudes required for a TVET trainee to possess.

The module, Developing Career and Life Decisions, covers the knowledge, skills and attitude
required in researching general information on food and beverage cocktails, and sharing in.

In this module, you are required to go through a series of learning activities in order
to complete each learning outcome. In each learning outcome are Information Sheets, Self-
checks, Operation Sheets, Task Sheets, and Job Sheets. Follow and perform the activities on
your own. If you have questions, do not hesitate to ask for assistance from your facilitator.
Remember to:

 Read information sheet and complete the self-checks.

 Perform the Task Sheets, Operation Sheets, and Job Sheets until you are confident
that your outputs conform to the Performance Criteria Checklists that follow the said
work sheets.
 Submit outputs of the Task Sheets, Operation Sheets, and Job Sheets to your
facilitator for evaluation and recording in the Achievement Chart. Outputs shall serve
as your portfolio during the Institutional Competency Evaluation. When you feel
confident that you have had sufficient practice, ask your trainer to evaluate you. The
results of your assessment will be recorded in your Achievement Chart and Progress
Chart.

You must pass the Institutional Competency Evaluation for this competency before moving
to another competency.

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LIST OF COMPETENCIES
No. Unit of Competency Module Title Code
Basic Competencies

Participate in workplace Participate in workplace

1 communication 400311210
communication

2 Work in a team environment Working in a team environment 400311211

Solve/address General Workplace Solving/addressing General

3 400311212
Problems Workplace Problems

40031121
4 Develop Career and life Decisions Developing Career and life Decisions
3

Contribute to workplace
5 Contributing to workplace innovation 400311214
innovation

6 Present Relevant Information Presenting Relevant Information 400311215

Practice Occupational Practicing Occupational Safety and

7 Safety and Health Health Policies and Procedures 400311216
Policies and Procedures
Exercise efficient and effective
8 Sustainable practices in the Exercising efficient and effective 400311217
workplace Sustainable practices in the workplace

Practice 400311218
Entrepreneurial skills in the Practicing Entrepreneurial Skills In The
9
workplace Workplace

Common Competencies

ELC311205
1 Use Hand Tools Using Hand Tools

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Perform Mensuration and Performing Mensuration and
2 ELC311201
Calculation Calculation
Prepare and Interpret Technical Preparing and Interpret Technical
ELC311202
3 Drawing Drawing

Apply Quality Standards Applying Quality Standards ELC311204

4

Terminate and Connect Electrical Terminating and Connect Electrical

5 ELC311206
Wiring and Electronic Circuits Wiring and Electronic Circuits

Core Competencies

Perform roughing-in activities, Performing roughing-in activities,

wiring and cabling works for wiring and cabling works for single-
1 ELC741301
single-phase distribution, power, phase distribution, power, lighting
lighting and auxiliary systems and auxiliary systems
Install electrical protective
Installing electrical protective
devices for distribution, power,
devices for distribution, power,
lighting, auxiliary, lightning
2 lighting, auxiliary, lightning ELC741302
protection and grounding
protection and grounding systems
systems

Install wiring devices of floor Installing wiring devices of floor

and wall mounted outlets, and wall mounted outlets, lighting
3 lighting fixtures/switches, and fixtures/switches, and auxiliary ELC741303
auxiliary outlets outlets

TABLE OF CONTENTS
Page No.

Competency - Based Learning Materials 1

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How To Use This Competency-Based Learning Material 2
List Of Competencies 3
Table Of Contents 5
Module Content 7
Details Of Learning Outcome 1 9
Learning Experiences 10
Information Sheet 4.1-1 11
Self-Check 4.1-1 17
Answer Key 4.1-1 18
Information Sheet 4.1-2 19
Self-Check 4.1-2 26
Answer Key 2.1-2 27
Information Sheet 4.1-3 28
Self-Check 4.1-3 31
Answer Key 4.1-3 32
Details Of Learning Outcome 2 33
Learning Experiences 35
Information Sheet 4.2-1 36
Self-Check 4.2-1 41
Answer Key 4.2-1 42
Information Sheet 4.2-2 46
Self-Check 4.2-2 47
Answer Key 4.2-2 48
Details Of Learning Outcome 3 49
Learning Experiences 51
Information Sheet 4.3-1 52
Self-Check 4.3-1 56
Answer Key 4.3-1 57
Information Sheet 4.3-2 58
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Self-Check 4.3-2 62
Answer Key 1.3-2 63
Refferences 64

MODULE CONTENT

Unit of Competency : Develop Career and Life Decisions

Module Title : Developing Career and Life Decisions

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Module Descriptor : This module covers the knowledge, skills and
attitudes in managing one’s emotions, developing reflective
practice, and boosting self-confidence and developing self-
regulation.
Learning Outcomes

LO1. Manage one’s emotion

LO2. Develop reflective practice
LO3. Boost self-confidence and develop self-regulation

Assessment Criteria:
1. Identify self-management strategies.
2. Develop skills to work independently, to be conscientious, and persevering in the
face of setbacks and frustrations.
3. Examine techniques for effectively handling negative emotions and unpleasant
situation in the workplace.
4. Contemplate personal strengths and achievements, based on self assessment
strategies and teacher feedback.
5. Monitor progress when seeking and responding to feedback from teachers to
assist them in consolidating strengths, addressing weaknesses and fulfilling their
potential.
6. Predict outcomes of personal and academic challenges by reflecting on previous
problem solving and decision making strategies and feedback from peers and
teachers.
7. Demonstrate efforts for continuous self-improvement
8. Eliminate counter-productive tendencies at work.
9. Maintain positive outlook in life.

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LEARNING OUTCOME # 1 Manage one’s emotion
CONTENTS:
1. Self-management
2. Techniques in Handling unpleasant situation and negative emotions
3. Personal and career goals

STEM

ASSESSMENT CRITERIA:
1. Identify self-management strategies.
2. Develop skills to work independently, to be conscientious, and
persevering in the face of setbacks and frustrations.
3. Examine techniques for effectively handling negative emotions and
unpleasant situation in the workplace

CONDITION:
The students/ trainees must be provided with the following:
 Learning materials
- team building manual
- catalogs
- brochures
 Simulated team

METHODOLOGIES
1. Group discussion
2. Interactive learning

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LEARNING EXPERIENCES
Learning Activities Special Instructions
1. Read Information Sheet 4.1-1 If you have some problems on Information Sheet 4.1-1,
on Self management don’t hesitate to approach your facilitator. If you feel you
are knowledgeable on the content of Information Sheet 4.1-
1, you can now answer Self-Check 4.1-1.

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2. Answer Self-Check 4.1-1 Compare your answer with the answer key 4.1-1. If you got
100% correct answer in this self-check, you can now move
to the next information sheet. If not review the information
sheet and go over the self-check again.

3. Read Information Sheet 4.1-2 If you have some problems on Information Sheet 4.1-2,
on How to Deal With Negative don’t hesitate to approach your facilitator. If you feel you
Emotions and Stress are knowledgeable on the content of Information Sheet 4.1-
2, you can now answer Self-Check 4.1-2.

4. Answer Self-Check 4.1-2 Compare your answer with the answer key 4.1-2. If you got
100% correct answer in this self-check, you can now move
to the next information sheet. If not review the information
sheet and go over the self-check again.

5. Read Information Sheet If you have some problems on Information Sheet 4.1-3,
4.1-3 on Career Goals don’t hesitate to approach your facilitator. If you feel you
are knowledgeable on the content of Information Sheet 4.1-
3, you can now answer Self-Check 4.1-3.

6. Answer Self-Check 4.1-3 Compare your answer with the answer key 4.1-3. If you got
100% correct answer in this self-check, you can now move
to the next information sheet. If not review the information
sheet and go over the self-check again.

INFORMATION SHEET 4.1-1

Self-Management

Learning Objectives:
After reading this INFORMATION SHEET, you must be able to:
1. learn how to communicate effectively using the eight parts of speech;
2. Distinguish each of the parts of speech in a sentence.
3. Write a well-organized sentence.
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Self-Management
Self-management - means being able
to manage the daily tasks to live well with
one or more chronic conditions. It means
having the skills and confidence to take
charge of your medical needs, your everyday
roles and responsibilities, and your emotions.
You are able to live a healthy live with your
chronic health condition.
Self-Management, which is also
referred to as “self-control” or “self regulation,” is the ability to regulate one’s emotions,
thoughts, and behaviors effectively in different situations. This includes managing stress,
delaying gratification, motivating oneself, and setting and working toward personal and
academic goals. Students with strong self-management skills arrive to class prepared, pay
attention, follow directions, allow others to speak without interruption, and work
independently with focus

Power to the People: Why Self-Management Is Important

Self-management refers to a combination of
behaviors that focus on how people manage themselves in
their work and their life. For example, Daniel Goleman and
his co-authors define self-management through these six
traits: self-control, transparency, adaptability,
achievement, initiative, and optimism.

Robert Kelley’s (Best-selling author and described by media as an “entrepreneur of

the mind,”) research highlights the following key elements in self-management:
● Making a commitment to lifelong learning in support of both the organization’s
goals and your own goals
● Learning how to make certain that your projects add value to the organization
● Developing your personal productivity skills to manage both your time and your
commitments
● Building broad personal networks that allow you to tap expertise in and out of
the organization for complex problems

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● Being willing to embrace change and rethink both organizational structures and
work definitions as new opportunities arise

Kelley emphasizes that star

employees are intrinsically managing both their
work and their career. By providing high value to
the organization, stars get more opportunity to
select which projects they work on and are
instinctively building new skills to further their
career prospects.

At the core of self-management are three

skills everyone must develop:
1. learning to manage your commitments and time;
2. cultivating the motivation and capability to learn new things on your own in
support of your work.
3. building and nurturing your personal network.

To move from a good employee to a star employee, you must build on those skills in
the following three ways:
1. add value by understanding your organization’s key success factors and learning
how similar organizations are achieving success in those areas.
2. identify your long-term goals for your career and seek projects that both add
value to the organization and advance your career goals.
3. be willing to share in your success and help others achieve their goals
The Nine (9) Self-management Strategies
1. Initiative - Blazing trails in the organizational chaos by going above and beyond
the accepted job description to offer new, often bold, and value-adding ideas.
2. Networking - Overcoming knowledge blocks in your daily work by plugging into
the knowledge net of technical gurus
3. Self-management - Managing your whole life at work by contributing to the
critical path and ensuring high job performance.
4. Perspective - Getting the big picture by learning to see things as your customers,
competitors, colleagues, and bosses see them.
5. Followership - Checking your ego at the door to lead in assists while exercising
independent, critical thinking on goals, tasks, and methods.
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6. Leadership - Doing small "l" leadership in a big "L" world by partnering with
colleagues to accomplish important tasks.
7. Teamwork - Becoming a positive contributor to group goals, commitments, work
activities, group dynamics, and accomplishments.
8. Organizational savvy - Using street smarts to navigate the organization's
competing interests, to win others' help and cooperation, to address conflicts,
and to complete tasks.
9. Show-and-tell - Persuading the right audience with the right message and the
self-management friendly format. https://hive.com/blog/self-management-skills-for-
work/

5 Essential Self-Management Skills

Success starts with self-management. In order to be truly productive, successful and
happy, you need to develop the art of self-management.
The world's greatest leaders are experts at self-management. Any position of
authority or responsibility for others requires you to be able to manage yourself, before
managing others.
If you can master these 5 self-management skills, you'll be on track to a happy and
successful life both personally and professionally.

1. Positivity

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You can’t fake true positivity. Well, not for
long anyway. Positivity must come from the
inside in order to be seen on the outside.

The first step to developing a positive

outlook is having long-term and short-term
goals. Motivate yourself to achieve them with a constant stream of positivity.
Refuse to allow negativity into your mind. As you complete your goals, you’ll
start to see a snowball effect.
Keep your eyes on the end-goal and do something every day to get one step
closer. Don’t be too hard on yourself, and always acknowledge your successes.
The thing about genuine positivity is that it’s infectious. Project your
positivity onto those around you and build a positive environment at work and at
home.

2. Self-awareness
Understanding the causes of your own
behavior is an incredibly important
skill to have. We all know someone who is
completely oblivious to their own actions, why
they do them and the effect they have on others.
Learn to observe yourself from an objective
standpoint. Be your own manager. Ask others to judge you. At first, you may not
like what you hear. However, instead of becoming defensive, make a genuine
effort to remain neutral.
Self-awareness is a valuable skill that few truly master. It takes years of effort
to truly achieve, so start working on it today.
Interested in becoming a manager? Having amazing people management
skills is what differentiates a good manager from a great one. Learn more about
5 People Management Skills Every Manager Needs.

3. Stress Management
Stress has ruined lives. If you’re
the type to make
mountains out of molehills, you’re on a
fast track to an early coronary and
burnout. But, don’t stress! There’s always
a solution.

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Implementing effective stress techniques will allow you to
be proactive in managing the things that pop up in life, rather
than reacting in negative ways.
The energy that fuels impulsive behavior, such as angry outbursts, is the
same energy that can be harnessed to motivate you to reach further and higher
than ever before. When something stresses you out or drives you to anger, use
that event as motivation.
The key to managing stress effectively is delaying your initial reaction and
thinking about an effective way to deal with a situation. Take the time to
breathe, think and relax. Only then are you in a good state of mind to make the
right choices about how to move forward.

4. Responsibility
Taking responsibility for your actions
is step one towards true self-
management. From a very young age,
school teaches us to take responsibility
for ourselves. However, many of us
never master this skill.
Prioritize your most important
responsibilities. Take care of tasks as
they come up, and most importantly,
accept the mistakes you make. There is nothing wrong with making a mistake.
There is, however, something wrong with failing to learn from a mistake.
Expanding your responsibilities is exciting. Self-development is all about
expanding your horizons, and that comes with responsibility.
Take it, own it, and develop yourself. When you slip up (and you will slip up),
accept it and move forward.

5. Productivity
The best path towards higher
productivity is to manage your
downtime. Got a huge load of work to
knock out in a single day? Ensure you
schedule breaks and enjoy them. If
you’ve got a big year coming up,
schedule a weekend where you can relax
and unwind.

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It’s impossible to operate at 100% capacity all of the time. Proper planning
and time management are the key to getting the most out of your day.
If you’re losing focus or failing to make progress, switch tasks and come back
later. Don’t bang your head against a wall, it never works out.
Self-management is an acquired art. You’ll need to learn the skills required to
effectively manage yourself in order to achieve greater things in life.
https://er.educause.edu/blogs/2015/9/power-to-the-people-why-selfmanagement-is-important

SELF-CHECK 4.1-1

True or False:
Direction: Read the following statements and tell whether the statement is correct or not.
Write TRUE if the statement correct and FALSE if the statement is wrong.
1. The best path towards higher productivity is to manage your downtime.
2. Taking responsibility for your actions is step one towards true selfmanagement.
3. Stress has not ruined lives.
4. Success starts with self-management. In order to be truly productive, successful
and happy, you need to develop the art of self-management.
5. You can fake true positivity. Positivity must come from the inside only.

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ANSWER KEY 4.1-1
True or False:
1. True
2. True
3. False
4. True
5. False

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INFORMATION SHEET 4.1-2
How to Deal with Negative Emotions and Stress

Learning Objectives
After reading this Information Sheet, you must be able to:
1. Define what is stress;
2. Identify the effect of stress and negative emotions to people;
3. Find out the ways on how to deal negative emotions;

Negative Emotions and Stresses

This is a common problem for many people: just how are we supposed to deal with
negative emotions that keep coming up when we're stressed or hurt? Should we stuff our
anger and frustration away and pretend it doesn't exist, so we can minimize the fallout from
these emotions? Or should we risk making things worse by saying or doing the wrong thing?

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As it turns out, "stuffing emotions" is definitely not the healthiest option and there are easy
techniques that anyone can use.
If you've wondered what to do with these feelings, however, you are not alone in
struggling with negative emotions. Many people have the same question about stress and
coping. When they feel overcome with negative emotions like hurt, frustration or anger,
they know they shouldn't pretend they feel nothing, but they also don't want to dwell on
negative feelings and ruminate.

Dealing with Negative Emotions

Ignoring feelings (like "stuffing your anger") is not the healthiest way to deal with
them. Generally speaking, that does not make them go away but can cause them to come
out in different ways. That’s because your emotions act as signals to you that what you are
doing in your life is or isn’t working.
Feeling angry or frustrated can be a signal that something needs to change. If you
don’t change the situations or thought patterns that are causing these uncomfortable
emotions, you will continue to be triggered by them.
Also, while you are not dealing with the emotions you are feeling, they can cause
problems with your physical and emotional health.
Rumination, or the tendency to dwell on anger, resentment and other
uncomfortable feelings, however, brings health consequences as well. So it’s important to
listen to your emotions and then take steps to let them go

Understand Your Emotions

Look within and try to pinpoint the situations that are creating the stress and
negative emotions in your life.
● Negative emotions can come from a triggering event: an overwhelming
workload, for example.
● Negative emotions are also the result of our thoughts surrounding an event; the
way we interpret what happened can alter how we experience the event and
whether or not it causes stress.
The key job of your emotions is to get you to see the problem, so you can make
necessary changes.

Change What You Can

Take what you’ve learned from my first recommendation and put it into practice.
Cut down on your stress triggers and you’ll find yourself feeling negative emotions less
frequently.
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This could include:
● Cutting down on job stress.
● Learning the practices of assertive communication (so you don’t feel
trampled by people).
● Changing negative thought patterns through a process known as cognitive
restructuring.
Find an Outlet
Making changes in your life can cut down on negative emotions, but it won’t
eliminate your stress triggers entirely. As you make changes in your life to bring about less
frustration, you will also need to find healthful outlets for dealing with these emotions.
Regular exercise can provide an emotional lift as well as an outlet for negative
emotions.
Meditation can help you find some inner "space" to work with, so your emotions
don’t feel so overwhelming.
Finding opportunities for having fun and getting more laughter in your life can also
change your perspective and relieve stress.
Find a few of these outlets, and you’ll feel less overwhelmed when negative
emotions do arise.
You will also want to practice healthy options for ongoing stress reduction. Give
them a try and you’ll feel less stressed.

10 Things You Need to Remember in Dealing with Negative Emotions:

Emotions can be the best things in the world, especially when you are feeling love,
happiness, and ecstasy.
But they can also be your living nightmares when you experience the worst of the
worst: anxiety, depression, anger, absolute loneliness.
So the next time you experience negative emotions, here are 10 things to
remember:

1. Why emotions are difficult to get over

Even when we are aware of the way the brain manipulates us with shallow
feelings; it can still be incredibly difficult to get over them because of something
known as meta-feelings—these are the feelings that you get when you start to
control your feelings.
These include:
● Self-loathing: Feeling bad about bad feelings
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● Guilt: Feeling bad about good feelings
● Self-righteousness: Feeling good about bad feelings
● Ego/Narcissism: Feeling good about good feelings
The meta-feelings produced by trying to avoid our impulsive feelings cause
much of the anxiety and strife we experience every day.
Groups at war will both see themselves as victims; two sides fighting against
each other will both paint the other as villains.
We create narratives based on our meta-feelings, which are based on us
failing to understand the impulsive nature of our feelings.

2. Assign meaning to your feelings and decide how to act

Don’t control your feelings. Control the way you assign meaning to feelings.
Let’s go back to one of the first things we said: feelings don’t have to mean
anything.
We have to come to a point where we can let them exist without letting
them dictate our thoughts and actions.
Disassociate “feelings” from
“actions” and “thoughts”; let “feelings” exist in their own bubble, until they pop
naturally on their own volition.
And remember: this doesn’t mean that you should start neglecting your
feelings completely.
Feel them, live them, let yourself understand them.
But don’t let them change who you are and what you do.
Don’t let meaning spring forth from feelings. Meaning should come from you
and your choices, not your irrational impulses.
In the end, you decide how you act.

3. Ignoring your emotions may not help you in the long run.
According to research, avoiding your emotions causes more pain in the long-
term than facing them, and accepting them.
If you try to avoid the way you’re feeling and expect yourself to be “happy”
and that is everything is fine, not only are you living a lie, but those negative
emotions fester in the background.
The research suggests that emotional stress, like that from blocked emotions,
has not only been linked to mental illness but also to physical problems like
headaches, heart disease, insomnia, and autoimmune disorders.
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Therefore, it’s much more
adaptive for us to recognize the reality that we’re feeling pain. And by accepting
your emotional life, you’re affirming your full humanity.
By accepting who you are and what you’re experiencing, you don’t have to
waste energy avoiding anything. You can accept the emotion and then move on
with your actions.
Negative emotions won’t kill you – they’re annoying but not dangerous – and
accepting them is much less of a drag than the ongoing attempt to avoid them.

4. Identify the Emotion

The first thing you need to do is identify the emotion that’s causing you
stress.
After all, if you don’t know what the problem is, how can you ever figure out
how to solve it?
In some cases, this might be easy: you might understand right away that your
pain is caused by loneliness or grief or stress.
But in other cases, it might not be so straightforward. You might have caused
a thunderstorm of chaos in your life, but you still need to find the single emotion
where everything started.

5. Ask Yourself: How Has the Emotion Changed Your Life?

Now that you have identified the emotion, it’s now time to figure out exactly
what it has done to your personality and behavior.
Maybe you have become more subdued and quiet, or maybe you now lash
out at friends and push away anyone who tries to help.
We all handle and react to emotions differently, and there is never a set
formula for this.
The way you might react to sadness could be different to the way your
partner handles sadness. Figure out how you are behaving differently because of
the emotion.

6. Repeat to Yourself: This Will End

The one great thing that any emotion can do is convince you that it will last
forever.

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In some cases, this isn’t an issue: a bout of excitement might only last for a
few minutes, and then you can move on.
In other cases, this can ruin your entire life; depression might last for weeks
or months, and in that time it could feel like a lifetime has passed before it goes
away.
So repeat to yourself: this will end. This will pass. Like every other emotion
you have ever felt, this will eventually blow over and you will be able to live
without it once again. When? That’s up to you.

7. Find the Source of the Emotion

You know the emotion, and you know how it is changing your life. You have
convinced yourself that it will someday end.
Now it’s time to start your journey towards that end, and the first step is to
identify the source of the emotion.
While it might seem like abstract chaos going on in your head, there will
always be a physical source for your stress.
It might be the death of a loved one, getting fired from a job, or a bad break
up, but one way or another, there will always be something.
Find out what that “something” is. Don’t pretend that it isn’t affecting you
just because you want to feel strong. Only until you find the source can you start
working on it.

8. Accept
You now know the source of your pain. It’s time to get over it and accept.
Accept that your life went in a direction that you didn’t expect and you didn’t
like.
But time won’t stop for you; the world isn’t going to go on pause just
because you feel emotionally fragile.
It’s time to pick your pieces up and put yourself back together, because
what’s happened has happened, and the longer you let it get to you, the longer
you let it continue to exist.
How can we learn to “accept” our feelings?
It’s a simple 4 step process you can do anytime:
1. Step one: Identify the emotion
If you have more than one emotion, just pick one. If you don’t know
what the emotion is, sit for a moment and pay attention to your physical

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sensations and thoughts. Give it a name and write it down on a piece of
paper.
2. Step two: Give it some space
Close your eyes and imagine putting that emotion five feet in front of
you. You’re going to put it outside of yourself and observe it.
3. Step three: Now that the emotion is outside of you, close your eyes and
answer the following questions:
If your emotion had a size, what size would it be? If your emotion had
a shape, what shape would it be? If your emotion had a color, what color
would it be?
Once you’ve answered these questions, imagine putting the emotion
out in front of you with the size, shape, and color. Just observe it and
acknowledge it for what it is. When you’re ready, you can let the
emotion return to its original place inside you.
4. Step four: Reflection
Once you’ve completed the exercise, you can take a moment to
reflect on what you’ve noticed. Did you notice a change in your emotion
when you got a little distance from it? Did the emotion feel different in
some way once the exercise was finished?
Once more, take a deep breath and say to yourself: This. Will. End. Do
this for as many times as you like, until the weight in the chest begins to
lighten up and until the clouds over your head begin to part.

9. Get back in the present

Here is one thing you won’t realize until you snap out of your negativity: for
all this time, you have been living in the past.
You’ve been tied to that single, terrible event that rocked your world, and
you haven’t been able to live in the present since then.

10. Learn and move on

This is it, the final step. Just because you know the emotion and you’ve
snapped back to reality doesn’t mean your work is done.
Just because you are feeling good again for the first time in weeks or months
doesn’t mean the lesson is over. The truth is, the lesson has just begun.
It’s time to learn. Take the time over the near future to understand what
happened. See yourself in retrospect: the terrible event that set off your

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negative emotions, how you lost yourself in the storm of negativity, why you lost
yourself, and how you picked yourself up again.
How can you handle yourself better next time? How can you prepare
yourself? What was missing in your life that made you collapse so suddenly to
this negativity?
Ask yourself these questions, and do your best to learn from them. Now it’s
time to move on, with the knowledge that you can take anything the world
throws at you.
https://www.verywellmind.com/how-should-i-deal-with-negativeemotions-3144603

SELF-CHECK 4.1-2
True or False:
Direction: Read the following statements and tell whether the statement is correct
or not. Write TRUE if the statement correct and FALSE if the statement is wrong.:

1. Negative emotions are the result of our thoughts surrounding an event.

2. Meditation can help you find some inner "space" to work with, so your emotions
don’t feel so overwhelming.
3. Ignoring feelings (like "stuffing your anger") is the healthiest way to deal with
them.
4. Emotions can be the living nightmares when you experience the worst of the
worst: anxiety, depression, anger, absolute loneliness.
5. Rumination, or the tendency to dwell on anger, resentment and other
uncomfortable feelings, brings health consequences.
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ANSWER KEY 4.1-2
1. True
2. True
3. False
4. True
5. True

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INFORMATION SHEET 4.1-3
Career Goals

Learning Objectives
After reading this Information sheet, you must be able to:
1. Define what career goal is;
2. Enumerate the criteria in setting up goals;
3. Find out how to achieve career goals;

What is a Career Goal?

A career goal is a well-defined statement explaining the profession that an
individual intends to pursue throughout his career. It is important for every
employee or job seeker to define their career goals clearly. It helps them to come up with
effective action plans.
Setting unrealistic goals can lead to disappointment. But that does not mean that
one should avoid formulating career goals altogether. Creating resolutions is the easiest way
to keep oneself motivated to achieve your dreams.

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Breaking down Career Goals
Setting career goals is an incredibly easy process. All one needs to do is to set
targets.
To illustrate the concept, consider a 17-year old who wants to become the CEO of a
large engineering company in the future. He must go through several stages, the first being
passing his 12thgrade exams. After passing, the teenager will then enroll in a
four-year engineering course before moving to work in, for example, a multinational
company for at least two years. Next, he may enroll in a management course from a
reputable school. Advancing his studies is a good idea to boost his chances of getting the
CEO position.

Short-term vs. Long-term Career Goals

There are short-term and long-term goals. Example, the teenager’s primary objective
is to become the manager of a company. In order to get there, he needs to achieve his
short-term goals, which include passing his high school and college exams, gaining
experience by working for a related company, and boosting his experience and skills
through further studies.
Short-term goals are those that can be achieved within six months to three years. It
may take three to five years or more to achieve long-term goals.

How to Set Career Goals?

Defining career goals is just half the battle. An individual must set their mind on
accomplishing the goals he or she has set. However, if one doesn’t develop or map out their
goals properly, it will be harder to achieve them. When setting career goals, an individual
should ensure that they meet the following criteria:
1. Specific
When setting goals, an individual shouldn’t just focus on being successful.
Instead, he or she should define what success means to them. The ultimate
success for one person may just be a milestone to achieving bigger goals for a
different person. For one individual, success may be becoming the Chief
Executive Officer for a company. For another, success can be attaining financial
freedom.
2. Measurable
As one sets his or her career goals, they should ensure that they also come
up with a way to measure their outcome. This can be done by setting a
timeframe, such as “complete MBA degree within three years”. Once the
individual is able to attain the short-term goals within the timeframe he or she
sets, then they’re on the right path to achieving their ultimate goal.
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3. Avoid negativity
A goal must be something that an individual wants rather than a factor he or
she wants to avoid. So, instead of focusing on leaving a particular job or position
within the next five years, the employee should aim at where they want to be
and think about what they can do to move toward getting there.

4. Realistic
More than anything, an individual’s career goals must be realistic. It wouldn’t
make sense for an individual to set a goal of winning a Grammy award if they’ve
never performed or played an instrument.
On the other hand, the individual setting goals shouldn’t keep things too
simple. A career roadmap should be a challenge, not a walk in the park. If the
individual’s goals don’t make them a little bit uncomfortable, then they should
probably set higher limits.
5. Tie actions to each goal
For each set goal, a person needs to take certain measures to achieve it.
Listing the different activities that are needed to achieve a goal makes the
whole process easier.

How to Achieve Career Goals?

1. Write them down
It may seem like an old-school technique, but it’s actually very effective.
Based on several studies, individuals who write down their career goals see a
higher likelihood of achieving them compared to those who don’t.
There are several benefits to writing down one’s goals. For one, an individual
is forced to think critically on how to achieve each goal.
2. Share the plan
Another perk of writing down career goals is that it makes it easy to share
them with friends, colleagues, or even a manager. When an individual discloses
their short and long-term career goals to other people, they feel more
challenged to follow them through to the end.
3. Visualize success
One thing that high achievers do is to visualize their success. Sports
psychologists often ask their top athletes to envision themselves crossing that
finish line or kicking the field goal. It’s the same concept with career goals. One

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should think about all the steps they need to reach their goal and plan for the
setbacks that they may encounter.
4. The Bottom Line
A career goal is all about setting short-term and long-term objectives related
to one’s career path. Setting career goals is important, as it helps propel
individuals to accomplish them. This is particularly so when the person shares
their plans with a third party.
Where would you like to be in one year? In five years? What experiences will
help you achieve that? What interests and skills would you like to use in your
career? Setting a career goal is about deciding where you want to head in your
career, and noting the steps needed to reach that point.
https://corporatefinanceinstitute.com/resources/career/career-goal/

SELF-CHECK 4.1-3

True or False:
Direction: Read the following statements and tell whether the statement is correct
or not. Write TRUE if the statement correct and FALSE if the statement is wrong.
1. Setting career goals is important, as it helps propel individuals to accomplish
them.
2. For each set goal, a person needs to take certain measures to achieve it.
3. Setting career goals is an incredibly hard process.
4. Setting realistic goals can lead to disappointment.
5. A goal should be grounded within a defined time period, both for clarity and to
give your action urgency.

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ANSWER KEY 4.1-3
Career Goals
1. True
2. True
3. False
4. False
5. True

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LEARNING OUTCOME # 2 Develop reflective practice
CONTENTS:
1. SWOT analysis
2. Gibb’s Reflective Cycle/Mode

STEM

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ASSESSMENT CRITERIA:
1. Personal strengths and achievements, based on self- assessment strategies
and teacher feedback are contemplated
2. Progress when seeking and responding to feedback from teachers to assist
them in consolidating strengths, addressing weaknesses and fulfilling their
potential are monitored
3. Outcomes of personal and academic challenges by reflecting on previous
problem solving and decision-making strategies and feedback from peers
and teachers are predicted
CONDITION:
 Learning materials
-team building manual
-catalogs
-brochures
 Simulated team

METHODOLOGIES
 Small Group Discussion
 Interactive
 Lecture
 Brainstorming
 Role-playing
ASSESSMENT METHODS:
Interview
Written examination
Demonstration of practical skills

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LEARNING EXPERIENCES
Learning Activities Special Instructions
1. Read Information Sheet 4.21 on
If you have some problems on Information Sheet
SWOT Analysis
4.2-1, don’t hesitate to approach your facilitator. If
you feel you are knowledgeable on the content of
Information Sheet 4.2-1, you can now answer Self-
Check 4.2-1.

2. Answer Self-Check 4.2-1

Compare your answer with the answer key 4.2-1. If
you got 100% correct answer in this self-check, you
can now move to the next information sheet. If not
review the information sheet and go over the self
check again.

3. Read Information Sheet 4.2-2 on

If you have some problems on Information Sheet
Gibb’s Reflective cycle/mode
4.2-2, don’t hesitate to approach your facilitator. If
you feel you are knowledgeable on the content of
Information Sheet 4.2-2, you can now answer Self-
Check 4.2-2.

4. Answer Self-Check 4.2-2

Compare your answer with the answer key 4.2-2. If
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you got 100% correct answer in this self-check, you
can now move to the
next information sheet. If not review the
information sheet and go over the self check again.

INFORMATION SHEET 4.2-1

SWOT Analysis

Learning Objectives:
After reading this Information Sheet, you must be able to:
1. Identify the meaning of SWOT.
2. Find out where SWOT Analysis can be used.

SWOT analysis
SWOT analysis (or SWOT matrix) is a strategic
planning technique used to help a person or
organization identify strengths, weaknesses,
opportunities, and threats related to business
competition or project planning. It is intended to
specify the objectives of the business venture or
project and identify the internal and external factors
that are favorable and unfavorable to achieving those
objectives.
Users of a SWOT analysis often ask and
answer questions to generate

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meaningful information for each category to make the tool useful and identify their
competitive advantage. SWOT has been described as the tried-and-true tool of strategic
analysis, but has also been criticized for its limitations.
Strengths and weakness are frequently internally-related, while opportunities and
threats commonly focus on the external environment. The name is an acronym for the four
parameters the technique examines:
● Strengths: characteristics of the business or project that give it an advantage
over others.
● Weaknesses: characteristics of the business that place the business or project at
a disadvantage relative to others.
● Opportunities: elements in the environment that the business or project could
exploit to its advantage.
● Threats: elements in the environment that could cause trouble for the business
or project.

Identification of SWOTs is important because they can inform later steps in planning
to achieve the objective. First, decision-makers should consider whether the objective is
attainable, given the SWOTs. If the objective is not attainable, they must select a different
objective and repeat the process.
Some authors credit SWOT to Albert Humphrey, who led a convention at the
Stanford Research Institute (now SRI International) in the 1960s and 1970s using data from
Fortune 500 companies. However, Humphrey himself did not claim the creation of SWOT,
and the origins remain obscure.

Internal and external factors

SWOT analysis aims to identify the key internal and external factors seen as
important to achieving an objective. SWOT analysis groups key pieces of information into
two main categories:
● Internal factors - the strengths and weaknesses internal to the organization
● External factors - the opportunities and threats presented by the
environment external to the organization
Analysis may view the internal factors as strengths or as weaknesses depending
upon their effect on the organization's objectives. What may represent strengths with
respect to one objective may be weaknesses (distractions, competition) for another

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objective. The factors may include all of the 4Ps as well as personnel, finance,
manufacturing capabilities, and so on.
The external factors may include macroeconomic matters, technological change,
legislation, and sociocultural changes, as well as changes in the marketplace or in
competitive position. The results are often presented in the form of a matrix.
SWOT analysis is just one method of categorization and has its own weaknesses. For
example, it may tend to persuade its users to compile lists rather than to think about actual
important factors in achieving objectives. It also presents the resulting lists uncritically and
without clear prioritization so that, for example, weak opportunities may appear to balance
strong threats.
It is prudent not to eliminate any candidate SWOT entry too quickly. The importance
of individual SWOTs will be revealed by the value of the strategies they generate. A SWOT
item that produces valuable strategies is important. A SWOT item that generates no
strategies is not important.

When to use SWOT analysis?

The uses of a SWOT analysis are as follows:
● to organize information, provide insight into barriers that may be present
while engaging in social change processes
● identify strengths available that can be activated to counteract these barriers.
A SWOT analysis can be used to:
● Explore new solutions to problems
● Identify barriers that will limit goals/objectives
● Decide on direction that will be most effective
● Reveal possibilities and limitations for change
● To revise plans to best navigate systems, communities, and organizations
● As a brainstorming and recording device as a means of communication
● To enhance "credibility of interpretation" to be used in presentation to
leaders or key supporters.

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Benefits and advantages of SWOT
The SWOT analysis in social work
practice framework is beneficial because
it helps organizations decide whether or
not an objective is obtainable and
therefore enables organizations to set
achievable goals, objectives, and steps to
further the social change or community
development effort. It enables organizers
to take visions and produce practical and
efficient outcomes that effect long-lasting change, and it helps organizations gather
meaningful information to maximize their potential.
Completing a SWOT analysis is a useful process regarding the consideration of key
organizational priorities, such as gender and cultural diversity and fundraising objectives.

Limitations of SWOT
SWOT is intended as a starting point for discussion and cannot, in itself, show how to
achieve a competitive advantage.
Another limitation includes the development of a SWOT analysis simply to defend
previously decided goals and objectives. This misuse leads to limitations on brainstorming
possibilities and "real" identification of barriers. This misuse also places the organization's
interest above the well-being of the community. Further, a SWOT analysis should be
developed as a collaborative with a variety of contributions made by participants including
community members. The design of a SWOT analysis by one or two community workers is
limiting to the realities of the forces, specifically external factors, and devalues the possible
contributions of community members.

How to Use a SWOT Analysis?

Once you've examined all four aspects of
SWOT, you'll likely be faced with a long list of
potential actions to take. You'll want to build on
your strengths, boost your weaker areas, head
off any threats, and exploit every opportunity.
But, before you leap into action, look for
potential connections between the quadrants of
your matrix. For example, could you use some of
your strengths to open up
further
opportunities? And, would even more
opportunities become available by eliminating some of your weaknesses?

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● Determine the objective.
Decide on a key project or strategy to analyze and place it at the top
of the page.
● Create a grid.
Draw a large square and then divide it into four smaller squares.
● Label each box.
Write the word "Strengths" inside the top left box, "Weaknesses"
inside the top right box, "Opportunities" within the bottom left box, and
"Threats" inside the bottom right box. These are titles, so they should be
distinguished from the rest of the text using either color or font size. Smart
Draw offers several SWOT diagram templates designed to make construction
quick and easy.
● Add strengths and weaknesses.
Add factors that affect the project to the applicable boxes.
Components of a SWOT analysis may be qualitative and anecdotal as well as
quantitative and empirical in nature. Factors are typically listed in a bullet
form.

● Draw conclusions.
Analyze the finished SWOT diagram. Be sure to note if the positive
outcomes outweigh the negative. If they do, it may be a good decision to
carry out the objective. If they do not, adjustments may need to be made, or
else the plan should simply be abandoned SWOT Analysis Sample

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https://www.google.com/search?q=swot+analysis&sca_esv=572750083&sxs

SELF-CHECK 4.2-1
Direction: Read the following statements and tell whether the statement is correct or not.
Write TRUE if the statement correct and FALSE if the statement is wrong.
1. Threats are elements in the environment that could cause trouble for the
business or project.
2. SWOT analysis is just one method of categorization and has its own weaknesses.

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3. Threats are openings or chances for something positive to happen.
4. A SWOT item that generates no strategies is not important.
5. Evolving technology is an ever-present threat, as well as an opportunity!

ANSWER KEY 4.2-1

SWOT Analysis
1. True
2. True
3. False
4. False
5. True

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INFORMATION SHEET 4.2-2
Gibbs Reflective Cycle

Learning Objectives:
After reading this Information sheet, you must be able to:
1. Identify the importance of Gibb’s Reflective cycle.
2. Enumerate the cycles in Gibb’s Reflective cycle.

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What is the Gibbs Reflective Cycle?
In 1988, the American sociologist and
psychologist Graham Gibbs published his
Reflective Cycle model in his book ‘Learning
by Doing‘. Gibbs Reflective Cycle encourages
people to think systematically about the
experiences they had during a specific
situation, event or activity. Using a circle,
reflection on those experiences can be
structured in phases. This often makes
people think about an experience, activity or
event in more detail, making them aware of
their own actions and better able to adjust
and change their behavior. By looking at
both negative and positive impacts of the
event, people can learn from it.
The Gibbs Reflective Cycle starts at
Description and then continues clockwise to
Feelings, Evaluation, Analysis, Conclusion
and ends at Action plan, to finally return to
Description. Here the cycle is complete.

Step 1: Description
During this step, you describe the situation, event or activity in detail, without drawing any
conclusions right away. The most common questions that can help create an objective
description are:
What happened?
When did it happen?
Where did it happen?
Who were involved?
What did you do yourself?
What did other people do?
What was the result of these actions?
It should be noted that important details must not be left out. For instance, why
other people were involved in the situation in question? All information that is key to better
understanding the situation is relevant.

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Step 2: Feelings
This phase is about the feelings that the event triggered, as well as what someone’s
thoughts were during the event, activity or situation described in step 1. The intention is not
to discuss the feeling in detail or comment on it directly. Emotions don’t need to be
evaluated or judged. Awareness is the most important goal of this phase. Helpful questions
that are often used:
What did you feel leading up to the event?
What did you feel during the event?
What did you feel after the event?
How do you look back on the situation?
What do you think other people felt during event?
How do you think others feel about the event now?
Because people often have difficulty talking about their feelings, it helps that they’re
encouraged by the questions or someone asking these questions. This also demonstrates
that the Gibbs Reflective Cycle can be used in an individual setting, or even in a coaching or
counseling setting. The final two questions also allow one to see the event from other
peoples’ perspectives.

Step 3: Evaluation
In this step, you ask yourself whether the experience of the event in step 1 was good
or bad. Which approach worked well and in what way? Which approach didn’t work as well?
It can be difficult for people to be objective about the situation. In order to still conduct a
proper evaluation, the following questions may be helpful:
What went well during the event or activity?
Why was that?
What didn’t go so well?
Why was that?
What was your contribution?
What contribution did other people make?
It is also worth evaluating bad experiences, because the subsequent steps in the
Gibbs Reflective Cycle help people learn from it.

Step 4: Analysis
This phase is about what you have learned from the situation, event or activity.
Because of the experience, you now know what to do in similar, future situations. This
means that both positive and negative things and/or problems you experienced will be

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written down and analyzed individually. After all, people learn from mistakes. This analysis is
often done together alongside step 3.

Step 5: Conclusion
This is the step where you take a step back and look at yourself from a distance and
ask what else you could have done in this situation. The information gathered earlier is very
valuable in this step and can encourage you to come to a good and useful conclusion. The
following questions may be helpful:
To what positive experience did the event, situation or activity lead?
To what negative experience did the event, situation or activity lead?
What will you do differently if the event, situation or activity were to happen again
in the future?
Which skills do you need to develop yourself in a similar event, situation or activity?

Step 6: Action plan

In this final step, actions are developed for future situations, events or activities. In
the 5th step ‘Conclusions’, people makes concrete promises to themselves. The intention is
to keep these promises. If everything went fine, you can promise yourself to act the same
way next time. In areas where things didn’t go so well, you can promise yourself not to
make the same mistakes again. What will be a more effective approach and which change
will lead to actual improvement? In addition to an action plan, it’s wise to also make a
schedule to discourage yourself from avoiding promises.

Experiences
Thinking about one’s own experience can help to perform better or do things
differently in the future. As the above shows, these experiences don’t have to be positive;
negative experiences are also useful. Next time a similar situation presents itself, you’ll
know it’s better to approach the situation in a different way. It stimulates you to think long
and hard about how to do things better next time. This is what Gibbs Reflective Cycle is all
about. People don’t just learn to understand certain situations better, but also learn to
judge how the same situation can be handled in different ways in the future.
https://www.structural-learning.com/post/gibbs-reflective-cycle

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SELF-CHECK 4.2-2
Direction: Read the following statements and tell whether the statement is correct or not.
Write TRUE if the statement correct and FALSE if the statement is wrong.
1. Thinking about one’s own experience can help to perform better or do things
differently in the future.
2. Gibbs Reflective Cycle can be used only in an individual setting.
3. People don’t just learn to understand certain situations better, but also learn to
judge how the same situation can be handled in different ways in the future.
4. Gibbs Reflective Cycle can be used in a variety of ways.

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5. In the 4th phase which is analysis, it is about what you have learned from the
situation, event or activity

ANSWER KEY 4.2-2

True or False
1. False
2. True
3. True
4. True

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LEARNING OUTCOME # 3 Boost self-confidence and develop
self-regulation
CONTENTS:
1. Self-help concepts
2. Components of self-regulation theory (SRT)

STEM

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ASSESSMENT CRITERIA:
1. Efforts for continuous self-improvement are demonstrated
2. Counter-productive tendencies at work
3. Positive outlook in life are maintained
CONDITION:
 Learning materials
-team building manual
-catalogs
-brochures
 Simulated team

METHODOLOGIES
 Small Group Discussion
 Interactive
 Lecture
 Brainstorming
 Role-playing
ASSESSMENT METHODS:
Interview
Written examination
Demonstration of practical skills

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LEARNING EXPERIENCES
Learning Activities Special Instructions
1. Read Information Sheet 4.3-1 on
If you have some problems on Information Sheet 4.3-1,
Self-improvement
don’t hesitate to approach your facilitator. If you feel
you are knowledgeable on the content of Information
Sheet 4.3-1, you can now answer Self-Check 4.3-1.

2. Answer Self-Check 4.3-1

Compare your answer with the answer key 4.3-1. If you
got 100% correct answer in this self-check, you can now
move to the next information sheet. If not review the
information sheet and go over the self-check again.

3. Read Information Sheet

If you have some problems on Information Sheet 4.3-2,
4.3-2 on Self-Regulation
don’t hesitate to approach your facilitator. If you feel
Theory (SRT)
you are knowledgeable on the content of Information
Sheet 4.3-2, you can now answer Self-Check 4.3-2.

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4. Answer Self-Check 4.3-2
Compare your answer with the answer key 4.3-2. If you
got 100% correct answer in this self-check, you can now
move to the next information sheet. If not review the
information sheet and go over the self-check again.

INFORMATION SHEET 4.3–1

Self-Improvement

Learning Objectives:
After reading this Information Sheet, you must be able to:
1. Define what self-improvement is;
2. Enumerate the common aspects of self-improvement;
3. Identify the ten commandments of self-improvement;

Self-improvement:
Self-improvement is the study and practice
of improving one’s life, especially our career,
education, relationships, health, happiness,
productivity, spirituality, and other personal goals.
Common aspects of self-

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improvement include goal setting, motivation, changing habits, improving
awareness, identifying one’s values and beliefs, and self-actualization.
Self-improvement has a rich history that includes influences from Ancient Greek
philosophy, Eastern and Western religions, Existentialism, Psychoanalysis, Hypnotherapy,
Gestalt Therapy, and Humanistic Psychology.
Today many concepts and theories in self-improvement have begun to be tested
scientifically in domains of Clinical Psychology (especially therapies like Cognitive-Behavioral
Therapy), as well as research in Positive Psychology, Cognitive Psychology, Social
Psychology, and Neuroscience.
Self-improvement has never been more alive than it is today. Ever since humans first
became conscious they have been in pursuit of happiness, success, and satisfaction. And
throughout our written history we have learned a lot about different ways we can improve
our lives. Now equipped with the science of modern psychology, humans have more
resources and information available than ever before on how to live a better life.
https://markmanson.net/self-improvement

The 10 Commandments of Self Improvement

1. You are responsible for how you live your life.
People who are on the selfimprovement path
understand that their thoughts and actions play
a big role in what they get out of life. Without
taking at least some degree of responsibility over
your life, self improvement is nearly impossible.

2. You need to define what you want before you can

achieve it.
Many people go through life aimlessly,
without a clear destination in mind. Ultimately,
however, we need to identify our goals, values,
and priorities in life before we can achieve them.
We shouldn’t just work hard, but work hard on
the things that matter most to us.

3. Short-term costs can lead to long-term benefits.

Actively trying to change one’s life is not a
walk in the park; it often requires effort, time,
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pain, and discomfort. There are no magic pills or blueprints for you to follow. You
need to be willing to invest in yourself, which often requires paying short-term
costs that will eventually lead to long-term benefits in the future.

4. You are always changing.

The truth is that whether we play an active
role in our self -improvement or not, we are
always changing and developing as individuals.
We are all on some kind of self- improvement
path, but some take more control over their
future than others. You are not a static being; you
are dynamic and always changing.
5. Your thoughts matter.
We sometimes think of our thoughts as
immaterial and inconsequential, but that
couldn’t be further from the truth. How you
think strongly influences how you act and
respond to the world around you. And how you
act will determine the results and outcomes you
get out of life. Your thoughts and beliefs are
important and play a big influence in how your
life will turn out.

6. Your habits matter.

Just as we should focus on changing our
thoughts, we should also focus on exploring
new habits. As the saying goes, “If you keep
doing what you’ve always done, you’ll keep
getting what you’ve always got.” Sometimes we
won’t know what the correct course of action is
until we have experimented with different
things. Changing habits is essential for learning
more about you and continuing to grow as a
person.

7. Your body matters.

One of the most important aspects of self-
improvement is taking care of your body and
health. Our physical health and mental health

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are often interconnected. So to truly be your best self, you should try your
best to eat right, exercise, and take care of your long-term health. Without
taking care of your body, you won’t be able to achieve your maximum
potential.

8. The present moment is your place of power.

Every conscious decision we make and
every action we do unfolds in the present
moment. The more attuned you are to the
present and the choices you have in any given
situation; the greater control you have over
your day-to-day actions. Yesterday is over.
Tomorrow is yet to come. But today is where
you have the power to act and decide.

9. Learn from the past.

While we can’t change our past, it can still be a valuable resource to look back on
and learn from, whether it’s our past mistakes or past successes. Being able to
reflect on your past and learn ways to improve yourself in the future is essential
to self-growth and self-improvement.

10. Be optimistic about the future.

We don’t always know what the future may bring, but if we remain optimistic
and hopeful we allow ourselves to act in ways that help create that fact. Often
times, it can become a kind of self-fulfilling prophecy. You have to believe in the
future before you can start building it. https://www.google.com/search?
q=10+commandments+of+self+improvement

Self-improvement is not something that can be

learned and absorbed overnight. In my mind, it is a
never-ending process. Our lives are always changing,
and thus there are always new and better ways for us
to think and act. There is always progress to be made if
we are open to it.
Anyone can be interested in self-improvement
––– but not everyone is. For some people, it’s easier to
blame the world for their problems than to take
responsibility over themselves and their future. The choice is yours.

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SELF-CHECK 4.3-1
Self-Improvement Identification
Direction: Read the following statements and tell whether the statement is correct or not.
Write TRUE if the statement correct and FALSE if the statement is wrong.
1. Self-improvement is something that can be learned and absorbed overnight.
2. You can achieve what you want even without defining it first.
3. One of the most important aspects of self-improvement is taking care of your
body and health.
4. Changing habits is essential for learning more about you and continuing to grow
as a person.
5. Being able to reflect on your past and learn ways to improve yourself in the
future is essential to self-growth and self-improvement.

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ANSWER KEY 4.3-1
True or False
1. False
2. False
3. True
4. True
5. True

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INFORMATION SHEET 4.3-2
Self-Regulation Theory (SRT)

Learning Objectives:
After reading this information sheet, you must be able to:
1. Find out the importance of SRT.
2. Identify where SRT can be applied to.
3. Define what SRT is.

Self-regulation theory
Self-regulation theory (SRT) is a system of
conscious personal management that involves the
process of guiding one's own thoughts, behaviors,
and feelings to reach goals. Self-regulation consists of
several stages, and individuals must function as
contributors to their own motivation, behavior, and
development within a network of reciprocally
interacting influences.
The term self-regulation refers to a complex
and dynamic set of processes involved in setting and pursuing goals. It is commonly used to
refer to a broad set of theories that seek to describe, explain, and predict these goal-
directed processes. Although many theories of self-regulation exist, each proposing some
unique characteristics, researchers generally agree on several fundamental features of self-
regulation.
Goals and Goal Setting
The most fundamental aspect of selfregulation
theory is the idea that much of human behavior
is directed toward accomplishing goals.
Indeed, it is the pursuit of goals that forms the focus
of much of selfregulation theory. The term goal takes

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on a fairly broad meaning in this context, referring to desired future states that individuals
wish to attain.
Goals can differ from one another in many ways. For example, they may be assigned
by others (e.g., by one’s supervisor), they may be self-set by the individual, or they may be
determined by some combination of the two (e.g., participative set).
Goals can vary in difficulty and specificity, as well as content. They can be:
● near-term (proximal) goals ●
long-term (distal) goals.
Goals can even vary in the extent to which one is consciously aware that the goal is
guiding behavior. All of these characteristics have important influences on cognition, affect,
and behavior.

Feedback and Self-Monitoring

Feedback plays a critical role in selfregulatory
processes. In this context, feedback refers to
information concerning an individual’s progress
toward attaining a goal. By comparing feedback to
goals, an individual can determine the level of
success he or she is having in pursuing the goal. If
the feedback indicates that he or she is not making
sufficient progress, then changes are often
undertaken, such as investing more effort, trying
different approaches to meet the goal, or even abandoning the goal altogether.
Feedback need not come from outside sources (e.g., one’s supervisor)— indeed,
such external feedback is often unavailable. Thus, individuals often rely on self-monitoring
to evaluate their progress toward achieving their goals. Unfortunately, individuals are
notoriously flawed in making such selfevaluations, typically perceiving their progress to be
better than it really is.
Roy Baumeister, one of the leading social
psychologists who have studied self-regulation, claims it has
four components:
1. standards of desirable behavior
2. motivation to meet standards
3. monitoring of situations and thoughts that
precede breaking said standards
4. willpower.
Baumeister along with other colleagues

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developed three models of self-regulation designed to explain its cognitive accessibility:
self-regulation as a knowledge structure, strength, or skill. Studies have been done to
determine that the strength model is generally supported, because it is a limited resource in
the brain and only a given amount of selfregulation can occur until that resource is
depleted.
SRT can be applied to:
● impulse control, the management of short-term desires.
People with low impulse control are prone to acting on immediate desires. It
can lead to losing friends through careless outbursts, or financial problems
caused by making too many impulsive purchases and even in jail.
● the cognitive bias known as illusion of control.
To the extent that people are driven by internal goals concerned with the
exercise of control over their environment, they will seek to reassert control in
conditions of chaos, uncertainty or stress.
● goal attainment and motivation
In goal attainment self-regulation, it is generally described in these four
components of self-regulation:
1. Standards, which is the desirable behavior
2. Motivation, to meet the standard
3. Monitoring, situations and thoughts that precede breaking standards
4. willpower, internal strength to control urges.
● sickness behavior
Illness behavior in self-regulation deals with issues of tension that arise between
holding on and letting go of important values and goals as those are threatened
by disease processes.
SRT consists of several stages. First, the patient deliberately monitors one's own
behavior, and evaluates how this behavior affects one's health. If the desired effect is not
realized, the patient changes personal behavior. If the desired effect is realized, the patient
reinforces the effect by continuing the behavior. (Kanfer 1970;1971;1980)
Another approach is for the patient to realize a personal health issue and
understand the factors involved in that issue. The patient must decide upon an action plan
for resolving the health issue. The patient will need to deliberately monitor the results in
order to appraise the effects, checking for any necessary changes in the action plan.
(Leventhal & Nerenz 1984)
Another factor that can help the patient reach his/her own goal of personal health is
to relate to the patient the following:

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● Help them figure out the personal/community views of the illness
● Appraise the risks involved
● Give them potential problem-solving/coping skills.
History and Contributors Albert Bandura
There have been numerous researchers,
psychologists, and scientists that have studied selfregulatory
processes. Albert Bandura, a cognitive psychologist had significant
contributions focusing on the acquisition of behaviors that led to
the social cognitive theory and social learning theory. His work
brought together behavioral and cognitive components in which he
concluded that "humans are able to control their behavior through
a process known as selfregulation.

Dale Schunk
According to Schunk (2012), Lev Vygotsky who was a
Russian psychologist and was a major influence on the rise of
constructivism, believed that selfregulation involves the
coordination of cognitive processes such as planning, synthesizing,
and formulating concepts (Henderson & Cunningham, 1994);
however, such coordination does not proceed independently of the
individual's social environment and culture. In fact, self-regulation
is inclusive of the gradual internalization of language and concepts.
https://psychology.iresearchnet.com/industrial-organizational-psychology/work-
motivation/self-regulation-theory/

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SELF-CHECK 4.3-2
Direction: Read the following statements and tell whether the statement is correct or not.
Write TRUE if the statement correct and FALSE if the statement is wrong.
1. One of the most consistent findings is that difficult, specific goals often result in
high levels of performance.
2. The self-regulated learning is the process of taking control and evaluating one's
own learning and behavior.
3. Self-regulation theory (SRT) is a system of conscious personal management that
involves the process of guiding one's own thoughts, behaviors, and feelings to
reach goals.
4. People with high impulse control are prone to acting on immediate desires.
5. The term self-regulation refers to a complex and dynamic set of processes
involved in setting and pursuing goals.

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ANSWER KEY 4.3-2
True or False
1. True
2. True
3. True
4. False
5. True

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REFFERENCES :

 https://www.google.com/search?q=10+commandments+of+self+improvement
 https://markmanson.net/self-improvement
 https://www.structural-learning.com/post/gibbs-reflective-cycle
 https://www.google.com/search?q=swot+analysis&sca_esv=572750083&sxs
 https://corporatefinanceinstitute.com/resources/career/career-goal/
 https://www.verywellmind.com/how-should-i-deal-with-negativeemotions-3144603
 https://er.educause.edu/blogs/2015/9/power-to-the-people-why-selfmanagement-is-important
 https://hive.com/blog/self-management-skills-for-work/

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