Set A Personal Career Goal Based On The Results

LEARNING OUTCOME 10 Of Self-Assessment Of Various Personal And

External Factors

CONTENT: The Concepts Of Career Development, Life Goals,

And Personal Factors Influencing Career Choices And External Factors

ASSESSMENT CRITERIA
 A career is defined as the combination and sequence of roles played by a
person during the course of a lifetime
 Career development theories help us explain why and how we choose to
pursue specific career fields.
 Academic tracking creates a homogenous group and hones the special
talents and interest of the students.
 Health and poverty can derail the adolescent’s progress in education.
 One of the major causes of school dropouts is lack of finances to support
one’s education.
 Stereotyping can be one of the reasons that some careers are
differentiated based on one’s gender
 Children who follow their parent’s career can be explained by the Social
cognitive theory of Albert Bandura
 Certain careers run in the families.

CONDITION:
Learners must be provided with the following:
1. Workplace Location
2. Equipment
 Computer, Cellphone(With Internet Connection)
3.Tools, Accessories And Supplies
 Notebook
 Paper
 Pen
4. Learning Resources
 Internet Connection Or Book Suggested By The Teacher
 Module In Personal Development
 Curriculum Guide Of Personal Development

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 ASSESSMENT METHOD:
 Written Test
 Activities (Individual Work)
 Performance Test

LEARNING EXPERIENCES

Learning Activities Special Instructions

Read Information Sheet no. 10 After reading Information Sheet,

Answer the Self Check no. 6.1-1 to
The Concepts Of Career
ensure the knowledge in
Development, Life Goals, And
Personal Factors Influencing Career The Concepts Of Career
Choices And External Factors Development, Life Goals, And
Personal Factors Influencing
Career Choices And External
Factors

Answer Self Check no. 10.1 Compare the answers to the answer
key.
Perform Task Sheet no. 10.2 Evaluate Performance Criteria using
Job Sheet no. 10.2

Perform Task Sheet no. 10.3 Evaluate Performance Criteria using

Job Sheet no. 10.3

Perform Task Sheet no. 10.4 Evaluate Performance Criteria using

Job Sheet no. 10.4

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 Information Sheet 10
The Concepts of Career Development, Life Goals, and Personal Factors
Influencing Career Choices and External Factors
Learning Objectives: After reading the information sheet, you must be
able: Objectives:
 Explain that understanding different factors, career development
concepts and personal life goals influence career planning and
decisionmaking.
 Identify career options based on different factors, career
development concepts and personal life goals
 Prepare a career plan based on the identified career options to
attain personal life’s goals

CAREER CONCEPTS
A career is defined as the combination and sequence of roles played
by a person during the course of a lifetime (Super, 1980). Your career
basically dictates a lot of things in your life – it can determine the kind of lifestyle
that you will be leading, the quality of relationships that you have with people
around you like your family and friends, the kind of balance you will be able to
keep with your life and your responsibilities.
There are two other concepts that we often associate with the concept of
career. One is a job. A job is a position an individual holds doing specific duties.
For example, if you would look closely at the job of a lawyer, you can say that a
lawyer’s job is working as an associate in X Law Firm.
Another term is occupation. An occupation is defined as the similar work
for which people have similar responsibilities and for which they develop a
common set of skills and knowledge. For example, people who are in the mental
health occupation would include psychologists, clinical psychologists, counselors,
and psychiatrists.
A lot of things can influence one’s career choice. A popular career
development model, the Trait and Factor model, believes that skills and
abilities need to fit the demands of a particular career field. This being said, it is
then important that you take stock of the skills, knowledge and abilities that you
currently possess and those that you still need to develop as these greatly
impacts that kind of career that could be a good match for you.
Another factor that could influence your success in a particular career field
would be your personality and interests. John Holland, a popular career
counselor proposed a theory that strongly believe that certain careers require
certain personality traits and must also fit our interests.

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Our life roles are yet strong factors that influences our career choices. Your role
as a child, a sister, a student, and eventually if you choose it, that of a parent
would have an impact in the decisions that you would have to make as an adult.
Donald Super, another career development theorist believes that since we play
an array of roles in our lives, these roles are likely to change over time thus
requirements, needs and other external forces would come into play when we
are trying to figure out or maintain a career.
One’s race and ethnicity could also impact our choices. The culture in
which we belong to shape our values and expectations. In the Philippines, our
collectivist orientation makes our family a strong influence in our career
decisions. More often than not, the choice of course to take in college, the
location of our job, how strong-willed we will be in achieving great heights in our
career, would most likely be influenced by our family roles, duties and
obligations.
Our social identity, specifically our gender, also possess challenges and
opportunities for us when choosing a career. Although nowadays, the gender
divide in terms of careers have slowly narrowed, it is a known fact that men and
women experiences career-related stereotypes.
One of the strongest considerations in career decision making has a lot to
do with social and economic conditions. Our choice of career is contingent to our
capabilities to sustain the monetary demands of pursuing formal education to
train for it. Also, our financial obligations and roles likewise would determine the
kind of occupation we would be pursuing in order to fulfill these duties.
Furthermore, certain life events can also influence our career choices. The
unpredictability of these events may cause us to make certain concessions in
order to meet the demands brought about by these changes. Likewise, the
volatile economic landscape and how it impacts that supply and demand for
people and jobs may also impact how our careers would progress.
Lastly, we are so familiar with the question “What do you want to be when you
grow up?”. It is highly probable that these childhood fantasies may have
influenced how you view yourself and your career.

WHAT INFLUENCES YOUR CAREER CHOICE?

When we think about career choice, several things immediately come to
mind - job description, training and education required, career outlook, and salary
- but there are a number of other factors that may influence your decisions. Let's
explore some of these factors as addressed by multiple career development
theories. Theories can help us frame why and how things happen. In this case,
career development theories help us explain why and how we choose to pursue
specific career fields.
There are a lot of theories to consider in the relatively new field of career
development. As you read through the factors below, you'll see that many of the

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related theories address some of the same issues. No one theory explains
everything, so it's good to consider these factors from multiple perspectives.
Influence Factors
Skills and Abilities - Considering your skills and abilities and how they
may fit a particular occupation comes out of one of the earliest career
development fields, Trait-Factor theories, and is still used today. These theories
recommend creating occupational profiles for specific jobs as well as identifying
individual differences, matching individuals to occupations based on these
differences. You can identify activities you enjoy and those in which you have a
level of competency though a formal assessment.
Interest and Personality Type - Holland's Career Typology is a widely used to
connect personality types and career fields. This theory establishes a
classification system that matches personality characteristics and personal
preferences to job characteristics. The Holland Codes are six personality/career
types that help describe a wide range of occupations.
Life Roles - Being a worker is just one of your life roles, in addition to
others such as, student, parent, and child. Super's Lifespan theory directly
addresses the fact that we each play multiple roles in our lives and that these
roles change over the course of our lives. 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 - Krumboltz's Social Learning and Planned
Happenstance theories address factors related to our experiences with others
and in previous work situations. Having positive experiences and role models
working in specific careers may influence the set of careers we consider as
options for ourselves. One aspect of 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.
Culture- Racial and ethnic background, as well as the culture of an
individual's regional area, local community, and extended family, may impact
career decisions. Our culture often shapes our values and expectations as they
relate to many parts of our lives, including jobs and careers. Multicultural career
counseling has emerged as a specialized field to take these influences into
consideration when counseling clients and students. We can't attribute the
predominant characteristics of a culture to any one of its individuals, but having
an awareness of the values and expectations of our culture may help us
understand how we make our career choices.
Gender - Both men and women have experienced career-related stereotypes.
Gender is a factor included in multiple career development theories and
approaches including, Social Learning and multicultural career counseling. How
we view ourselves as individuals may influence both the opportunities and

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barriers we perceive as we make career decisions. Studies of gender and career
development are ongoing as roles of men and women in the workforce, and in
higher education, evolve.
Social and Economic Conditions - All of our career choices take place within
the context of society and the economy. Several career theories, such as Social
Cognitive Career Theory and Social Learning, address this context in addition to
other factors. Events that take place in our lives may affect the choices available
to us and even dictate our choices to a certain degree. Changes in the economy
and resulting job market may also affect how our careers develop.
Childhood Fantasies - What do you want to be when you grow-up? You may
remember this question from your childhood, and it may have helped shape how
you thought about careers then, as well as later in life. Career counseling
theories are expanding as programs related to career choice are developed for
all ages, including the very young. Ginzberg proposed a theory that describes
three life stages related to career development. The first stage, fantasy, where
early ideas about careers are formed, takes place up to age 11.

SUPER’S CAREER DEVELOPMENT THEORY

Donald Super influenced the idea that developing a sense of self and
realize that you change over time is important when planning your career.
One of Donald Super's greatest contributions to career development has
been his emphasis on the importance of the development of self-concept.
According to Super, self-concept changes over time, and develops as a result of
experience. As such, career development is lifelong.
Super developed the theories and work of colleague Eli Ginzberg.
Ginzberg’s theory enumerated three stages in a person’s career development:
Fantasy (from birth to 11 years old), Tentative (from 11-17 years old), and
Realistic (after age 17). Super thought that Ginzberg’s work had weaknesses,
which he wanted to address. Super extended Ginzberg’s life and career
development stages from three to five, and included different sub stages.
Super argues that occupational preferences and competencies, along with an
individual’s life situations, all change with time and experience. Super developed
the concept of vocational maturity, which may or may not correspond to
chronological age: people cycle through each of these stages when they go
through career transitions.

EXTERNAL FACTORS
Academic Track And Adolescent Education
Most school use academic tracking to ensure that students learn best
when grouped according to their ability level. This mechanism also help teachers
prepare a better learning environment since their teaching approach suit students

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similar learning style.DepEd’s K+12 tracking begins at the outset of senior high
school. The new educational system formally impose tracking at the end of grade
10 or year 4 in high school. Each student in Senior High School can choose
among four tracks: Academic; Technical Vocational-Livelihood; Sports; and Arts
and Design. The Academic track includes three areas such as Accountancy,
Business, and Management; Humanities and Social Science and Science,
Technology, Engineering and Mathematics.

School Dropouts And Finances

The latest edition of the Global Education Digest reveals the urgent need to
address the high numbers of children repeating grades and leaving school before
completing primary or lower secondary education. What could be the possible
reasons for the increase in school dropouts? Some students go through
prolonged absences in school that eventually lead them to totally dropping out if
school. Reasons for this casualty may range from having a serious illness, family
problems, or change or residence. But more importantly, drop out cases often
arises from lack of finances to sustain education. Adolescents normally could not
continue schooling because they need to take on a job to support their education.
They usually take on jobs s service crew in fast food chains. Once their job
demands more time, their schooling suffers. Most of the time, the adolescents
prefer to earn a living than completing their high school education.
Family
What are your parents occupation? Oftentimes, children take up careers that
their parents pursued because they have been successful. They like to follow the
footstep of their parents who have served as they inspiration. If the adolescents
father is a successful dentist, the child likes to follow after his parents occupation,
hoping that developing this career will be easier to due the guidance of the
parent concerned. This is the field they are exposed to since childhood. Thus
they have learned the trade early on. Some careers run in the families.
Grandparents, aunts and uncles are all in the field of education. The elder
generation serve not only as model for them but their guidance and teaching can
affect the adolescents choice of his or her own career.
Sex And Gender
There are certain careers that seemed fit for men or vice versa. Choosing a job
based on expectation of our culture may be further explained by what we call as
stereotyping. Stereotyping involves a certain expectation for a person to assume
a certain role in a society. It is typecasting a person for a certain job. As
mentioned, women often become teachers or nursed while men become doctors
or engineers. However there are certain courses like accountancy where both
men and women are not being discriminated.

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Super’s five life and Age Characteristics
career development
stages Stage

Growth birth-14 Development of self-concept,

attitudes, needs and general world of
work

Exploration 15-24 "Trying out" through classes,

work hobbies. Tentative choice and
skill development

Establishment 25-44 Entry-level skill building and

stabilization through work experience

Maintenance 45-64 Continual adjustment process

to improve position

Decline 65+ Reduced output, prepare for

retirement

Developme Adolescence Early Middle Late adulthood

ntal tasks 14-25 adulthood 25- adulthood 45- 65+
at these 45 65
different
stages Life
stage
Decline Giving less time Reducing Focusing on Reducing working
to hobbies sports essentials hours
participation
Maintenance Verifying Making Holding one's Keeping what one
current occupational own against enjoys
occupational position competition
choice secure
Establishme Getting started Settling down Developing new Doing things one
nt in a chosen in a suitable skills has wanted to do
field position
Exploration Learning more Finding Identifying new Finding a good
about desired tasks to work on retirement place
opportunities opportunity
Growth Developing a Learning to Accepting one's Developing and
realistic self- relate to own limitations valuing non-
concept others occupational roles

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 Super states that in making a vocational choice individuals are expressing
their self-concept, or understanding of self, which evolves over time. People seek
career satisfaction through work roles in which they can express themselves and
further implement and develop their selfconcept.

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 SELF-CHECK No. 10.1
The Concepts of Career Development, Life Goals, and Personal Factors
Influencing Career Choices and External Factors

A. Direction: Define the following terms.

1. Academic tracking_____________________________________________
2. Career path__________________________________________________
3. Career Development___________________________________________
4. Stereotyping__________________________________________________
5. Occupation___________________________________________________

B. Identify the external factors affecting the career choice described in

each item.
_______________1. Jen wanted to become a journalist but her Dad told her that
journalism is reserved for men.
_______________2. Martin would like to become a teacher someday because
his Mom and cousins are all teaching in different levels in high schools.
_______________3. I love to experiment with chemicals in my chemistry class
and am curious about studying minute things under the microscope.
_______________4. My grades in Filipino composition and English essays are
always high.
_______________5. I’d like to become psychologist someday like my Mom .
_______________6. I’am a boy but I would like to become a ballet dancer.
_______________7. My Dad expects me to follow his footsteps as a
businessman.
_______________8. I like to pursue architecture but my grades in Math are
barely passing.
_______________9. I could not continue my course in Dentistry because my
Dad lost his job.
_______________10. I have always excelled in the languages, that is why I like
to be a writer.

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 TASK SHEET No. 10.2

Title : The Career Wheel

Performance Objective: To explain that understanding different factors, career

development concepts and personal life goals influence career planning and
decisionmaking.

Supplies/Materials : Laptop, pen, bond paper

Steps/Procedure

Portfolio Output No. 25: Career Wheel

Write about your career wheel. Answer the following questions:
1. How did you go about naming events, situations, needs and facts about
yourself? Were there challenges in doing this? If so, what are these challenges?
2. Looking at these many facets in your life, which among them do you think are
major considerations when deciding on future career options? Why would you
consider these as a source of great impact?
3. Which are the areas that will really work to your advantage in relation to the
career options that you are considering? How will these impact your choices?
4. What are you realizations after this exercise?
Use the rubric below as a guide.
Description Score Score obtained
Content provided are correct and appropriate 5

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 Sufficient elaboration of key ideas and examples 5
are provided
The essay is clear and organized. 3
Grammar and usage are correct 2
Total 15

TASK SHEET No. 10.2

Title : THE BIG FIVE PERSONALITY TEST

Performance Objective:

Supplies/Materials : Laptop, pen, bond paper

Steps/Procedure

Activity: THE BIG FIVE PERSONALITY TEST

This is a personality test, it will help you understand why you act the way that you do and
how your personality is structured. In the table below, mark how much you agree with
the statement on the scale 1-5, where 1=disagree, 2=slightly disagree, 3=neutral,
4=slightly agree and 5=agree, in the box to the left of it.

Rating I…. Rating I….

___26. Have little to say.
___1. Am the life of the party.

___27. Have a soft heart.

___2. Feel little concern for others.

___28. Often forget to put things back in

___3. Am always prepared. their proper place.

___29. Get upset easily.

___4. Get stressed out easily.

___30. Do not have a good imagination.

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___5. Have a rich vocabulary.

___31. Talk to a lot of different people

___6. Don’t talk a lot. at parties.

___32. Am not really interested in

___7. Am interested in people. others.

___33. Like order.

___8. Leave my belongings around.

___34. Change my mood a lot.

___9. Am relaxed most of the time.

___35. Am quick to understand things.

___10. Have difficulty understanding
abstract ideas.

___36. Don’t like to draw attention to

___11. Feel comfortable around myself.
people.

___37. Take time out for others.

___12. Insult people.

___38. Shirk my duties.

___13. Pay attention to details.

___39. Have frequent mood swings.

___14. Worry about things.

___40. Use difficult words.

___15. Have a vivid imagination.

___41. Don’t mind being the center of

___16. Keep in the background. attention.

___42. Feel others’ emotions.

___17. Sympathize with others’
feelings.

___43. Follow a schedule.

___18. Make a mess of things.

___44. Get irritated easily.

___19. Seldom feel blue.

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 ___45. Spend time reflecting on things.
___20. Am not interested in abstract
ideas.

___46. Am quiet around strangers.

___21. Start conversation.

___47. Make people feel at ease.

22. Am not interested in other
people’s problems.

___48. An exacting in my work.

23. Get chores done right away.

___49. Often feel blue.

___24. Am easily disturbed.

___50. Am full of ideas.

___25. Have excellent ideas.

Scoring:
E = 20 + (1)___- (6)___ + (11)___- (16)___+(21)___-(26)___+(31)___-
(36)___+(41)___-(46) =_____
A = 14 – (2)___+ (7)___ - (12)___+ (17)___-(22)___+(27)___-
(32)___+(37)___+(42)___+(47) =_____
C = 14 + (3)___- (8)___+(13)___- (18)___+(23)___-(28)___+(33)___-
(38)___+(43)___+(48) =_____
N = 38 – (4)___+ (9)___ - (14)___+ (19)___-(24)___-(29)___-(34)___-(39)___-
(44)___-(49) =_____
O = 8+(5)___- (10)___+(15)___-(20)___+(25)___-
(30)___+(35)___+(40)___+(45)___+(50) =

The scores you calculate should be between zero and forty. Below is a
description of each trait.
Extroversion (E) is the personality trait of seeking fulfillment from sources
outside the self or in community. High scorers tend to be very social while low
scorers prefer to work on their projects alone.
Agreeableness (A) reflects much individuals adjust their behavior to suit others.
High scorers are typically polite and like people. Low scorers tend to ‘tell it like it
is’.

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Conscientiousness © is the personality trait of being honest and hardworking.
High scorers tend to follow rules and prefer clean homes. Low scorers may be
messy and cheat others.
Neuroticism (N) is the personality trait of being emotional.
Openness to Experience (O) is the personality trait of seeking new experience
and intellectual pursuits. High scores may day dream a lot. Low scorers may be
very down to earth

TASK SHEET No. 10.2

Title : CAREER INTEREST

Performance Objective: Identify career options based on different factors,

career development concepts and personal life goals

Supplies/Materials : Laptop, pen, bond paper

Steps/Procedure
This activity helps you match your interests with types of careers. For each of the 86
items below, choose the letter of the activity you would rather do and write them down
on a piece of paper. It doesn’t matter if you like both of them a lot or dislike both of them
a lot; just pick the one you would rather do, and circle that letter.
1 A. Operate a 15 A. 29 B. Figure out
printing press Choreograph a why someone is
B. Study the dance sick
causes of K. Lobby for a R. Fly an
earthquakes cause airplane
2 C. Plant and 16 H. Sell clothes 30 C. Learn how
harvest crops E. Work with things grow and
R. Replace car hands stay alive
window and H. Sell cars
fender
3 E. Measure 17 I. Work at an 31 I. Work as a
and grade logs amusement restaurant host
F. Run a park or hostess
machine N. Broker D. Fight fires
Insurance
4 G. Work in an 18 I. Learn about 32 G. Keep payroll
office ethnic groups records for a
H. Answer P. Manage company
customer information J. Work in a

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 questions nursing home
5 D. Write reports 19 N. Appraise the 33 G. Hire new
J. Help value of a staff
someone just house O. Operate
out of prison M. File books ventilators –
find a job at the library help breathe
6 L. Design a 20 E. Make three- 34 R. Drive a taxi
freeway dimensional A. Be a news
(bridges) items broadcaster
M. Plan D. Analyze
educational handwriting
lessons
7 N. Balance a 21 B. Design 35 K. Work for the
checkbook sprinkler IRS
O. Take an x- systems for B. Sort and date
ray new building dinosaur bones
F. Run a
factory sewing
machine
8 P. Write a 22 G. Develop 36 O. Give shots
computer personnel C. Design
program policies landscaping
Q. Train Q. Train
animals racehorses
9 C. Be in charge 23 D. Work as a 37 P. Provide
of replanting security guard technical
forests H. Work in a support for
A. Act in department computer users
television and store D. Work in a
movies courtroom
10 D. Solve a 24 A. Write for a 38 Q. Care for
burglary newspaper injured animals
F. Check G. Use a I. Serve meals
products to calculator to customer
make sure they
were made
right
11 E. Build an 25 O. Help people 39 L. Build kitchen
airport at a mental N. Refinance a
G. Keep health clinic mortgage
business L. Remodel old
records for a houses
company
12 F. Put small 26 M. Care for 40 A. Sing in a
tools together young children concert
P. Design a D. Locate a R. Direct the
website missing person take-off and
landing of
planes
13 M. Tutor 27 N. Plan estate 41 G. Operate a

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 students disbursement cash register
Q. Work at a P. Enter data B. Collect rocks
zoo
14 J. Take care of 28 A. Design a 42 G. Start own
children book cover business
O. Plan special E. Assemble L. Draft a
diets toys following blueprint
written
instruction
Assessing Interests
43 M. Assess 58 M. Grade 73 M. Teach
student papers Special
progress R. Be a Education
L. Design an railroad P. Set up a
airplane engineer tracking system
44 O. Wrap a 59 L. Order 74 G. Manage a
sprained ankle building store
I. Guide a tour supplies H. Advertise
group out of E. Paint goods
the country motors
45 P. Work on 60 P. Develop 75 R. Distribute
solving new computer supplies to
technical games dentists
problems H. Buy I. Compete in a
J. Be a minister merchandise sports event
for a store
46 Q. Manage a 61 K. Work to get 76 I. Check guests
veterinary clinic someone into a hotel
K. Lead others elected M. Teach
C. Identify reading to
plants in a adults
fores
47 E. Operate 62 D. Guard 77 L. Follow step-
heavy inmates in a by-step
equipment prison instructions
Q. Manage a L. Read N. Work at a
fish hatchery blueprints collection
agency
48 F. Assemble 63 H. Line up 78 O. Deliver
cars concerts for a babies
K. Protect our band H. Persuade
borders K. Ask people people to buy
questions
49 A. Play an 64 E. Manage a 79 R. Inspect
instrument factor cargo
J. Plan O. Work as a containers
activities for nurse in a F. Work in a
adult day care hospital cannery

50 C. Research 65 A. Paint a 80 I. Coach a

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 soybean use in portrait school sports
paint K. Testify team
J. Provide before P. Set up a
consumer Congress website
information
51 D. Guard 66 B. Work with a 81 Q. Hunt
money in an microscope K. Enlist in
armored car I. Make tee branch of the
B. Study why times at a golf service
people do the course
things they do
52 E. Fix a 67 C. Classify 82 H. Sell sporting
television set plants goods
M. Be an O. Transcribe J. Cut and style
instructor at a medical hair
school records
53 F. Fix controls 68 F. Install rivets 83 B. Conduct
on a control Q. Raise experiments to
panel worms find new metals
J. Help a friend N. Be a bank
with a personal teller
problem
54 C. Oversee a 69 N. Balance 84 G. Work with
logging crew accounts computer
B. Study M. Develop N. Loan money
weather learning
conditions games
55 R. Pack boxes 70 J. Read to sick 85 L. Hang
at a people wallpaper
warehouse P. Repair D. Make an
A. Teach computers arrest
dancing
56 O. Sterilize 71 F. Compare 86 H. Stock
surgical sizes and shelves
instruments shapes I. Serve drinks
B. Study soil Q. Fish at a concession
conditions stand
57 N. Play the stock market 72 R. Repair bicycles
C. Protect the environment K. Deliver mail
Activity: CAREER EVALUATION
Step 1: Go back through Exercise 1 and look at the letters you circled. Count
thenumber of times you circled the letter “A” for your response. Write that
number next to the “A” in the table below. Next count the number of times you
circled the letter “B” for your response. Write that number next to the “B” in the
table. Continue counting and recording your responses until you have completed
the table.
A J
B K
C L
D M
E N 115
F O
G P
H Q
I R
Step 2: Now write down the two letters with the most responses. These are your
top areas of career interest. (If you have a tie, list three.)
Step 3: Read the description of your top area of career interest below. Record
your interest and the Career Cluster it is listed under.

Activity: CAREER INTEREST AREAS

Listed below are 16 Career Clusters and Hospitality & Tourism
the areas of career interest related to I. Interest in providing services to
each. Agriculture, Food & Natural others in travel planning,
Resources hospitality services in hotels,
C. Plants: Interest in activities involving restaurants, and recreation
plants usually in an outdoor setting. services
Q. Animals: Interest in activities involving
the training, raising, feeding, and caring
for animals.
Architecture & Construction Human Services
L. Designing and Building: Interest in J. Interest in helping others with
designing, planning, managing, building, their mental, spiritual, social,
and maintaining physical structures. physical, or career needs.
Arts, Audio-Video Technology & Information Technology
Communications P. Interest in the design,
A. Artistic: Interest in creative or development, support and
performing arts, communication or A/V management of hardware,
technology software, multimedia, systems
integration services, and technical
support
Business, Management & Law, Public Safety & Security
Administration D. Interest in judicial, legal and
G. Business Detail: Interest in protective services for people and
organizing, directing and evaluating property.
business functions
Education & Training Manufacturing
M. Teaching: Interest in planning, E. Mechanical: Interest in
managing, and providing education and applying mechanical principles to
training services, including support practical situations using
services, library and information services. machines, hand tools, or
techniques.
F. Industrial: Interest in repetitive,
organized activities in a
factory/industrial setting.
Finance Marketing, Sales & Service
N. Banking, Investments, and H. Interest in bringing others to a
Insurance: point of view through personal
Interest in financial and investment persuasion, using
planning & management and providing sales/promotional techniques.

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 banking and insurance services.
Government & Public Administration Science, Technology,
K. Administration: Interest in performing Engineering & Mathematics
government functions at the local, state or B. Interest in discovering,
federal levels collecting, and analyzing
information and applying findings
to problems in science, math and
engineering
Health Science Transportation, Distribution &
O. Care and Prevention: Interest in the Logistics
providing help to others by providing R. Interest in the movement of
diagnostic, therapeutic, informational and people, materials, and goods by
environmental services, including road, pipeline, air, railroad and
researching and developing new health water.
care services.

TASK SHEET No. 8.2

Title : WORK VALUES INVENTORY

Performance Objective: To identify those values that you think will be

important to you in your work.

Supplies/Materials : Laptop, pen, bond paper

Steps/Procedure
Values are an important part in the career decision-making process. It is
important to select career options, which best fit your values. The list below will
help you to identify those values that you think will be important to you in your
work. Your work values may change as work situations change. It is important to
evaluate your work values often.
Read each value in the table below and decide if it is always important to you,

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sort of important or not important to you. Place an “X” in the appropriate box. The
definition is there to help you think about the value. If your definition is different,
use your own definition when rating the value.
1. My core values that are Always Sort Of Not
important to me in my life are: Important Important Important
Achievement: Being able to meet your goals.
Balance: Time for family, work and play.
Independence: Control of your own destiny.
Influence: Able to have an impact on others.
Integrity: Stand up for your beliefs.
Honesty: Telling the truth and knowing that others are telling the truth.
Power: Control over others.
Respect: Care and trust of self and others.
Spirituality: Believing in your core beliefs.
Status: Having influence and power over others
2. I value work environments that Always Sort Of Not
are: Important Important Important
Fast Paced: Work that has many things happening at one time.
Flexible: Work that is not set to a specific time schedule.
High Earnings: Work that has the potential to make a lot of money.
Learning: Work that is intellectually challenging to you.
Location: Work that is in a convenient place and an easy commute.
Predictable: Work where you know what is going to happen day after day.
Quiet: Work where there are few disruptions throughout the day.
Relaxed: Work where there are few pressures to get things done.
Structured: Work where it is organized and has a specific set time.
Time Freedom: Work where you set your own schedule and plan how and
when you do your work.
3. I value work interactions Always Sort Of Not
with co-workers who support: Important Important Important
Competition: Work where you compete with others.
Diversity: Work where there are people with different ethnic backgrounds.
Friendships: Work where you socialize with your co-workers.
Leadership: Work where there are good leaders managing the
organization.
Management: Work where there is strong management.
Open Communication: Work where information is not held back from
employees.
Recognition: Work where you are acknowledged for your work and
contribution.
Support: Work where you help and support each other.
Teamwork: Work where working together is important.
Trust: Work where you can count on each other.
4. I value work activities that Always Sort Of Not

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 are: Important Important Important
Analytical: Work that requires interpretation of data and information.
Challenging: Work that is mentally or physically challenging.
Creative: Work that uses imagination and creative talents to produce
results.
Helping: Work that is helping people.
Leading Edge: Work on new and innovative products or projects.
Physical: Work that has a lot of physical activity.
Public Contact: Work that has daily interaction with public.
Research: Work that searches for new information.
Risk Taking: Work that may be dangerous or risky.
Variety: Work where many different tasks are done during the day.
YOUR WORK VALUES PROFILE
Review that “Always Important” values and choose your top five values. Write
thevalues on the lines below with the most important value first. Check the line
which indicates the section the value is from.
My Top 5 Always Important Values: 1 2 3 4
1. ________________________________ ____ ____ ____ ____
2. ________________________________ ____ ____ ____ ____
3. ________________________________ ____ ____ ____ ____
4. ________________________________ ____ ____ ____ ____
5. ________________________________ ____ ____ ____ ____
Use the rubric below as a guide.
Description Score Score obtained
Content provided are correct and appropriate 5
Sufficient elaboration of key ideas and examples 5
are provided
The essay is clear and organized. 3
Grammar and usage are correct 2
Total 15

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