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Learner’s Reflection: Module 1 Personal Development
This is not a test but is a way for us to see what you already know or do not know about the topics. I will
read a skill that is listed in the left column. Think about yourself and your experience. I will read the
statements across the top. Check the column that best represents your situation. The results will guide me
in helping you learn more about this topic.
My experience 1 2 3 4
Knowledge, skills and I don’t have I have very I have some I have a lot of
abilities any little experience doing experience doing
experience experience this. this.
doing this. doing this.
Identifying my own
strengths, interests
& challenges
Setting a goal for
myself
Making a plan to
reach a goal
Following the steps of a
plan
Paying attention to
progress on
following the plan
and achieving the
goal
Understanding
different ways of
learning new skills
and ideas
Identifying and
using strategies to
help me learn better
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Activity 1: Values, Beliefs & Qualities
Objectives - By the end of the activity, participants will be able to:
a. Identify personal values
b. Relate personal values to family and employer
Time Required:
Methodology: individual work, small group work, large group discussion
Materials and Preparation:
Handout 1.1: Examples of Values, Beliefs and Desirable Qualities
Steps:
1. Think about someone you respect and who served as your role model. What made that person so
special to you?
write down the words that describe the person (e.g. passionate, honest, hardworking,
committed, humorous…) on a bond paper.
2. Go to Handout 1.1: Examples of Values, Beliefs and Desirable Qualities Participant’s
Handbook. Show that there are many values, beliefs and desirable qualities that influence the way
people behave. Read the list and check if any of the words you wrote on your paper are on the list.
3. Fill in the table in their Handbook, first choosing the 5 most important personal values for you then
choose the top 5 values for your family/friends, and finally what do you think the 5 most important
values should the employers have?
Debriefing Questions:
a. Identify the most common values by reading through the list.
b. Do the same for the teacher column. What values seem to be the most important for the
teacher and why? Are they similar or different from their own?
(Many of the values are similar but the teacher might put more emphasis on values
that will help get his or her business ahead.)
c. Given the values of teachers, how should you behave when working?
d. Think about the things you do on a regular basis. What values are reflected in your daily
activities?
(Often the things you are involved in or like to do reflect your values.
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Handout 1.1: Examples of Values, Beliefs & Desirable Qualities
For each column, choose the top 5 values and mark them with an X
VALUES ME FAMILY/FRIENDS TEACHER
Acceptance
Accomplishment
Ambitiousness
Attentiveness
Caring
Cautiousness
Commitment
Communication
Compassion
Creativity
Determination
Devotion
Dignity
Empathy
Enthusiasm
Ethics
Fairness
Focus
Friendliness
Goals
Honesty
Inspiration
Intelligence
Involvement
Loyalty
Optimism
Persistence
Respect
Responsibility
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Handout 1.2: My Skills and Qualities
Rate yourself and put an √ in the appropriate box.
needs to
very good good not so good improve a
lot
dependable
patient
honest
responsible
punctual
courteous
able to work in teams
able to lead others
able to work without supervision
creative
self---confident
organized
learn quickly
hardworking
use materials wisely
give advice to people
communicate clearly
make decisions
write
supervise
solve problems
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SETTING & ACHIEVING GOALS
Activity 2: Introduction and Process for Setting and Achieving Goals
Objectives ‐ By the end of the activity, participants will be able to:
a. Identify long and short term goals
b. Identify the steps needed to reach a goal, possible obstacles and needed resources
Time Required:
Methodology: individual work, pair work, large group discussion
Materials and Preparation: 1/8 Illustration board, markers, tape, crayons or markers
Prepare an Illustration board with the drawing of a tree with all its parts stating what they
represent: values/skills (roots), strength (trunk), goals in the near future (branches),
obstacles (thorns), resources needed (leaves), goals in the far away future (fruits)
Handout 1.3: Setting and Achieving Goals
Handout 1.4: Steps for Achieving My Goals
Steps:
1. Identifying values, skills and qualities serve as a foundation for this session’s activity on setting goals
and making plans. Key topics include:
Key Topics
• Setting long and short term goals
• Identify steps, time frame and resources needed to carry out goals (plan)
Think about the values and skills you have identified from the last activity. How can you apply these values
and skills to your future?
2. Draw a large tree that includes the roots, trunk, major branches, smaller branches, leaves, flowers
and thorns. Explain that the growth of a tree is like the growth and development of a person. The
parts of the tree represent the following:
Roots: their values and skills
Trunk: areas in their lives that give them strength – friends, family, church, mosque, work place
Branches: goals in the near future (what they want to do or accomplish soon) Thorns: obstacles
they might meet along the way
Leaves: resources that they will need to reach goals (people, information)
Flowers: goals in the far away future or future achievements
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What were the values and skills you identified in the previous activities? you can put those near
the roots.
- Who are the people or what are the places that give you strength?
- What are you short-term goals (in the near future)?
- What are the obstacles you think you may encounter? - What
kind of resources or people will you need?
- What are your long-term goals (in the far away future)?
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3. The branches represent goals – where people want to reach or what they want to accomplish.
Ask them: What do you think you will need to do to reach one of your goals (in one of the branches)?
Handout 1.3: Setting and Achieving Goals
Setting Goals
What is your vision of success? The image is different for each of us. For one person it's working in an office
setting, for another it is being a successful farmer.
Goals should be Example that cannot be Example that can be
SMART: reached reached
Specific I will become rich. I will earn P5,000.00 per
month.
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Measurable I will attend Saturday classes. I will attend Saturday
classes three times per
month.
Achievable I will become president of the I will become the president
Philippines by next year. of the youth group in our
barangay by next year.
Realistic I will become a player of one of I will play basketball with
the famous Philippine Basketball the basketball team in our
Association teams. barangay.
Time Framed I will find a construction job. I will find a construction job
in the next 2 months.
Steps to Setting and Achieving Goals
Setting goals is more than deciding what you want to do. It involves figuring out what you need to do to get
where you want to go, and how long it will take you to get there.
The first step to success is knowing where you want to go. The second step is having a plan to get there.
Your goals are your road map. Follow them and you'll be well on your way.
1. Where do I want to be in the next 3 months, 6 months, 1 year?
Example: By the end of the year, I want to graduate from secondary school.
Example: To graduate from secondary school, I will participate in an evening study group. I will study for
one hour every evening. I will seek extra help from the teachers when I need it. I will improve my basic
math skills…
2. What must I know to get there?
Example: In order to improve my basic math skills I will need to have a better foundation in the basic
topics.
3. What steps must I take in order to know and be able to do these things?
Example: To improve my basic math skills, I will need to identify a math tutor who can spend time with
me each week. To participate in an evening study group, I will need to ask my friends and teachers of
existing study groups including the days and times they meet.
4. What abilities and experience do I already have that are going to help me take these steps?
Example: I will talk to people I know who are in my youth group, ask friends and teachers
involved in on-going study groups, etc.
5. What obstacles might be in my way and how can I deal with them?
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Example: It will be difficult to find time to participate in an evening study group because I take care of my
younger siblings. I will see if I can get assistance from friends and see if there are any day time study
groups.
6. What should I do first, second and so on?
Handout 1.4: Steps for Achieving My Goals
Goal in 1 year from now: By When: What do I need?:
Steps:
1.
2.
3.
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