Ojt_program_of_la_consolacion_college_ta.docx

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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Batangas State University Graduate School 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 Member

ROMER C. CASTILLO, MS Member

Accepted and approved in partial fulfillment of the requirements for the degree of Master in Business Administration.

Comprehensive Examination: PASSED _______________________ Date

PROF. ELISA S. DIAZ, DBA Cand. Dean, CABEIHM-Graduate Studies

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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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....................................................................

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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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Batangas State University Graduate School II.

III.

IV.

REVIEW OF LITERATURE Conceptual Literature..................................

24

Synthesis ....................................................

47

Research Literature......................................

50

Synthesis......................................................

59

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

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA...............................

V.

71

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS..........................................

BIBLIOGRAPHY........................................................................ APPENDICES A: Letter of Request B: Sample Questionnaires C: Interview Guide

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116 129

Batangas State University Graduate School 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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Batangas State University Graduate School LIST OF TABLES

Table

Page

2.1

Kirkpatrick’s Four Levels of Evaluation Model………

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

Distribution of the Respondents in terms of Type of Industry where They are Deployed...

83

4.2.2.7

35

4.2.3.8

Distribution of the Respondents in terms of Departments where They are Assigned.......... 85

4.2.4.9

Distribution of the Respondents in terms of their Nature of Work........................................ 87

4.3.1.10

Problems Encountered by the Practicumers in their OJT in terms of Training.................................

90

4.3.1.11

Problems Encountered by the Practicumers in their OJT in terms of Work Environment................. 92

4.3.1.12

Problems Encountered by the Practicumers in their 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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Batangas State University Graduate School 4.4.2.14

4.4.3.15

4.4.4.16

Assessment of the Host Establishments on the Performance of the Practicumers in terms of Skills...............................................................

103

Assessment of the Host Establishment on the Performance of the Practicumers in terms of Attitude...........................................................

106

Assessment of the Host Establishment on the Performance of the Practicumers in terms of Personality Development................................

108

4.5.17

Difference on the Performance of Practicumers In terms of Competency.................................. 110

4.5.18

Difference on the Performance of Practicumers in terms of Attitude.......................................... 111

4.5.19

Difference on the Performance of Practicumers 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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 xii

Batangas State University Graduate School 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 handson 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 xii

Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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 onthe-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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School from the practicumers who were enrolled in Practicum during the A.Y. 20112012. 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School INPUT A. Description of La Consolacion College Tanauan OJT Program  Qualifications of students  Industry Linkages  Required number of hours  OJT requirement  Monitoring and evaluation B. Profile of the respondents  Course  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

PROCESS

OUTPUT

Assessment through: 

Survey Questionnaire



Unstructured interview



Focus Group Discussion

Figure 1.1 Research Paradigm

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OJT Manual for LCCT

Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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 onthe-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-thejob 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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 Workbased 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School

Level

1

2

Table 2.1 Kirkpatrick’s Four Levels of Evaluation Model Evaluation Evaluation description Examples of type (what is and characteristics evaluation tools measured) and methods Reaction

Learning

Relevance and practicability

Reaction evaluation is how the delegates felt about the training or learning experience.

‘Happy sheets’, feedback forms

Quick and very easy to obtain.

Verbal reaction, post-training surveys or questionnaires.

Not expensive to gather or to analyze.

Learning evaluation is the measurement of the increase in knowledge – before and after.

Typically assessments or test before and after the training.

Relatively simple to set up; clearcut for quantifiable skills.

Interview or observation can also be used.

Less easy for complex learning.

3

Behavior

Behavior evaluation is the extent of applied learning back on the job – implementation

Observation and interview over time are required to assess change, relevance of change, and sustainability of change.

Measurement of behavior change typically requires cooperation and skill of linemanagers.

4

Results

Results evaluation is the effect on the business or environment by the trainee.

Measures are already in place via normal management systems and reporting – the challenge is to relate to the trainee.

Individually not difficult; unlike whole organization.

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Process must attribute clear accountabilities.

Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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 oneon-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 coworkers have encountered in real situations; work-through a difficult problem or example, supplied by the trainer before the lecture; survey experienced coworkers about the most common problems these workers have encountered; and

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Batangas State University Graduate School 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 xii

Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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 xii

Batangas State University Graduate School 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 xii

Batangas State University Graduate School 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 xii

Batangas State University Graduate School 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 xii

Batangas State University Graduate School 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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Batangas State University Graduate School 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 onthe-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 xii

Batangas State University Graduate School 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 xii

Batangas State University Graduate School 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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Batangas State University Graduate School 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 xii

Batangas State University Graduate School 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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Batangas State University Graduate School 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, selfdiscipline, resourcefulness, honesty and patience among selected vocationaltechnical 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) xii

Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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.

Course

Table 4.1.1.1 Qualifications of students Qualification

BSBA BSHRM & BSTM

Fourth year standing (2 practica) Second year standing & Fourth year standing

BSA BEED & BSED

Third year standing 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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 Business and Accountancy

HRM and Tourism

Education

Linkages         

Toyota Motor Philippines Isuzu Philippines Toshiba Bangko Sentral ng Pilipinas H2O Hotel Tagaytay Highlands Club Balai Isabel South Central Elementary School Tanauan City High School

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Batangas State University Graduate School

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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Batangas State University Graduate School 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.

Course

Table 4.1.3.3 Required number of hours 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 xii

Batangas State University Graduate School 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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Batangas State University Graduate School 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 1Restaurant 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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.

Course

Table 4.1.4.4 OJT Requirements 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 InSchool 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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Batangas State University Graduate School 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.

Course BSED & BEED

Table 4.1.5.5 Monitoring and Evaluation Monitoring Every Saturday

BSHRM, BSTM, BSBA, Every two weeks BSA & BSIT

Evaluation

Post conference is given to the mentees by the mentor principals and observers. Hand-in the evaluation sheet to the practicum venue.

For practice teaching, the college supervisor should meet with their Preservice 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 xii

Batangas State University Graduate School 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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Batangas State University Graduate School 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 Tourism BSBA BSA BSED Total

14 10 14 4 2 44

32 23 32 9 4 100

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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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 Ground Crewing Department General Administration/Finance Food and Beverage Project Control Kitchen Housekeeping Financial Accounting Provident Fund Cost Accounting Human Resource Marketing Bookings/Reservation

2 1 9 3 4 5 8 2 1 1 2 1 5

5 2 20 7 9 11 18 5 2 2 4 2 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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Batangas State University Graduate School 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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Batangas State University Graduate School Table 4.2.4.9 Distribution of the Respondents in terms of their Nature of Work Nature of work Frequency Percentage Teacher Aircraft Flight Log and Cabin Crew Data Encoder Assistant Recruitment Specialist Kitchen Staff Clerical Works Room Attendant Accounting Staff Marketing Staff Front Office Total

2 1 3 8 11 8 5 1 5 44

5 2 7 18 25 18 11 2 11 100

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 xii

Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School Table 4.3.1.10 Problems Encountered by the Practicumers in their OJT in terms of Training Item 1. The company does not provide extensive training to meet the objectives and expectations of the practicumer. 2. The company does not provide the school with feedback on practicumers’ somewhat negative attitude/behaviour. 3. The company is not seen as a future employer capable of providing excellent career opportunities. 4. The company does not provide challenging training tasks. 5. The company does not pay extra service rendered by the practicumers. 6. The company does not provide free snack and meal. 7. The company does not provide allowance. Composite Mean

Weighted Mean

Verbal Interpretation

1.73

Disagree

1.8

Disagree

1.57

Disagree

1.55

Disagree

2.07 1.93

Disagree Disagree

2.66

Moderately Agree

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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Batangas State University Graduate School 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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Batangas State University Graduate School work environment are presented in Table 4.3.1.11. Table 4.3.1.11 Problems Encountered by the Practicumers in their OJT in terms of Work Environment Weighted Verbal Item Interpretation Mean 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 superior whenever it is necessary.

1.34

Disagree

4. A superior does not set a positive example to follow.

1.48

Disagree

5. The superior does not have a good working relationship with the practicumer. 6. The company does not allow the practicumer to render overtime. 7. The company gives task/s not related to the course. 8. The facilities and equipment used in the place of OJT is not modernized. 9. There is a risk of accident in the place. 10. Inadequate knowledge regarding the task assigned to the practicumer. 11. The distance of the company is too far from school or practicumer’s home. 12. Time conflicts between classes and on-the-job training schedule.

1.39

Disagree

1.61

Disagree

1.66

Disagree

1.71

Disagree

1.75 1.82

Disagree Disagree

2.48

Disagree

1.89

Disagree

Composite Mean

1.73

Disagree

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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Batangas State University Graduate School 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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Batangas State University Graduate School 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 Problems Encountered by the Practicumers in their OJT in terms of School Support Item 1. The department does not coordinate with the company in the design and supervision of the OJT. 2. The academic preparation (i.e., pre-requisite courses) is not adequate to undertake company assignment and its challenges. 3. The department does not provide regular monitoring of OJT progress in the company. 4. The department does not conduct assessment of OJT program upon completion. 5. The department does not provide the results of the company and the department’s assessment of the OJT. 6. The department does not have work structure for monitoring the student’s progress. 7. The department does not have standard policies that govern placement, monitoring and evaluation of students. 8. The department does not coordinate with parents on the implementation of training program policies. 9. The department does not provide opportunities 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 the cooperating firm. Composite Mean

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Weighted Mean

Verbal Interpretation

1.68

Disagree

1.64

Disagree

1.84

Disagree

1.7

Disagree

1.59

Disagree

1.84

Disagree

1.77

Disagree

2.27

Disagree

1.82

Disagree

1.75

Disagree

1.79

Disagree

Batangas State University Graduate School 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., prerequisite 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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 Item 1. applies knowledge to new situations and completes relevant tasks 2. identifies and analyzes a routine problem, recommends a solution and evaluates the solution’s effectiveness 3. manages time and work distribution effectively 4. coordinates well with other people 5. follows directions 6. complies with company rules 7. accomplishes given task/s within designated time/period Composite Mean

Weighted Mean

Verbal Interpretation

3.7

Excellent Very Satisfactory

3.2 3.5 3.8 3.8 3.9 3.7

Excellent Excellent Excellent Excellent Excellent

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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Batangas State University Graduate School 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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Batangas State University Graduate School 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 The assessment of the host establishments on the performance of the

practicumers in terms of skills is shown in Table 4.4.2.14.

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Batangas State University Graduate School Table 4.4.2.14 Assessment of the Host Establishment on the Performance of the Practicumers in terms of Skills Item Work Skills: 1. demonstrates the ability to operate machine/s needed on the job 2. handles the details of the work assigned to him/her 3. shows flexibility (whenever the need arises) in the process of going through his/her tasks 4. manifests thoroughness and precise attention to details 5. shows leadership skills Social Skills: 6. willingly helps others (whenever necessary) in performance of their tasks 7. shows appreciation and gratitude for any form of assistance granted to him/her by others 8. shows tact in dealing with different people he/she comes in contact with 9. shows respect and courtesy in dealing with peers and superiors Composite Mean

Weighted Mean

Verbal Interpretation

3.5

Excellent

3.6

Excellent

3.8 3.7

Excellent Excellent

3.1

Very Satisfactory

3.9

Excellent

3.9 3.7

Excellent Excellent

3.9

Excellent

3.64

Excellent

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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Batangas State University Graduate School 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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Batangas State University Graduate School 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 The assessment of the host establishments on the performance of the

practicumers in terms of attitude is presented in Table 4.4.3.15.

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Batangas State University Graduate School

1. 2. 3. 4. 5. 6. 7. 8. 9.

Table 4.4.3.15 Assessment of the Host Establishment on the Performance of the Practicumers in terms of Attitude Weighted Verbal Item Mean Interpretation observes punctuality 3.60 Excellent performs tasks without much supervision 3.50 Excellent practices self-discipline in his/her work 3.70 Excellent demonstrates dedication and commitment to the tasks assigned to him/her 3.90 Excellent recognizes and respects authority 3.90 Excellent uses mature judgment 3.70 Excellent demonstrates cooperation 3.80 Excellent shows constructive and positive behaviour 3.70 Excellent shows interest and enthusiasm 3.80 Excellent Composite Mean 3.73 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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Batangas State University Graduate School (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 The assessment of the host establishments on the performance of the

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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Batangas State University Graduate School Table 4.4.4.16 Assessment of the Host Establishments on the Performance of the Practicumers in terms of Personality Development Item 1. 2. 3. 4. 5. 6.

shows positive attitude and enthusiasm has good personal habits shows emotional maturity shows poise and self-confidence dresses and grooms appropriately manifests traits of being responsible, dependable and reliable 7. shows high expectations for themselves and for others Composite Mean

Weighted Mean

Verbal Interpretation

3.9 3.7 3.7 3.5 3.7

Excellent Excellent Excellent Excellent Excellent

3.7

Excellent

3.7

Excellent

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 selfconfidence 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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 f-values

Verbal Interpretation

Course

0.15

2.52

Accept Ho

Not Significant

Type of Industry

0.10

5.23

Accept Ho

Not Significant

Department / Area

0.28

2.15

Accept Ho

Not Significant

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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Batangas State University Graduate School 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 onthe-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 Difference on the Performance of Practicumers in terms of Attitude Profile variables p-values Computed Decision f-values

Verbal Interpretation

Course

0.48

0.81

Accept Ho

Not Significant

Type of Industry

0.23

2.61

Accept Ho

Not Significant

Department / Area Nature of Work

0.83

0.42

Accept Ho

Not Significant

0.59

0.89

Accept Ho

Not Significant

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Batangas State University Graduate School 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 significance. Hence, the null hypothesis is accepted. 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-thejob 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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Batangas State University Graduate School Table 4.5.19 Difference on the Performance of Practicumers in terms of Skills Profile variables p-values Computed Decision Verbal f-values Interpretation Course

0.08

3.73

Accept Ho

Not Significant

Type of Industry

0.33

1.84

Accept Ho

Not Significant

Department / Area Nature of Work

0.20

2.93

Accept Ho

Not Significant

0.54

1.03

Accept Ho

Not Significant

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 significance. Hence, the null hypothesis is accepted. 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-thejob 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 onthe-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. xii

Batangas State University Graduate School Table 4.5.20 presents the difference on the performance of practicumers in terms of personality development.

Profile variables Course Type of Industry

Table 4.5.20 Difference on the Performance of Practicumers in terms of Personality Development p-values Computed fDecision values 0.59 0.57 Accept Ho 0.64 0.78 Accept Ho

Verbal Interpretation Not Significant Not Significant

Department / Area

0.64

0.78

Accept Ho

Not Significant

Nature of Work

0.69

0.70

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 significance. Hence, the null hypothesis is accepted. 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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-thejob 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University 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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Batangas State University Graduate School 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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Batangas State University 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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Batangas State University 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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Batangas State University Graduate School 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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Batangas State University Graduate School 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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Batangas State University 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 selfdiscipline 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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Batangas State University Graduate School 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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Batangas State University 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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Batangas State University 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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Batangas State University Graduate School BIBLIOGRAPHY A. BOOKS Anderson, L.W. & Krathwohl, D.R. (Eds.). A Taxonomy for Learning, Teaching and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives. Addison Wesley Longman, New York: 2001 Bhattacharyya, Dipak Kumar. Human Resource Management 2nd Edition. Excel Books, New Delhi: 2006 Boud, David and Solomon, Nicky. Work-based Learning: A New Higher Education. Random House Inc., New York: 2001 Bowling, N.A., Beehr, T.A. and Lepisto, LR. Journal of Vocational Behaviour, Beyond Satisfaction. 2006 Cabulay, Danny Araneta and Carpio, Palafox Christine. Smart guide to Apprenticeship and Practicum Training. Rex Bookstore, Manila: 2006 Calderon, Jose F. and Gonzales, Expectacion C. Methods of Research and Thesis Writing. National Bookstore, Manila: 1993 Capasso, Ronald L. and Daresh, John C. The School Administrator Internship Handbook: Leading, Mentoring and Participating in the Internship Program. Corwin Press. USA. 2001 Cruz, Zenaida L. Principles of Tourism. Rex Bookstore. Philippines. 2006 Ivancevich, John M. Human Resource Management in Asia. Mc Graw-Hill Education (Asia). 2002 Kirkpatrick, Donald L. Evaluating Training Programs: The Four Levels. Berrett-Koehler Publishers, USA: 1996 Koontz, John. Accelerating Veterans and Transitioning Military Personnel towards Job Readiness, Employment and Successful Reintegration, USA: 2007

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Batangas State University Graduate School Noe,Raymond A. Human Resource Management: Gaining a Competitive Advantage 3rd edition. Mc Graw-Hill Higher Education, USA: 2000 Tosi, Henry and Mero, Neal P. The Fundamentals of Organizational Behaviour. 2003 Robbins, Stephen P. and Judge, Timothy A. Organizational Behavior (13th Edition). 2008 Rothwell, William J, Kazanas, H.C. Improving On-The-Job Training: How to Establish and Operate a Comprehensive OJT Program (2nd Edition), John Wiley & Sons Copyright. 2008 Rychen, D.S. and Salganik, L.H. Key Competencies for a Successful life and a well-functioning society. 2003

B. PUBLISHED THESIS

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 Academic Publishers, Netherlands: 2000

C. UNPUBLISHED THESIS Cristobal. “The On-the-job Training Program of Urdaneta City University”. Unpublished Master’s Thesis. Urdaneta. 2008. Decena. “On the Job Training Program of the Two Year Trade 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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Batangas State University Graduate School Habaradas. “The Applied Corporate Management Program of DLSU: A Model of Industry-Academe Cooperation in Business Education”. Unpublished Master’s Thesis. Manila. 2001. Jaso. “On-the-job Training for Automotive Technology at Sorsogon State College” Unpublished master’s Thesis. 2007 Lynch and Cornwall. “The relationship between the practicum and the learning outcomes of a course as a whole”. Unpublished Master’s Thesis. 1999. Mamadra. “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” Unpublished Master’s Thesis. 2005. Sony and Kim. “Changes in Attitude Toward Work and Workers Identity in Korea”. Unpublished Master’s Thesis. 2005.

D. ONLINE REFERENCES

http://www.BusinessTraining.com http://en.wikipedia.org http://www.businessdictionary.com http://www.fptiphilippines.com http://www.wisegeek.com http://www.doi.gov/hrm/pmanager/ed6b.html http://www.referenceforbusiness.com/encyclopedia/Oli-Per/On-the-Job-Training. html#ixzz1qfFA8Nua http://EzineArticles.com/?expert=Carl_Mueller www.oecd.org/edu/statistics/deseco; www.deseco.admin.ch

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Batangas State University Graduate School http://smallbusiness.chron.com/negative-positive-attitudes-affect-workplace21287.html http://www.economywatch.com/world-industries/education-industry.html http://degreedirectory.org/articles/What_is_Clerical_Work.html http://www.referenceforbusiness.com/encyclopedia/Oli-Per/On-the-Job-Training. html#ixzz1qfFA8Nua. Retrieved March 28, 2012 http://www.doi.gov/hrm/pmanager/ed6b.html. Retrieved March 29, 2012

E. GOVERNMENT DOCUMENTS CHED Memorandum Order No. 23, s. 2009. “Guidelines for Student Internship Program in the Philippines (SIPP) for All Programs with Practicum Subject” CHED Memorandum Order No. 24, s. 2009. “Guidelines for Student Internship Abroad Program (SIAP) for All Programs with Practicum Subject” CHED Memorandum Order No. 25, s. 2001. “Revised Policies and Standards for Information Technology Education (ITE) Programs” CHED Memorandum Order No.53, s. 2006. “Policies and Standards Information Technology Education (ITE)” CHED Memorandum Order No.39, s. 2009. “Policies, Standards and Guidelines for Bachelor of Science in Business Administration (BSBA)” CHED Memorandum Order No.3, s. 2007. “Revised policies and Standards for Bachelor of Science in Accountancy (BSA), As Amended” CHED Memorandum Order No.30, s. 2004. “Revised Policies and Standards for Undergraduate Teacher Education Curriculum” CHED Memorandum Order No.30, s. 2006. “Policies and Standards for Bachelor of Science in Tourism Management (BSTM) / Bachelor of Science in Hospitality Management (BSHRM) / Bachelor of Science in Travel Management (BSTrM)”

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Batangas State University Graduate School CHED Memorandum Order No.44, s. 2005. “CHED Accredited Training Partners for SIAP” CHED Memorandum Order No. 53, s. 2006. “Policies and Standards for Information Technology Education (ITE) Programs” TESDA Circular No. 16, s. 2004, “Trade and Vocational Courses” F. Others AH/Sunnex, Sun star Manila. April 13, 2011. Bakarman, Ahmed A. PhD, Manual on Skills and Attitude: (ASK) A New Model for Design Education. 2008

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