Personal Effectiveness
Our personal effectiveness depends on our innate
characteristics – talent and experience accumulated
in the process of personal development.
Talents are needed to be identified and then
developed to be used in a particular subject area
(Science, Literature, Sports and Politics)
Experience includes knowledge
and skills that we acquire in the
process of cognitive and practical
activities.
Knowledge is required for setting goals, defining an action
plan to achieve them and risk assessment.
Skills also determine whether real actions are performed in
accordance with the plan. If the same ability is used many
times in the same situation, then it becomes a habit that runs
automatically, subconsciously.
Socrates
 Greatest
philosophers of
Ancient Greek
“An unexamined
life is not worth
living”
Thomas Hobbes
 Emphasizes that
a person learns
more by studying
oneself.
1.RSTGENTH
1. STRENGTH
Strengths are attributes, skills, or qualities
that a person excels at and that provide them
with a natural advantage in certain areas. They
can be inherent or developed over time.
1. Personal Strengths
Traits like resilience, empathy, or optimism.
2. Professional Strengths
Skills such as leadership, technical expertise,
or problem-solving.
1. Self-reflection, feedback from others, or tools like
strengths assessments
How to develop strengths?
1. Strengths can be honed further through practice,
education, and experiences. Leveraging your strengths can
lead to increased satisfaction and success in various aspects
of life.
2.SKWENEAS
1. WEAKNESS
Weaknesses are areas where a person has less
ability or proficiency, which can hinder their
performance or effectiveness.
1. Personal Weaknesses
Traits like impatience, procrastination, or low
self-esteem.
2. Professional Weaknesses
Skills gaps such as lack of experience in a
particular area or difficulty with public speaking.
1. Identifying weaknesses can be done through selfassessment, feedback from others, or performance
evaluations.
How to develop weaknesses
1. Weaknesses can be addressed through targeted learning,
practice, or seeking help from others. While some
weaknesses might be mitigated, others may remain as areas
for improvement.
1. Self-awareness: Understanding both your strengths and
weaknesses helps in setting realistic goals and making informed
decisions.
2. Growth Mindset: Viewing weaknesses as opportunities for growth
rather than fixed limitations can encourage continuous improvement.
3. Strategy: Use your strengths to navigate challenges and
compensate for weaknesses or seek support from others whose
strengths complement your own.
In both personal and professional contexts, the
goal is often to maximize strengths while working on
or managing weaknesses to improve overall
effectiveness and well-being.
There are 3
kinds of
people:
1.Moviegoer
2.Actor
3.Scriptwriter
1. MOVIEGOER
Watches the movie of their lives, admires
some parts and criticizes others.
 They are the most pathetic
miserable people in the world.
and
1. Actor
This person does not only watch the movie
of his/her life but knows that he/she can
control his/her life. She can actually make or
break the movie.
 They are happy bunch realizing they are
the start of the show.
1. Scriptwriter
This person does not only watch, and she
doesn’t only act, but she creates the entire movie
from her mind.
 He/She has enormous control over her
life.
1.Who is the producer of
your/our life?
1. Who are you among these three
people?
2. Do you merely watch your life go?
3. Who do you think is the producer of
our life?
1. Based on the video presentation
earlier, what are your insights?
2. Do you think the video has an impact
on you as a person?
3. Is it necessary to know our strengths
and weaknesses?
1. How will you develop your skills/talents?
2. Is it important to have knowledge about
your skills?
Multiple Choice:
Read each item carefully. Analyze the questions and chose the best answer from
the given choices. Write your answers directly on a one-whole sheet of paper.
1. It is the self that you actually see, it has characteristics
that were nurtured or in some cases, born to have.
A.Ideal self
B.Actual Self
C.Self-concept
D.Self-knowledge
Multiple Choice:
Read each item carefully. Analyze the questions and chose the best answer from
the given choices. Write your answers directly on a one-whole sheet of paper.
2. Which among the following describes the actual self?
A. The self that you aspire to be
B. The one you want to imitate from your mentor or other worldly
figure.
C. The one that you actually see and has characteristics you were
nurtured or born to have
D. It is how we want to be
Multiple Choice:
Read each item carefully. Analyze the questions and chose the best answer from
the given choices. Write your answers directly on a one-whole sheet of paper.
3. Marie is visualizing herself as someone who excels in
Mathematics, so she is trying hard to study well in this area. This
is an example of:
A. Actual self
B. Ideal self
C. Self-image
D. Self-knowledge
Multiple Choice:
Read each item carefully. Analyze the questions and chose the best answer from
the given choices. Write your answers directly on a one-whole sheet of paper.
4. Which of the following will be the result if a person’s ideal self is aligned
with his/her actual self?
I – There will be peace of mind
II- Sense of mental well-being will be achieved
III- The person will be confused and unsatisfied.
a)I only
b)I and II only
c)II and III only
d)I, II and III
Multiple Choice:
Read each item carefully. Analyze the questions and chose the best answer from
the given choices. Write your answers directly on a one-whole sheet of paper.
5. Marty’s actual self is incongruent with his ideal self. Which of
the following will happen to Marty?
A. He will feel distress
B. He will be stress-free
C. He will feel at ease and happy
D. He will have a healthy mind condition.
Multiple Choice:
Read each item carefully. Analyze the questions and chose the best answer from
the given choices. Write your answers directly on a one-whole sheet of paper.
6. This means making use of all the personal resourcestalents, skills, energy and time, to enable you to achieve life
goals
A. Self-awareness
C. knowledge
B. Experience
D. personal effectiveness
Multiple Choice:
Read each item carefully. Analyze the questions and chose the best answer from
the given choices. Write your answers directly on a one-whole sheet of paper.
7. This includes knowledge and skills that we
acquire in the process of cognitive and practical
activities.
A. Talent
C. experience
B. knowledge
D. skills
Multiple Choice:
Read each item carefully. Analyze the questions and chose the best answer from
the given choices. Write your answers directly on a one-whole sheet of paper.
8. Arleen wants to win in the competition so she
focuses on her training and did not allow less
important things to distract her. What
characteristic is portrayed by Arleen?
A. Determination C. creativity
B. self-confidence
D. managing stress
Multiple Choice:
Read each item carefully. Analyze the questions and chose the best answer from
the given choices. Write your answers directly on a one-whole sheet of paper.
9. Which among the following shows self-confidence?
A. Ana never gives up in spite of all the challenges in her
study
B. To lessen her expenses and pass a unique output,
Marie used recyclable materials
C. Alexis’ positivity and belief in himself caused him to
successfully perform his oration
D. To combat stress, Arvin always listens to music
Multiple Choice:
Read each item carefully. Analyze the questions and chose the best answer from
the given choices. Write your answers directly on a one-whole sheet of paper.
10. Which among the following skills increase
the efficiency of a person who owns them?
I. Creativity II. Determination III. Persistence
IV. Pride
A. I and II C. I, II, and III
B. I and IV D. all of the above
Lights!Camera!Action!
Divide the class into 5 groups.
Students will create a role play about the strength
and weakness:
1. Each group will brainstorm and practice the role
play emphasizing their strengths and weaknesses.
2. They will also include in their role play the ways
to improve their weaknesses into a strength.
Performance Task:
Lights! Camera! Action!
Divide the class into 5 groups.
The teacher lets the students perform a role play by
group.
1. Each group will brainstorm and practice the role play
emphasizing their strengths and weaknesses.
2. They will also include in their role play the ways to
improve their weaknesses into a strength.
LCAPHISY ELFS
PHYSICAL SELF / PHYSICAL ASPECT
54
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Height
Weight
Facial appearance
Quality of skin
Hair
Description of body areas
Posture
body build and size
complexion
facial expressions
appropriateness and
condition of clothes
capacity to do things.
LTUACELLTENI ELFS
INTELLECTUAL SELF /
MENTAL ASPECT
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•
55
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depends upon the
intelligence
the way one talks,
shares range of ideas
mental alertness
How well you reason
Problem solving
Capacity to learn and create
Knowledge
Wisdoms acquired
insights
LOITNAMEO ELSF
EMOTIONAL SELF / EMOTIONAL ASPECT
 Feelings that you:
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•
•
•
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•
56
Typically have
Seldom have
Avoid
Enjoy
Have from past and present
Associate with each other
 How well one responds when
things become difficult
 how quickly one gave to
anger
 likes and dislikes
 aggressive or passive
 how well he has mastered his
feelings and shows his right
composure in a given
situation.
LAUSNES ELFS
SENSUAL SELF
57
• Sense you use the
most (sight,
hearing, speaking,
smelling, touching)
• How you take
information using
senses
• Ways information
go in and out of the
body
ERTNICANALTIO ELFS
INTERACTIONAL SELF / SOCIAL ASPECT
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•
•
•
58
•
•
•
Social attitude and
behavior
how well a person deals
with other people
How well one observes
the rules and etiquette
that governs the society
How well one carries
oneself in front of
different, people
Strengths and weaknesses in
relationships
Strengths and weaknesses
noticed by family and friends
What kind of son/daughter or
brother/sister you are
LATIONTIRUN ESLF
NUTRITIONAL SELF
59
• How you nourish
yourself
• Foods you like
• Foods you dislike
• What you
like/dislike about
foods
LAUTEXTNOC EFLS
CONTEXTUAL SELF
60
• Areas of maintenance of
your living environment
• Reaction to:
Light
Temperature
Space
Weather
Colors
Sound
Seasons
• Your impact on the
environment
TUALPISRI ELFS
SPIRITUAL SELF
61
 consciousness of the
higher spiritual values in
life
 Feelings about:
• Yourself and organized
religion
• Spiritual connection to others
• Spiritual development and
history
• Thoughts about metaphysical
self
• Inner peace and joy
• Spiritual regimen or routine
LORAM PECTSA
MORAL ASPECT
62
• a
person’s
awareness of the
difference
between what is
right or wrong.
• acting
in
accordance to the
social norms and
standards
Activity no. 1: (Aspects of my development)
Directions: Write you name at the inner circle. In each segment, write
2-3 descriptions of what you think, feel and act relative to the
different aspects guided in the descriptions that follows.
1. Physical self
2. Intellectual self
3. Emotional self
4. Sensual self
5. Interactional self
6. Nutritional self
7. Contextual self
8. Spiritual self or Life force
1. What are the words or phrases
which represent aspects about yourself
which you like?
2. What are the items which you
considered your strength or weakness?
Holistic Development
Physiological Development
Cognitive Development
Social Development
Spiritual Development
Thoughts
Feeling/s
Behaviors
Values
Values
Virtues
“One evening an old Cherokee
told his grandson
about a battle that goes on
inside people.
He said, "My son, the battle is
between
two "wolves" inside us all.
One is Evil.
It is anger, envy, jealousy,
sorrow, regret, greed,
arrogance,
self-pity,
guilt,
resentment, inferiority, lies,
false pride, superiority, and
ego.
The other is Good.
It is joy, peace, love, hope,
serenity, humility, kindness,
benevolence,
empathy,
generosity, truth, compassion
and faith."
The grandson thought about it
for a minute
and
then
asked
his
grandfather:
"Which wolf wins?"
The old Cherokee simply
replied,
"The one you feed.”― Cherokee Metaphor.
1. What do the wolves stand for?
2. How do you nurture your thoughts?
3. Why is it that we should nurture our positive/good
thoughts?
4. How are you aware of the two different opposing wolves
operating within your mind, one of which leads to pain and
diminished sense of life and the other to joyous, meaningful,
and fulfilling life?
5. When was the time you feel disappointed by the choice
of behavior because you knew that there was a more
positive option but you just didn’t choose it?
ACIVITY 2.1
Personal Recipe for Success with Reflection
Make your personal recipe for achieving personal goals.
Identify your goal (you may refer to the previous activity of
aspects of self inspired by the success stories) and break
it down into a recipe. Here are two samples of recipes:
Focuses on human growth and
changes across the lifespan, including
physical, cognitive, social, intellectual,
perceptual, personality and emotional
growth.
“Maturity is achieved when a person
postpones immediate pleasure for
long term values.”
Developmental
Stages
Characteristics
1. Pre – natal
(conceptual to birth)
Age when hereditary
endowments and sex are
fixed, all body features,
both external and
internal are developing.
Developmental
Stages
Characteristics
2. Infancy (Birth to 2
years)
Foundation age
Basic behavior are
organized and many
ontogenetic maturation
skills are develop.
Developmental
Stages
Characteristics
3. Early Childhood (2 – Pre - gang age
6 years)
Exploratory and
questioning. Language
and elementary
reasoning are acquired
and initial socialization
is experienced.
Developmental
Stages
Characteristics
4. Late Childhood(6 12 years)
Gang and creativity age
Self – help skills, social
skills, school skills, and
play are developed.
Developmental
Stages
Characteristics
5. Adolescence
(Puberty to 18 years)
Transition age
From childhood to
adulthood.
Sex maturation and
rapid physical
development occur
resulting to changes in
ways of feeling, thinking
and acting
Developmental
Stages
Characteristics
6. Early Adulthood (18 - Age of adjustments to
40 years)
new patterns of life and
roles such as spouse,
parent and bread
winner
Developmental
Stages
Characteristics
7. Middle Age (40 years Transition age when
- retirement)
adjustments to initial
physical and mental
decline are experienced.
Developmental
Stages
Characteristics
8. Old Age (retirement - Retirement age when
death)
increasingly rapid
physical and mental
decline are experienced.
He elaborated the Developmental tasks theory
in the most systematic and extensive manner.
His main assertion is that development is
continuous throughout the entire life span,
occurring in stages.
He proposed a bio – psychosocial model of
development.
He proposed a bio – psychosocial model of
development, wherein the developmental tasks
at each stage are influenced by the individual’s
biology (physiological maturation and genetic
makeup), his psychology (personal values and
goals) and sociology (specific culture to which
individual belongs).
The Developmental Tasks Summary Table
Infancy and Early
Middle Childhood (6 – 12)
Adolescence (13 – 18)
Childhood (0 – 5)
 Learning to walk
 Learning to take solid foods
 Learning to talk
 Learning to control the
elimination of body wastes
 Learning sex differences and
sexual modesty
 Acquiring concepts and
language to describe social
and physical reality
 Readiness for reading
 Learning to distinguish right
from wrong
 Developing a conscience
 Learning physical skills
 Achieving mature relations
necessary for ordinary games
with both sexes
 Building a wholesome attitude  Achieving a masculine or
toward oneself
feminine social role
 Learning to get along with age –  Accepting one’s physique
mates
 Achieving emotional
 Learning an appropriate sex role
independence of adults
 Developing fundamental skills in  Preparing for marriage and
reading, writing and calculating
family life
 Developing concepts necessary  Preparing for an economic
for everyday living
career
 Developing conscience, morality,  Acquiring values and an
and a scale of values
ethical system to guide
 Achieving personal
behavior
independence
 Desiring and achieving socially
 Developing acceptable attitudes
responsibility behavior
toward society
The Developmental Tasks Summary Table
Early Adulthood (19 – 30) Middle Adulthood (30 - 60)
Later Maturity (61+)
Selecting a mate
Learning to live with
a partner
Starting a family
Rearing children
Managing home
Starting an
occupation
Assuming civic
responsibility
 Helping teenage children to  Adjusting to decreasing
become happy and
strength and health
responsible adults
 Adjusting to retirement
 Achieving adult social and
and reduced income
civic responsibility

Adjusting
to
death
of
 Satisfactory career
spouse
achievement
 Establishing relations
 Developing adult leisure
with one’s own age
time activities
 Relating to one’s spouse as a
group
person
 Meeting social and civic
 Accepting the physiological
obligations
changes of middle age
 Establishing satisfactory
 Adjusting to aging parent
living quarters