6 Keep Me Balanced!

Module 6 Page 89
Introduction

Values are a fundamental building block of your Mission in Life (Clarke, 2012). Brown
(1995) in her Values-Based Holistic Approach to Career Development third tenets stated that
values play an important role in the career decision-making process of individuals more than
their interests. An individual’s value orientation greatly molds and influences his/her
functioning as this presents the direction to a desired end state and has a central role in setting
goals or expected outcomes. Values also serve as the basis for evaluating one’s own actions and
the action of others, particularly in terms of how the individual and others must function (Villar,
2009).

This module will let our learners identify their possessed values to keep them balanced
with those values shared by their significant others—school, family, and community. They may
be able to know their selves better as they continue navigating vast opportunities in their lifelong
journey.

Time Allotment (120 minutes)

Materials
 pen marker
 manila paper
 masking tape
 scissors
 meta strips containing jumbled letters
Each set should contain the following meta strips:

Set A Set D
cepae of nidm loncatio
nfinacila tabsiliyt apesurel
ahelht papearacen
didenpenenec olyatyl

Set B Set E
amfily aphpiessn
icopemtiton nokwledeg
resptieg niterigty
nhyeost asft epac
aadvnceentm
Set C
cersvie to toersh
bdet of ragtitued
olve of ogd
erconitingo

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I. Objectives

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

1. identify their values that leads to the attainment of their career goals;
2. evaluate their values that influenced their career and life decisions; and
3. plan ways on how to resolve conflict in their values to successfully achieve their career
and life goals.

Activities
1. “Mine Me” Game (Alternative activity: Fix Me)
2. Side A, Side B
3. Rerouting My Values
4. Look Ahead!

II. Motivation (20 minutes)

Activity 1: Mine Me Game

Note: This is a digital game about the top ranked values on particular professions/careers.
See the meta strips under Mterials above. An alternative activity would be “Fix Me” if no
electricity or computer facilities are available.

In this game, the learners are expected to become aware of the different values a
person possesses that somehow could affect his/her career choice.

Directions:
Group the class into five. Each group is given a set of meta strips (4 meta strips for each
set) containing jumbled letters. The groups will be given five minutes to rearrange the
jumbled letters and come up with the correct words/phrases and post these on the board.
This first to complete the task shall be declared the winner. (Optional: The teacher may
give a prize to the winner).

Jumbled Letters Answer

First Group cepae of nidm peace of mind
nfinacila tabsiliyt financial stability
ahelht health
didenpenenec independence
Second Group amfily aphpiessn family happiness
icopemtiton competition
resptieg prestige
nhyeost Honesty

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 Third Group cersvie to toersh service to others
bdet of ragtitued debt of gratitude
olve of ogd love of god
erconitingo recognition
Fourth Group ncdigeeli diligence
apesurel pleasure
papearacen appearance
olyatyl loyalty
Fifth Group nokwledeg knowledge
niterigty integrity
asft epac fast pace
aadvnceentm advancement

1. Looking at the words/phrases on the board, what do you think are these about?
2. How important are these values to a person’s life?
3. How does ones’ values affect his/her choice of a profession?

III. Main Activity (40 minutes)

Activity 2: Side A, Side B

Note to the Teacher: Prepare photocopies of the attached template ahead of time for
distribution to students during this activity. Be reminded to process students’ responses
properly especially when negative feedback surfaces. When deemed necessary, refer
students who receive negative feedback to the Guidance Counselor for appropriate action.

Directions:
1. Let the students answer the template for five minutes.
2. Once the template is completed, group students into 5–7 members each. Each group
will have to identify their group leaders to act as facilitators.
3. Instruct students to attach their template at their back displaying the SIDE B portion
using a masking tape. Members of the group will help each other in doing this.
4. Direct students to identify values which they think their groupmates possess and then
let them write the value that best describes that person on the Side B portion of his/her
paper. Remind them to be candid in their perception/s.
5. Each member within the group will move around and take turns in writing the
corresponding values of their group members.
6. Allow five minutes for this activity.

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 Activity Sheet 1

FRONT
SIDE A

My preferred career
(This may be your preference from
Grade 11 Career Guidance Program
Module No.8 entitled “I Plan to
Succeed”)
My preferred Curriculum Exit
(This is where the chosen career
belongs; Refer to Career Guidance
Program Grade 12 Module 1 entitled
“Entering the Exits”)
Values I possess
(Five values you believe you possess
that are essential to the attainment of
your career and life goals)
page 1

BACK SIDE B

(Write one value)

page 2

Process Questions:

Small group sharing: (15 minutes)

1. How did you find the activity?
2. How do you find your values compared to those written by your groupmates on your
paper?
3. How do you feel about those values attributed by your classmates to you, which you
may be unaware of?
4. How can your values contribute/deter the attainment of your career goals?

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 Big group sharing (15 minutes)
Group leaders consolidate their group’s responses and share them to the entire
class. Each group leader is given two minutes to share.

IV. Lecturette (15 minutes)

Values are acquired as a result of value-laden information from the environment

interacting with the inherited characteristics of the individual. Since cultural background,
gender, and socio-economic level influence social interactions and opportunities, priorities
placed on values by people from various multicultural grouping will vary and influence
the choice of careers and other life roles.

Values that are influenced by other people’s value systems may not truly represent
the individual’s true values.

We have different kinds of values. These are:

 personal values like self-respect, self-fulfillment, health, privacy, peace of
mind, financial stability, independence
 family values like love, close family ties, family happiness
 spiritual values like establishing a close personal relationship with God,
seeking His will in our life, following His commandments, working for the good
and well-being of the less fortunate
 work values like precision work, power, exercising competence, public contact,
fast pace, change and variety
 career values like personal growth, advancement, prestige and status,
recognition
 social and humanitarian values like service to others, helping people in need,
love of country, moral fulfilment, etc.
 cultural values like debt of gratitude or utang na loob, getting along with others
or pakikisama, authority

Conflicts in values may be intrapersonal, interpersonal, or organizational. An

intrapersonal conflict is a situation wherein one experiences conflict of values and needs
within oneself. (Example: Achievement conflicts with health; independence conflicts with
security.)

People with divergent values but who must live or work together experience
interpersonal conflicts. (Example: Your teacher values authoritarianism but you value
independence.)

Organizational conflict is experienced by a person whose personal value system

clashes with corporate values. (Example: Your class values teamwork but you value
independence, time freedom, or working alone.)

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 Value conflicts create tension and anxiety which can lead to stress. They can
make people indecisive, a situation that can confuse the ones they live or work with. If
these behaviors become inconsistent, this can result in interpersonal problems. So, how
do people resolve conflicts in values?

To resolve an intrapersonal conflict, one has to be clear about his or her priorities.
Priorities depend on one’s roles, goals, and personal mission. Interpersonal conflicts can
be resolved through communication in which both parties try to see and understand the
situation of the other. If organizational values conflict with one’s personal values, a
choice of either setting aside the latter or embracing the values of the organization, or
leaving the organization and working for one whose values are compatible with his or
hers. (Santamaria 2009)

Duane Brown’s Values-based Holistic Approach to Career Development

Values have cognitive, affective, and behavioral components which facilitate

prioritization of values for decision-making. Each person develops a relatively small
number of values that are prioritized in a value system. Values are prioritized when a
person can rank the order of importance assumed by his or her values in guiding his or
her behavior and when he or she can act according to that priority.

Authentic values are brought out through an insightful dialogue involving self-
reflection. True values, when fully expressed, are capable of leading a person toward focus,
purpose, satisfaction, and happiness. Furthermore, a value is crystallized once it has a label
that is meaningful to the individual. Once values are crystallized and prioritized, the
individual can go on directly to career choice making (Villar, 2009).

V. Application (15 minutes)

Activity 3: Rerouting Values

Directions:
1. Distribute the template for the activity.
2. Go over the values listed in “Side A, Side B.”
3. Identify the values listed in Side A that are not listed in Side B and write those values
under the column entitled “Values least valued.”
4. Make a plan on how you will resolve the conflict in values that may lead to the
attainment of your career goals.

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 Sample Template

Values Resolution
least valued (Plan on how to resolve conflict in values)

(Examples) From now on, I will avoid being too dependent on others
and will do individual tasks on my own.
Working alone

Leadership I will correct my idea of leadership as being someone who

has the position to decide always for the group to someone
who uses the position in a way that changes the opinions
of others.

VI. Reflection (5 minutes)

Directions: In your journal notebook or on a piece of paper, write your insights and
realizations on the Side A, Side B activity using the following format:

I learned that ………….

I realized that ………….
In order to achieve my career goal, I will.........

VII. Evaluation (20 minutes)

Title: Look Ahead!

Directions:
1. Present the given scenario to the students.
Ten years after graduation, you were invited by your high school alma mater
as speaker to the Commencement Exercises of the Senior High School with the theme
“Values Brought Us to Success.” Banking on your own experience and realizations
from the activities you just had, what are you going to tell the graduates? You are
given only five minutes to convey the inspiring message.
2. Call one volunteer to deliver the speech.

VIII. Agreement

The learners will discuss their career plans with their parents or guardians and elicit
suggestions/opinions on how they can best contribute to the realization of their plans.
Write those suggestions/opinions in your activity notebook.

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References

A. Books
Santamaria, Josefina O. 2009. Career Planning Workbook 4th Edition. Makati City Career
Systems Inc.
Villar, Imelda Virginia G. 2009. Career Counseling in the Philippines. Aligned
Transformation Publications. Makati City.

B. Web Sources
Clarke, Linda. (2012) “Prioritizing Values” Retrieved from http://www.lindaclarke.co.za
Circle of life (n.d.) “Your Personal Care Values” Retrieved from
http://www.healthandwellnesscoaching.org/tools/ 02Notes/ Personal- Core-Values.pdf
on September 7, 2017

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