Ojt Program of La Consolacion College Ta

Batangas State University
Graduate School
OJT PROGRAM OF LA CONSOLACION COLLEGE TANAUAN:

BASIS FOR DEVELOPMENT OF AN OJT MANUAL
A Thesis
Presented to
The Faculty of the Graduate School
BATANGAS STATE UNIVERSITY
Batangas City
In Partial Fulfillment
Of the Requirements for the Degree of
MASTER IN BUSINESS ADMINISTRATION
By:
ALONA BALAHADIA-CABRERA
June 2012
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APPROVAL SHEET
This thesis entitled “OJT PROGRAM OF LA CONSOLACION COLLEGE

TANAUAN: BASIS FOR DEVELOPMENT OF AN OJT MANUAL” prepared and
submitted by Alona Balahadia-Cabrera in partial fulfillment of the requirements
for the degree of Master in Business Administration has been examined and
is recommended for Oral Examination.
REMEDIOS P. MAGNAYE, DBA

Adviser
PANEL OF EXAMINERS
Approved by the Committee of Oral Examiners with a grade of _____________.
PROF. ELISA S. DIAZ, DBA Cand.

Chairman
ENGR. ADRIAN FERDINAND M. MELO,MBA ROMER C. CASTILLO, MS

Member Member
Accepted and approved in partial fulfillment of the requirements for the

degree of Master in Business Administration.
Comprehensive Examination: PASSED
_______________________ PROF. ELISA S. DIAZ, DBA Cand.

Date Dean, CABEIHM-Graduate Studies
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ABSTRACT
Title : OJT Program of La Consolacion College Tanauan:
Basis for Development of an OJT Manual
Author : Alona Balahadia-Cabrera
Course : Master in Business Administration
Year : 2012
Adviser : Remedios P. Magnaye, DBA
This study primarily aimed at assessing the OJT Program of La
Consolacion College Tanauan, the objective of which is to develop an OJT
Manual for its students and Practicum Coordinators. It involved 44 students
under the School of Business and Accountancy, School of International Hotel
and Restaurant Management and Tourism Management, School of Education,
and School of Information Technology who were enrolled in their practicum
course for school year 2011-2012 at La Consolacion College Tanauan.
The descriptive method of research was utilized as the research design
while the data gathering instruments were the survey questionnaire, unstructured
interviews and focus group discussion. Statistical tools used were frequency,
percentage and weighted mean.
Significant findings revealed that the OJT Program of La Consolacion
College Tanauan is well described and meets CHED minimum standards in
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terms of qualifications of students, industry linkages, number of hours, monitoring
and evaluation and OJT requirements. Majority of the respondents are BSHRM
and BSBA students. Most of them are with the service industry, in Housekeeping
and General Administration Department, doing clerical works.
The host establishments assessed the performance of the practicumers in
terms of competencies, skills, attitude, and personality development as excellent.
In line with this, the practicumers did not encounter any problem in their OJT in
terms of training, work environment and school support. On the other hand,
Practicum Coordinators encountered minimal problems concerning the training of
practicumers.
There are no significant differences on the performance of practicumers
when grouped according to their profile variables because the practicumers were
assessed as excellent in all variables. As such, an OJT Training Manual for the
practicumers and the Practicum Coordinators is proposed.
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ACKNOWLEDGMENT
This study came to its reality with the help and support of individuals who
shared their expertise, time and encouragement for which the researcher wishes
to express her thanks and gratitude.
To the Dean of Graduate Studies, CABEIHM, Prof. Elisa S. Diaz for
ensuring that everything was in order during the process of the oral examination.
To the panelists, Engr. Ferdinand Adrian Melo and Mr. Romer Castillo for
their untiring efforts to patiently look into all the pages of this thesis.
Her sincere gratitude is also extended to the recording secretaries, Ms.
Bendalyn M. Landicho and Dr. Rosa Adelaida Ecalnir who scribbled the minutes
of the defense sessions and to the dean’s staff for assisting in all the areas of the
oral examination.
To her adviser, Dr. Remedios P. Magnaye, for her valuable inputs and
professional guidance without which this study would not have been made
possible.
To La Consolacion College Tanauan (LCCT) President, Sr. Emilia
Lacuarta, OSA for her kindness and generosity.
To Mrs. Teofila Panlilio and Ms. Arlene I. Benignos who passionately
persuaded the researcher and encouraged her to persevere despite discouraging
moments.
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To Mr. John L. Matanguihan, Dr. Magdalena Sayas, Dr. Medallon, Dr.
Ignacio Cordova Jr. for sharing their expertise in checking the coherence and
interdependence of each sentence and paragraph in this study.
To Mr. Enrico G. Cabrera for the moral support and financial assistance
he unselfishly extended.
To the practicumers, practicum coordinators and host establishments for
their cooperation as respondents of the study.
To the researcher’s colleagues at La Consolacion College Tanauan for
their participation in the validation of the questionnaire used in this research and
in enriching and improving the content of the study as well.
To Realiza Mame, Engr. Ferdinand Adrian Melo and Mr. Romer Castillo,
for their generous assistance in the validation of the instruments used in the
study.
To the library staff of DLSU, LCCT, National Library and BSU for allowing
the researcher to use their library facilities.
To her colleagues for giving her the motivation to pursue and finish this
thesis. Special thanks is likewise extended to Ms. Arlene I. Benignos for all the
countless favors she extended during and before the oral examination.
To her friends, officemates and colleagues for their encouragement,
unwavering assistance and support.
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To her whole family, that serves as the researcher’s inspiration, support,
unconditional love, care, understanding, cooperation and prayers.
And everyone, who in one way or another, lend a hand in the completion
of this study.
Such noteworthy deeds are indeed unforgettable.
Finally to the Almighty Father, Mama Mary, Our Lady of Consolation,
Mother Consuelo and Lord Jesus Christ who made all these things possible.
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TABLE OF CONTENTS
Page
TITLE PAGE.............................................................................. i
APPROVAL SHEET.................................................................. ii
EXECUTIVE SUMMARY........................................................... iii
ACKNOWLEDGEMENT............................................................ v
TABLE OF CONTENTS............................................................ viii
LIST OF TABLES...................................................................... xi
LIST OF FIGURES.................................................................... xii
CHAPTER
I. THE PROBLEM
Introduction.................................................. 1
Background of the Study.............................. 5
Statement of the Problem............................ 9
Hypothesis................................................... 11
Scope and Limitation of the Study............... 11
Significance of the Study............................. 12
Theoretical Framework................................ 13
Conceptual Framework............................... 15
Definition of Terms....................................... 17
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II. REVIEW OF LITERATURE
Conceptual Literature.................................. 24
Synthesis .................................................... 47
Research Literature...................................... 50
Synthesis...................................................... 59
III. RESEARCH METHOD AND PROCEDURES
Research Method.......................................... 62
Research Environment ................................ 63
Respondents of the Study............................ 65
Data Gathering Instrument........................... 66
Data Gathering Procedures......................... 67
Statistical Treatment of Data........................ 69
IV. PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA............................... 71
V. SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS.......................................... 116
BIBLIOGRAPHY........................................................................ 129
APPENDICES
A: Letter of Request
B: Sample Questionnaires
C: Interview Guide
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D: Sample Memorandum of Agreement
E: Pictures During Data-Gathering
F: Picture During Focus Group Discussion
G: Certification of Editing
CURRICULUM VITAE
PRACTICUM MANUAL
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LIST OF TABLES
Table Page
2.1 Kirkpatrick’s Four Levels of Evaluation Model……… 35
4.1.1.1 Qualifications of Students.......................................... 71
4.1.2.2 Industry Linkages...................................................... 73
4.1.3.3 Required number of hours........................................ 75
4.1.4.4 OJT Requirements..................................................... 79
4.1.5.5 Monitoring and Evaluation.......................................... 80
4.2.1.6 Distribution of the Respondents in terms of

Their Courses................................................. 82

Type of Industry where They are Deployed... 83

Departments where They are Assigned.......... 85

their Nature of Work........................................ 87
4.3.1.10 Problems Encountered by the Practicumers in their

OJT in terms of Training................................. 90

OJT in terms of Work Environment................. 92

OJT in terms of School Support...................... 94
4.4.1.13 Assessment of the Host Establishments on the

Performance of the Practicumers in terms
of Competencies............................................. 100
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4.4.2.14 Assessment of the Host Establishments on the

Performance of the Practicumers in terms of
Skills............................................................... 103
4.4.3.15 Assessment of the Host Establishment on the

Attitude........................................................... 106
4.4.4.16 Assessment of the Host Establishment on the

Personality Development................................ 108
4.5.17 Difference on the Performance of Practicumers

In terms of Competency.................................. 110

in terms of Attitude.......................................... 111

in terms of Skills.............................................. 113
4.5.20 D Difference on the Performance of Practicumers

in terms of Personality Development.............. 114
LIST OF FIGURE
1.1 Research Paradigm.............................................................. 16
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Chapter 1
THE PROBLEM
This chapter presents the introduction, background of the study, statement
of the problem, hypothesis, scope and limitation of the study, significance of the
study, and the theoretical and conceptual framework.
Introduction
Education has been regarded as a means toward economic stability and
progress. The increase productivity of the workforce is due mainly to the increase
in the education and training of the people. The success and development of the
country would greatly depend in the productivity of its human resources – which
is considered as one of the vital assets of the nation. And to have a good and
competent manpower resources, quality education and intensive training is
necessary for the students to become skilled and productive workers when they
become part of the labor force. It is said that education is primarily concerned
with the opening out to the world of the students so that they can choose their
interest and mode of living and their career.
As required by the CHED, graduating students of different courses need to
undergo on-the-job training with required number of hours. Perhaps this would be
a stepping stone for the practicumers to develop themselves to become
professionals in their own field of specialization and acquire new learning through
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gained experiences during trainings. It is an essential component of the learning
process, geared towards preparing students’ future career.
From the Higher Education point of view, an internship may be defined as
a short-term educational experience with a company or organization that
provides students with a work experience in an area where they are interested in
enhancing a career decision. Internships can also spell valuable work
experiences and further increase students’ confidence.
Thus, Commission on Higher Education (CHED) prepared guidelines for
Student Internship Abroad Program (SIAP) for all programs with practicum
subject under CHED Memorandum Order (CMO) No. 24 series of 2009, Student
Internship Program in the Philippines (SIPP) for all programs with practicum
subject under CHED Memorandum Order (CMO) no. 23 series of 2009, CMO
No. 39 series of 2006 for Bachelor of Science in Business Administration, CMO
No. 3 Series of 2007 for Bachelor of Science in Accountancy, CMO No. 30 and
31 series of 2007 for BS Tourism and BS Hotel and Restaurant Management,
CMO No. 53 Series of 2006 for Information technology Education, and CMO No.
30 series of 2004 for Undergraduate Teacher Education to develop a
standardization in education.
On the other hand, the SIPP program aims to provide tertiary students
enrolled in Higher Education Institutions (HEIs) in the Philippines the opportunity
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to acquire practical knowledge, skills, and desirable attitudes and values in
reputable establishments/industries in our country; enhance the students’ work
competencies and discipline as they relate to people in the workplace; promote
competitiveness of students through their training; strengthen and enrich the
degree programs in HEIs; provide opportunities to learn from and network with
experienced professionals; handle new challenges and complex tasks or
problems; and identify future career directions and become candidates of future
job opening.
CHED prepared an implementing guidelines that covers the requirements
for parties involved such as higher education institution (HEI), host training
establishments (HTE) and student trainee/intern; obligations and responsibilities
of parties involved; monitoring and evaluation; duration of the internship training;
fee; offenses; sanctions; and investigation of complaints.
On the other hand, training is primarily concerned in preparing the
participants from certain lines of action, which are delineated by technology and
by the organization in which they work. Education is not only limited to the
degree an individual can attain however it must be accompanied by character,
attitude, behavior and values that would significantly affects or influence their
performance and productivity. Knowledge, skills and attitudes prepares students
to acquire and obtain different characters as means to produce a professional
designer. As attitude refers to the behavior aspects that allow students to
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conduct themselves as designer, and to master the attitudes, either personal or
professional that could eventually enable them to practice professionally. Skills
refer to the design skills that enable students to carry out design problem
architecturally. Finally, knowledge refers to the professional knowledge that
allows students to think and act in a professional manner (Bakarman, 2008).
The most effective method to develop the competence and skills of
students is through hands-on-training which includes the on-the-job training. This
process exposes the students to the different fields of specialization. Moreover, it
allows the students to become familiar with the actual operation of the business
and the state-of-the-art facilities, equipment and technology used. Many
opportunities for development can be found through on-the-job training. Trainees
are able to learn as they contribute to the goals of the firm. Individuals’ morale,
productivity, and professionalism will normally be improved given the opportunity
to experience an effective OJT program.
Confucius once said “If all I do is hearing, I will forget. If I hear and see, I
will remember. If I hear, see and do, I will understand”. Part of the college
curriculum is to train and orient students about the work and their future career. It
is very important not only to teach the students about their chosen career but to
show them the reality about working. In OJT, students are able to have a hands-
on industry experiences and should be able to have a network of colleagues that
can easily help them in job hunting after graduation. A work experience in OJT is
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important in applying for a job. Oftentimes, employers will ask the applicant the
relevance of their training to their course and the position they are applying for.
Some companies are giving food allowances, transportation allowances, shuttle
service and gift certificate. While learning, the students should be able to earn
money.
Moreover, La Consolacion College Tanauan (LCCT) duly accredited by
Commission on Higher Education (CHED) to offer courses in line with Education,
Business, Accountancy, Hotel and Restaurant Management, Tourism and
Information Technology offer practicum subject.
Handling practicum subject is a critical role of the Higher Education
Institution such as La Consolacion College Tanauan. At this point, the student
trainee is out of the school and will see the real world of work. No professors
supervise them but the immediate head or supervisor of the host establishment.
Student trainee will adjust to the new environment, will work with professionals
and will encounter different types of personality. These experiences are normal
for student trainee to realize what will happen to them after graduation.
Background of the Study
Higher Education Institutions (HEI) like La Consolacion College Tanauan
(LCCT) having government recognition to offer all courses such as Bachelor of
Science in Elementary Education (BEED), Bachelor of Science in Secondary
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Education (BSED), Bachelor of Science in Information Technology (BSIT),
Bachelor of Science in Hotel and Restaurant Management (BSHRM), Bachelor of
Science in Tourism Management (BSTM), Bachelor of Science in Accountancy
(BSA) and Bachelor of Science in Business Administration (BSBA) with
practicum or internship units has passed all the requirements needed.
Through the help of practicum coordinator, LCCT has Memorandum of
Agreement with different companies like Toyota Motor Philippines, Isuzu
Philippines, Toshiba at Sta. Rosa Laguna, and Bangko Sentral ng Pilipinas at
Malate Manila for BSBA, BSA and BSIT students. For BSHRM and BSTM, we
have H2o Hotel at Quirino Grandstand, Tagaytay Highlands, Club Balai Isabel,
and Summit Ridge Hotel at Tagaytay. It has also Memorandum of Agreement
(MOA) with Tanauan City High School and South Central Elementary School for
Education students.
Looking for partner industry and linkages is based on the minimum
requirements of the CHED policies and standards per courses. The industry type
must be fitted to different courses offered by LCCT to ensure the training
compatibility of the students. Also, coordinators must search for companies that
have the same goal of giving extensive training to students.
There is a work process procedure for students to qualify for on-the-job
training (OJT). For the deployment of pre-service teachers, it starts with
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accepting and reviewing of the submitted curriculum vitae, certification of grades
and application form by the faculty handling the subject Practice Teaching.
Then, the faculty will visit schools within the Division to check for possible
deployment and prepare Memorandum of Agreement (MOA) between the
Schools Division Superintendent (SDS) and the Teacher Education Institution
(TEI). After formal agreement, the pre-service teachers are formally endorsed to
the Principal of the laboratory school and the faculty will meet the mentor for
assessment of the pre-service teachers’ performance. Faculty will check the
portfolio weekly which includes collection of pertinent student teaching materials
such as lesson plan, tasks, and journals. For the final teaching demonstration of
student teachers, arrangement is made between the faculty, college dean and
principal of the laboratory school and will invite education professors/instructors
to observe the final teaching demonstration. After the final demonstration, a post
conference is given to the mentees by the mentors principals and observers to
highlight the good points of the demonstration and give suggestions to areas that
need improvements. The faculty will assess and evaluate the portfolio because it
is 40% of the final grade and the remaining 60% is provided by the mentors.
On the other hand, practicum training procedure for the remaining courses
starts with the pre-orientation seminar conducted by the practicum coordinator
who will discuss the practicum requirements and contents of the practicum
logbook. The office of the Assistant Dean for Academic Management (ADAM) will
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evaluate the standing of students if they are qualified to enroll the practicum
subject. After enrolment the students will submit the requirements such as
application letter with resume and certified true photocopy of enrolment form.
Then the coordinator will distribute the practicum logbook after receiving the
documents. The coordinator will conduct in-school interview and will invite a
resource speaker to discuss the proper manner and behavior during practicum.
The coordinator will then endorse the students to the host establishment for
possible available slot and will start upon the approval of the manager. Every two
weeks, students are required to meet with their coordinators for checking and
monitoring purposes. After completing the required number of hours, students
must secure certificate of completion from the practicum venue after which the
coordinator will hand-in the evaluation sheet to the host establishments. For the
completion of practicum subject, students must submit Report of Training two
weeks after their OJT.
Moreover during OJT, practicumers along the way encountered
uncertainties and problems that would one way or another may affect their on-
the-job performances. Some would feel disappointed and dissatisfied with their
on-the-job training. Therefore, many factors are to be considered by the higher
learning institutions to make their OJT Program an effective training ground for
their students.
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On the other hand, practicum coordinators encountered minimal problems
in handling OJT in terms of the behavior of students during their adjustment
period in the new environment. They have difficulty in scheduling the ocular visits
in the host establishment due to different practicum sites.
Also, as one of the practicum coordinator she experienced difficulty in
handling OJT due to lack of standard guidelines, policies, rules and regulations of
the Colleges. The time that she experienced problems is the only time that she
will look for solutions.
It is within these concepts and reasons that the researcher would like to
propose an OJT Manual for La Consolacion College Tanauan.
Statement of the Problem
This study primarily aims to develop an OJT Manual for La Consolacion
College Tanauan students. More specifically, it sought to answer the following
questions:
1. How may the OJT Program of La Consolacion College Tanauan be
described in terms of:
1.1 Qualifications of students;
1.2 Industry Linkages;
1.3 Required number of hours;
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1.4 OJT requirement; and
1.5 Monitoring and Evaluation?
2. What are the profiles of the respondents who have undergone OJT in
terms of:
2.1 Course;
2.2 Type of industry where the practicumer is deployed;
2.3 Department / areas of assignment; and
2.4 Nature of work / task?
3. What are the problems encountered by the practicumers and coordinators
in the OJT?
4. How do the host establishments assess the performance of the
practicumers in terms of:
4.1. Competence;
4.2. Skills;
4.3. Attitude; and
4.4. Personality Development?
5. Are there significant differences on the performance of practicumers when
grouped according to their profile variable?
6. Based on findings, what OJT manual may be developed for LCCT?
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Hypothesis
The study tested the null hypothesis that there is no significant difference
on the performance of practicumers when grouped according to their profile
variables.
Scope and Limitation of the Study
The study covers the OJT program of La Consolacion College Tanauan
(LCCT) with the objective of developing an OJT manual. This covers the OJT
Program of the five schools in LCCT in terms of the qualifications of students
undergoing OJT, the industry linkages, required number of OJT hours,
monitoring and evaluation, and OJT requirements.
The practicumers as to their course, type of industry where they are
deployed, department or areas of assignment and the nature of task or work
were also considered. This also covers the assessment of the host
establishments on the performance of the practicumers in terms of competence,
skills, attitude and personality. Problems encountered by the practicumers and
the practicum coordinators were also part of the focus of the study.
This study was limited only to forty-four (44) students who are currently
enrolled in all courses for academic year 2011-2012 in their practicum course.
Results of the study were limited only to the data gathered by the researcher
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from the practicumers who were enrolled in Practicum during the A.Y. 2011-
2012. Also, results of the study were limited only to the information gathered from
the retrieved questionnaire, interviews conducted and focus group discussion
conducted.
Significance of the Study
The results of this study will have significant value to various sectors:
La Consolacion College Tanauan Administrators. Result of this study
will provide La Consolacion College Tanauan with an enhanced OJT Program.
The school may use the proposed OJT Manual to minimize problems that may
be encountered by the practicumers during their internship. The school
administrators will be provided with additional information and ideas as to how
they can improve their training program to reach their goal of achieving highly
competitive graduates.
Partner Industry. The findings of the study may encourage the partner
industry to provide them additional suggestions that will be part of the guidelines
on what is expected during on-the-job training.
Practicum Coordinators. The results of the study may serve as the
guidelines from the beginning until the end of the practicum. There is a set of
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policies with procedures which will help in handling and monitoring the
practicumers in their respective area of assignment.
Practicumers. The study provides information and ideas on how to
handle on-the-job training in the real set-up of the practicum site. Thus, it may
serve as an eye opener for the practicumers to handle problems in their
practicum environment and likewise improve their competence, skills and
attitudes
Researcher. Through this study, the researcher as practicum coordinator
will be guided as to the policies and guidelines which will help her in monitoring
the performance of the student trainees.
Future Researchers. The possible recommendations of this study may
serve as spring board for future researchers who may conduct similar studies on
the importance of On-the-job Training program.
Theoretical Framework
This study is anchored on the Bloom’s taxonomy of learning domains of
Benjamin Bloom (2001) who identified three domains of educational activities.
These are cognitive which is focused on the mental skills, affective which is the
growth in feelings or emotional areas and psychomotor which is the manual or
physical skill. Trainers often refer to these three categories as KSA (Knowledge,
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Skills and Attitude). This taxonomy of learning behaviors can be thought of as
“the goals of the learning process”. That is, after a learning episode, the learner
should have acquired new skills, knowledge, and/or attitudes.
Anderson & Krathwohl, 2001, changes the terminology of Bloom’s six
major categories from noun to verb. Additionally, the lowest level of the original,
knowledge was renamed and became remembering. Finally, comprehension and
synthesis were re-titled to understanding and creating.
The new taxonomy of learning reflects a more active form of thinking and
is perhaps more accurate to use. The new form of verb is now easy to use in
assessing the performance of the students.
The primary goal of the present study is to assist the practicumers in
proper manner and behavior while having their practicum. One of the most
important facts in this learning is the new skills, knowledge, and/or attitude
acquired during practicum. This Bloom’s taxonomy is reflected in the
practicumers’ ability to recall and recognize specific facts, procedural patterns,
and concepts that serve in the development of intellectual abilities and skills
during OJT. It is further traced in their integration of manners in dealing with
things emotionally, such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes. In addition, it helped them to apply the motor-skills
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which require practice and are measured in terms of speed, precision, distance,
procedures, or techniques in execution.
Conceptual Framework
The theoretical, conceptual and research literature discussed showed
relevance to the present study and contribute great impact in the development of
its conceptual paradigm. These literatures not only encompass the concepts
pertinent to the present study but also the ideas to demonstrate the importance
of creating an appropriate paradigm for the present study.
Also, several resources such as books, journals, online articles were used
to supplement the data gathered from the interview. To increase the knowledge
on the problems encountered by the practicumers and on the assessment of host
establishments, questionnaires were also distributed to persons involved. The
paradigm illustrates a model consisting of the input, process, and output boxes.
The Input-Process-Output (IPO) model developed by Harris and Taylor (1997)
was used to serve as guide in the general direction of the study. In the IPO
model, a process is viewed as a series of boxes or processing elements
connected by inputs and outputs.
Figure 1.1 shows the research paradigm. It illustrates a model which
consists of input, process, and the output boxes.
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INPUT PROCESS OUTPUT
A. Description of La
Consolacion College
Tanauan OJT Program Assessment through:
 Qualifications of
students  Survey
 Industry Linkages Questionnaire
 Required number of
hours
 OJT requirement  Unstructured
 Monitoring and interview OJT Manual
evaluation for LCCT
B. Profile of the
respondents  Focus Group
 Course Discussion
 Type of industry
where practicumer
is deployed
 Department / areas
of assignment
 Nature of work/tasks
C. Assessment of
practicumers’
performance in terms
of:
 Competence
 Skills
 Attitude
 Personality
D. Problems Encountered
by practicumers and
coordinators
Figure 1.1
Research Paradigm
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As shown in the figure, the input box presents the description of La
Consolacion College Tanauan OJT Program in terms of qualifications of
students, Industry linkages, required number of OJT hours, monitoring and
evaluation, and OJT requirements. Also part of the input are the profile of the
respondents in terms of course, type of industry where the practicumer is
deployed, department / unit assigned, and nature of work / tasks. The host
establishment’s assessment on the performance of the practicumers in terms of
their Competence, Skills, Attitude and Personality are included in the research
input, as well as the problems encountered by Practicumers and Practicum
coordinators.
The information used as inputs are processed and assessed through the
use of survey questionnaire, unstructured interview and focus group discussion.
Finally, the proposed OJT manual is shown as output of the study.
Definition of Terms
The following terms are defined conceptually and operationally to
substantiate the study.
Apprenticeship. It is a system of training people who are learning how to
do a job which needs special skill (Cabulay, 2006). As used in this study, the
term refers to the practicum undergone by the practicumer-respondents.
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Assessment. Collecting information and providing feedback to employees
about their behavior, communication style, or skills (Noe, 2000). In this research
the assessment covers competence, skills, attitude, and personality areas.
Attitude. It is a characteristics and usually long-lasting way of thinking,
feeling, and behaving toward an object, idea, person, or group of persons
(Ivancevich, 2002). As used in this study, this term was used as one of the
criteria in assessing the performance of the practicumer.
Competencies. Set of behaviors, which encompass skills, knowledge,
abilities and attributes (Bhattacharyya, 2006). In this study, this term was used as
one of the criteria in assessing the performance of the practicumer.
Education. It consists of schools, colleges, universities and various
private institutions (Capasso 2001). As used in this study, this term was used as
type of industry where the practice teaching is deployed.
Institution / Company. It is an organization for possible practicum setting
accredited / acknowledges / recognized by the university or colleges (Cabulay
2006). In this study, this term refers to the industry, company or agency that
partners the school for the actual training of the practicumers or also called as
the host establishment.
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Internship. It is a system of on-the-job training for white-collar jobs,
similar to an apprenticeship (Cabulay 2006). In this study, this term refers to on-
the-job training of students.
Job Evaluation. The formal process by which the relative worth of various
jobs in the organization is determined for pay purposes (Ivancevich, 2002). In
this study, this term refers to the performance rating provided by the school and
where grade is accomplish by the immediate supervisor of the practicumers.
Linkage. Relationships and interactions between tasks, functions,
departments, and organizations, that promote flow of information, ideas, and
integration in achievement of shared objectives
(http://www.businessdictionary.com). As used in thus study, this term refers to the
collaboration made between the school and the cooperating firms in the on-the-
job training program.
Manufacturing. It refers to a range of human activity, from handicraft to
high tech, but is most commonly applied to industrial production, in which raw
materials are transformed into finished goods on a large scale (Koontz 2007). In
this study, this term was referred to type of industry such as Toyota Motor
Philippines, Isuzu Philippines, Nestle Philippines and coca Cola Bottlers where
the practicumers are deployed.
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OJT (on-the-job training). It pertains to employee training at the place of
work while he or she is doing the actual job (http://www.BusinessTraining.com).
As used in this study, this term refers to the program conducted by the
cooperating firm, company or industry, sponsored by the school in order to
expose the students to actual training.
Partner Industry. A legal contract entered into by two or more persons in
which each agrees to furnish a part of the capital and labor for a business
enterprise, and by which each share a fixed proportion of profits and losses
(http://www.businessdictionary.com). As used in the study, this term refers to the
venue for on-the-job training of students. It is composed of companies wherein
the school and the companies agree to accept OJT’s after passing all the
requirements of both parties.
Personality. The characteristic way a person thinks and behaves in
adjusting to his or her environment (Ivancevich, 2002). In this study, the term was
used as one of the criteria in assessing the performance of the practicumer.
Practice Teaching. It is the teaching by a student under the supervision
of an experienced teacher (Webster Dictionary). In this study, this term refers to
the experience for student teacher to integrate theory and practice and work
collaboratively with and learn from the teachers. Student teachers observe
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subject teachers at work so as to learn about teachers’ skills, strategies and
classroom achievements.
Practicum. It is a course of study designed especially for the preparation
of teachers and clinicians that involves the supervised practical application of
previously studied theory (Bhattacharyya 2006). In this study, this term refers to
college course or subject, often in a specialized field of study, that is designed to
give students supervised practical application of a previously or concurrently
studied theory.
Practicum Coordinator. A practicum/internship coordinator heads the
program and liaises with other professionals on the interns’ behalf (Cabulay,
2006). In this study, this refers to a teacher assigned to supervise the training
program of the student or students. Ideally, this teacher is qualified and familiar
with the work environment of the profession.
Practicumer. He or she is expected to learn practical experiences in a
work environment setting, and a spontaneous application of theories, concepts,
and principles learned in school with the end goal of making the apprentice
(student) better equipped with professional competencies (Cabulay 2006). As
used in this study, this term refers to the student trainees who are currently
enrolled in practicum course.
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Service. Also known as “intangible goods” includes attention, advice,
experience, and discussion. Service industries involve the provision of services
to businesses as well as final consumers. Such therefore, include accounting,
tradesman ship (like mechanic or plumbing services), computer services,
restaurants, tourism, etc (Cruz 2006). As used in this study, this term referred to
type of industry where the practicumer is deployed such Summit Ridge, Traders
Hotel, Tagaytay Highlands, Bangko Sentral ng Pilipinas, and Plantersbank.
Site Supervisor. Professional trainer found in a range of industries, from
manufacturing to property management (Cabulay, 2006). As used in the study,
this term refers to immediate head who supervise the practicumer in the host
establishment.
Skill. Is defined as a co-ordinated series of actions that serve to attain
some goal or accomplish a particular task (Bhattacharyya 2006). In this study,
this term was used as one of the criteria in assessing the performance of the
practicumer.
Training. A planned effort to facilitate the learning of job related
knowledge, skills and behavior by employees (Noe, 2000). In this study, this term
refers to the training in the work place of the practicumer.
Work Attitude. The character possesses and showed by the practicumers
towards training like resourcefulness, dependability and initiative (Noe, 2000). As
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used in this study, this term was used in the evaluation of the performance of
practicumer.
Work Habit. In this study, this term refers to the acts used to be done by
the practicumers in the duration of the training program such as punctuality and
regularity in attendance (Noe, 2000). As used in this study, this term was used in
the evaluation of the performance of practicumer.
Work Integrated Learning. It is normally used to describe directed or
supported educational activities that integrate theoretical learning with its
application in the workplace (Bhattacharyya 2006). As used in this study, this
term is similar to practicum and internship
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Chapter II
REVIEW OF LITERATURE
This chapter presents the conceptual literature, research literature and
synthesis of both conceptual and research literature.
Conceptual Literature
Constructs used in the study include On-the job Training / Work based
learning, Goals to achieve effective internship, Apprentice work load, SIAP
(Student Internship Abroad Program), CHED guidelines for student internship
program, Four levels of evaluation model, Blooms taxonomy of Learning
Domains (Competence, Knowledge, Skills, Attitudes and Personality), Problems
encountered by practicumers and OJT coordinators.
On-the-job Training / Work Based Learning. Danny Araneta Cabulay
and Christine Palafox Carpio (2006) discuss apprenticeship as professional
relationship between a student (the apprentice) and the expert professional (the
trainer or mentor), wherein the student is obliged to diligently obey and learn from
the expert professional. On the other hand, the expert professional is obliged to
facilitate learning process by subjecting the apprentice to a carefully planned
program of informal instruction, diverse set of meaningful work experiences, and
a fair assessment of learning outcomes through practical tests.
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A business management internship is a once in a lifetime experience.
Internships can help students find out through experience if the career they
desire is really what they expected it to be. In addition, there are hardly any
classroom experiences that can prepare someone as fully as actually training on
the job. Because internships are often highly competitive, students need to craft
excellent resumes and give great interviews to win the position they want. It is
beneficial to check out resume and interview advice online to present skills,
education, and prior experiences in the best possible light. Realizing, what the
company is looking for is one of the keys to a successful interview (Tassini,
2009).
According to David Boud and Nicky Solomon (2001) in their book Work-
based learning: A New Higher Education, work-based learning is the term
being used to describe a class of university programme that bring together
universities and work organizations to create new learning opportunities in
workplaces. He shares the following work-based learning programme six
characteristics: (1) A partnership between an external organization and an
educational institution is specifically established to foster learning. This
organization may be in the private, public or community sector of the economy.
(2) Learners involved are employees of, or are in some contractual relationship
with, the external organization. (3) The programme followed derives from the
needs of the workplace and of the learner rather than being controlled or framed
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by the disciplinary or professional curriculum: work is the curriculum. (4) The
starting point and educational level of the programme is established after
learners have engaged in a process of recognition of current competencies and
identification of the learning they wish to engage in rather than on the basis of
their existing educational qualifications. (5) A significant element of work-based
learning is that learning projects are undertaken in the workplace. (6) The
educational institution assesses the learning outcomes of the negotiated
programme with respect to a framework of standards and levels.
They emphasize a dual challenge – the first is to develop a programme
that meets the challenge of the new academic practices and the second is to
encourage academic participation in the programme.
A semester-long, part-time work experience cannot provide extensive
special training for any functional area of higher education. What such an
experience does provide is an exposure to an area of interest and allows
students to apply and test their newly acquired knowledge. Part-time work
experience enables individuals to organize, synthesize, and process new
information in a manner that combines the cognitive, affective, and physical
domains of learning. Many learners require a period of time to practice and
modify both knowledge and skills; the practicum serves that purpose.
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In addition to gaining insight regarding the operation of a functional area of
higher education, practicum students should also gain a view of the
interrelationship of associated functional areas. Professionals in higher education
must be cognizant of such relationships in order to understand the nature of the
institution. Finally, the practicum may serve to generate, develop and refine skills
in program development, counseling, administration, research and other aspects
of higher education.
The selection of an appropriate practicum site is important. Care should
be exercised to insure the “fit” between student and practicum site. The
prospective practicum student should be aware of expected duties and
responsibilities of the position as well as opportunities for education and growth.
Although practicum may be similar in their basic objectives and goals for
the experience itself, the methods of accomplishing the associated tasks will
vary. Thus, an integral aspect of the practicum is the generation of the contract.
This is a statement comprising the following two elements: (a) an agreement
upon the duties and obligations of both student and practicum site; (b) the set of
tasks and experiences the student will undertake in order to meet the basic
objectives. The contract provides guidelines which serve as the criteria for
evaluating the practicum experience, subject to approval by the student, the site
supervisor, and the department practicum coordinator.
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Goals to Achieve Effective Internship. Capasso (2001) pointed out the
three major goals to achieve effective internship. First, it should provide you with
an opportunity to experience leadership activities involving problem solving and
decision making. This should give you a realistic understanding of how to apply
theory to practice. Second, by the time you have completed the experience you
should have a clear and articulate understanding of whether or not you really
want to be an educational leader. Your graduate classroom studies will help you
understand the scope of the task educational leaders performs. Your internship
will help you understand whether you like performing them (personal reflection).
Finally, the internship should give an opportunity to work on meaningful projects
that will ultimately help your sponsoring school district develop and deliver better
services to its students.
Apprentice Work Load. Moreover, Bhattacharyya (2006) discusses the
possible work load of an apprentice or trainee. Majority of the trainee do clerical
work which generally involves day-to-day office tasks, such as answering phones
and entering data into spreadsheets. Secretaries, office clerks and administrative
assistants often perform such general work. Other duties traditionally associated
with clerical work includes word processing and typing, sorting and filing,
photocopying and collating, Record keeping, appointment scheduling, and minor
bookkeeping. Accounting staffs manage or give advice on finances for clients or
companies. Handle duties such as making bills are paid on time and taxes are
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deducted, and suggest methods of cutting costs. Depending on their department,
members of an accounting staff may also handle collections. A recruitment
specialist is the one who match job seekers and employers. They usually work
for a specific company to attract desired workers. They conduct initial
assessments of resumes or job applications to screen people to see if their
education, work experience and performance provide a good match for an
employer. Sometimes they interview and administer tests to prospective
employees.
On the other hand, Noe (2000) pointed out the trainee in a service industry
such as room attendants and front-desk. Room attendants are responsible for
the cleanliness of rooms in hotels, motels, and resorts. This involves vacuuming
floors and curtains, changing bed linen, dusting surfaces, cleaning mirrors and
bathroom fixtures, and washing windows. While the kitchen staff prepares, cook
and present food quickly and efficiently, with the key aim of delivering food to
customers by meeting the company standards. He emphasizes the front-desk job
as a critical role in a company because generally, front-desk employees are the
first person customers or clients speak to or interact with. Front-desk job
descriptions can vary depending on the industry. Greeting and receiving guests
and customer service are usually a common threat in all front-desk job
descriptions. Some front-desk jobs, in a hotel for example, not only greet and
assist customers, but also ensure the details of their stay are accurate.
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SIAP (Student Internship Abroad Program). The Student Internship
Abroad Program (SIAP) program aims to provide tertiary Filipino students
enrolled in the Philippine schools the opportunity to acquire practical knowledge,
skills, and desirable attitudes in reputable establishments in foreign countries;
enhance the students’ Filipino work values, competencies, and discipline as they
relate to others in a multicultural work environment; promote global
competitiveness of Filipino students through their training, exposure, and
acculturation in a foreign country; strengthen and enrich the degree programs in
higher education institutions in order to deliver levels of knowledge and skills
necessary in a dynamic competitive world; protect and safeguard Filipino
students undergoing training/internship abroad from harassment, exploitation,
deplorable training conditions and such other conditions that contravene or
defeat the purpose of international training (CMO No. 24 Series of 2009).
CHED Guidelines for Student Internship Program. Emmanuel Y.
Angeles (2009) chairman of Commission on Higher Education signed Guidelines
for Student Internship Program in the Philippines (SIPP) for all programs with
practicum subject under CMO No. 23 Series of 2009. The program aims to
provide tertiary students enrolled in Higher Education Institutions (HEIs) in the
Philippines the opportunity to acquire practical knowledge, skills, and desirable
attitudes and values in reputable establishments/industries in our country; to
enhance the students’ work competencies, and discipline as they relate to people
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in the workplace; to promote competitiveness of students through their training;
to strengthen and enrich the degree programs in HEIs; to provide opportunities to
learn from network with experienced professionals; to handle new challenges
and complex tasks or problems; and identify future career directions and become
candidates for future job opening. This program shall be applicable to all qualified
tertiary students who have enrolled in recognized higher education programs.
CHED prepared an implementing guidelines that covers the requirements
for parties involved such as higher education institution (HEI), host training
establishment (HTE) and student trainee/intern; obligations and responsibilities of
parties involved; monitoring and evaluation; duration of the internship training;
fee; offenses; sanctions; and investigation of complaints.
Moreover CHED CMO no. 39 series of 2006 for Bachelor of Science in
Business administration discuss the practicum/work integrated learning as the
course supports students embarking on their first applied practicum course in
preparation for professional work as business practitioners. The primary
instructional strategies used are self-directed learning, self-assessment, peer
teaching and reflective practice. These concepts are woven together using sound
instructional design methodology. The course is framed around carefully
considered course goals and specific, achievable learning outcomes that focus
on the higher level learning competencies.
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For the Bachelor of Science in Accountancy under CHED CMO No. 3
Series of 2007 discuss that internship is an applied academic experience
conducted under joint faculty and employer supervision which requires a
minimum of one semester and will include a minimum of 160 contact hours. This
may be in the areas of accounting, external audit, internal audit, or tax. Each
intern registers for this course which will be given three hours credit. A regular
letter grade will be given at the end of the internship with input from both the
employer and the Accountancy Program Chair or Dean. Each internship
assignment shall meet the following requirements: be substantial and practical,
including analysis, evaluation, and application of business, accounting and
auditing concepts; be subject to periodic documentation of progress and review
by both the employer and the Accountancy Program Chair or Dean; and
culminate in a final evaluation prepared by the employer and a final course grade
awarded by the Accountancy Program Chair/Dean.
Students are required to submit a written report documenting the tasks,
responsibilities, learning experiences, training, and hours worked. Reports should
include comments on areas such as human relations aspects of their work,
including leadership and management skills, importance and emphasis on
teamwork as opposed to individual work; technical, intellectual, physical, and
social challenges; work schedule; and how the B.S. Accountancy Program
course work prepared them for internship. The report should also cover the
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following: (a) description of key tasks and responsibilities performed during their
internship, including their assessment of the most valuable things you learned;
(b) evaluation of the training of the training and overall learning environment
provided by their employer; (c) evaluation of their internship experience and how
it has impacted their career goals; (d) how well the Accountancy Program
prepared them for the internship including a description of how their formal
education and work experience interrelate; (e) recommendations for
improvement of their specific internship position and the Accountancy Internship
Course in general; and (f) total number of hours worked during internship.
The duration of internship varies and depends on Commission on Higher
Education (CHED) through its CHED Memorandum Order No. 30 and 31 Series
of 2006 for BS Tourism and BS Hotel and Restaurant Management, CMO No. 39
Series of 2006 for BS Business Administration, CMO No. 3 Series of 2007 for BS
Accountancy, CMO No. 30, s. 2004 for Undergraduate Teacher Education, CMO
No. 53, s. 2006 for Information Technology Education, CMO No. 44 Series of
2005 for CHED Accredited Training Partners for Student Internship Abroad
Program, and by the technical Education and Skills Development Authority
(TESDA) through its Circular No. 16 Series of 2004 for Trade and Vocational
Courses. The recent ladderization of collegiate circular makes apprenticeship an
integral component of the Philippine educational system. This is the key to
addressing national and global shortages in many professions and trades.
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Four Levels of Evaluation Model. According to Kirkpatrick’s four levels
of evaluation model, it essentially measure reaction of student (what they thought
and felt about training), learning (the resulting increase in knowledge or
capability), behavior (extent of behavior and capability improvement and
implementation/application), and results (the effects on the business or
environment resulting from the trainee’s performance). All these measures are
recommended for full and meaningful evaluation of learning in organizations,
although their application broadly increases in complexity, and usually cost,
through the levels from level 1-4.
Table 2.1 shows the Kirkpatrick’s four levels of evaluation model
considered in the assessment of host establishments to the practicumer.
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Table 2.1
Kirkpatrick’s Four Levels of Evaluation Model
Level Evaluation Evaluation description Examples of Relevance and
type (what is and characteristics evaluation tools practicability
measured) and methods
1 Reaction Reaction evaluation is ‘Happy sheets’, Quick and very

how the delegates felt feedback forms easy to obtain.
about the training or
learning experience. Verbal reaction, Not expensive to
post-training gather or to
surveys or analyze.
questionnaires.
2 Learning Learning evaluation is Typically Relatively simple

the measurement of the assessments or to set up; clear-
increase in knowledge – test before and cut for
before and after. after the training. quantifiable
skills.
Interview or
observation can Less easy for
also be used. complex
learning.
3 Behavior Behavior evaluation is Observation and Measurement of

the extent of applied interview over time behavior change
learning back on the job are required to typically requires
– implementation assess change, cooperation and
relevance of skill of line-
change, and managers.
sustainability of
change.
4 Results Results evaluation is the Measures are Individually not

effect on the business already in place via difficult; unlike
or environment by the normal whole
trainee. management organization.
systems and
reporting – the Process must
challenge is to attribute clear
relate to the trainee. accountabilities.
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Blooms Taxonomy of Learning Domains (Knowledge, Skills, and
Attitudes). The host establishments evaluate the performance of the
practicumer using the factors such as competence, knowledge, skills, attitudes
and personality in which Benjamin S. Bloom (2001) in his taxonomy of learning
identified three domains of educational activities. First is cognitive or knowledge
which is focus on the mental skills, second is affective or attitude which is the
growth in feelings or emotional areas and lasts is the psychomotor or skills which
is the manual or physical skills. Trainers often refer to these three categories as
KSA (Knowledge, Skills, and Attitude). This taxonomy of learning behaviors can
be thought of as “the goals of the learning process.” That is, after a learning
episode, the learner should have acquired new skills, knowledge, and/or
attitudes.
The cognitive domain involves knowledge and the development of
intellectual skills. This includes the recall or recognition of specific facts,
procedural patterns, and concepts that serve in the development of intellectual
abilities and skills. Affective domain includes the manner in which we deal with
things emotionally, such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes. Last in Blooms Taxonomy is the psychomotor domain
which includes physical movement, coordination, and use of the motor-skills
areas. Development of these skills requires practice and is measured in terms of
speed, precision, distance, procedures, or techniques in execution.
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Jasinska (2007) cited other forms: assessment of knowledge and
competencies acquired during regular lessons at university in the next study
term, assessment of certain task, assessment of documentation of internship
prepared by intern, portfolios in which they collect proof of demonstrated and
obtained competences, assessment of quantity and quality of data collected
during internship, scenario of lessons conducted at school, consultation and
conversation with student or evaluation forms, test of acquisition of
skills/competencies and sometimes by passed exam. (Magdalena Jasinska,
2007)
Competence. Rychen (2003) in his Key Competencies for a Successful
life and a well-functioning society cited the DeSeCo Project’s conceptual
framework for key competencies. He classifies such competencies in three broad
categories. First, individuals need to be able to use a wide range of tools for
interacting effectively with the environment: both physical ones such as
information technology and socio-cultural ones such as the use of language.
They need to understand such tools well enough to adapt them for their own
purposes – to use tools interactively. Second, in an increasingly interdependent
world, individuals need to be able to engage with others, and since they will
encounter people from a range of backgrounds, it is important that they are able
to interact in heterogeneous groups. Third, individuals need to be able to take
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responsibility for managing their own lives, situate their lives in the broader social
context and act autonomously.
These categories, each with a specific focus, are interrelated, and
collectively form a basis for identifying and mapping key competencies. The need
for individuals to think and act reflectively is central to this framework of
competencies. Reflectiveness involves not just the ability to apply routinely a
formula or method for confronting a situation, but also the ability to deal with
change, learn from experience and think and act with a critical stance.
Attitude. Your attitude in the workplace can be one of the most – if not the
most – telling aspect of how others in the company look at you and feel about
you as a co-worker stated by Mueller (2006). Your attitude therefore will definitely
define you. Personality according to psychology is made up of the characteristic
patterns of thoughts, feelings and behaviors that make a person unique. In
addition to this, personality arises from within the individual and remains fairly
consistent throughout life. Experience and academic research has shown that an
individual’s personality has a strong influence on how they work within an
organization. One’s image in the eyes of other people is important. If one is to
represent a company and indeed one’s self, an image of orderliness is vital to
win confidence.
Workplace attitudes have an effect on every person in the organization,
from the employees to the company owner. Attitudes help to develop the
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prevailing workplace environment that determines employee morale, productivity
and team building abilities. Understanding how positive and negative attitudes
affect the workplace is an important tool in creating a harmonious workplace.
The prevailing workplace attitude adds validation to events that occur
within the workplace. For example, if there is a prevailing negative attitude, then
the announcement of a drop in revenue is met with expectation rather than
creating a sense of urgency. The same announcement in a workplace with a
positive attitude would be met with the sense that something in the business
process is not working properly and must be rectified. The prevailing sense of
optimism in the face of bad news helps validate the strong feeling of teamwork
the company has developed.
Attitudes do not necessarily create competition in the workplace, but they
enhance the competitive environment. A negative attitude in the workplace
creates an atmosphere of distrust among employees and causes employees to
attempt to achieve success at the expense of each other. In a workplace with a
positive attitude, competition is seen as a motivator that inspires employees to
perform at their best to improve productivity.
Staff creativity is important for a small business in developing new ideas
and coming up with creative solutions to company issues. A positive workplace
attitude encourages creativity because employees feel that their ideas will
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contribute to the success of the organization. A negative attitude restricts
creativity as employees do not feel obliged to contribute to company growth.
One of the more direct effects of attitude in the workplace is employee
retention. A positive workplace encourages employees to become involved in
company success. Employees invite career development so that they may be
part of future company projects. A negative attitude leads to turnover and a loss
of experienced staff members, which degrades the company’s ability to grow.
(http://smallbusiness.chron.com/negative-positive-attitudes-affect-workplace-21287.html)
Henry Tosi (2003), know that a worker’s attitude about her job often
affects behavior and performance. Tosi, in his textbook “The Fundamentals of
Organizational Behavior”, says that infusing a positive attitude into an employee’s
approach to work pays benefits for everyone, including increased productivity.
There are several areas where questions of attitude influence workplace
behavior.
J.E. Myers (2011) Workplace experts generally define a “positive attitude”
in the workplace as a feeling of optimism, pride and satisfaction among
employees. Employees who have a negative attitude don’t feel these things.
These basic employee attitudes play out in the workplace in various positive or
negative behaviors.
According to workplace expert Stephen Robbins (2008) in his book
“Organizational Behavior”, workers who support and admire the company they
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work for are more diligent in using time and resources effectively. On the other
hand, employees who harbor bad feelings toward their company generally are
less motivated to care if they squander time or materials. It’s therefore in the
interest of companies to both nurture positive attitudes and take precautions
against the effects of negative attitudes in the workplace.
N.A. Bowling and T.A. Beehr (2006), in a study published in the “Journal
of Vocational Behavior”, note that employees who have a positive attitude tend to
be much better representatives for a company than employees who have a
negative attitude. Sales representatives, recruiters and public relations workers
are just a few key positions that virtually require an authentic “belief in the
company”, to be effective in the field.
Negative attitudes about jobs or co-workers can generate friction that pulls
down the productivity of an entire company or department when left unchecked,
Robbins says. Employees instilled with positive attitudes tend to avoid such
conflicts with co-workers or know how to reduce workplace stress in more
general ways, Robbins adds.
Employees who harbor negative attitudes about their job or company can
sabotage projects, either consciously or subconsciously, say Bowling and Beehr.
A worker who is angry with a boss, for example, can express this anger through
various means to get revenge. Deliberately letting mistakes go unchecked or
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introducing mistakes into a process are just two examples of the types of acts of
sabotage that companies must guard against.
Almost all businesses and organizations say that a positive attitude is an
important quality, especially for employees destined for advancement. According
to Robbins, almost all organizations use attitude as a criterion in job evaluations
and promotions. While office “grumps” may rise in the ranks for a while because
of their outstanding skill sets, they eventually hit a ceiling. Eventually, their
negative attitude isn’t tolerable, Robbins says, and they will stop being promoted.
All experts agree that there are few things more important for achieving a
good quality of life than job satisfaction. Workers, who may have a positive
attitude about their company and the role they play within the company, are
generally happier than workers who hate their company, loathe their job and feel
frustrated and defeated about themselves and their work. Negative attitudes at
work can then spill over to family life, causing stress at home. Negative attitudes
can also have a direct impact on physical and mental health.
Personality Development. While there are many different theories of
personality, the first step is to understand exactly what is mean by the term
personality. A brief definition would be that personality is made up of the
characteristic pattern of thoughts, feelings and behaviors that make a person
unique. In addition to this, personality arises from within the individual and
remains fairly consistent throughout life.
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Some of the fundamental characteristics of personality include
consistency (There is generally a recognizable order and regularity to behaviors).
Essentially, people act in the same ways or similar ways in a variety of situations,
psychological and physiological (personality is a psychological construct, but
research suggests that it is also influenced by biological processes and needs), it
impacts behaviors and actions (personality does not just influence how we move
and respond in our environment, it also causes us to act in certain ways) and
multiple expressions (personality is displayed in more than just behavior). It can
also be seen in our thoughts, feelings, close relationships and other social
interactions Personality Development is enhancing and dressing one’s outer and
inner self or the organized pattern of behaviors and attitudes that makes a
person distinctive (Ivancevich, 2002).
Skills. Every one of us has a distinct character that can be developed,
polished and refined. This process includes boosting one’s confidence, improving
communication skills, broadening ones knowledge, developing skills, learning
fine etiquettes and manners, adding style and grace to the way one looks, talks
and walks and overall imbibing oneself with positiveness, liveliness and
peacefulness (Noe, 2000).
Problems Encountered by Practicumers and OJT Coordinators.
According to Koontz (2007) many opportunities for development can be found
on-the-job. Trainees can learn as they contribute to the aims of the enterprise.
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However, because this approach requires competent higher – level managers
who can teach and coach trainees, there are limitations to do on-the-job training.
Planned progression is a technique that gives managers a clear idea of their path
of development. It may be perceived by trainees as a smooth path to the top, but
it really is a step-by-step approach which requires that task to be done well at
each level. Trainees learn about different enterprise functions by job rotations.
They may rotate through: non-supervisory work, observation assignments
(observing what managers do, rather than managing themselves) and therefore
has positive aspects and should benefit the trainees. “Assistant-to” positions are
frequently created to broaden the viewpoint of trainees by allowing them to work
closely with experiences managers who can give special attention to the
developmental needs of the trainees.
On-the-job training is a never-ending process. Patience and wisdom are
required of superiors, who must be able to delegate authority and give
recognition and praise for jobs well done. Effective coaches will develop the
strength and potentials of subordinates and help them overcome their
weaknesses. As mentioned by on-the-job training is one of the oldest and most
used types of informal training. It is considered informal because it does not
necessarily occur as part of a training program and because managers or peers
can serve as trainers. He further stated that if on-the-job training is too informal,
learning will not occur. On-the-job training has several advantages over other
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training methods. It can be customized to the experiences and abilities of
trainees. Training is immediately applicable to the job because OJT occurs on
the job using actual tools and equipment. As a result, trainees are highly
motivated to learn. There are several disadvantages in the OJT approach.
Managers and peers may not use the same process to complete the task. They
may pass on bad habits as well as useful skills. Also, they may not understand
that demonstration, practice and feedback are important conditions for effective
on-the-job training.
Moreover, Rothwell & Kazanas (2008) pointed out that planned OJT holds
great promise as a means to accelerate the speed by which both training and
learning occur in organizations. It will not solve every performance problem
because it is inappropriate when the problem stems from a cause other than the
performer’s lack of knowledge or skill or the performer’s poor attitude. If the
cause of the problem is rooted in factors beyond the worker’s control, then other
actions should be taken. At the same time, the trend is to consider blended
learning methods rather than to rely on one approach, such as e-learning or
classroom-based training.
Many methods of instruction have been catalogued to enliven teaching in
classroom settings, and many of them lend themselves, with some modification,
to OJT. The lecture, a planned presentation on a chosen topic, remains a
common delivery method for classroom training. Lecture is usually an
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appropriate method of delivering instruction when the need exists to convey
much information, especially to a group, in a relatively short time; the instructor is
a subject-matter expert whose ideas are worth conveying to a group; key points
or features of an activity, tool, or piece of equipment are to be addressed; or
information changes so rapidly that lecture is a viable means of updating many
people on the same topic simultaneously. Lectures can be used effectively in
OJT when any of these some condition exists, and it can even be used in one-
on-one instruction. Through lectures, learners who are beginning OJT can be
given background information about essential job functions by their trainers,
learning what the functions are, when, where, why, and how they should be
performed, and how results should be measured.
Nevertheless, the lecture method can be used effectively in OJT when
appropriate conditions exist and when it is relies on techniques designed to
involve learners. To achieve learner involvement, trainers can ask learners to:
read about the job function or work-related problem in appropriate procedure
memos, equipment manuals, or other written sources of information before a
lecture is given; prepare a list of questions and bring it with them to a lecture;
compile examples of problems or situations they or their more experienced co-
workers have encountered in real situations; work-through a difficult problem or
example, supplied by the trainer before the lecture; survey experienced co-
workers about the most common problems these workers have encountered; and
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complete a brief quiz or instrument prepared by trainers to surface gaps in
learners’ knowledge.
Synthesis
David Boud, Nicky Solomon and Capasso pointed out that to achieved
effective practicum a school and organizations should create a partnership to
improve the programme of practicum. They emphasize two challenges first is to
develop a programme that meets the challenge of the new academic practices
and second is to encourage the academic participation in the programme.
While Tassini, Danny Araneta Cabulay and Christine Palafox Carpio
emphasize that through OJT practicumer should be able to experience the actual
work training that a classroom experiences cannot provide. Also, they come up to
a realization that a company is looking for a successful practicumer who pass the
interview and who provide an excellent resume’.
Kirkpatrick give four levels of evaluation model to evaluate if the training is
effective or not. He pointed out that it is essential to follow the four levels of
evaluation. First is to measure the reaction of the student, what they though and
felt about the training. Second, is the learning focuses on the resulting increase
in knowledge and capability. Third is the behavior that discusses the extent of
behavior, capability improvement and implementation or application. Last is the
result which discusses the effects on the business or environment resulting from
the trainee’s performance. He recommended all these measures for full and
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meaningful evaluation of learning in organizations, although their application
broadly increases in complexity, and usually cost through the levels from level 1
to 4.
However, Benjamin Bloom gives his Bloom’s Taxonomy of Learning
domains such as Cognitive or Knowledge, Affective or Attitude, and Psychomotor
or skills. Trainers often refer to these three categories as KSA (Knowledge,
Skills and Attitudes). This taxonomy of learning behaviors can be thought of as
“the goals of the learning process”.
Noe and Ivancevich emphasize the importance of one’s attitude and
personality. Each individual have different character which can be developed,
polished and refined through a process which includes boosting one’s
confidence, improving communication skills, broadening ones knowledge,
developing skills, learning fine etiquettes and manners, adding style and grace to
the way one looks, talks and walks and overall imbibing oneself with
positiveness, liveliness an d peacefulness.
Evaluation of Kirkpatrick, Bloom’s taxonomy, Noe and Ivancevich is
related to the study in terms of evaluation made by the host establishment.
Immediate heads of the company assess the performance of the student trainee
in terms of its competence, knowledge, skills, attitudes, and personality.
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Thus, Commission on Higher Education (CHED) prepared guidelines for
Student Internship Abroad Program (SIAP) for all programs with practicum
subject under CHED Memorandum Order (CMO) no. 24 series of 2009, Student
Internship Program in the Philippines (SIPP) for all programs with practicum
subject under CHED Memorandum Order (CMO) no. 23 series of 2009, CMO
No. 39 series of 2006 for Bachelor of Science in Business Administration, CMO
No. 3 Series of 2007 for Bachelor of Science in Accountancy, CMO No. 30 and
31 series of 2007 for BS Tourism and BS Hotel and Restaurant Management,
CMO No. 53 Series of 2006 for Information technology Education, and CMO No.
30 series of 2004 for Undergraduate Teacher Education.
CHED discusses the course description of the subject practicum or work
integrated learning to become the format of the Higher Education Institution
(HTE) such as the La Consolacion College Tanauan. It emphasizes that this
course supports the students in preparation for professional work as business
practitioners.
Moreover, the study of David Boud, Nicky Solomon, Capasso and Tassini
is similar to the study of the researcher in terms of its partnership with the
industry to improve the program of OJT, the actual work experiences that they
can gain in the training and the used of practicum manual.
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Research Literature
The research literatures included in this study were the researches which
have bearing to the present study. The researcher basically was guided with the
following researches which are of significance to the present study.
Fajardo and Lee (2001) conducted a study on Problem-Based Learning,
Languages and Culture for Educational Exchange Experiences of GPGC (Korea)
and LCCM (Philippines). The significant finding of their study is that they used
the problem-based learning (PBL) approach to train the students while
undergoing OJT. This study showed that PBL is an instructional approach that
gives emphasis on active inquiry in student learning done in small groups,
termed as cooperative learning. There are three essential elements that must be
present in PBL approach. These are: the learning case, student-centered
learning, and small group cooperative learning. The problem case captured
learners’ interest, stimulated an attitude of inquiry in them, match the interest,
stimulated an attitude of inquiry in them, match the instruction to the learning
styles and personal interest of the learners, and showed relevance and
application in their daily undertakings. One remarkable learning outcome was the
ability of the learners to reveal a positive expectation of success. It has been
disclosed that the learning experience encouraged the learners’ display of
competence and success as an outcome of their concerted effort and abilities –
building self-confidence in them. As a consequence, it promoted and supported
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their intrinsic enjoyment of the learning experience and provided an extrinsic
reward of valuing themselves for a work done on the perception of fair treatment.
Lynch and Cornwall (1999) in their study, provide a number of different
ways of conceptualizing the relationship between the practicum and the broader
course curriculum. Each option carries implications for the way in which the
practicum is organized: First is the apprenticeship practicum, this model seems
to predominate in many business and engineering courses. Second is the
academic practicum, this model is found more often in medicine and nursing
programs. It is facilitated by joint appointments of staff to hospitals and teaching
institutions. Third is the growth or casework practicum, this model may be unique
to social work, but has some parallels in other disciplines where the practicum is
conceived as being primarily about socializing the trainee into the world of work.
Lastly is the articulated practicum, this is a more recent conceptualization of the
practicum, and examples can be found in arrange of different disciplines.
Greg Ryan, Susan Toohey & Chris Hughes (2000) emphasize that
practicum constitutes an integral part of many professional courses in higher
education; and is manifest in several different forms depending on the discipline:
field experience, cooperative education, sandwich programs, internships,
clerkships, clinical practicum, and the like. They also provide an overview of
different ways in which the practicum has been conceptualized, implemented and
evaluated in higher education. It focuses attention on the purpose and value of
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practicum; the relationship between the practicum and the learning outcomes of
a course as a whole; and the structure and placement of the practicum within a
course. Findings indicate that whilst the practicum is widely accepted as a
valuable and successful component of professional education, it has a number of
shortcomings; and the lack of good quality research into the practicum makes it
difficult to draw unequivocal conclusions.
On the other hand, the significant findings in the study of Habaradas
(2001) focus on the company to consider a lot of factors such as time, money,
detailed knowledge of the school, the workplace, the students, and others. He
emphasized the company’s formal training program to assess the effectiveness
of the partnership between the educational and the business sector.
In the study of Cristobal (2008), the research respondents were the
students enrolled in the Bachelor of Science in Commerce, Major in
Management, Management Accounting, Banking and Finance, Bachelor Science
in Accountancy and computer secretarial and who are currently enrolled in their
practicum course S.Y. 2007-2008. The respondent’s overall perception toward
relevance and suitability along OJT are: 1) The student’s practices weighted
mean of 2.94; 2) The problems encountered by the students in the OJT program
were slightly serious as shown by the weighted mean 2.14; 3) The problem
encountered by the supervisor in the OJT program was slightly serious as
evidenced by weighted mean of 1.78; 4.) The problems encountered by the
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instructor in OJT program were slightly serious as shown by weighted mean of
2.11.
According to Cristobal the OJT program is a good program for augmenting
the knowledge, skills and competencies of the task and activities included in the
OJT are routine that do not really require the application of the higher knowledge,
skills and competencies learned in the classroom. Initially the respondents are
not familiar and have difficulties in suing the modern devices and equipment
used in their OJT. Mendoza as cited by Bahian (2008) asserted that the student’s
level of achievement in significantly related to the on-the-job training what the
students learn from the classroom is what the students apply during OJT. The
school provided related instruction and related skills; the role of industries is to
sharpen the student’s competencies and activities. Thus, cooperating industries
should provided the student trainees the necessary reserves needed to improve
their performance level of proficiency and specific skills and field of
specialization.
Jaso (2007), proposed on the job training for automotive technology at
Sorsogon State College. His study included the problems encountered by the
students during on-the-job training. It was disclosed that non-congruence
between the acquired level of competence is an automotive technology of their in
job work experience. The following are the problems encountered: 1.) Lack of
congruency between competencies learned in automotive. 2.) Lack of
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coordination between ILDO and the partner industry. 3.) No work plan clearly
presented to the OJT along training requirements, expected behavior and
placement. 4.) Lack of supervision on the OJT’s work performance. 5.) Lack of
identified local shops and industries where OJT’s area of competencies in the
areas AT-51, AT-52 and AT-53 are needed. 6.) Work assignments of OJT’s
include menial and unrelated jobs. 7.) Lack of options for OJT’s to choose their
work assignments in the partner industry. 8.) Financial difficulties among OJT’s.
9.) Lack of administrative support to OJT’s.
Another problem is the absence of work plan where training requirements,
expected behavior and replacement are identified the OJT’s trainees are not
always supervised in their work performance. They also disclosed that local
shops are not identified where they could apply their competencies in AT-51-52
and AT-53. Some of the on the job trainees are asked to do menial jobs
unrelated to their training. They do not have options wherein to choose their work
assignments. Most of the OJT trainees felt the lack of administrative support in
the outside school training and many experienced financial problems. From the
disclosed problems among on the job training could be deduced that the
objective of this training program for students in automotive technology is
defeated. It means that there is a need to look into these problems for the benefit
of these students. The revealed problems imply that the success of the on the job
training programs depends on the collaborative efforts of the college and the
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partner industry where students are assigned. The solutions to these problems
rest on the persons concerned for the welfare of the students.
Mamadra (2005), also conducted a study to find out the impact of the on-
the-job training programs on the skills and values development of students in the
four areas of specialization such as automotive, electronics technology, computer
technology and electrical technology as well as the students’ values development
in terms of work attitude, self-reliance, self-discipline, resourcefulness, honesty
and patience among selected vocational-technical tertiary institutions in
Mindanao. In her study it was found out that the impact of the on-the-job training
program on skills and values development of the students depend on the
approaches of the skilled mentors to supplement the student – trainees’
competence in the classroom as well as the concepts that both the school and
the industries work together in the training of technological students as future
industrial workers.
The study of Decena (2005), emphasis to some items in the assessment
instruments where the response of cooperating trainees and student trainees are
not different such as: a. for objectives (to enable the students to work
sophisticated equipment and to prepare students for social and personal). b. For
the assessment instrument on linkage (inform the head of educational institution
of developments in the establishments whether positive or negative) c. For the
assessment instruments on industrial policies (Help student trainees for
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advancement opportunities in the cooperating establishments); and (Observe
general rules and regulations of the company such as filing of leave, working
hours, use of uniform, good grooming, safety housekeeping). d. On monitoring of
trainees (OJT coordinators meet with industrial trainer and student trainees
during work site visitation); (Keeps records of all activities related to industrial
training); and (Participates in the evaluation of student trainees). e. On problems
encountered (tools are just enough for regular workers) f. On remedies of
problems (Requested some regular workers to bring extra hand tools).
Sony and Kim (2005) summarize the conceptualization of work ethic to the
fact that the concept of work ethic has multiple meanings and implication,
pertaining to a variety of aspects related to work, including work commitment,
work value, attitude toward work, occupational value, organizational commitment,
perception of career development, and work achievement.
In the statistical analysis in the study of Sirota et. al (2005) showed that a
level of achievement has six primary sources: 1.) Challenge of the work itself –
The extent to which the job uses an employee’s intelligence, abilities and skills.
2.) Acquiring of new skills; 3.) Ability to perform – having the training, direction,
resources authority, information and cooperation needed to perform well. 4.)
Perceived importance of the employees’ job – the importance to the organization,
to the customer and to the society; 5.) Recognition received from performance –
non-financial (such as a simple “thank you” from the boss or a customer) and
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financial (compensation and advancement that are based on performance); and
6.) Working for a company of which the employee can be proud – because of its
purpose, its products (their quality and their impact on customers and society), its
business success, its business ethics (treatment of customers, employees,
investors, and community), and the quality of its leadership. The quality of
interaction in organization is obviously greatly affected not just by friendliness
and mutuality of interest, but also by co-workers’ competence and cooperation.
Sun Star Manila (April 13, 2011), in their news “CHED addresses job
mismatch, bares priority courses” interviewed CHED chairperson Dr. Patricia
Licuanan. She said that they decided to issue the list of courses to ensure that
they will have the skills and expertise they can use to find jobs when they finish
their schooling. Dr. Licuanan added that in accordance with the pertinent
provisions of the Higher Education Act of 1994 (RA 7722), based on the national
development plans, manpower demands for School Year 2011-2015 and the
Department of Labor and Employment Jobs Fit 2020 Vision and in view of the
Commission’s En Banc resolution dated March 14, 2011, the following are the
priority courses that shall be followed within the next five years or from School
Year 2011-2012 to 2015-2016 where the incoming grantees of the STuFAP will
be directed to enrol. Among the courses listed as priority are Information
Technology including IT and Computing Studies, Multi-Media, Animation,
Programming, Computer Science, IT Systems Management; Agriculture and
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Related Fields such as Agro-Forestry, Veterinary Medicine, Agricultural
Engineering, Agri-Business Management, Agri-Tech and Fisheries; Engineering
and its related specialization like Mechanical, Electronics, Metallurgical,
Computer, Biomedical, Geodetic, Electrical Meteorological, Mining and
Geological; Health Sciences such as in Pharmacy, Radiological and Medical
Technology; Arts and Humanities; Atmospheric Science and Environmental
Science; Teacher Education with specialization in Math, Science, Physics,
Chemistry, Reading, English, Education Media; Special Education; and Science
and Math.
Licuanan said 10 percent of the enrollees should go to IT courses and
Science and Math, 15 percent each in Agriculture, Teacher Education and Health
Sciences, 20 percent in Engineering and 5 percent each in Arts and Humanities,
Atmospheric Science and Environmental Science.
Agriculture, Fisheries and Engineering are among the courses that CHED
has said were “undersubscribed” or those who have fewer numbers of enrollees
and students compared to such “oversubscribed” program as IT, Teacher
Education, Hotel and Restaurant Management, Business Administration and
Nursing.
She said that during Academic Year 2009-2010, enrolment in Business
Administration courses rose from 632,760 in 1999-2000 to present 634,073,
medical and allied courses which includes nursing from 150,634 to 654,611 in
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the same period while the figure for information technology courses have also
seen a marked increased from 205,663 to 317,728.
Synthesis
Habaradas emphasize the importance of industry linkages which need a
lot of factors to consider such as time, money, detailed knowledge of the school,
the workplace, the students, and others. Also, he discusses that the company
should have formal training program to assess the effectiveness of the
partnership between the educational and the business sector.
The study of Habaradas is closely related to the present study since they
both addressed themselves to the training program used by the industry to
assess the effectiveness of the partnership between both the educational and the
business sector. The reason for businesses to form the partnership, aside from
the desire to help the students and community, is because they are motivated by
a need to recruit new workers and to upgrade workers’ skills in their industry to
cope with the ever changing technology.
Greg Ryan and Lynch pointed out that to become successful in practicum
there must be a close and obvious relationship between the theoretical and
practical components of a course. They emphasize that professional practice
must be brought to the core of curriculum to act as the organizer for both
theoretical and practical learning.
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Moreover, the study of Greg Ryan, Lynch, Cristobal and Sony is similar to
the study in terms of emphasizing the purpose and value of practicum as part of
the curriculum in the higher education. It manifest in several different forms
depending on the discipline: field experiences, cooperative education, sandwich
programs, internships, clerkships, clinical practicum, and the like.
in addition, Cristobal and Sony focus on the OJT program for augmenting
the knowledge, skills and competencies of the task and activities included in the
OJT. They summarize the conceptualization of work ethic to the fact that the
concept of work ethic has multiple meanings and implications, pertaining to a
variety of aspects related to work, including work commitment, work value,
attitude toward work, occupational value, organizational commitment, perception
of career development, and work achievement. However, Jaso, Mamadra and
Decena study the impact of on-the-job training programs on the skills and values
development of students in the four areas of specialization such as automotive,
electronics technology, computer technology and electrical technology as well as
the students’ values development in terms of work attitude, self-reliance, self-
discipline, resourcefulness, honesty and patience among selected vocational-
technical tertiary institutions. Their study is related to the present study since they
both augment the knowledge, skills and competencies in their OJT program.
On the other hand, the study of Fajardo and Lee is not closely related to
the study since it focuses on the use of the problem-based learning (PBL)
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approach to train the students while undergoing OJT. While the present study
emphasize the needs of a practicum manual in order to avoid and limits the
problems encountered by the trainees.
Also, study of Jaso, Mamadra and Decena is not closely related to the
study since it focuses only on the skills and values development of students in
vocational-technical institutions. It is limited on the development of skills by using
the human body whereas the present study focuses on the competencies,
attitudes, skills and personality development in the workplace.
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Chapter III
RESEARCH METHOD AND PROCEDURE
The content of this chapter includes the research design, subjects of the
study, procedures and instruments, data gathering instrument, data gathering
procedure and statistical treatment of data that the researchers used to come up
with accurate information and data.
Research Method
The study utilized the descriptive method of research in order to describe
the OJT Program of La Consolacion College Tanauan.
Descriptive research method is characterized as survey or normative
approach that describes and interprets what it is and is concerned with condition
of relationship that exists, practices that prevail; belief and phase that are going
on; and effects that are being felt or trends that are developing. It is fact-finding
with adequate interpretation that goes beyond mere gathering and tabulation of
data and involves elements of interpretation of meaning and significance
(Calderon and Gonzales, 1993).
The researcher made use of the descriptive research method since she
aims at an investigative-survey on the OJT program of La Consolacion College
Tanauan using survey questionnaires, unstructured interviews and focused
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group discussion. The present study also identified the problems encountered by
the practicumers and practicum coordinators during on-the-job training.
Research Environment
La Consolacion College Tanauan (formerly Our Lady of Fatima Academy)
was established on June 20, 1948 by the Augustinian Sisters of Our Lady of
Consolacion (ASOLC). It is a non-profit Catholic institution that aims to promote
its mission of service and education to students.
Based on the Catholic Church Calendar, the month of October is
dedicated to Our Lady of Fatima. It was the month in which the much desired
school structure was finished and inaugurated. For this reason, the institution’s
fate was placed under the maternal mercy and guidance of Our Lady of Fatima,
and in honour of her, it was named Our Lady of Fatima Academy (OLFA).
In 1998, the PAASCU granted the elementary and high school
departments an accredited status and a certification was issued by the
Federation of Accrediting Agencies of the Philippines (FAAP) giving the school
Accreditation Level I until April 2000.
A ground breaking ceremony was held on August 18, 2002 as a prelude to
the construction of a four-storey building that eventually housed the high school
and college departments. In February 14, 2003, aside from its 55 th Emerald
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Jubilee celebration, the new name of Our Lady of Fatima Academy (OLFA) was
unveiled. Then OLFA, became College of Our Lady of Fatima (COLF). It was
also in 2003 when the CHED granted initial permits to offer academic programs
in the college department such as Bachelor of Elementary Education (BEED)
with specialization in English, Mathematics and Filipino; Bachelor of Secondary
Education (BSED) major in English, Mathematics and Filipino; Bachelor of
Science in Accountancy; Bachelor of Science in Business Administration major in
Business Management, Computer Management, Marketing Management, and
Banking and Finance; and Bachelor of Arts which was phased out the following
year.
In May 6, 2003 the school was given certification of approval by the
Securities and Exchange Commission (SEC) to change the name College of Our
Lady of Fatima (COLF) to La Consolacion College Tanauan, otherwise known as
LCCT.
On March 31, 2007, the College department held its First Graduation rites
with thirteen (13) graduating students from BSA, BSED, BEED, and BSBA. Also
in the same year of April 11, the CHED granted the permits to offer Bachelor of
Science in Business Administration major in Human Resource Development
Management.
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The school designated three practicum coordinators in the Academic Year
2009-2010 to strengthen the foundation of the students. The following year,
through the effort of the quality improvement team, a process manual was
accomplished in order to improve the work processes in their respective units. A
written guidelines and step-by-step procedure was able to conceptualized by the
coordinators. Now the school is waiting for the Practicum Manual as the output of
the researcher.
Respondents of the Study
This study was confined to the students under the School of Business and
Accountancy, School of International Hotel and Restaurant Management and
Tourism Management, School of Education, and School of Information
Technology who are currently enrolled in their practicum course for Academic
Year 2011-2012. The students enrolled in Practicum have a total of forty-four
(44) during the academic year 2011-2012.
The supervisors from the ten host establishments were also the
respondents of the study. These host establishments include Isuzu Philippines,
Toyota Motor Philippines, Tagaytay Highlands, Summit Ridge, Tanauan City
High School, Traders Hotel, Coca Cola Bottling Corporation, Bangko Sentral ng
Pilipinas, Planters Bank and Nestle Philippines.
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The three practicum coordinators composed of Education coordinator,
HRM/TSM coordinator, and BSA/BSBA/BSIT coordinator were also part of the
study since they were involved in the Focused Group Discussion about the
problems they encountered in the On-the-Job Training of students.
Data Gathering Instrument
To draw pertinent data needed to answer the specific problems presented,
the researcher utilized the survey questionnaire and conducted unstructured
interview from the respondents. Focused group discussion among the practicum
coordinators was also used to gather relevant information about the study.
The questionnaire has the following parts:
Part I provides the general information about the respondents through
their profile variables.
Part II looked into the assessment of host establishments on the
performance of practicumers in terms of competence, skills, attitudes and
personality. These four areas are included in the host establishments’
assessment.
Part III looked into the problems encountered by the respondents in their
OJT. The indicators in this part were provided by the researcher based on the
problems encountered by the practicumers during A.Y. 2008-2010.
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After achieving the reliability test of 0.72, actual administration of the
questionnaire was done. The respondents were the forty-four (44) currently
enrolled students in La Consolacion College Tanauan who had undergone OJT.
Also, the ten (10) respondents from the host establishments were used as the
respondents. Lastly, the retrieval of the questionnaire was done by the
researcher.
To provide a deeper analysis, the researcher conducted an interview with
the practicumers. The interview was focused on the OJT Program of La
Consolacion College Tanauan as well as on the problems encountered in their
OJT. Questions asked from the practicumers were prepared by the researcher to
substantiate the study.
The OJT Coordinators of La Consolacion College Tanauan were also
requested for the said Focus Group Discussion in terms of their problems about
OJT Program. The OJT Coordinators gave their honest responses on their
problems encountered as coordinators. They also gave some feedback and
suggestions on how to improve the On the Job Training of La Conscolacion.
Data Gathering Procedure
The following step-by-step procedures were followed by the researcher in
the conduct of this research. The researcher first secures permission from the
research adviser to conduct research on OJT Program of La Consolacion
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College Tanauan. Second step was the reading of books and surfing the net to
get information about the OJT program of institutions of higher learning. Next
was the construction of the self-made questionnaire based on the OJT set-up in
La Consolacion College Tanauan. After the construction of the questionnaire, this
was validated by knowledgeable experts and authorities followed by a dry run to
check the reliability of the questionnaire. When the reliability test of 0.72 was
achieved, distributions of questionnaire were follows.
The survey questionnaire was designed to seek information in order to
assess the problems encountered by the practicumers and to evaluate the
performance of practicumers rated by the host establishments in terms of
competence, skills, attitude and personality.
The researcher also employed unstructured interviews to gather first-hand
data relevant to the study. There was no outline to follow nor fixed questions
asked. Selected respondents were interviewed in casual conversation and their
answered were delivered directly in the form of comments, opinions, and
suggestions based on their observation and experiences.
Focus group discussion with the three coordinators was also used in order
to analyze deeper their problems encountered as OJT coordinators. The office of
the HRM/TSM coordinator was the venue since it has a round table for
discussing the problems encountered by them. It started with the opening prayer
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led by HRM/TSM coordinator, and then the researcher started the question. The
education coordinator started answering the questions followed by the two
coordinators. After 30 minutes the researcher was able to take note the
discussions.
Statistical Treatment of Data
The data have been analyzed and treated statistically. The researcher
used percentage, weighted mean, and one way analysis of variance or F-test.
Frequency and percentage. This were used to quantify the description of
the OJT Program of La Consolacion College Tanauan and the profile of the
respondents in terms of course, type of industry where the practicumer is
deployed, department/areas of assignment and nature of work/task.
Weighted mean. This was used to describe typicality of responses of the
two (2) respondent groups on the level of adequacy and extent of implementation
of OJT program.
One-way analysis of variance or F-test. This was used to determine the
difference in the practicumer’s assessment of their performance when grouped
according to their profile variables such as course, type of industry,
department/area and nature of work.
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Also, the researcher used scaling in the questionnaire for host establishment
and practicumer. Rating for student’s overall on-the-job training performance
categorized as follows:
Rating Scale Verbal Interpretation
4 Excellent / Strongly Agree
3 Very satisfactory / Agree
2 Satisfactory / Disagree
1 Poor / Strongly Disagree
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Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data gathered, analyzed and interpreted by the
researcher using appropriate statistical tools to answer the problems posited in
Chapter1.
1. Description of the OJT Program of La Consolacion College Tanauan in
terms of:
1.1 qualifications of students;
La Consolacion College of Tanauan has a work process procedure for
students to qualify for on-the-job training (OJT). Once they passed the
qualification, they can enrol the subject practicum/internship.
Table 4.1.1.1
Qualifications of students
Course Qualification
BSBA Fourth year standing

BSHRM & BSTM (2 practica) Second year standing & Fourth year standing
BSA Third year standing
BEED & BSED Fourth year standing
For BSBA, the student who will undergo practicum should be one with
fourth year standing which means that he/she has already taken all major
subjects from first year up to fourth year first semester because the OJT will be
taken during second semester of fourth year level.
The BSHRM and BSTM programs have two practica. The first practicum
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commences during summer of second year. Here, the students who will undergo
practicum must have taken all the major subjects from first year up to second
semester of second year. The second practicum is offered on the second
semester of fourth year where the student must have a fourth year standing
which means the student must have already taken all major subjects from first up
to fourth year first semester.
The practicum of BSA is conducted during summer of third year such that
the student must have a third year standing. This means that the student must
have finished all major subjects from first year up to second semester of third
year.
For BEED and BSED, the students must have fourth year standing which
means they have taken all major subjects for practicum is conducted during
second semester of fourth year.
Practicum is conducted during first semester of fourth year under the BSIT
curriculum. Here, the students who will undergo practicum should have fourth
year standing which means they have taken all major subjects from first year up
to third year.
For irregular students and for those who have failing grades, the decision
to enrol the practicum subject is based on evaluation of the Assistant Dean for
Academic Management (ADAM) according to the approved curriculum of CHED.
It is within the minimum requirements of CHED in their policies, standards
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and guidelines the qualification of students who can enrol the practicum subject
as stated in the CMO No. 25 s. 2001 for Information Technology Programs, CMO
No. 39 s. 2009 for Business Administration, CMO No. 3 s. 2007 for Accountancy,
CMO No. 30 s. 2004 for Teacher Education, and CMO No. 30 s. 2006 for
BSHRM and BSTM.
1.2 industry linkages;
Through the help of the practicum coordinators, La Consolacion College
Tanauan has established Memorandum of Agreement with different companies.
For Business and Accountancy, they have Toyota Motor Philippines, Isuzu
Philippines, Toshiba at Sta. Rosa Laguna, and Bangko Sentral ng Pilipinas at
Malate Manila. While they have H2O Hotel at Quirino Grandstand, Tagaytay
Highlands, and Club Balai Isabel for Hotel and Restaurant Management and
Tourism Management. Also, they have South Central Elementary School and
Tanauan City High School for Education students.
Table 4.1.2.2
Industry Linkages
Course Linkages
Business and Accountancy  Toyota Motor Philippines

 Isuzu Philippines
 Toshiba
 Bangko Sentral ng Pilipinas
HRM and Tourism  H2O Hotel
 Tagaytay Highlands
 Club Balai Isabel
Education  South Central Elementary School
 Tanauan City High School
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Moreover, host establishments should be able to provide a variety of
experiences; the establishments and its staff should be willing to provide
opportunities for active leadership; should be willing to orient student trainees to
its operation and expectations; and should realize that most of the student
trainees have no prior experience and/or knowledge of their services, and,
hence, the student trainees should not be expected immediately to perform the
duties and responsibilities of a trained employee.
Looking for partner industry and linkages is based on the minimum
requirements of the CHED policies and standards per courses. The industry type
must be fitted with different courses offered by LCCT to ensure the training
compatibility of the students. Also, coordinators must search for company who
have the same goal of giving extensive training to students
Industry linkage is very vital in providing on-the-job training related to the
course of the students. According to David Boud and Nicky Solomon in their six
characteristics of work-based learning programme, the establishment of
partnership between an external organization and an educational institution is
needed to foster learning. This organization may be in the private, public or
community sector of the economy.
1.3 required number of hours
As per Commission on Higher Education (CHED) policies and standards,
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one of the requirements to complete the course is the Practicum subject. The
duration of internship varies and depends on CHED with a minimum of fifty-four
(54) hours per unit.
Table 4.1.3.3
Required number of hours
Course Units Required Number of Hours
BEED & BSED 6 units 300 hours
BSIT 9 units 540 hours
HRM 7 units 500 hours
TSM 6 units 500 hours
BSBA 6 units 600 hours
BSA 3 units 300 hours
Based on the table 4.1.3.3, the BEED & BSED with 6 units and BSA with 3
units should accomplish the required number of hours which is 300. For BEED &
BSED it is 6 units for 300 hours that is the contacted number of hours in the
classroom by subject. The time in preparing the lesson plan is not included in the
300 hours. On the other hand, BSA with 3 units also required 300 hours for two
reasons. First it is merely working in the office set up with a minimum of 8 hours
a day for five days unlike in a classroom which is by subject; second it is done
during summer for a maximum of two months while BEED & BSED is done
during second semester for six months.
Furthermore, HRM, TSM, BSIT and BSBA with almost the same required
number of hours with their corresponding units has the same schedule of 8 hours
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and five days in a week. Thus, HRM and TSM will experience shifting schedule
due to nature of work in a hotel and airlines while BSIT and BSBA will follow the
regular working schedule in the office.
The Experiential Learning Courses (ELC) for Education students are
valuable components of the Teacher Education program as stated in CMO No.
30 s. 2004. Under the new Teacher Education curriculum as offered by LCCT,
Experiential Learning Course consists of six (6) units of Field Study course and
six (6) units of Practice Teaching with 300 hours. Field study and practice
teaching courses are the field study courses that are intended to provide
students with practical learning experiences in which they can observe, verify,
reflect on, and actually experience different components of the teaching-learning
processes in actual school settings. The experiences will begin with the field
observation and gradually intensify until students undertake practice teaching.
The early exposure of the pre-service teachers in the actual learning environment
aims to ensure early appreciation and better preparation.
An industry-academe linkage program is one of the important
requirements in BSIT curriculum under CHED Memorandum Order no. 25 series
2001. In LCCT, internship/OJT/Practicum is an immersion program which is one
of the requirements for BSIT with nine (9) units equivalent to 540 hours. In this
program, the students will have the chance to apply the skills, knowledge, and
attitude learned in the school. At the same time, it will give them the opportunity
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to experience the corporate environment and/or with the Information Technology
(IT) industry. Learning expectations in the IT related field is required to have a
memorandum of agreement (MOA) between the host establishment and the
educational institution.
In the BSHRM and BSTM programs of CMO No. 30 s. 2006,
practicum/work integrated learning provides students the opportunities to apply
the classroom learning to actual work in commercial establishments, and in
government or non-government agencies on the field laboratory. Tourism
Management in LCCT has a requirement of six (6) units while seven (7) units is
allotted for the HRM, both equivalents to a total of 500 hours. Both programs
have two practica with 250 hours each. The first practicum is conducted during
summer of second year while the second is conducted during second semester
of fourth year.
The two practica of BSHRM are covered in the subjects HPRAC 1-
Restaurant Phase and HPRAC 2 – Hotel Operations. HPRAC 1 aims to orient
students in career perspective and professional development. It includes
experiential learning in accredited restaurant or resort management for trainees
both in local and international training institutions. On the other hand, HPRAC 2
provides the field laboratory where students are given the realistic off-campus
exposure and training in actual food service and hotel accommodation.
For BSTM, the subjects TPRAC 1 and TPRAC 2 cover the two practica.
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TPRAC 1 - Tourism Industry, gives the students the realistic exposure and
supervised training in actual travel and tourism related companies and agencies
while TPRAC 2 – Tourism, Travel Agencies, Airlines and Hotel Resorts, orients
students in career perspective and professional development through
experiential learning.
Internship for BSA program of the institution is a three (3) unit course
equivalent to 300 hours. The internship offers the students the opportunity to gain
work experience from an accounting-related job. It is an applied academic
experience conducted by the faculty and the employer. This may be in the areas
of accounting, external audit, internal audit, or tax (CMO No. 3 s. 2007).
LCCT offers BSBA practicum or work integrated learning in a six (6) unit
course equivalent to 600 hours training which supports the students embarking
on their first applied practicum course in preparation for professional work as
business practitioners. The primary instructional strategies used are self-directed
learning, self-assessment, peer teaching and reflective practice. These concepts
are woven together using sound instructional design methodology (CMO No. 39
s. 2009).
1.4 OJT requirements
La Consolacion College Tanauan has a work process procedure for
students to qualify for on-the-job training (OJT). Once they passed the
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qualification, they can enrol the subject practicum/internship. They are required
to attend the pre-orientation seminar to be conducted by the Practicum
Coordinator where OJT requirements are discussed.
Table 4.1.4.4
OJT Requirements
Course OJT Requirements
BSED & BEED 

curriculum vitae

certification of grades

application form
BSHRM, BSTM, BSBA, BSA & BSIT 
Application letter

certification of grades

photocopy of enrolment form

resume w/ picture

medical certificate

class schedule for irregular
students.
Documents to be submitted by the students on the pre-practicum stage
include 1.) application letter, 2.) certification of grades, 3.) photocopy of
enrolment form, 4.) resume with picture, 5.) medical certificate issued by LCCT
clinic, and 6.) for irregular students, class schedule. Two sets of these
documents are placed inside a long size brown envelope to be submitted to the
Practicum Coordinator. Once cleared, the Practicum Coordinator will issue In-
School Interview Notice. After the interview, the students are required to attend
seminar session and secure certificate of attendance. Then they will be given a
logbook for their daily activities. Included in the logbook are the computation of
grades, guidelines in preparing a practicum report, some tips in basic good
grooming, and copy of evaluation form and interview guide.
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Practicum coordinators should prepare the students in the hiring
procedures of the host establishments such as interview and examination.
Students should submit requirements as also part of the training in applying for a
job.
It is within the concept of Capasso (2001) when he pointed out the three
major goals to achieve effective internship which is the realistic understanding of
how to apply theory to practice, as one of the goals. In the classroom the hiring
procedure is discussed by the professor but to practice learning the student
should follow the procedure.
1.5 monitoring and evaluation
Table 4.1.5.5 show the monitoring and evaluation of practicum
coordinators by courses.
Table 4.1.5.5
Monitoring and Evaluation
Course Monitoring Evaluation
BSED & BEED Every Saturday Post conference is given to the

mentees by the mentor
principals and observers.
BSHRM, BSTM, BSBA, Every two weeks Hand-in the evaluation sheet to
BSA & BSIT the practicum venue.
For practice teaching, the college supervisor should meet with their Pre-
service teachers every Saturday to discuss issues regarding the mentor
assessment of the performance. A post conference was given to the mentees by
the mentors principals and observers to highlight the good points of the
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demonstration and give suggestions to areas that need improvements. The
college supervisor will assess and evaluates the portfolio of the pre-service
teachers.
On the other hand, practicumers from BSHRM, BSTM, BSBA, BSA, and
BSIT should report with their practicum coordinator every two weeks to update
on the tasks assigned to them and problems encountered during OJT. Moreover,
the coordinator will check the students’ logbooks to monitor their activities with
the host establishments. In the middle of completion of the required number of
hours, the coordinator will conduct ocular visits with the host establishments to
check the working condition of the practicumer and to give certificate of
partnership and token of appreciation to the company. Before completion of the
required number of hours, the coordinator will hand carry the evaluation form and
ask the supervisor/immediate head to evaluate the practicumer and put it in a
sealed envelope. After the duration of practicum, the students are required to
submit a practicum report.
Monitoring the students is one way to assists them in the performance of
their duties and responsibilities as trainees. Problems encountered can easily
solve by both student and practicum coordinators, and assessment of
performance can easily evaluated by the practicum coordinators through
constant monitoring.
Based on the four levels of evaluation model by Kirkpatrick, it is essential
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to measure reaction of student, learning of the students, behaviour of the
students, and the results of the training of the students. All these measures are
recommended for full and meaningful evaluation of learning in organizations,
although their application broadly increases in complexity, and usually cost,
through the levels from level 1 to 4.
2. Profile of the respondents undergoing OJT in terms of:
2.1 Course
Table 4.2.1.6 shows the distribution of the respondents in terms of their
course.
Table 4.2.1.6
Distribution of the Respondents in terms of Their Course
Course Frequency Percentage
HRM 14 32
Tourism 10 23
BSBA 14 32
BSA 4 9
BSED 2 4
Total 44 100
This research covered the study of the OJT program of the seven (7)
courses offered by La Consolacion College Tanauan namely BEED, BSED,
BSHRM, BSTM, BSIT, BSA and BSBA.
It could be noted from Table 4.2.1.6 that both HRM and BSBA programs
have 14 respondents or 32% each because majority of students in LCCT belongs
to this course. Tourism has 10 respondents or 23%, BSA has 4 respondents or
9%, BSED has 2 or 4%. However, there is neither BEED nor BSIT respondent.
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No one is enrolled in practice teaching subject for BEED. On the other hand, the
first batch for BSIT is in third year level during the Academic Year 2011-2012.
Sun star Manila (April 13, 2011), in their news “CHED addresses job
mismatch, bares priority courses” interviewed Dr. Patricia Licuanan, CHED
chairperson. She emphasizes that during Academic Year 2009-2010 there is an
increase in the enrolment of Business Administration. She also mentions that
Hotel and Restaurant Management is oversubscribed during the said academic
year.
2.2 Type of industry where the practicumer is deployed
Table 4.2.2.7 presents the distribution of the respondents in terms of type
of industry where they are deployed.
Table 4.2.2.7
Distribution of the Respondents in terms of Type of
Industry where They are Deployed
Type of industry Frequency Percentage
Manufacturing 11 25
Service 31 71
Education 2 4
Total 44 100
Thirty-one (31) or 71% of the respondents were with the service industry
which consists of H2O Hotel, Bangko Sentral ng Pilipinas, Tagaytay Highlands
and Club Balai Isabel. Eleven or 25% were in manufacturing while 2 or 4% were
in the education industry.
It is noted that majority of the respondents belongs to HRM and BSBA
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courses who finished their OJT in the service and manufacturing industry
respectively.
The first type is a manufacturing industry; it refers to a range of human
activity, in which raw materials are transformed into finished goods on a large
scale (Koontz, 2007). Included in the manufacturing industry are the Nestle
Philippines, Toyota Motor Philippines, Isuzu Philippines, and Coca-cola Bottlers
Association.
The second is a service type that includes attention, advice, experience,
and discussion. Service industries involve the provision of services to businesses
as well as final consumers (Cruz, 2006). The service companies in this study are
Summit Ridge, Traders Hotel, Tagaytay Highlands, Bangko Sentral ng Pilipinas,
and Plantersbank.
The third is the education industry which consists of schools, colleges,
universities and various private institutions. The education sector can be broadly
classified in to three categories which are the K-12, Higher Education and
vocational education. The education industry is not just restricted to these
categories. It also includes education services, such as after-school tutoring,
charter schools, special or alternative education, educational content suppliers
and professional development of administrators and teachers (Capasso, 2001).
Under this industry is the Tanauan City High School.
2.3 Department/areas of assignment
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The distribution of the respondents in terms of department where they are
assigned is shown in Table 4.2.3.8.
Table 4.2.3.8
Distribution of the Respondents in terms of Department
where They are Assigned
Area of Assignment Frequency Percentage
High School 2 5
Ground Crewing Department 1 2
General Administration/Finance 9 20
Food and Beverage 3 7
Project Control 4 9
Kitchen 5 11
Housekeeping 8 18
Financial Accounting 2 5
Provident Fund 1 2
Cost Accounting 1 2
Human Resource 2 4
Marketing 1 2
Bookings/Reservation 5 11
Total 44 100
There were 8 respondents or 18% assigned at Housekeeping, 9 or 20%
were at General Administration/Finance Department, which got a larger number
because majority of the enrolees in LCCT is in HRM and BSBA department. 5 or
11% at the Kitchen; 5 or 11% at Booking/Reservation; 4 or 9% at Project Control
Department; and 3 or 7% assigned at Food and Beverage. Two respondents or
5% were practice teachers in high school; another 2 or 5% were assigned at the
Financial Accounting Department. The Ground Crewing, Provident Fund, Cost
Accounting, Marketing and Departments each has 1 respondent or 2%.
Practicumers were assigned in housekeeping, kitchen, reservation, and
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food and beverage department which are parts of Hotel companies while crewing
and booking department are with the Airline companies. On the other hand,
project control, financial accounting, cost accounting, marketing, and
administration/finance department are parts of the manufacturing firm. Provident
fund and comptrollership sub sector department is part of the Banks. Finally, the
student teacher is assigned in a school.
Based on the CMO No. 39 s. 2006 for BSBA Program, practicum course
should prepare the student for professional work as business practitioners. Under
BSA Program (CMO No. 3 s. 2007) students must be assigned in the areas of
accounting, external audit, internal audit, or tax. Moreover, HRM/TSM Program
under CMO No. 30 s. 2006 students must apply the classroom learning to actual
work in a commercial establishment, government or non-government agencies
on the field laboratory.
Furthermore, it is stated in the book of David Boud and Nicky Solomon
(2001) that the selection of an appropriate practicum site is important. Care
should be exercise to insure the “fit” between the student and the practicum site.
The prospective practicum student should be aware of expected duties and
responsibilities of the position as well as opportunities for education and growth.
2.4 Nature of work/task
Table 4.2.4.9 presents the distribution of the respondents in terms of their
nature of work during on-the-job training.
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Table 4.2.4.9
Distribution of the Respondents in terms of their Nature of Work
Nature of work Frequency Percentage
Teacher 2 5
Aircraft Flight Log and Cabin Crew Data Encoder 1 2
Assistant Recruitment Specialist 3 7
Kitchen Staff 8 18
Clerical Works 11 25
Room Attendant 8 18
Accounting Staff 5 11
Marketing Staff 1 2
Front Office 5 11
Total 44 100
Of the 44 respondents, 11 or 25% did clerical works; both room attendants
and kitchen staff got 8 or 18%; 5 or 11% were accounting staff and front office; 3
or 7% were Assistant Recruitment Specialists; 2 or 5% were teachers while there
were one Marketing Staff, one Aircraft Flight Log and one Cabin Crew Data
Encoder.
Student trainee who works in an office become accounting staff and
assistant recruitment specialist, and did clerical works while students who work in
a hotel become room attendants, kitchen staff and front office.
Work load of a trainee in a company is limited depends on the sensitivity
of the job. Bhattacharyya (2006) discusses the job description of a trainee in an
office set-up such as clerical work which generally involves day-to-day office
tasks, such as answering phones and entering data into spreadsheets.
Secretaries, office clerks and administrative assistants often perform the cited
general work. Other duties traditionally associated with clerical work includes
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word processing and typing, sorting and filing, photocopying and collating,
Record keeping, appointment scheduling, and minor bookkeeping. Another work
is as accounting staff that manage or give advice on finances for clients or
companies. They handle duties such as making bills that are paid on time and
taxes that are deducted, and suggest methods of cutting costs. Depending on
their department, the members of an accounting staff may also handle
collections. While as recruitment specialist, a trainee is the one who matches job
seekers and employers. They usually work for a specific company to attract
desired workers. They conduct initial assessment of resumes or job applications
to screen people to see if their education, work experience and performance
provide a good match for an employer. Sometimes they interview and administer
tests to prospective employees.
On the other hand, Noe (2000) give description of trainee in a service
industry such as room attendants and front office. Room attendants are
responsible for the cleanliness of rooms in hotels, motels, and resorts. This task
involves vacuuming floors and curtains, changing bed linens, dusting surfaces,
cleaning mirrors and bathroom fixtures, and washing windows. On the other
hand, the kitchen staff prepare, cook and present food quickly and efficiently,
with the key aim of delivering food to customers to meet the company standards.
He emphasize that front-desk job is a critical role in a company because
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generally, front-desk employees are the first person customers or clients speak
to or interact with. Front-desk job descriptions can vary depending on the
industry. Greeting and receiving guests and customer service are usually a
common threat in all front-desk job descriptions. Some front-desk jobs, in a hotel
for example, greeting and assisting customers, in addition to ensuring that the
details of their stay are accurate.
3. Problems encountered during OJT by the:
3.1 Practicumers
The problems encountered by the practicumers in their OJT in terms of
training, work environment and school support are presented in Tables 4.3.1.10
to 4.3.1.12.
Table 4.3.1.10 shows the problems encountered by the practicumers in
their OJT in terms of training.
As shown in the table below, the practicumers disagreed that they
encountered problems in their OJT in terms of training as evidenced by its
composite mean of 1.9. This means that the practicumers did not encounter any
problem in their OJT in terms of training.
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Table 4.3.1.10
Problems Encountered by the Practicumers in their OJT
in terms of Training
Weighted Verbal
Item
Mean Interpretation
1. The company does not provide extensive
training to meet the objectives and
expectations of the practicumer. 1.73 Disagree
2. The company does not provide the school with
feedback on practicumers’ somewhat negative
attitude/behaviour. 1.8 Disagree
3. The company is not seen as a future employer
capable of providing excellent career 1.57 Disagree
opportunities.
4. The company does not provide challenging
training tasks. 1.55 Disagree
5. The company does not pay extra service
rendered by the practicumers. 2.07 Disagree
6. The company does not provide free snack and 1.93 Disagree
meal.
7. The company does not provide allowance. 2.66 Moderately
Agree
Composite Mean 1.9 Disagree
However, they moderately agreed that the company does not provide
allowance at 2.66 weighted mean. According to the practicum coordinators, not
all host establishments gives allowances to practicumers. Only a few of them
gives privileges like allowance and/or free meal or snacks. The school, on its
own, cannot impose on the host establishment the giving of allowance for it is a
prerogative of the company handling practicumers. It is a fact that most
government or non-government agencies do not want their offices to be
“invaded” by practicumers for they are regarded as nuisance by some employees
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or even bosses.
Findings further showed that the practicumers disagreed on such
categories as: the company does not pay extra service rendered by the
practicumers, does not provide free snack and meal, does not provide the school
with feedback on practicumers’ somewhat negative attitude/behaviour, does not
provide extensive training to meet their objectives and expectations, is not seen
as a future employer capable of providing excellent career opportunities, and
does not provide challenging training tasks as evidenced by their weighted
means of 2.07, 1.93, 1.8, 1.73, 1.57 and 1.55, respectively.
According to Koontz (2007) trainees can learn as they contribute to the
aims of the enterprise but there are limitations to do on-the-job training.
Managers should plan to have a clear idea on the training of the student. It is a
step-by-step procedure for trainees to accomplish the given task. He emphasize
that trainees should have a job rotation to learn about different enterprise
functions. Rotation may be done through: non-supervisory work, observation
assignments (observing what managers do, rather than managing themselves)
and therefore has positive aspects and should benefit the trainees. “Assistant-to”
positions are frequently created to broaden the viewpoint of trainees by allowing
them to work closely with experienced managers who can give special attention
to the developmental needs of the trainees.
The problems encountered by the practicumers in their OJT in terms of
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work environment are presented in Table 4.3.1.11.
Table 4.3.1.11
in terms of Work Environment
Weighted Verbal
Item
Mean Interpretation
1. Superiors are not willing to listen to whatever 1.55 Disagree
suggestions or recommendations are made.
2. The company does not offer part time job to 2.09 Disagree
deserving practicumers.
3. The practicumer is not free to ask questions to any 1.34 Disagree
superior whenever it is necessary.
4. A superior does not set a positive example to 1.48 Disagree

follow.
5. The superior does not have a good working 1.39 Disagree
relationship with the practicumer.
6. The company does not allow the practicumer to 1.61 Disagree
render overtime.
7. The company gives task/s not related to the 1.66 Disagree
course.
8. The facilities and equipment used in the place of 1.71 Disagree
OJT is not modernized.
9. There is a risk of accident in the place. 1.75 Disagree
10. Inadequate knowledge regarding the task assigned 1.82 Disagree
to the practicumer.
11. The distance of the company is too far from school 2.48 Disagree
or practicumer’s home.
12. Time conflicts between classes and on-the-job 1.89 Disagree
training schedule.
As shown in the table, the practicumers disagreed that they encountered
problems in their OJT in terms of work environment as evidenced by its
composite mean of 1.73. This means that the practicumers did not encounter any
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problem in their OJT in terms of work environment.
The data further revealed that the practicumers disagreed that the
following are problems they encountered on their OJT: 1.) The distance of the
company is too far from school or practicumer’s home.; 2.) The company does
not offer part time job to deserving practicumers.; and 3.)Time conflicts between
classes and on-the-job training schedule. All given categories obtained 2.48,
2.09, and 1.89 weighted means, respectively. Even the host establishment is
located in Sta. Rosa, practicumers did not encounter problems in transporting
from Tanauan to Sta. Rosa because they provide shuttle service.
Moreover, data such as: 1.) A superior does not set a positive example to
follow; 2.) The superior does not have a good working relationship with the
practicumer and; 3.) The practicumer is not free to ask questions to any superior
whenever it is necessary with weighted means of 1.48, 1.39 and 1.34,
respectively. It shows that as practicumers, they are adjusting on the new
working environment with different personalities.
As mentioned by Capasso (2001), on-the-job training is learning at the
actual place of work which requires the students to apply the theories learned in
the classroom into practice. It is a never-ending learning process experienced by
the students in a real work environment.
Table 4.3.1.12 presents the problems encountered by the practicumers in
their OJT in terms of school support.
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As can be traced in Table 4.3.1.12 below, the practicumers disagreed that
they encountered problems in their OJT in terms of school support as evidenced
by its composite mean of 1.79. This means that the practicumers did not
encounter any problem in their OJT in terms of school support.
Table 4.3.1.12
in terms of School Support
Weighted Verbal
Item Interpretation
Mean
1. The department does not coordinate with the 1.68 Disagree
company in the design and supervision of the
OJT.
2. The academic preparation (i.e., pre-requisite 1.64 Disagree
courses) is not adequate to undertake company
assignment and its challenges.
3. The department does not provide regular 1.84 Disagree
monitoring of OJT progress in the company.
4. The department does not conduct assessment of 1.7 Disagree
OJT program upon completion.
5. The department does not provide the results of 1.59 Disagree
the company and the department’s assessment of
the OJT.
6. The department does not have work structure for 1.84 Disagree
monitoring the student’s progress.
7. The department does not have standard policies 1.77 Disagree
that govern placement, monitoring and evaluation
of students.
8. The department does not coordinate with parents 2.27 Disagree
on the implementation of training program
policies.
9. The department does not provide opportunities 1.82 Disagree
for the students to assess the fitness of the OJT
coordinator to the tasks given to them.
10. The college does not orient the practicumers to 1.75 Disagree
the cooperating firm.
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Based on the findings, the practicumers disagreed that the department
does not coordinate with parents on the implementation of training program
policies, does not provide regular monitoring of OJT progress in the company,
and does not have work structure for monitoring the student’s progress as
evidenced by the obtained weighted means of 2.27, 1.84, and 1.84, respectively.
It is easy to update the parents and the students on the policies of OJT program
when the school appointed practicum coordinators.
Moreover, data such as: does not coordinate with the company in the
design and supervision of the OJT, that the academic preparation (i.e., pre-
requisite courses) is not adequate to undertake company assignment and its
challenges, and that the department does not provide the results of the
company’s and the department’s assessment of the OJT as evidenced by the
obtained weighted means of 1.68, 1.64 and 1.59, respectively. Most of the time,
assessment of the company was put in a sealed envelope and address it to the
practicum coordinators because evaluation of host establishment is only one part
of the practicum grades and the students only see the final grades for practicum
subject.
The school has three practicum coordinators to handle, monitor and
evaluate the practicumers: one for Education students, one for HRM/Tourism
students and one for BSA/BSBA/BSIT students. These coordinators are the
contact persons of both the host establishments and the practicumers whenever
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need arises. They often visit the practicumers on site for monitoring purposes.
Through monitoring, they are informed of the performance of each practicumer
and of the problems they encounter with the host establishments.
David Boud and Nicky Solomon (2001) emphasize two dual challenges;
first is to develop a programme that meets the challenge of the new academic
policies and the second is to encourage academic participation in the program.
He also mention in his six characteristics of work-based learning programme that
educational institution assess the learning outcomes of the negotiated
programmes with respect to a framework of standards and levels.
3.2 Practicum Coordinators
There are three Practicum Coordinators: one for Education students, one
for HRM/Tourism students and one for BSA/BSBA/BSIT students. The focus
group discussion with these three coordinators revealed the following problems
that they encountered during OJT.
For Education students, three problems were identified by their Practicum
Coordinator. First is habitual absenteeism of pre-service teachers. Some of the
pre-service teachers did not inform their mentor ahead of time if they could not
attend their classes. Thus, the mentor had problems with assigning other
teachers to handle classes of the practicumers. Second, the pre-service teacher
could not easily adjust with their cooperating teacher or mentor. This is a
common problem for every practicumer is always anxious at first with a different
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environment or with different people around him. Classroom environment is very
different from the actual workplace. It is always difficult to acquire the role of a
teacher where the practicumer has been a student all his life, much more be a
peer of seasoned teachers. Lastly, the class schedule given is either too early or
too late because the laboratory school where he is undergoing OJT has shifting
classes for the students. If the practicumers have class at 7:00 in the morning,
they need to be there at 6:30. In the afternoon, their dismissal goes until 6:00pm.
This is considered as a problem because their residence is far from the
laboratory school.
For HRM/Tourism students, the Practicum Coordinator encountered four
problems. First in the list is the misbehaviour of the students. Some of the
practicumers did not abide by the rules and regulations of the host establishment.
Second, it is difficult to monitor the practicumers because the host
establishments are far from the school and are located in different areas. The
third problem identified was the work schedule for irregular students because
they need to come to school from time to time to attend other subjects. The last
identified was difficulty in explaining to the Assistant Dean for Academic
Management (ADAM) that placement of OJT is not that easy because every
practicumer is waiting for the available slot and not all agencies are willing to
accept practicumers.
On the part of the Practicum Coordinator of BSA/BSBA students, there
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were three problems encountered. First is completion of the required number of
hours because most of the host establishments did not allow the practicumers to
extend their stay with them. Though the host establishments welcome the
practicumers, majority of the members of the management still do not consider
having practicumers an advantage. Second, irregular students were not able to
have their OJT in-line with their course because they cannot go to work every
day due to their classes in school. Another reason for this is that most of LCCT’s
industry linkages do not accept trainees on part time basis so practicumers were
forced to accept any company that will accept them whether the work is in line
with their course or not. Majority of the tasks given to part timers is more on
encoding and filing of documents. The last one identified was difficulty in asking
for appointment from the host establishment due to inadequate budget for ocular
visits to the company.
Based on the books of Rothwell and Kazanas (2008) “ Improving On-
The-Job Training: How to Establish and Operate a
Comprehensive OJT Program” he pointed out that OJT must be planned to
accelerate both the training and learning which occur in organizations.
Performance problem will not be solve if it is inappropriate when the problem
stems from a cause other than the performer’s lack of knowledge or skill or the
performer’s poor attitude. If the cause of the problem is rooted in factors beyond
the worker’s control, the other actions should be taken. At the same time, the
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trend is to consider blended learning methods rather than to rely on one
approach, such as e-learning or classroom-based training.
Moreover, he emphasize that through lectures, learners who are
beginning OJT can be given background information about essential job
functions by their trainers, learning what the functions are, when, where, why,
and how they should be performed, and how results should be measured. That
lecture method can be used effectively in OJT when appropriate conditions exists
and when it relies on techniques designed to involve learners. He itemize
possible questions that learners can ask to trainers to achieve learner
involvement. Trainers suggest reading about the job function or work-related
problem in appropriate procedure memos, equipment manuals, or other written
sources of information before a lecture is given. Prepare a list of questions and
bring it with them to a lecture and compile examples of problems or situations
they or their experienced co-workers have encountered in real situations. Survey
experienced co-workers about the most common problems these workers have
encountered and complete a brief quiz or instrument prepared by trainers to
surface gaps in learners’ knowledge.
4. Assessment of the host establishments on the performance of the
practicumers in terms of the following:
4.1 Competencies
The assessment of the host establishments on the performance of the
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practicumers in terms of competencies is presented in Table 4.4.1.13. As shown
in the table, the host establishments assessed the performance of the
practicumers in terms of competencies as excellent as evidenced by its
composite mean of 3.66.
Table 4.4.1.13
Assessment of the Host Establishment on the Performance of the
Practicumers in terms of Competencies
Weighted Verbal
Item Mean Interpretation
1. applies knowledge to new situations and
completes relevant tasks 3.7 Excellent
2. identifies and analyzes a routine problem, Very
recommends a solution and evaluates the Satisfactory
solution’s effectiveness 3.2
3. manages time and work distribution effectively 3.5 Excellent
4. coordinates well with other people 3.8 Excellent
5. follows directions 3.8 Excellent
6. complies with company rules 3.9 Excellent
7. accomplishes given task/s within designated 3.7 Excellent
time/period
Composite Mean 3.66 Excellent
The findings further revealed that the practicumers are excellent in
complying with company rules, in coordinating well with other people, in following
directions, and in applying knowledge to new situations and completes relevant
tasks with a weighted means of 3.9, 3.8, 3.8, and 3.7 respectively. For the reason
that LCCT mission and vision focuses on community involvement and its main
core in the curriculum is the integration of values in every subject. Meanwhile,
they performed very satisfactorily in identifying and analyzing a routine problem,
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in recommending solutions and in evaluating the solution’s effectiveness as
evidenced by the 3.2 weighted mean for the reason that, as trainee they are
adjusting in the new environment and just starting to adopt the reality of work.
In recognition of this learning behaviours, CMO No. 23 Series of 2009 give
importance on the Student Internship Program in the Philippines (SIPP) which
aims to provide students the opportunity to acquire practical knowledge, skills,
and desirable attitudes and values in reputable establishments/industries in our
country; to enhance the students’ work competencies and discipline as they
relate to people in the workplace; and to promote competitiveness of students
through their training.
In addition, this program also aims to provide students the opportunities to
learn from network with experienced professionals, to handle new challenges
and complex tasks or problems, and to identify future career directions and
become candidates for future job opening.
According to Cristobal (2008), the OJT program is a good program for
augmenting the students’ knowledge, skills and competencies. The task and
activities included in the OJT are routine that do not really require the application
of the higher knowledge, skills and competencies learned in the classroom.
Mendoza as cited by Bahian (2008) asserted that the students’ level of
achievement is significantly related to the on-the-job training that is what the
students learn from the classroom is what the students apply during OJT. The
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school provided related instruction and related skills; and the role of industries is
to sharpen the student’s competencies and activities. Thus, cooperating
industries should provide the student trainees with the necessary reserves
needed to improve their performance level of proficiency and specific skills and
field of specialization.
Further, the statistical analysis of Sirota et. al (2005) showed that a level
of achievement has six primary sources such as: challenge of the work itself,
acquiring of new skills, ability to perform, perceived importance of the employees’
job, recognition received based on performance such as non-financial (such as a
simple “thank you” from the boss or a customer) and financial (compensation and
advancement that are based on performance), and working for a company of
which the employee can be proud. The quality of interaction in organization is
obviously greatly affected not just by friendliness and mutuality of interest, but
also by co-workers’ competence and cooperation.
4.2 Skills
practicumers in terms of skills is shown in Table 4.4.2.14.
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Table 4.4.2.14
Practicumers in terms of Skills
Weighted Verbal
Item Mean Interpretation
Work Skills:
1. demonstrates the ability to operate machine/s 3.5 Excellent
needed on the job
2. handles the details of the work assigned to 3.6 Excellent
him/her
3. shows flexibility (whenever the need arises) in
the process of going through his/her tasks 3.8 Excellent
4. manifests thoroughness and precise attention to 3.7 Excellent
details
5. shows leadership skills 3.1 Very
Satisfactory
Social Skills:
6. willingly helps others (whenever necessary) in 3.9 Excellent
performance of their tasks
7. shows appreciation and gratitude for any form of 3.9
assistance granted to him/her by others Excellent
8. shows tact in dealing with different people 3.7 Excellent
he/she comes in contact with
9. shows respect and courtesy in dealing with peers 3.9 Excellent
and superiors
As presented in the table, the practicumers were assessed by the host
establishments as excellent in terms of skills as evidenced by its composite
mean of 3.64.
On work skills, the practicumers were found to be excellent when they
show flexibility (whenever the need arises) in the process of going through
his/her tasks, manifest thoroughness and precise attention to details, and handle
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the details of the work assigned to him/her, with weighted means of 3.8, 3.7, and
3.6 respectively. They were very satisfactory in showing leadership skills at 3.1
weighted mean.
Furthermore, on social skills, the practicumers were found as excellent
when they willingly help others (whenever necessary) in performance of their
tasks, show appreciation and gratitude for any form of assistance granted to
him/her by others, and show respect and courtesy in dealing with peers and
superiors, with the 3.9 weighted mean to each. They were also assessed as
excellent in showing tact in dealing with different people they come in contact
with its 3.7 weighted mean.
The study of Cristobal (2008) affirmed that initially the respondents who
may not be familiar with the modern devices and equipment and have difficulty in
using them can adapt themselves and learn to use them.
On-the-job training focuses on the acquisition of skills within the work
environment generally under normal working conditions. Through on-the-job
training, workers acquire both general skills that they can transfer from one job to
another and specific skills that are unique to a particular job. On-the-job training
typically includes verbal and written instruction, demonstration and observation,
and hands-on practice and imitation. In addition, the on-the-job training process
involves one employee—usually a supervisor or an experienced employee—
passing on knowledge and skills to a novice employee.
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These said findings are supported by Danny Araneta Cabulay and
Christine Palafox Carpio who defined apprenticeship as professional relationship
between a student (the apprentice) and the expert professional (the trainer or
mentor), wherein the student is obliged to diligently obey and learn from the
expert professional. On the other hand, the expert professional is obliged to
facilitate learning process by subjecting the apprentice to a carefully planned
program of informal instruction, diverse set of meaningful work experiences, and
a fair assessment of learning outcomes through practical tests.
In addition, the study of Mamadra (2005) found out that the impact of the
on-the-job training program on skills and values development of the students
depend on the approaches of the skilled mentors to supplement the student –
trainees’ competence in the classroom as well as the concepts that both the
school and the industries work together in the training of technological students
as future industrial workers.
4.3 Attitude
practicumers in terms of attitude is presented in Table 4.4.3.15.
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Table 4.4.3.15
Practicumers in terms of Attitude
Weighted Verbal
Item
Mean Interpretation
1. observes punctuality 3.60 Excellent
2. performs tasks without much supervision 3.50 Excellent
3. practices self-discipline in his/her work 3.70 Excellent
4. demonstrates dedication and commitment to
the tasks assigned to him/her 3.90 Excellent
5. recognizes and respects authority 3.90 Excellent
6. uses mature judgment 3.70 Excellent
7. demonstrates cooperation 3.80 Excellent
8. shows constructive and positive behaviour 3.70 Excellent
9. shows interest and enthusiasm 3.80 Excellent
As can be gleaned in Table 4.4.3.15, the practicumers were assessed by
the host establishments to be excellent in terms of attitude at a composite mean
of 3.73.
The host establishments found the practicumers as excellent in
demonstrating dedication and commitment to the tasks assigned to him/her, in
recognizing and respecting authority, in demonstrating cooperation, and in
showing interest and enthusiasm as reflected in their 3.90, 3.90, 3.80, and 3.80
weighted means, respectively because it’s in the culture of Augustinian institution
to practice humility as one of the main highlights in the mission vision of the
school.
Attitude in the workplace can be one of the most telling aspect of how
others in the company look at a person and feel about him/her as a co-worker
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(Mueller, 2006). Attitude therefore will definitely define a person. Personality as
described by psychologists is made up of the characteristic patterns of thoughts,
feelings and behaviours that make a person unique. In addition, personality
arises from within the individual and remains fairly consistent throughout life.
Experience and academic research have shown that an individual’s personality
has a strong influence on how they work within an organization. One’s image in
the eyes of other people is how one works within an organization, and therefore,
his image in the eyes of others is important, if one is to represent a company.
Thus, one ’s self which is an image of orderliness is vital to win confidence.
Attitude is connected with a person’s principle in life and thus affects work
ethics and work performance. Sony and Kim (2005) summarized the
conceptualization of work ethics as the concept that has multiple meanings and
implication, pertaining to a variety of aspects related to work, including work
commitment, work value, attitude toward work, occupational value, organizational
commitment, perception of career development, and work achievement.
4.4 Personality development
practicumers in terms of personality development is shown in Table 4.4.4.16. As
presented in Table 4.4.4.16, the practicumers were assessed by the host
establishments to be excellent in terms of personality development as evidenced
by the composite mean of 3.7.
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Table 4.4.4.16
Assessment of the Host Establishments on the Performance of the
Practicumers in terms of Personality Development
Weighted Verbal
Item
Mean Interpretation
1. shows positive attitude and enthusiasm 3.9 Excellent
2. has good personal habits 3.7 Excellent
3. shows emotional maturity 3.7 Excellent
4. shows poise and self-confidence 3.5 Excellent
5. dresses and grooms appropriately 3.7 Excellent
6. manifests traits of being responsible,
dependable and reliable 3.7 Excellent
7. shows high expectations for themselves and
for others 3.7 Excellent
The results of this study further revealed that the host establishments
found the practicumers as excellent in showing positive attitude and enthusiasm
at 3.9 weighted mean. They were also excellent in demonstrating good personal
habits, exhibiting emotional maturity, dressing and grooming appropriately,
manifesting traits of being responsible, dependable and reliable, and showing
high expectations for themselves and for others, all of which got 3.7 weighted
mean. They were also assessed as excellent in showing poise and self-
confidence at 3.5 weighted mean.
Part of the school training for students to improve themselves is through
personal discipline by complying with the rules and regulations of the school.
Through seminars and conventions given to students they should be able to
carry themselves as professional. Also, as Catholic school they are able to adopt
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the environment of the community as a good citizen.
These findings are in consonance with those of Fajardo and Lee’s (2001)
where one remarkable learning outcome was the ability of the learners to reveal
a positive expectation of success. It has been disclosed that the learning
experience encouraged the learners’ display of competence and success as an
outcome of their concerted effort and abilities, building self-confidence in them.
As a consequence, it promoted and supported their intrinsic enjoyment of the
learning experience and provided an extrinsic reward of valuing themselves for a
work done on the perception of fair treatment.
On-the-job training (OJT) is one of the best training methods because it is
planned, organized, and conducted at the employee's worksite. OJT will
generally be the primary method used for broadening employees’ skills and
increasing productivity. It is particularly appropriate for developing proficiency
skills unique to an employee's job - especially jobs that are relatively easy to
learn and require locally-owned equipment and facilities. Morale, productivity,
and professionalism will normally be high in those organizations that employ a
sound OJT program (http://www.doi.gov/hrm/pmanager/ed6b.html. Retrieved
March 29, 2012)
5. Significant differences on the performance of practicumers when
grouped according to their profile variables
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The significant differences on the performance of the practicumers when
grouped according to their profile variables are presented in Tables 4.5.17 to
4.5.20 Table 4.5.17 shows the difference on the performance of practicumers in
terms of competency.
Table 4.5.17
Difference on the Performance of Practicumers
in terms of Competency
Profile variables p-values Computed Decision Verbal
f-values Interpretation
Course 0.15 2.52 Accept Ho Not Significant
Type of Industry 0.10 5.23 Accept Ho Not Significant
Department / 0.28 2.15 Accept Ho Not Significant
Area
Nature of Work 0.19 3.19 Accept Ho Not Significant
Findings revealed that there is no significant difference in the performance
of practicumers in terms of competency as indicated by the p-values of 0.15,
0.10, 0.28 and 0.19 respectively all of which higher than 0.05 level of
significance. Hence, the null hypothesis is accepted.
This means that the performance of the practicumers in terms of
competency is independent of their course, type of industry where they are
deployed, department/area where they are assigned and their nature of work
during on-the-job training. This is affirmed by the host establishments’
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assessment of the performance of practicumers in terms of competencies as
excellent.
It is included in the OJT Program of Cristobal (2008) that OJT are routine
that do not really require the application of the higher knowledge, skills and
competencies learned in the classroom. Mendoza as cited by Bahian (2008)
asserted that the students’ level of achievement is significantly related to the on-
the-job training that is what the students learn from the classroom is what the
students apply during OJT. The school will provide related instruction and related
skills while the role of industries is to sharpen the student’s competencies and
activities. Thus, cooperating industries should provide the student trainees with
the necessary reserves needed to improve their performance level of proficiency
and specific skills and field of specialization.
Table 4.5.18 presents the difference on the performance of practicumers
in terms of attitude.
Table 4.5.18
in terms of Attitude
Area
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The table above shows that there is no significant difference in the
performance of practicumers in terms of attitude as indicated by the p-values of
0.48, 0.23, 0.83 and 0.59 respectively all of which higher than 0.05 level of
This means that the performance of the practicumers in terms of attitude is
independent of their course, type of industry where they are deployed,
department/area where they are assigned and their nature of work during on-the-
job training. This is affirmed by the host establishments’ assessment of the
performance of practicumers in terms of attitude as excellent.
Attitude will definitely define a person (Mueller, 2006). It is connected with
a person’s principle in life and thus affects work ethics and work performance.
Sony and Kim (2005) summarized the conceptualization of work ethics as the
concept that has multiple meanings and implications pertaining to a variety of
aspects related to work, including work commitment, work value, attitude toward
work, occupational value, organizational commitment, perception of career
development, and work achievement.
Table 4.5.19 shows the difference on the performance of
practicumers in terms of skills.
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Table 4.5.19
Difference on the Performance of Practicumers in terms of Skills
Area
As presented in the table above, there is no significant difference in the
performance of practicumers in terms of skills as indicated by the p-values of
0.08, 0.33, 0.20 and 0.54 respectively all of which higher than 0.05 level of
This means that the performance of the practicumers in terms of skills is
independent of their course, type of industry where they are deployed,
department/area where they are assigned and their nature of work during on-the-
job training. This is affirmed by the host establishments’ assessment of the
performance of practicumers in terms of skills as excellent.
It is supported by the study of Mamadra (2005) that the impact of the on-
the-job training program on skills and values development of the students
depend on the approaches of the skilled mentors to supplement the student
trainees’ competence in the classroom as well as the concepts that both the
school and the industries work together in the training of technological students
as future industrial workers.
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Table 4.5.20 presents the difference on the performance of practicumers
in terms of personality development.
Table 4.5.20
in terms of Personality Development
Profile variables p-values Computed f- Decision Verbal
values Interpretation
Department / Area 0.64 0.78 Accept Ho Not Significant
Findings revealed that there is no significant difference in the performance
of practicumers in terms of personality development as indicated by the p-values
of 0.59, 0.64, 0.64 and 0.69 respectively all of which higher than 0.05 level of
This means that the performance of the practicumers in terms of
personality development is independent of their course, type of industry where
they are deployed, department/area where they are assigned and their nature of
work during on-the-job training. This is affirmed by the host establishments’
assessment of the performance of practicumers in terms of personality
development as excellent.
Personality as described by psychologists is made up of the characteristic
patterns of thoughts, feelings, and behaviors that make a person unique
(Ivancevich, 2002). Consistency is one of the fundamental characteristics of
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personality. Essentially, people act in the same ways or similar ways in a variety
of situations. It can also be seen in our thoughts, feelings, close relationships and
other social interactions.
The significant differences on the performance of practicumers when
grouped according to their profile variables was not computed because the
assessment of the host establishments on the practicumers are all excellent.
There can never be any difference because they were all assessed as excellent.
6. Proposed On-the-Job Training Manual to maintain or enhance the
performance of the students in La Consolacion College Tanauan in their
OJT
The On-the-Job Training Manual prepared by the researcher is hereby
proposed to La Consolacion College Tanauan to maintain or enhance the
performance of the students undergoing on-the-job training. This manual
contains guidelines for both the practicumer and the Practicum Coordinator for
uniformity of procedures conducted during the training.
A copy of this proposed manual is attached to this study.
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Chapter V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the overall assessment of the study conducted. The
findings of the study are based on the data gathered through the survey
questionnaire and unstructured interviews. The conclusions are drawn from the
findings of the study and recommendations are provided to enhance the on-the-
job training program of La Consolacion College Tanauan.
Summary
It presents the overall assessment of the conducted study based on the
data gathered through survey questionnaire and unstructured interviews.
This study primarily aimed at assessing the OJT Program of La
Consolacion College Tanauan the objective of which is to develop an OJT
Manual for its students. More specifically, it described the OJT Program of La
Consolacion College Tanauan in terms of qualifications of students, industry
linkages; and required number of hours. It also looked into the profile of the
respondents undergoing OJT in terms of course, type of industry where the
practicumer is deployed, department/areas of assignment and nature of
work/task. Furthermore, the host establishments assessed the performance of
the practicumers in terms of competency, skills, attitude and personality
development. This also presented the problems encountered by the practicumers
in their OJT and those encountered by the Practicum Coordinators. It further
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looked into the significant differences on the performance of practicumers when
grouped according to their profile variables. Based on the findings, an OJT
training manual was proposed.
This study was conducted at La Consolacion College Tanauan and
involved 44 students under the School of Business and Accountancy, School of
International Hotel and Restaurant Management and Tourism Management,
School of Education, and School of Information Technology who were enrolled in
their practicum course for School Year 2011-2012. Also, ten (10) host
establishments such as Isuzu, Toyota, Tagaytay Highlands, Summit Ridge,
Tanauan City High School, Traders Hotel, Coca Cola Bottling Corporation,
Bangko Sentral ng Pipilinas, Planters Bank and Nestle Philippines were involved
in the study.
The three practicum coordinators were part of the study since they were
involved in the Focused Group Discussion about the problems they encountered
in the On the Job Training of students.
The descriptive method of research was utilized as the research design
while the data gathering instruments were survey questionnaire, unstructured
interviews and focus group discussion. Statistical tools used were frequency,
percentage and weighted mean.
Findings
This section discusses the results of the interview, the data gathered in
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survey-questionnaire and the focus group discussion.
The following significant findings were revealed in this study:
1. Description of the OJT Program of La Consolacion College Tanauan
in terms of:
1.1 qualifications of students;
For BSBA, the student who will undergo practicum should be one
with fourth year standing while for BSA, the student must have a third year
standing.
The BSHRM and BSTM programs have two practica. For the first
practicum, the students must have taken all the major subjects from first
year up to second semester of second year. The second practicum is on
the second semester of fourth year where the students must have a fourth
year standing.
For BEED, BSED and BSIT, the students must have fourth year
standing.
1.2 industry linkages;
La Consolacion College Tanauan has Memorandum of Agreement
with each of the following companies Toyota Motor Philippines, Isuzu
Philippines, Toshiba at Sta. Rosa Laguna, H2O Hotel at Quirino
Grandstand, Bangko Sentral ng Pilipinas at Malate Manila, Tagaytay
Highlands, Club Balai Isabel, South Central Elementary School and
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Tanauan City High School, in Tanauan City.
1.3 required number of hours;
The Experiential Learning Courses (ELC) for Education students
consists of Field Study course and Practice Teaching with 300 hours while
the BSIT curriculum has 540-hour internship/OJT/Practicum. On the other
hand, practicum/work integrated learning has a requirement of a total of
500 hours both for BS TM and BS HRM; 250 hours for the first practicum
during second year and another 250 hours for the practicum during fourth
year. The internship for BSA program is equivalent to 300 hours while
BSBA practicum or work integrated learning has 600 hours.
1.4 OJT requirements
The students must qualify to enrol the practicum subject. They are
required to attend the pre-orientation seminar to be conducted by the
Practicum Coordinator where OJT requirements are discussed.
Documents to be submitted by the students on the pre-practicum
stage include 1.) application letter, 2.) certification of grades, 3.)
photocopy of enrolment form, 4.) resume with picture, 5.) medical
certificate issued by LCCT clinic, and 6.) for irregular students, class
schedule. Two sets of these documents are placed inside a long size
brown envelope to be submitted to the Practicum Coordinator. Once
cleared, the Practicum Coordinator will issue In-School Interview Notice.
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Graduate School
After the interview, the students are required to attend seminar session
and secure certificate of attendance. Then they will be given a logbook for
their daily activities. Included in the logbook are the computation of
grades, guidelines in preparing a practicum report, some tips in basic
good grooming, and copy of evaluation form and interview guide.
1.5 monitoring and evaluation.
Every two weeks, practicumers are required to report to their
Practicum Coordinator to update on the tasks assigned to them and the
problems encountered during OJT. Moreover, the coordinator will check
the students’ logbooks to monitor their activities with the host
establishments. Once a month, the coordinator will conduct ocular visits
with the host establishments to check the working condition of the
practicumer and to give certificate of partnership and token of appreciation
to the company. Before completion of the required number of hours, the
coordinator will hand carry the evaluation form and ask the
supervisor/immediate head to evaluate the practicumer and put it in a
sealed envelope. After the duration of practicum, the students are required
to submit a practicum report.
2. Profile of the respondents undergoing OJT in terms of:
2.1 course;
Both HRM and BSBA programs have 14 respondents; Tourism has
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10; BSA has 4 respondents; BEED has 2 and there is no BSED and BSIT
respondent.
2.2 type of industry where the practicumer is deployed;
Thirty-one (31) or 71% of the respondents were with the service
industry. Eleven or 25% were in manufacturing while 2 or 4% were in the
education industry.
2.3 department/areas of the assignment; and
The respondents were assigned at Housekeeping, General
Administration Department, Kitchen, Booking/Reservation, Project Control
Department, Food and Beverage, High School, Financial Accounting
Department, Admin/Finance Department, Crewing, Provident Fund, Cost
Accounting, Human Resource, Comptrollership, Marketing and
Recruitment Departments.
2.4 nature of work/task.
Some practicumers did clerical works, while others worked as room
attendants, kitchen staff, accounting staff, Front Office, Assistant
Recruitment Specialists, teachers, marketing staff, Aircraft Flight Log and
Cabin Crew Data Encoder. There are the nature of work/task of the
practicumers.
3. Problems encountered in OJT by the:
3.1 practicumers:
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Graduate School
3.1.1 training;
The findings showed that the practicumers disagreed that the
company does not pay extra service rendered by the practicumers, does
not provide free snack and meal, does not provide the school with
feedback on practicumers’ somewhat negative attitude/behaviour, does
not provide extensive training to meet their objectives and expectations, is
not seen as a future employer capable of providing excellent career
opportunities, and does not provide challenging training tasks. However,
they moderately agreed that the company does not provide allowance.
3.1.2 work environment; and
The data also revealed that the practicumers disagreed that the
following are problems they encountered in their OJT: 1.) The distance of
the company is too far from school or practicumer’s home.; 2.) The
company does not offer part time job to deserving practicumers.; 3.)Time
conflicts between classes and on-the-job training schedule.; 4.)
Inadequate knowledge regarding the task assigned to the practicumer.; 5.)
There is a risk of accident in the place.; 6.) The facilities and equipment
used in the place of OJT are not modernized.; 7.) The company gives
task/s not related to the course.; 8.) The company does not allow the
practicumer to render overtime.; 9.) Superiors are not willing to listen to
whatever suggestions or recommendations are made.; 10.) A superior
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Graduate School
does not set a positive example to follow.; 11.) The superior does not have
a good working relationship with the practicumer. and; 12.) The
practicumer is not free to ask questions to any superior whenever it is
necessary.
3.1.3 school support.
Based on the findings, the practicumers disagreed that the
department does not coordinate with parents on the implementation of
training program policies, does not provide regular monitoring of OJT
progress in the company, does not have work structure for monitoring the
student’s progress, does not provide opportunities for the students to
assess the fitness of the OJT coordinator to the tasks given to them, does
not have standard policies that govern placement, monitoring and
evaluation of students, does not orient the practicumers to the cooperating
firm, does not conduct assessment of OJT program upon completion,
does not coordinate with the company in the design and supervision of the
OJT, the academic preparation (i.e., pre-requisite courses) is not
adequate to undertake company assignment and its challenges, and does
not provide the results of the company and the department’s assessment
of the OJT.
3.2 Practicum Coordinators
Three problems for education students were identified by their
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Practicum Coordinator. These are: habitual absenteeism of pre-service
teachers, their inability to adjust easily with their cooperating teacher or
mentor, and too early or too late class schedule given because the
laboratory school has shifting classes for their students.
Likewise, the practicum coordinator of BSA/BSBA encountered
three problems. These cover the completion of the required number of
hours since there were host establishments that did not allow extension of
the practicumers’ stay in the assigned departments, the non alignment of
the irregular students’ assigned task to their respective courses due to
their inability to report every day, and the coordinator’s difficulty in setting
appointment with host establishment relative to ocular visits. The last
problem is also related to inadequate budget for the said visits.
On the other hand, relative to HRM/Tourism student, the practicum
coordinator encountered four problems. These include the students’
misbehaviour in the practicum venue, and difficulty on the part of irregular
students because they attend to both their work schedule and class
schedule. The other two problems are the coordinators’ difficulty in
performing two of their tasks. The first is their difficulty in monitoring the
practicumers because the host establishment are located in different
areas and therefore are very far from the school. The second is the
difficulty in explaining to ADAM about two concerns on OJT, namely:
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looking for and waiting for available slot in host establishment, and
unwillingness of some host establishment to accept practicumers.
4. Assessment of the host establishments on the performance of the
practicumers in terms of:
4.1 competencies;
The findings revealed that the practicumers are excellent in
complying with company rules, in coordinating well with other people, in
following directions, in applying knowledge to new situations and
completes relevant tasks, in accomplishing given task/s within designated
time/period, and in managing time and work distribution effectively.
Meanwhile, their performance is very satisfactory in identifying and
analyzing a routine problem, in recommending solutions and in evaluating
the solution’s effectiveness.
4.2 skills;
On work skills, the practicumers were assessed as excellent when
they show flexibility (whenever the need arises) in the process of going
through his/her tasks, manifest thoroughness and precise attention to
details, handle the details of the work assigned to him/her and
demonstrate the ability to operate machine/s needed on the job. On the
other hand, they performed very satisfactorily in showing leadership skills.
On social skills, the practicumers were assessed as excellent when
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Graduate School
they willingly help others (whenever necessary) in performance of their
tasks, show appreciation and gratitude for any form of assistance granted
to him/her by others, show respect and courtesy in dealing with peers and
superiors, and show tact in dealing with different people they come in
contact.
4.3 attitude; and
The host establishments also assessed the practicumers as excellent
in demonstrating dedication and commitment to the tasks assigned to
him/her, in recognizing and respecting authority, in demonstrating
cooperation, in showing interest and enthusiasm, in practicing self-
discipline in work, in using mature judgment, in showing constructive and
positive behaviour, in observing punctuality, and in performing tasks
without much supervision.
4.4 personality development.
The findings further revealed that the host establishments assessed
the practicumers as excellent in showing positive attitude and enthusiasm,
for having good personal habits, in showing emotional maturity, in
dressing and grooming appropriately, in manifesting traits of being
responsible, dependable and reliable, in showing high expectations for
themselves and for others and in showing poise and self-confidence.
5. Significant differences on the performance of practicumers when
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grouped according to their profile variables
The significant differences on the performance of practicumers
when grouped according to their profile variables manifested no difference
because the assessment of the host establishments on the practicumers
were all excellent. There can never be any difference because they were
all assessed as excellent.
6. Proposed On-the-Job Training Manual to enhance the students’
performance
The Proposed On-the-Job Training Manual for the Practicumers
and Practicum Coordinators was designed to maintain and enhance the
OJT performance of the students of LCCT.
Conclusions
Based on the findings, the following conclusions were drawn:
1. The OJT Program of La Consolacion College Tanauan is well described
and meets CHED minimum standards in terms of qualifications of
students, industry linkages, number of hours, monitoring and evaluation
and OJT requirements.
2. Majority of the respondents are BSHRM and BSBA students. Most of them
are with the service industry and manufacturing industry, in Housekeeping
and General Administration Department doing housekeeping and clerical
works respectively.
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Graduate School
3. The practicumers have acquired the necessary knowledge and skills
required of their respective courses as evidenced by the excellent ratings
given to them by the host establishment in terms of competencies, skills,
attitude, and personality development as excellent.
4. That both the school and host establishment have provided enough
support and training for OJT since the practicumers encountered minimal
problem in their OJT in terms of training, work environment and school
support.
5. There are no significant differences on the performance of practicumers
when grouped according to their profile variables because the
practicumers were assessed as excellent in all variables.
6. An on-the-job training manual for LCCT is proposed.
Recommendations
From the findings and conclusions generated in this study, the researcher
humbly recommends the following:
1. The Proposed On-the-Job Training Manual for the Practicumers and
Practicum Coordinators should be reviewed and approved by the La
Consolacion Tanauan Management Council for the enhancement of
the OJT performance of LCCT students.
2. The proposed OJT manual for the institution should be assessed to
assure that the contents conform with the maintenance of quality and
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Graduate School
relevant outcome.
3. Future practicumers should be properly briefed and guided to work at
their best during their on-the-job training.
4. Regular monitoring and evaluation of the practicumers should be done
religiously by the Practicum Coordinators to prevent or minimize
problems encountered.
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Graduate School
BIBLIOGRAPHY
A. BOOKS
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Behaviour, Beyond Satisfaction. 2006
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and Thesis Writing. National Bookstore, Manila: 1993
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Internship Handbook: Leading, Mentoring and Participating in the
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Berrett-Koehler Publishers, USA: 1996
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Personnel towards Job Readiness, Employment and Successful
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Graduate School
Noe,Raymond A. Human Resource Management: Gaining a

Competitive Advantage 3rd edition. Mc Graw-Hill Higher Education,
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Behaviour. 2003
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(13th Edition). 2008
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Establish and Operate a Comprehensive OJT Program (2nd Edition), John
Wiley & Sons Copyright. 2008
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life and a well-functioning society. 2003
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Jasinska, Magdalena. Traditional Internships: Models and Practices in

Partner Countries. University in Lublin, Poland: 2007
Ryan, Greg Toohey, Susan and Hughes, Chris. The Purpose, Value and
Structure of the Practicum in Higher Education: A Literature Review. Kluwer
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Unpublished Master’s Thesis. Urdaneta. 2008.
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Technological University in Iba, Zambales” Unpublished Master’s
Thesis. Zambales. 2005
Fajardo and Lee. “ Problem-Based Learning, Languages and Culture for

Educational Exchange Experiences of GPGC (Korea) and LCCM
(Philippines)”. Unpublished Master’s Thesis. LCCM. Manila. 2001.
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Habaradas. “The Applied Corporate Management Program of DLSU: A

Model of Industry-Academe Cooperation in Business Education”.
Unpublished Master’s Thesis. Manila. 2001.
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College” Unpublished master’s Thesis. 2007
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learning outcomes of a course as a whole”. Unpublished Master’s
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and values Development of Students in the four areas of specialization
such as automotive, electronics technology, computer technology and
electrical technology” Unpublished Master’s Thesis. 2005.
Sony and Kim. “Changes in Attitude Toward Work and Workers Identity in
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http://www.BusinessTraining.com
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Information Technology Education (ITE)”
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Guidelines for Bachelor of Science in Business Administration (BSBA)”
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Model for Design Education. 2008
xii

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Batangas State University

OJT PROGRAM OF LA CONSOLACION COLLEGE TANAUAN:

This thesis entitled “OJT PROGRAM OF LA CONSOLACION COLLEGE

REMEDIOS P. MAGNAYE, DBA

PROF. ELISA S. DIAZ, DBA Cand.

ENGR. ADRIAN FERDINAND M. MELO,MBA ROMER C. CASTILLO, MS

Accepted and approved in partial fulfillment of the requirements for the

Comprehensive Examination: PASSED

_______________________ PROF. ELISA S. DIAZ, DBA Cand.

Title : OJT Program of La Consolacion College Tanauan:

Basis for Development of an OJT Manual

Author : Alona Balahadia-Cabrera

Course : Master in Business Administration

Adviser : Remedios P. Magnaye, DBA

This study primarily aimed at assessing the OJT Program of La

Consolacion College Tanauan, the objective of which is to develop an OJT

Manual for its students and Practicum Coordinators. It involved 44 students

under the School of Business and Accountancy, School of International Hotel

and Restaurant Management and Tourism Management, School of Education,

and School of Information Technology who were enrolled in their practicum

course for school year 2011-2012 at La Consolacion College Tanauan.

The descriptive method of research was utilized as the research design

percentage and weighted mean.

Significant findings revealed that the OJT Program of La Consolacion

College Tanauan is well described and meets CHED minimum standards in

terms of qualifications of students, industry linkages, number of hours, monitoring

and General Administration Department, doing clerical works.

The host establishments assessed the performance of the practicumers in

terms of competencies, skills, attitude, and personality development as excellent.

Practicum Coordinators encountered minimal problems concerning the training of

There are no significant differences on the performance of practicumers

practicumers and the Practicum Coordinators is proposed.

to express her thanks and gratitude.

To the Dean of Graduate Studies, CABEIHM, Prof. Elisa S. Diaz for

Her sincere gratitude is also extended to the recording secretaries, Ms.

To La Consolacion College Tanauan (LCCT) President, Sr. Emilia

Lacuarta, OSA for her kindness and generosity.

To Mrs. Teofila Panlilio and Ms. Arlene I. Benignos who passionately

persuaded the researcher and encouraged her to persevere despite discouraging

To Mr. John L. Matanguihan, Dr. Magdalena Sayas, Dr. Medallon, Dr.

interdependence of each sentence and paragraph in this study.

To the practicumers, practicum coordinators and host establishments for

their cooperation as respondents of the study.

To the researcher’s colleagues at La Consolacion College Tanauan for

in enriching and improving the content of the study as well.

the researcher to use their library facilities.

To her friends, officemates and colleagues for their encouragement,

unwavering assistance and support.

To her whole family, that serves as the researcher’s inspiration, support,

unconditional love, care, understanding, cooperation and prayers.

Such noteworthy deeds are indeed unforgettable.

Finally to the Almighty Father, Mama Mary, Our Lady of Consolation,

EXECUTIVE SUMMARY........................................................... iii

TABLE OF CONTENTS............................................................ viii

LIST OF FIGURES.................................................................... xii

Background of the Study.............................. 5

Statement of the Problem............................ 9

Scope and Limitation of the Study............... 11

Significance of the Study............................. 12

II. REVIEW OF LITERATURE

III. RESEARCH METHOD AND PROCEDURES

Research Environment ................................ 63

Respondents of the Study............................ 65