OJT PROGRAM OF LA CONSOLACION COLLEGE TANAUAN:

BASIS FOR DEVELOPMENT OF AN OJT MANUAL

 TABLE OF CONTENTS

TITLE PAGE..............................................................................

APPROVAL SHEET..................................................................

EXECUTIVE SUMMARY...........................................................

ACKNOWLEDGEMENT............................................................

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

LIST OF TABLES......................................................................

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

CHAPTER

I. THE PROBLEM

Introduction..................................................

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

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

Hypothesis...................................................

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

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

Theoretical Framework................................

Conceptual Framework...............................

Definition of Terms.......................................

II. REVIEW OF LITERATURE

III. RESEARCH METHOD AND PROCEDURES

 IV. PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA...............................

V. SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS..........................................

BIBLIOGRAPHY........................................................................

APPENDICES

A: Letter of Request

B: Sample Questionnaires

C: Interview Guide

D: Sample Memorandum of Agreement

E: Pictures During Data-Gathering

F: Picture During Focus Group Discussion

G: Certification of Editing

CURRICULUM VITAE

PRACTICUM MANUAL
 LIST OF TABLES

Table Page

2.1 Kirkpatrick‟s Four Levels of Evaluation Model……… 35

4.1.1.1 Qualifications of Students.......................................... 71

4.1.2.2 Industry Linkages...................................................... 73

4.1.3.3 Required number of hours........................................ 75

4.1.4.4 OJT Requirements..................................................... 79

4.1.5.5 Monitoring and Evaluation.......................................... 80

4.2.1.6 Distribution of the Respondents in terms of

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

4.2.2.7 Distribution of the Respondents in terms of

Type of Industry where They are Deployed... 83

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

4.4.2.14 Assessment of the Host Establishments on the

Performance of the Practicumers in terms of
Skills............................................................... 103
4.4.3.15 Assessment of the Host Establishment on the
Performance of the Practicumers in terms of
Attitude........................................................... 106

4.4.4.16 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

 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

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

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

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).

 Moreover during OJT, practicumers along the way encountered

uncertainties and problems that would one way or another may affect their on-

the-job performances. Some would feel disappointed and dissatisfied with their

on-the-job training. Therefore, many factors are to be considered by the higher

learning institutions to make their OJT Program an effective training ground for

their students.

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.

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;

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?

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

from the practicumers who were enrolled in Practicum during the A.Y. 2011-

2012. Also, results of the study were limited only to the information gathered from
the retrieved questionnaire, interviews conducted and focus group discussion

conducted.

Significance of the Study

The results of this study will have significant value to various sectors:

La Consolacion College Tanauan Administrators. Result of this study

will provide La Consolacion College Tanauan with an enhanced OJT Program.

The school may use the proposed OJT Manual to minimize problems that may

be encountered by the practicumers during their internship. The school

administrators will be provided with additional information and ideas as to how

they can improve their training program to reach their goal of achieving highly

competitive graduates.

Partner Industry. The findings of the study may encourage the partner

industry to provide them additional suggestions that will be part of the guidelines

on what is expected during on-the-job training.

Practicum Coordinators. The results of the study may serve as the

guidelines from the beginning until the end of the practicum. There is a set of

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,

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.

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.

INPUT PROCESS OUTPUT

A. Description of La
Consolacion College
Tanauan OJT Program Assessment through:
 Qualifications of
students  Survey
 Industry Linkages Questionnaire
 Required number of
hours
 OJT requirement  Unstructured
 Monitoring and interview OJT Manual
evaluation for LCCT
B. Profile of the
respondents  Focus Group
 Course Discussion
 Type of industry
where practicumer
is deployed
 Department / areas
of assignment
 Nature of work/tasks
C. Assessment of
practicumers‟ Figure 1.1
performance in terms Research P
of:
 Competence
 Skills
 Attitude
 Personality
D. Problems Encountered
aradigm
by practicumers and
coordinators

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.

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.

 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.

A business management internship is a once in a lifetime experience.

Internships can help students find out through experience if the career they

desire is really what they expected it to be. In addition, there are hardly any
classroom experiences that can prepare someone as fully as actually training on

the job. Because internships are often highly competitive, students need to craft

excellent resumes and give great interviews to win the position they want. It is

beneficial to check out resume and interview advice online to present skills,

education, and prior experiences in the best possible light. Realizing, what the

company is looking for is one of the keys to a successful interview (Tassini,

2009).

According to David Boud and Nicky Solomon (2001) in their book Work-

based learning: A New Higher Education, work-based learning is the term

being used to describe a class of university programme that bring together

universities and work organizations to create new learning opportunities in

workplaces. He shares the following work-based learning programme six

characteristics: (1) A partnership between an external organization and an

educational institution is specifically established to foster learning. This

organization may be in the private, public or community sector of the economy.

(2) Learners involved are employees of, or are in some contractual relationship

with, the external organization. (3) The programme followed derives from the

needs of the workplace and of the learner rather than being controlled or framed

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.

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 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.

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.

Table 2.1Kirkpatrick‟s Four Levels of Evaluation Model

Level Evaluation Evaluation description Examples of Relevance and

type (what is and characteristics evaluation tools and practicability
measured) methods

1 Reaction Reaction evaluation is „Happy sheets‟, Quick and very

how the delegates felt feedback forms easy to obtain.
about the training or
learning experience. Verbal reaction, Not expensive to
post-training surveys gather or to
or questionnaires. analyze.

2 Learning Learning evaluation is the Typically Relatively simple

measurement of the assessments or test to set up; clear-
increase in knowledge – before and after the cut for
before and after. training. quantifiable skills.

Interview or Less easy for

observation can also complex learning.
be used.

3 Behavior Behavior evaluation is Observation and Measurement of

the extent of applied interview over time behavior change
learning back on the job are required to typically requires
– implementation assess change, cooperation and
relevance of change, skill of line-
and sustainability of managers.
change.

4 Results Results evaluation is the Measures are Individually not

effect on the business or already in place via difficult; unlike
environment by the normal management whole
trainee. systems and organization.
reporting – the
challenge is to relate Process must
to the trainee. attribute clear
accountabilities.
 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.

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)

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

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.

Moreover, the study of Greg Ryan, Lynch, Cristobal and Sony is similar to

the study in terms of emphasizing the purpose and value of practicum as part of

the curriculum in the higher education. It manifest in several different forms

depending on the discipline: field experiences, cooperative education, sandwich

programs, internships, clerkships, clinical practicum, and the like.

 in addition, Cristobal and Sony focus on the OJT program for augmenting

the knowledge, skills and competencies of the task and activities included in the

OJT. They summarize the conceptualization of work ethic to the fact that the

concept of work ethic has multiple meanings and implications, pertaining to a

variety of aspects related to work, including work commitment, work value,

attitude toward work, occupational value, organizational commitment, perception

of career development, and work achievement. However, Jaso, Mamadra and

Decena study the impact of on-the-job training programs on the skills and values

development of students in the four areas of specialization such as automotive,

electronics technology, computer technology and electrical technology as well as

the students‟ values development in terms of work attitude, self-reliance, self-

discipline, resourcefulness, honesty and patience among selected vocational-

technical tertiary institutions. Their study is related to the present study since they

both augment the knowledge, skills and competencies in their OJT program.

On the other hand, the study of Fajardo and Lee is not closely related to

the study since it focuses on the use of the problem-based learning (PBL)

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.

 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

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 55th Emerald

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.

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.

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.

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

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

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.

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

 Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered, analyzed and interpreted by the

researcher using appropriate statistical tools to answer the problems posited in

Chapter1.

1. Description of the OJT Program of La Consolacion College Tanauan in

terms of:

1.1 qualifications of students;

La Consolacion College of Tanauan has a work process procedure for

students to qualify for on-the-job training (OJT). Once they passed the

qualification, they can enrol the subject practicum/internship.

Table 4.1.1.1
Qualifications of students
Course Qualification

BSBA Fourth year standing

BSHRM & BSTM (2 practica) Second year standing & Fourth year standing
BSA Third year standing
BEED & BSED Fourth year standing

For BSBA, the student who will undergo practicum should be one with

fourth year standing which means that he/she has already taken all major

subjects from first year up to fourth year first semester because the OJT will be

taken during second semester of fourth year level.

The BSHRM and BSTM programs have two practica. The first practicum

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.

1.2 industry linkages;

Through the help of the practicum coordinators, La Consolacion College

Tanauan has established Memorandum of Agreement with different companies.

For Business and Accountancy, they have Toyota Motor Philippines, Isuzu

Philippines, Toshiba at Sta. Rosa Laguna, and Bangko Sentral ng Pilipinas at

Malate Manila. While they have H2O Hotel at Quirino Grandstand, Tagaytay

Highlands, and Club Balai Isabel for Hotel and Restaurant Management and

Tourism Management. Also, they have South Central Elementary School and
Tanauan City High School for Education students.

Table 4.1.2.2
Industry Linkages
Course Linkages

Business and Accountancy  Toyota Motor Philippines

 Isuzu Philippines
 Toshiba
 Bangko Sentral ng Pilipinas
HRM and Tourism  H2O Hotel
 Tagaytay Highlands
 Club Balai Isabel
Education  South Central Elementary School
 Tanauan City High School

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,

one of the requirements to complete the course is the Practicum subject. The

duration of internship varies and depends on CHED with a minimum of fifty-four

(54) hours per unit.

Table 4.1.3.3
Required number of hours
Course Units Required Number of Hours

BEED & BSED 6 units 300 hours

BSIT 9 units 540 hours

HRM 7 units 500 hours

TSM 6 units 500 hours

BSBA 6 units 600 hours

BSA 3 units 300 hours

Based on the table 4.1.3.3, the BEED & BSED with 6 units and BSA with 3

units should accomplish the required number of hours which is 300. For BEED &

BSED it is 6 units for 300 hours that is the contacted number of hours in the

classroom by subject. The time in preparing the lesson plan is not included in the

300 hours. On the other hand, BSA with 3 units also required 300 hours for two

reasons. First it is merely working in the office set up with a minimum of 8 hours

a day for five days unlike in a classroom which is by subject; second it is done

during summer for a maximum of two months while BEED & BSED is done
during second semester for six months.

Furthermore, HRM, TSM, BSIT and BSBA with almost the same required

number of hours with their corresponding units has the same schedule of 8 hours

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.

2. Profile of the respondents undergoing OJT in terms of:

2.1 Course

Table 4.2.1.6 shows the distribution of the respondents in terms of their

course.

Table 4.2.1.6
Distribution of the Respondents in terms of Their Course
Course Frequency Percentage
HRM 14 32
Tourism 10 23
BSBA 14 32
BSA 4 9
BSED 2 4
Total 44 100
This research covered the study of the OJT program of the seven (7)

courses offered by La Consolacion College Tanauan namely BEED, BSED,

BSHRM, BSTM, BSIT, BSA and BSBA.

It could be noted from Table 4.2.1.6 that both HRM and BSBA programs

have 14 respondents or 32% each because majority of students in LCCT belongs

to this course. Tourism has 10 respondents or 23%, BSA has 4 respondents or

9%, BSED has 2 or 4%. However, there is neither BEED nor BSIT respondent.

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

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

The distribution of the respondents in terms of department where they are

assigned is shown in Table 4.2.3.8.

Table 4.2.3.8
Distribution of the Respondents in terms of Department
where They are Assigned
Area of Assignment Frequency Percentage
High School 2 5
Ground Crewing Department 1 2
General Administration/Finance 9 20
Food and Beverage 3 7
Project Control 4 9
 Kitchen 5 11
Housekeeping 8 18
Financial Accounting 2 5
Provident Fund 1 2
Cost Accounting 1 2
Human Resource 2 4
Marketing 1 2
Bookings/Reservation 5 11
Total 44 100

There were 8 respondents or 18% assigned at Housekeeping, 9 or 20%

were at General Administration/Finance Department, which got a larger number

because majority of the enrolees in LCCT is in HRM and BSBA department. 5 or

11% at the Kitchen; 5 or 11% at Booking/Reservation; 4 or 9% at Project Control

Department; and 3 or 7% assigned at Food and Beverage. Two respondents or

5% were practice teachers in high school; another 2 or 5% were assigned at the

Financial Accounting Department. The Ground Crewing, Provident Fund, Cost

Accounting, Marketing and Departments each has 1 respondent or 2%.

Practicumers were assigned in housekeeping, kitchen, reservation, and

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.

Table 4.2.4.9
Distribution of the Respondents in terms of their Nature of Work
Nature of work Frequency Percentage
Teacher 2 5
Aircraft Flight Log and Cabin Crew Data Encoder 1 2
Assistant Recruitment Specialist 3 7
Kitchen Staff 8 18
Clerical Works 11 25
Room Attendant 8 18
Accounting Staff 5 11
Marketing Staff 1 2
Front Office 5 11
Total 44 100

Of the 44 respondents, 11 or 25% did clerical works; both room attendants

and kitchen staff got 8 or 18%; 5 or 11% were accounting staff and front office; 3

or 7% were Assistant Recruitment Specialists; 2 or 5% were teachers while there

were one Marketing Staff, one Aircraft Flight Log and one Cabin Crew Data

Encoder.

Student trainee who works in an office become accounting staff and

assistant recruitment specialist, and did clerical works while students who work in

a hotel become room attendants, kitchen staff and front office.

Work load of a trainee in a company is limited depends on the sensitivity

of the job. Bhattacharyya (2006) discusses the job description of a trainee in an

office set-up such as clerical work which generally involves day-to-day office

tasks, such as answering phones and entering data into spreadsheets.

Secretaries, office clerks and administrative assistants often perform the cited

general work. Other duties traditionally associated with clerical work includes

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

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.

Table 4.3.1.10
Problems Encountered by the Practicumers in their OJT
in terms of Training
Weighted Verbal
Item
Mean Interpretation
1. The company does not provide extensive
training to meet the objectives and
expectations of the practicumer. 1.73 Disagree
2. The company does not provide the school with
feedback on practicumers‟ somewhat negative
attitude/behaviour. 1.8 Disagree
3. The company is not seen as a future employer
capable of providing excellent career 1.57 Disagree
opportunities.
4. The company does not provide challenging
training tasks. 1.55 Disagree
5. The company does not pay extra service
rendered by the practicumers. 2.07 Disagree
6. The company does not provide free snack and 1.93 Disagree
meal.
7. The company does not provide allowance. 2.66 Moderately
Agree
Composite Mean 1.9 Disagree

However, they moderately agreed that the company does not provide

allowance at 2.66 weighted mean. According to the practicum coordinators, not

all host establishments gives allowances to practicumers. Only a few of them

gives privileges like allowance and/or free meal or snacks. The school, on its

own, cannot impose on the host establishment the giving of allowance for it is a

prerogative of the company handling practicumers. It is a fact that most

government or non-government agencies do not want their offices to be

“invaded” by practicumers for they are regarded as nuisance by some employees

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

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
Mean Interpretation
1. Superiors are not willing to listen to whatever 1.55 Disagree
suggestions or recommendations are made.
2. The company does not offer part time job to 2.09 Disagree
deserving practicumers.
3. The practicumer is not free to ask questions to any 1.34 Disagree
superior whenever it is necessary.

4. A superior does not set a positive example to 1.48 Disagree

follow.
5. The superior does not have a good working 1.39 Disagree
relationship with the practicumer.
6. The company does not allow the practicumer to 1.61 Disagree
render overtime.
7. The company gives task/s not related to the 1.66 Disagree
course.
8. The facilities and equipment used in the place of 1.71 Disagree
OJT is not modernized.
9. There is a risk of accident in the place. 1.75 Disagree
10. Inadequate knowledge regarding the task assigned 1.82 Disagree
to the practicumer.
11. The distance of the company is too far from school 2.48 Disagree
or practicumer‟s home.
12. Time conflicts between classes and on-the-job 1.89 Disagree
training schedule.
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

problem in their OJT in terms of work environment.

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

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

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

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

practicumers in terms of competencies is presented in Table 4.4.1.13. As shown

in the table, the host establishments assessed the performance of the

practicumers in terms of competencies as excellent as evidenced by its

composite mean of 3.66.

Table 4.4.1.13
Assessment of the Host Establishment on the Performance of the
Practicumers in terms of Competencies
Weighted Verbal
Item Mean Interpretation
1. applies knowledge to new situations and
completes relevant tasks 3.7 Excellent
2. identifies and analyzes a routine problem, Very
recommends a solution and evaluates the Satisfactory
solution‟s effectiveness 3.2
3. manages time and work distribution effectively 3.5 Excellent
4. coordinates well with other people 3.8 Excellent
5. follows directions 3.8 Excellent
6. complies with company rules 3.9 Excellent
7. accomplishes given task/s within designated 3.7 Excellent
time/period
Composite Mean 3.66 Excellent
 The findings further revealed that the practicumers are excellent in

complying with company rules, in coordinating well with other people, in following

directions, and in applying knowledge to new situations and completes relevant

tasks with a weighted means of 3.9, 3.8, 3.8, and 3.7 respectively. For the reason

that LCCT mission and vision focuses on community involvement and its main

core in the curriculum is the integration of values in every subject. Meanwhile,

they performed very satisfactorily in identifying and analyzing a routine problem,

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

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.

Table 4.4.2.14
Assessment of the Host Establishment on the Performance of the
Practicumers in terms of Skills
Weighted Verbal
Item
Mean Interpretation
Work Skills:
1. demonstrates the ability to operate machine/s 3.5 Excellent
needed on the job
2. handles the details of the work assigned to 3.6 Excellent
him/her
3. shows flexibility (whenever the need arises) in
the process of going through his/her tasks 3.8 Excellent
4. manifests thoroughness and precise attention to 3.7 Excellent
details
5. shows leadership skills 3.1 Very
Satisfactory
Social Skills:
6. willingly helps others (whenever necessary) in 3.9 Excellent
performance of their tasks
7. shows appreciation and gratitude for any form of 3.9
assistance granted to him/her by others Excellent
8. shows tact in dealing with different people 3.7 Excellent
he/she comes in contact with
9. shows respect and courtesy in dealing with peers 3.9 Excellent
and superiors
Composite Mean 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

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.

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.

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
1. observes punctuality 3.60 Excellent
2. performs tasks without much supervision 3.50 Excellent
3. practices self-discipline in his/her work 3.70 Excellent
4. demonstrates dedication and commitment to
the tasks assigned to him/her 3.90 Excellent
5. recognizes and respects authority 3.90 Excellent
6. uses mature judgment 3.70 Excellent
7. demonstrates cooperation 3.80 Excellent
8. shows constructive and positive behaviour 3.70 Excellent
9. shows interest and enthusiasm 3.80 Excellent
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

(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.

Table 4.4.4.16
Assessment of the Host Establishments on the Performance of the
Practicumers in terms of Personality Development
Weighted Verbal
Item
Mean Interpretation
1. shows positive attitude and enthusiasm 3.9 Excellent
2. has good personal habits 3.7 Excellent
3. shows emotional maturity 3.7 Excellent
4. shows poise and self-confidence 3.5 Excellent
5. dresses and grooms appropriately 3.7 Excellent
6. manifests traits of being responsible,
dependable and reliable 3.7 Excellent
7. shows high expectations for themselves and
for others 3.7 Excellent
Composite Mean 3.7 Excellent

The results of this study further revealed that the host establishments

found the practicumers as excellent in showing positive attitude and enthusiasm

at 3.9 weighted mean. They were also excellent in demonstrating good personal

habits, exhibiting emotional maturity, dressing and grooming appropriately,

manifesting traits of being responsible, dependable and reliable, and showing

high expectations for themselves and for others, all of which got 3.7 weighted

mean. They were also assessed as excellent in showing poise and self-
confidence at 3.5 weighted mean.

Part of the school training for students to improve themselves is through

personal discipline by complying with the rules and regulations of the school.

Through seminars and conventions given to students they should be able to

carry themselves as professional. Also, as Catholic school they are able to adopt

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

The significant differences on the performance of the practicumers when

grouped according to their profile variables are presented in Tables 4.5.17 to

4.5.20 Table 4.5.17 shows the difference on the performance of practicumers in

terms of competency.

Table 4.5.17
Difference on the Performance of Practicumers
in terms of Competency
Profile variables p-values Computed Decision Verbal
f-values Interpretation
Course 0.15 2.52 Accept Ho Not Significant
Type of Industry 0.10 5.23 Accept Ho Not Significant
Department / 0.28 2.15 Accept Ho Not Significant
Area
Nature of Work 0.19 3.19 Accept Ho Not Significant

Findings revealed that there is no significant difference in the performance

of practicumers in terms of competency as indicated by the p-values of 0.15,

0.10, 0.28 and 0.19 respectively all of which higher than 0.05 level of

significance. Hence, the null hypothesis is accepted.

This means that the performance of the practicumers in terms of

competency is independent of their course, type of industry where they are

deployed, department/area where they are assigned and their nature of work

during on-the-job training. This is affirmed by the host establishments‟

 assessment of the performance of practicumers in terms of competencies as

excellent.

It is included in the OJT Program of Cristobal (2008) that OJT are routine

that do not really require the application of the higher knowledge, skills and

competencies learned in the classroom. Mendoza as cited by Bahian (2008)

asserted that the students‟ level of achievement is significantly related to the on-

the-job training that is what the students learn from the classroom is what the

students apply during OJT. The school will provide related instruction and related

skills while the role of industries is to sharpen the student‟s competencies and

activities. Thus, cooperating industries should provide the student trainees with

the necessary reserves needed to improve their performance level of proficiency

and specific skills and field of specialization.

Table 4.5.18 presents the difference on the performance of practicumers

in terms of attitude.

Table 4.5.18
Difference on the Performance of Practicumers
in terms of Attitude
Profile variables p-values Computed Decision Verbal
f-values Interpretation
Course 0.48 0.81 Accept Ho Not Significant
Type of Industry 0.23 2.61 Accept Ho Not Significant
Department / 0.83 0.42 Accept Ho Not Significant
Area
Nature of Work 0.59 0.89 Accept Ho Not Significant
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-the-

job training. This is affirmed by the host establishments‟ assessment of the

performance of practicumers in terms of attitude as excellent.

Attitude will definitely define a person (Mueller, 2006). It is connected with

a person‟s principle in life and thus affects work ethics and work performance.

Sony and Kim (2005) summarized the conceptualization of work ethics as the

concept that has multiple meanings and implications pertaining to a variety of

aspects related to work, including work commitment, work value, attitude toward

work, occupational value, organizational commitment, perception of career

development, and work achievement.

Table 4.5.19 shows the difference on the performance of

practicumers in terms of skills.

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 / 0.20 2.93 Accept Ho Not Significant
Area
Nature of Work 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-the-

job training. This is affirmed by the host establishments‟ assessment of the

performance of practicumers in terms of skills as excellent.

It is supported by the study of Mamadra (2005) that the impact of the on-

the-job training program on skills and values development of the students

depend on the approaches of the skilled mentors to supplement the student

trainees‟ competence in the classroom as well as the concepts that both the

school and the industries work together in the training of technological students

as future industrial workers.

Table 4.5.20 presents the difference on the performance of practicumers

in terms of personality development.

Table 4.5.20
Difference on the Performance of Practicumers
in terms of Personality Development
Profile variables p-values Computed f- Decision Verbal
values Interpretation
 Course 0.59 0.57 Accept Ho Not Significant
Type of Industry 0.64 0.78 Accept Ho 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

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.

 Chapter V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the overall assessment of the study conducted. The

findings of the study are based on the data gathered through the survey

questionnaire and unstructured interviews. The conclusions are drawn from the

findings of the study and recommendations are provided to enhance the on-the-

job training program of La Consolacion College Tanauan.

Summary

It presents the overall assessment of the conducted study based on the

data gathered through survey questionnaire and unstructured interviews.

This study primarily aimed at assessing the OJT Program of La

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

Manual for its students. More specifically, it described the OJT Program of La

Consolacion College Tanauan in terms of qualifications of students, industry

linkages; and required number of hours. It also looked into the profile of the

respondents undergoing OJT in terms of course, type of industry where the

practicumer is deployed, department/areas of assignment and nature of

work/task. Furthermore, the host establishments assessed the performance of

the practicumers in terms of competency, skills, attitude and personality

development. This also presented the problems encountered by the practicumers

in their OJT and those encountered by the Practicum Coordinators. It further

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

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

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.

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

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.
 BIBLIOGRAPHY

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