6 Ojt Program BAm

OJT PROGRAMS OF LA CONSOLACION COLLEGE TANAUAN: BASIS FOR DEVELOPMENT OF AN OJT MANUAL ALONA BALAHADIA-CABRERA Master in Business Administration (Thesis Program) 2012

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 asset of the nation. And to have a good and competent manpower resource; quality education and intensive training are necessary for the students to become skilled and productive workers when they become part of the labour force. As per requirement 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’ for their 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 work experience in an area where they are interested in enhancing a career decision. Internships which can also spell valuable work experiences and further increase students’ confidence. Thus, the 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. 63

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 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. Confucius once said “If all I do is hearing, I will forget. If I hear and see, I will remember. If I hear, see and do, I will understand”. Part of the college curriculum is to train and orient students about the work and their future career. It is very important not only to teach the students about their chosen career but to show them the reality about working. In OJT, students are able to have hands-on industry experiences and should be able to have a network of colleagues that can easily help them in job hunting after graduation. An experience in OJT is important in applying for a job. Oftentimes, employers will ask the applicant the relevance of their training to their course and to the position they are applying for. Some companies are giving food allowances, transportation allowances, shuttle service and gift certificate. While learning, the students should be able to earn money. Moreover, La Consolacion College Tanauan (LCCT) which is duly accredited by the Commission on Higher Education (CHED) offers courses in line with Education, Business, Accountancy, Hotel and Restaurant Management, Tourism and Information Technology all offering the practicum subject. Practicum coordinators encounter minimal problems in handling OJT in terms of the behavior of students during their adjustment period in the new environment. However, they encounter difficulty in scheduling the ocular visits in the host establishment due to different practicum sites. Also, as one of the practicum coordinators, the researcher experienced difficulty in handling OJT due to lack of standard guidelines, policies, rules and regulations of the College. It is within these concepts and reasons that the researcher would like to propose an OJT Manual for La Consolacion College Tanauan. 64

Findings

1.3

required

number

of

hours; The following significant findings were revealed in this study:

The Experiential Learning Courses (ELC) for Education students consists of Field Study course and Practice Teaching with 300 hours while the BSIT curriculum has internship/OJT/Practicum with 540 hours. 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. Internship for BSA program is equivalent to 300 hours while BSBA practicum or work integrated learning is equivalent to 600 hours.

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.

1.4 OJT requirements; and The students must pass the qualification for practicum so that they can enrol the subject. They are required to attend the pre-orientation seminar to be conducted by the Practicum Coordinator where OJT requirements are discussed.

For BEED, BSED and BSIT, the students must have fourth year standing. 1.2 industry linkages;

Documents to be submitted by the students on the pre-practicum stage include 1.) application letter, 2.) certification of grades, 3.) photocopy of enrolment form, 4.) resume with picture, 5.) medical certificate issued by LCCT clinic, and 6.) for irregular students, class schedule. Two sets of these documents are placed inside a long size brown envelope to be submitted to the Practicum Coordinator. Once cleared, the Practicum Coordinator will issue InSchool Interview Notice. After the

La Consolacion College Tanauan has Memorandum of Agreement with different companies like 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

65

interview, the students are required to attend seminar session and secure certificate of attendance. Then they will be given a logbook for their daily activities. Included in the logbook are the computation of grades, guidelines in preparing a practicum report, some tips in basic good grooming, and copy of evaluation form and interview guide. 1.5 evaluation

monitoring

Tourism has 10; BSA has 4 respondents; BEED has 2 and there is no BSED and BSIT respondent. 2.2 type of industry where the practicumer is deployed; Thirty-one (31) or 71% of the respondents were with the service industry. Eleven or 25% were in manufacturing while 2 or 4% were in the education industry.

and

2.3 department/areas of the assignment; and The respondents were assigned at Housekeeping, General Administration Department, Kitchen, Booking/Reservation, Project Control Department, Food and Beverage, High School, Financial Accounting Department, Admin/Finance Department, Crewing, Provident Fund, Cost Accounting, Human Resource, Comptrollership, Marketing and Recruitment Departments.

Every two weeks, practicumers are required to report to their Practicum Coordinator to update on the tasks assigned to them and problems encountered during OJT. Moreover, the coordinator will check the students’ logbooks to monitor their activities with the host establishments. Once a month, the coordinator will conduct ocular visits with the host establishments to check the working condition of the practicumer and to give certificate of partnership and token of appreciation to the company. Before completion of the required number of hours, the coordinator will hand carry the evaluation form and ask the supervisor/immediate head to evaluate the practicumer and put it in a sealed envelope. After the duration of practicum, the students are required to submit a practicum report.

2.4

Clerical works, room attendants, kitchen staff, accounting staff, Front Office, Assistant Recruitment Specialists, teachers, marketing staff, Aircraft Flight Log and Cabin Crew Data Encoder are the nature of work/task of the practicumers.

2. Profile of the respondents undergoing OJT in terms of: 2.1

nature of work/task

3. Problems OJT by the:

encountered

course; 3.1

Both HRM and BSBA programs have 14 respondents;

practicumers:

3.1.1 training; 66

in

Findings showed that the practicumers disagreed that the company does not pay extra service rendered by the practicumers, does not provide free snack and meal, does not provide the school with feedback on practicumers’ somewhat negative attitude/behaviour, does not provide extensive training to meet their objectives and expectations, is not seen as a future employer capable of providing excellent career opportunities, and does not provide challenging training tasks. However, they moderately agreed that the company does not provide allowance. 3.1.2

work

relationship with the practicumers; and 12.) The practicumer is not free to ask questions to any superior whenever it is necessary. 3.1.3 school support Based on the findings, the practicumers disagreed that the department does not coordinate with parents on the implementation of training program policies, does not provide regular monitoring of OJT progress in the company, does not have work structure for monitoring the student’s progress, does not provide opportunities for the students to assess the fitness of the OJT coordinator to the tasks given to them, does not have standard policies that govern placement, monitoring and evaluation of students, does not orient the practicumers to the cooperating firm, does not conduct assessment of OJT program upon completion, does not coordinate with the company in the design and supervision of the OJT, the academic preparation (i.e., prerequisite courses) is not adequate to undertake company assignment and its challenges, and does not provide the results of the company and the department’s assessment of the OJT.

environment;

and Data revealed that the practicumers disagreed that the following are problems they encountered during their OJT: 1.) The distance of the company is too far from school or practicumer’s home; 2.) The company does not offer part time job to deserving practicumers; 3.)Time conflicts between classes and on-the-job training schedule; 4.) Inadequate knowledge regarding the task assigned to the practicumer; 5.) There is a risk of accident in the place; 6.) The facilities and equipment used in the place of OJT is not modernized; 7.) The company gives task/s not related to the course; 8.) The company does not allow the practicumer to render overtime; 9.) Superiors are not willing to listen to whatever suggestions or recommendations are made; 10.) A superior does not set a positive example to follow; 11.) The superior does not have a good working

3.2 Practicum Coordinators For Education students, three problems were identified by their practicum coordinator. First is habitual absenteeism of pre-service teachers. Second, the pre-service teacher could not easily adjust with their cooperating teacher or mentor. Last, the class schedule given to 67

in terms of:

them is either too early or too late because the laboratory school where they are undergoing OJT have shifting classes for the students.

4.1

competencies;

Findings revealed that the practicumers are excellent in complying with company rules, in coordinating well with other people, in following directions, in applying knowledge to new situations and completes relevant tasks, in accomplishing given task/s within designated time/period, and in managing time and work distribution effectively. Meanwhile, they are very satisfactory in identifying and analyzing a routine problem, in recommending solutions and in evaluating the solution’s effectiveness.

For HRM/Tourism students, the Practicum Coordinator encountered four problems. First in the list is the misbehaviour of the students. Second, it is difficult to monitor the practicumers because the host establishments is 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. Last identified was difficulty in explaining to the Assistant Dean for Academic Management (ADAM) that placement of OJT is not that easy for everyone 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 completing the required number of hours because most of the host establishments did not allow the practicumers to extend their stay with them. 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. Last one identified was difficulty in asking for appointment from the host establishment due to inadequate budget for ocular visits to the company.

4.2

skills;

On work skills, the practicumers were assessed 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, handle the details of the work assigned to him/her and demonstrate the ability to operate machine/s needed on the job. They were very satisfactory in showing leadership skills. On social skills, the practicumers were assessed to be excellent when they willingly help others (whenever necessary) in performance of their tasks, show appreciation and gratitude for any form of assistance granted to him/her by others, show respect and courtesy in dealing with peers and superiors,

4. Assessment of the host establishments on the performance of the practicumers 68

and show tact in dealing with different people they come in contact with. 4.3

establishments on the practicumers were all excellent. There can never be any difference because they were all assessed as excellent.

attitude; and

6. Proposed On-the-Job Training Manual to enhance the students’ performance

The host establishments assessed the practicumers to be excellent in demonstrating dedication and commitment to the tasks assigned to him/her, in recognizing and respecting authority, in demonstrating cooperation, in showing interest and enthusiasm, in practicing self-discipline in work, in using mature judgment, in showing constructive and positive behaviour, in observing punctuality, and in performing tasks without much supervision.

The Proposed On-the-Job Training Manual for the Practicumers and Practicum Coordinators was designed to maintain and enhance the OJT performance of the students of LCCT. Conclusions Based on the findings, the following conclusions were drawn:

4.4 personality development

1. The OJT Program of La Consolacion College Tanauan is well described and meets CHED minimum standards in terms of qualifications of students, industry linkages, number of hours, monitoring and evaluation and OJT requirements.

Findings revealed that the host establishments assessed the practicumers to be excellent in showing positive attitude and enthusiasm, for having good personal habits, in showing emotional maturity, in dressing and grooming appropriately, in manifesting traits of being responsible, dependable and reliable, in showing high expectations for themselves and for others and in showing poise and self-confidence.

2. Majority of the respondents are BSHRM and BSBA students. Most of them are with the service industry and manufacturing industry, in Housekeeping and General Administration Department doing housekeeping and clerical works respectively.

5. Significant differences on the performance of practicumers when grouped according to their profile variables The significant differences on the performance of practicumers when grouped according to their profile variables were not computed because the assessment of the host

3. The host establishments assessed the performance of the practicumers in terms of competencies, skills, attitude and personality development as excellent. 4. The practicumers did not encounter any problem in their OJT in 69

terms of training, work environment and school support. On the other hand, Practicum Coordinators encountered minimal problems concerning the training of practicumers. 5. There are no significant differences on the performance of practicumers when grouped according to their profile variables because the practicumers were assessed as excellent in all variables. 6. An on-the-job training manual for LCCT is proposed. Recommendations From the findings and conclusions generated in this study, the researcher humbly recommends the following: 1. The OJT Program of the institution should be regularly monitored to assure that it maintains its quality and relevance. 2. Future practicumers should be well guided to work at their best during their on-the-job training. 3. Regular monitoring and evaluation of the practicumers should be done religiously by the Practicum Coordinators to prevent or minimize problems encountered. 4. The Proposed On-the-Job Training Manual for the practicumers and practicum coordinators should be used to maintain and enhance the OJT performance of the students of LCCT. 70

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http://www.BusinessTraining.com http://en.wikipedia.org http://www.businessdictionary.com http://www.fptiphilippines.com http://www.wisegeek.com http://www.doi.gov/hrm/pmanager/ed6b.html http://www.referenceforbusiness.com/encyclopedia/Oli-Per/On-the-JobTraining. html#ixzz1qfFA8Nua http://EzineArticles.com/?expert=Carl_Mueller www.oecd.org/edu/statistics/deseco; www.deseco.admin.ch http://smallbusiness.chron.com/negative-positive-attitudes-affect-workplace21287.html http://www.economywatch.com/world-industries/education-industry.html http://degreedirectory.org/articles/What_is_Clerical_Work.html http://www.referenceforbusiness.com/encyclopedia/Oli-Per/On-the-JobTraining. html#ixzz1qfFA8Nua. Retrieved March 28, 2012 http://www.doi.gov/hrm/pmanager/ed6b.html. Retrieved March 29, 2012

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D. GOVERNMENT DOCUMENTS CHED Memorandum Order No. 23, s. 2009. “Guidelines for Student Internship Program in the Philippines (SIPP) for All Programs with Practicum Subject” CHED Memorandum Order No. 24, s. 2009. “Guidelines for Student Internship Abroad Program (SIAP) for All Programs with Practicum Subject” CHED Memorandum Order No. 25, s. 2001. “Revised Policies and Standards for Information Technology Education (ITE) Programs” CHED Memorandum Order No.53, s. 2006. “Policies and Standards Information Technology Education (ITE)” CHED Memorandum Order No.39, s. 2009. “Policies, Standards and Guidelines for Bachelor of Science in Business Administration (BSBA)” CHED Memorandum Order No.3, s. 2007. “Revised policies and Standards for Bachelor of Science in Accountancy (BSA), As Amended” CHED Memorandum Order No.30, s. 2004. “Revised Policies and Standards for Undergraduate Teacher Education Curriculum” CHED Memorandum Order No.30, s. 2006. “Policies and Standards for Bachelor of Science in Tourism Management (BSTM) / Bachelor of Science in Hospitality Management (BSHRM) / Bachelor of Science in Travel Management (BSTrM)” CHED Memorandum Order No.44, s. 2005. “CHED Accredited Training Partners for SIAP” CHED Memorandum Order No. 53, s. 2006. “Policies and Standards for Information Technology Education (ITE) Programs” TESDA Circular No. 16, s. 2004, “Trade and Vocational Courses” E. Others Bakarman, Ahmed A. PhD, Manual on Skills and Attitude: (ASK) A New Model for Design Education. 2008 74