MODULE-in-immersion.docx

GRADE 12 SENIOR HIGH SCHOOL IMMERSION MANUAL

MODULE IN WORK IMMERSION

NAME: ____________________________________________________________ ________________________________ _____________________________ _ SECTION: __________________________________________________________

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SUBJECT: Work Immersion SUBJECT CODE: SUBJECT DESCRIPTION: Work Immersion is one of the course requirements for graduation. A Senior High School student has to undergo Work Immersion in an industry that directly relates to the student’s postsecondary goal. Through Work Immersion, the students are exposed to and become familiar with work-related environment re lated to their field of specialization to enhance their competence. Specifically, the students are able to: (i) gain relevant and practical industrial skills under the guidance of industry experts and workers; (ii) appreciate the importance and application of the principles and theories taught in school; (iii) enhance their technical knowledge and skills; (iv) enrich their skills in communications and human relations; and (v) develop good work habits, attitudes, appreciation, and respect for work. These prepare them to meet the needs and challenges of employment or higher education after graduation.

MODULE CONTENT I. Pre-Immersion A. Understanding work immersion by discussing:

1. Expected behavior a. Work ethics b. Safety in the workplace c. Workplace rights and responsibilities d. Confidentiality in the workplace e. Effective conflict resolution and teamwork skills 2. Work immersion rules and regulations 3. Terms and conditions of the Memorandum of Agreement B. Appreciating the importance of credentials by: 1. Writing a résumé 2. Filling out application forms 3. Visiting the concerned offices where the following could be secured: a. Barangay clearance b. Police clearance c. Mayor’s clearance d. Medical certificate 4. Job Interview skills training

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C. Discussion of portfolio 1. Portfolio instructions a. Portfolio content i. accomplished forms ii. pictures of work site and non-written output/ projects with captions iii. illustrations of activities performed (as needed) iv. weekly diary (narrative/ account of learnings and achievements, issues faced and corresponding resolutions) v. sample written output (if any) vi. work immersion highlights vii. other relevant pictures/ documents b. When to update content c. Portfolio packaging d. Portfolio presentation at the end of Work Immersion II. Immersion Proper A. Appreciating management processes by observing, identifying and describing the following: 1. Nature of the business 2. Description of the products/services 3. Target clientele 4. Organizational structure 5. Company rules and regulations

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UNIT I: PRE-IMMERSION UNDERSTANDING WORK IMMERSION

INTRODUCTION

Work immersion is one of the necessary subjects for graduating students. Wherein the senior high school students must undergo practicum that relates to the students course. In this subject, the students are able to learn and experience things about their courses since, they are exposed with the work-related environment to their field of specialization. Hence, it will be a great help to enhance their competency level. They can also develop work ethics such as; good work habits, attitudes, appreciation, and respect for work, applying all the theories and concept that they’ve learned in school, acquire new skills and help to develop their communication skills and interpersonal skills through the help and guidance of industry experts and workers. These will help every students to be prepare to meet the needs and standards of employment. So, what do we mean by Work Immersion? The word “immersion” as it applies to the K to 12 curriculum is defined in t he Department of Education (DepEd) Order No. 40, series of 2015: “Work Immersion refers to the part of the Senior High School (SHS) Curriculum consisting of 80 hours of hands-on experience or work simulation which the Grades 11 and 12 students will undergo to expose them to the actual workplace setting and to enrich the competencies provided by the school under the supervision of the School Head and the designated personnel of the Partner.” Immersion is done outside the school campus in a “Workplace Immersion Venue,” defined as “the place where work immersion of students is done. Examples of work immersion venues include offices, factories, shops and project sites.” What could lead to to confusion is that the word “immersion” “immersion” actually has two meanings in K to 12. The first meaning refers to a required SHS subject in th e curriculum. The second meaning refers not to a subject but to a preferred mode of delivery of Tech-Voc subjects.

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PART I: EXPECTED BEHAVIOR Every worker should possess good behavior in their workplace to maintain the balance and harmonious work environment. A. WORK ETHICS By definition, Work ethic is a belief that work, hard work and diligence and diligence has a moral benefit and an inherent ability, virtue ability, virtue or value value to strengthen character. It is about prioritizing work and putting it in the center of life. Social ingrainment of this value is considered to enhance character enhance character through hard work that is respective to an individual’s field of work

A str str ong wor k ethic is is vital for achieving goals. A work ethic is a set of moral principles a person uses in their job. People who possess a strong work ethic embody certain principles that guide their work behavior, leading them to produce high-quality work consistently and the output feeds the individual to stay on track. A good work ethic fuels an individual’s needs and goals, it is related to the initiative by a person for the objectives. It is considered as a source of self-respect, satisfaction, and fulfillment. However, a negative work ethic is a behavior of a single individual or a group that has led to a systematic lack of productivity, reliability, accountability and a growing sphere of unprofessional/unhealthy relationships (e.g., power politics, lack of social skills, etc.)

Here are some factors of a good work ethics:

1. Goal-oriented actions: it is not about making plans or the next logical steps; it's about getting things done so that the work invested wouldn't be counter-productive. 2. Dedicate on priority: focusing on qualitative activities that a person is capable and where they can make a difference or a high impact based on objectives. 3. Being available and reliable: spending time on the work and building oneself up for the task. 4. Conscientiousness: a desire to do a task well, being vigilant and organized. 5. Creating a rewarding routine/system: Engaging in tasks that provide strength and energy which can be transferred to your ultimate goals, creating a habit and a habitat for success. 6. Embracing positivism: shape a problem with the statement "good, (action) (problem)", e.g. "I'm tired and it is time for a workout" leads to "Good. Workout tired".

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Activity #1 Objective: Identify the work ethics in the work place where you are in and identify whether it is a strong work ethic (good work ethic) or negative work ethic (bad work ethic).

1. Observe your workplace, what are the strong work ethics implemented in your company? And rate it using the Likert scale that is shown below. Good work ethics

Always

Sometimes

Never

Goal-oriented actions Dedicate on priority Being available and reliable Conscientiousness Creating a rewarding routine Embracing positivism

2. Observe your workplace, what are the negative work ethics that you notice in your company? And rate it using the Likert scale that is shown below. Bad work ethics

Always

Sometimes

Unproductive workers Lack of social skills Power politics Doesn’t

have

a

systematic routines Toxic workmates Others

6

Never


CAPITALIST VIEW Steven Malanga refers to "what was once understood as the work ethic — — not not just hard work but also a set of accompanying virtues, accompanying virtues, whose crucial role in the development and sustaining of free free markets too few now recall". Max Weber notes that this is not a philosophy of mere greed, but a statement laden with moral language. It is in effect an ethical response to the natural desire for hedonic reward, a statement of the value of delayed gratification to achieve self-actualization. Franklin claims that Bible readings revealed to him the usefulness of virtue. Indeed, this reflects the then Christian search for ethic for living and the struggle to make a living. Experimental studies have shown that people with fair work ethic are able to tolerate tedious jobs with equitable monetary rewards and benefits, they are highly critical, have a tendency for workaholics and a negative relation with leisure activity concepts. They valued me ritocracy and egalitarianism.

ANTI-CAPITALIST VIEW The industrial engineer Frederick Frederick Winslow Taylor (1856-1915) revised the notion of work ethic as a means of management management control that delude workers about the actual reality for accumulated accumulated advantage, which advantage, which is a form of avarice. Marxists, and some non-Marxist sociologists do not regard "work ethic" as a useful sociological concept. They argue that having a "work ethic" in excess of management's control doesn't appear rational in any mature industry where the employee can't rationally hope to become more than a manager whose fate still depends on the owner's decisions.

NOTE:

Since work ethics deals with a code of conduct, or a set of principles that is acceptable in the work place, we need to look at what some of those principles are. A list of work ethics for an employer or a company might be:    

To provide a safe work environment e nvironment for its staff and employees, To treat employees with dignity and respect, To provide a fair wage for the services rendered, To handle all business transactions with integrity and honesty.

A list of work ethics for the employee might include:    

To show up on time. To tend to company compan y business for the whole time while at work. To treat the company’s resources, equipment, and products with care, To give respect to the company. That means honesty and integrity.

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B. SAFETY IN THE WORKPLACE

Workplace safety is important. You know that implementing an effective safety program for your workplace is one of the best decisions a company can make — both both for its workers and for its bottom line. Here’s the T op 10 Work Wor k place Safety afety Ti ps E ver ver y E mployee loyee and E mployer loyer s Should S hould K now to create a workplace safety environment based on shared responsibility: 1. SAFETY PROGRAMS CREATE PRODUCTIVE WORK ENVIRONMENTS 

Properly managed safety programs show commitment to safety by the management in turn creating a great safety culture where everyone ‘wants’ to be safe. 2. ABSENTEEISM DROPS WHEN EFFECTIVE SAFETY PROGRAMS ARE INTRODUCED  Workers want to work in a safe environment; absenteeism drops when effective safety programs are introduced. 3. WORK PREMISES ARE KEPT TO HIGHER STANDARDS  Work premises are kept to higher standards for safety, cleanliness, and ho usekeeping 4. A SAFE WORK ENVIRONMENT PRODUCES HAPPIER EMPLOYEES  A safe work environment produces happier employees; everyone wants to go hom e safe each day. 5. EMPLOYEE INSURANCE CLAIMS DECREASE IN SAFE WORK ENVIRONMENTS  Worker Compensation insurance claims decrease, in turn lowering WCB Rates. This is a benefit to any company that has to pre-qualify to work; wo rk; a lower rate gives you a better b etter grade with your clients. 6. A COMPANY’S MOST VALUABLE ASSET IS PR OTECTED — IT’S — IT’S PEOPLE 7. SAFETY PROGRAMS ENABLE A COMPANY TO WIN AND RETAIN BUSINESS CUSTOMERS 8. SAFETY PROGRAMS CREATE AN ENVIRONMENT WHERE SAFETY IMPROVEMENTS ARE CONSIDERED, ENCOURAGED AND IMPLEMENTED  In turn, workers feel like they are part of the safety solution. 9. SAFE WORK ENVIRONMENTS ENHANCE THE BRAND VALUE AND GOODWILL FOR A COMPANY  Enables a company to win and retain business customers. Clients want to work with companies that are safe (less downtime due to incidents). 10. SAFETY REDUCES BUSINESS COSTS AND DISRUPTION  Reducing business costs creates productive work environments.

C. WORKPLACE RIGHTS AND RESPONSIBILITIES

1. LABOR CODE OF THE PHILIPPINES The Labor Code of the Philippines governs employment practices and labor relations in the Philippines. It also identifies the rules and standards regarding employment such as pre-employment policies, labor co nditions, wage rate, work hours, employee benefits, termination of employees, and so on. Under the regime of the President [Ferdinand Marcos], it was promulgated in May 1. 1974 and took effect November 1, 1974, six months after its promulgation.

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PRE-EMPLOYMENT 

Minimum employable age

The minimum age for employment is 18 years old and below that age is not allowed. Persons of age 15 to 18 can be employed given that they work in non-hazardous environments. 

Overseas employment

As for overseas employment of Filipinos, foreign employers are not allowed to directly hire Philippine nationals except through board and entities authorized by the Secretary of Labor. Travel agencies also cannot transact or help in any transactions for the employment or placement of Filipino workers abroad. Once Filipinos have a job in a foreign country, they are required to remit or send a portion of their income to their families, dependents, and/or beneficiaries in the Philippines. 

Regulations and conditions on employment 

Minimum wage rate

Minimum wage rates in the Philippines vary from region to region, with boards established for each region to monitor economic activity and adjust minimum wages based on growth rates, unemployment rates, and other factors. The minimum The minimum wage rate for Non-Agriculture employees, in Manila region, established under Wage O rder No. NCR 15 is P404 per day, but in May 9, 2011, 2 011, a (cost of living allowance) of allowance) of P22 per day was added to P404 wage, making the minimum wage P426. COLA was also added to the previous P367 minimum wage for the following sectors: Agriculture, Private Hospitals (with bed capacity of 100 or less), and manufacturing establishments (with less than 10 workers), leaving the sectors with P389 as minimum wage. The 426 combined rate is locally referred to in the Philippines as "Manila R ate" due to this regional disparity. 

Regular work hours and rest periods

N or mal hour hourss of wor wor k - The normal hours of work of any employee emplo yee shall not exceed eight (8) hours a day. da y. Health personnel in cities and municipalities with a population of at least one million (1,000,000) or in hospitals and clinics with a bed capacity of at least one hundred (100) shall hold regular office hours for eight (8) hours a day, for five (5) days a week, exclusive of time for meals, except where the exigencies of the service require that such personnel work for six (6) days or forty-eight (48) hours, in which case, they shall be entitled to an additional compensation of at least thirty percent (30%) of their regular wage for work on the sixth da y. For purposes of this Article, "health personnel" shall include resident physicians, nurses, nutritionists, dietitians, pharmacists, social workers, laboratory technicians, paramedical technicians, psychologists, midwives, attendants and all other hospital or clinic personnel.

Mea Meal pe peri ods- Subject to such regulations as the Secretary of Labor may prescribe, it shall be the duty of every employer to give his employees not less than sixty (60) minutes time-off for their regular meals. 

Rest days

All employees have the right to have a 24 consecutive hours of rest day after every 6 days of work. Employers are responsible for determining and scheduling the rest day of employees except only if the employee prefers a different different day based on religious grounds. However, the employer may require require an an employee to work during during his/her rest day in cases of emergencies, special circumstances at work in which employees are seriously needed, to prevent losses or damage to any goods or to the employer, and other cases that have reasonable grounds.

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

Nightshift differential and overtime

Employees are also given additional wages for working in night shifts. The night shift starts from 10 o’clock in the evening until 6 o’clock in the morning, and employees will receive 10% more of his/her regular wage rate. Overtime work for employees (beyond 8 hours) are allowed and workers shall be paid with his/her regular wage plus an additional 25% of the regular wage per hour worked or 30% during holidays or rest days. 

Household helpers

Household helpers, or maids, are common in the Philippines. Household helpers deliver services at the employer’s home, attending to the employer’s instructions and convenience. The minimum wage of household helpers is P800 per month for some cities in Metro Manila, while a lower wage is paid to those outside of Metro Manila. However, most household helpers receive more than the minimum wage; employers usually give wages ranging from P2, 500 and above per month. On top of that, employers are required to provide food, sanitary lodging, and just treatment to the household helper.

POST- EMPLOYMENT 

Termination by employer

The employer has the right to terminate an employee due to the following reasons: serious misconduct or disobedience to the employer, neglect of duties or commission of a crime by the employee, and such gives the employer a just case to terminate the services of the employee. 

Retirement

The retirement age for an employee depends on the employment contract. Upon retirement, the retired employee should be given his/her benefits according to the agreement or contract between the employer and the employee. However, if there is no existing retirement plan or agreement for the employee, he/she may retire at the age of 60, given that he/she has served the employer for 5 years, and shall be given a retirement pay of at least half a month’s salary for every year of service (6 months months of work given is considered as 1 whole year for the retirement pay). D. TERMS AND CONDITIONS OF THE MEMORANDUM OF AGREEMENT PART II: APPRECIATING THE IMPORTANCE OF CREDENTIALS

CREDENTIALS 

According

to

Cambridge

documents that state that state the abilities the abilities and experience and experience of

dictionary a person and

credentials show

are that

the person the person is qualified is qualified for a particular a particular job job or activity.

REFLECTION #1: As a student, what do you think are the importance of having a credentials in getting a job?

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___________________________ ________________________________________________________ _______________________________________________________ _________________________________ _____ _______________________________________________________ ___________________________ ________________________________________________________ _________________________________ _____ _______________________________________________________ ___________________________ ____________________________________________________ _________________________________ _________ _______________________________________________________ ___________________________ ________________________________________________________ _________________________________ _____ _______________________________________________________ ___________________________ ________________________________________________________ _________________________________ _____ _______________________________________________________ ___________________________ _____________________________________________________ _________________________________ ________ _______________________________________________________ ___________________________ ________________________________________________________ _________________________________ _____ _______________________________________________________ ___________________________ ________________________________________________________ _________________________________ _____ _______________________________________________________ ___________________________ _____________________________________________________ _________________________________ ________ _______________________________________________________ ___________________________ ________________________________________________________ _________________________________ _____ _______________________________________________________ ___________________________ ________________________________________________________ _________________________________ _____ ____________________________________________________ ___________________________ _____________________________________________________ ____________________________________ ________ _______________________________________________________ ___________________________ ________________________________________________________ _________________________________ _____

WRITING A RESUME

According to Cambridge dictionary, a resume is a written statement of your educational and work exp erience. A resume is a means of advertising yourself to get a job that you want and will give a short impression about you to the employers whether you attain attain their standards or not. That’s why writing a good resume is very important. 3 formats of resume I. Reverse-Chronological This is the more traditional format and is what you are most likely to come across. Chronological across. Chronological format is flexible and can be used for applicants with any level of experience. I should use if: I want to show a vertical career progression. I want to apply to a job in a similar field. I want to promote my upward career mobility I shouldn’t use if:

I have major gaps in my employment emplo yment history. I am changing my career path. I change jobs every few months. II. Functional While chronological places emphasis on career progression, a progression, a functional format focuses on your abilities and skills. Since it heavily emphasizes the applicant’s qualifications, functional format functional format is more suitable for those with an expert level of experience.

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I should use if: I have gaps in my employment history. I am changing my career industry. I want to highlight a specific skill set. I shouldn’t use if:

I want to highlight my upward career mobility. I am an entry level candidate that lacks experience. I lack transferable skills III. Combination As you can probably guess the guess the combination format merges bits and pieces from both chronological and functional formats. Like the functional format, it focuses on specific qualifications, yet the body of the document contains professional experience similar to chronological format. This format is generally reserved for those with a great deal of experience in a particular industry. I should use if: I want to highlight a developed skill set within a specific career. I want to change my career path. I am a master of the subject I am applying to. I shouldn’t use i f:

I want to highlight my education. I lack experience. I am an entry level candidate.

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CHRONOLOGICAL RESUME

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FUNCTIONAL RESUME

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COMBINATION RESUME

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Here are the following steps and tips on how h ow to write a resume: STEP 1: I. Contact Information

The contact information section is pretty self-explanatory. This section does not require a label (Contact Information or Contact Details). When listing your contact details you should follow this order:      

Name (largest font on page, middle initial is optional op tional Mailing Address Telephone Number (Check that you have an appropriate voicemail message) Email Address (make sure it’s appropriate, don’t use your sexypanda45 @gmail.com account.) Link to online portfolio (optional, ensure it is relevant to the position) LinkedIn Profile

STEP 2: II. Choose a Resume Introduction

Like formats, job seekers have 3 choices for their resume introduction: a qualifications summary, career objective, and professional profile. The goal of all three are to gain the attention of an employer by highlighting your skills and experience that will help their company. However, the method through which each introduction achieves this goal differs. See below:

Qualifi Qualif i cations cations Summ Summary With regards to format, the qualifications summary is a bullet point list (ranging from 4 to 6 points) of your most outstanding career achievements. Avoid achievements. Avoid using generic statements and try to list your skills in a way reflects your unique voice. I should use if: I am applying to a job that requires a rigid set of abilities. I have a wealth of experience in the industry. I possess multiple skill sets. I shouldn’t use if:

I lack experience. I am an entry level candidate that lacks specific skill sets. I lack measurable achievements.

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C ar eer Object Objectii ve A resume objective, objective, also referred to as a career objective, is a 2-3 sentence statement that provides an overview of your skills and experience. This resume introduction is best for entry-level candidates. I should use if: I am an entry-level applicant. I do not have in-depth experience in the industry. I am a recent college graduate. I shouldn’t use if:

I have a wealth of industry-specific skill sets. I am changing career paths. I am writing a cover letter.

P r ofessi fessio onal nal Pr ofi le The professional profile is a combination of both the career objective and qualifications summary. It is also the most flexible of the three styles as it can be formatted as short paragraph of bullet-point list. I should use if: I have had major achievement in my past experience I am applying to a position in the same industry I have a special area of expertise in my field I shouldn’t use if:

I am an entry-level applicant I am recent college graduate I lack measurable of accomplishments Finally, when deciding what skills to add to either of the two, try to target skills specific to the job you are applying for. Don’t just simply copy and paste skills right out of the job description, but instead try to use words common in the industry. STEP 3: III. Professional Experience

The section is the core of your resume, where you are tasked with proving the skills you have listed in the qualifications summary or career objective. When it comes to labeling this section some use “Relevant Ex perience,” or “Work Experience” as an alternative to “Professional Experience.” Remember to list your work experiences in reverse chronological order and only list experience that is relevant to the job you are applying for. For each company create a heading including the company’s name, city & state, your title, and the dates of employment (month and year). If you are still currently working at a company, you can simply write “month, year -Present” for the employment dates.

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STEP 4: IV. Education

Having a solid education section helps to d to display isplay the foundation of your knowledge and expertise. Depending on your professional experience, you may want to consider switching the order of the professional experience and education sections. For instance, college or high school students that lack seasoned professional experience benefit from emphasizing their education by placing it before the professional experience section. In addition, if you possess a wealth of professional experience then it is appropriate to keep this section short and sweet. Here are the main points to include in your education section: 

   

The names of your university, community college, or technical school(Don’t include high school unless you did not attend college) Location of the schools (city, state) Date of graduation (month, year) Degree(s) GPA (only include if your GPA is above 3.0, round up to the first decimal place , and use this format: GPA: 3.5/4.0) STEP 5: V. Additional Sections

By now you’ve already added the nuts and bolts to your resume and may want to consider adding to help strengthen it.

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FILLING OUT APPLICATION FORMS

Here is the example of application form

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VISITING THE CONCERNED OFFICES WHERE THE FOLLOWING COULD BE SECURED:

a. Barangay clearance b. Police clearance c. Mayor’s clearance d. Medical certificate JOB INTERVIEW SKILLS TRAINING Even the smartest and most qualified job seekers need to prepare for their job interview. Why, you ask? Interview skills are learned, and there are no second chances to make a great first impression . These 10 interview tips will teach you how to answer interview questions and convince the hiring manager that you are the one for the job.

Practice good nonverbal communication It's about demonstrating confidence: standing straight, making eye contact and connecting with a firm handshake. That first nonverbal impression can be a great beginning—or quick ending—to your interview.

Dress for the job or company Today's casual dress codes do not give you permission to dress as "they" do when you interview. It is important to know what to wear to an interview and to be well-groomed. Whether you wear a suit or something less formal depends on the company culture and the position you are seeking. If possible, call to find out about the company dress code before the interview. Listen From the very beginning of the interview, your interviewer is giving you information, either directly or indirectly. If you are not hearing it, you are missing a major opportunity. Good communication skills include listening and letting the person know you heard what was said. Observe your interviewer, interviewer, and match that style and pace.

Don't talk too much Telling the interviewer more than he needs to know could be a fatal mistake. When you have not prepared ahead of time, you may ramble when answering interview questions, sometimes talking yourself right out of the job. Prepare for the interview by reading through the job posting, matching your skills with the position's requirements and relating only that information.

Don't be too familiar The interview is a professional meeting to talk business. This is not about making a new friend. Your level of familiarity should mimic the interviewer's demeanor. It is important to bring energy and enthusiasm to the interview and to ask questions, but do not overstep your place as a candidate looking for a job.

Use appropriate language It's a given that you should use professional language during the interview. Be aware of any inappropriate slang words or references to age, race, religion, politics or sexual orientation —these topics could send you out the door very quickly.

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Don't be cocky Attitude plays a key role in your interview success. There is a fine balance between confidence, professionalism and modesty. Even if you're putting on a performance to demonstrate your ability, overconfidence is as bad, if not worse, as being too reserved.

Take care to answer the questions When interviewers ask for an example of a time when you did something, they are asking behavioral interview questions, which are designed to elicit a sample of your past behavior. If you fail to relate a specific example, you not only don't answer the question, but you also miss an opportunity to prove your ability and talk about your skills.

Ask questions When asked if they have any questions, most candidates answer, "No." Wrong answer. Part of knowing how to interview is being ready to ask questions that demonstrate an interest in what goes on in the company. Asking questions also gives you the opportunity to find out if this is the right place for you. The best questions come from listening to what you're asked during the interview and asking for additional information.

Don't appear desperate When you interview with the "please, please hire me" approach, you appear desperate and less confident. Reflect the three Cs during the interview: cool, calm and confidence. You know you can do the job; make sure the interviewer believes you can, too.

PART III: DISCUSSION OF PORTFOLIO The meaning of Portfolio

According to Collins dictionary, a portfolio is a set of pictures by pictures by someone, or photographs of examples examples of their work, which they use when entering when entering competitions competitions or applying applying for work. How to create a portfolio You need a portfolio to showcase your work and to help to demonstrate your skills your skills to prospective employers. Nothing impresses impresses more than a beautifully presented portfolio portfolio at an interview. an interview. But But don't send it unless requested. Always bring it with you if you have an interview.     

Go for quality, not quantity: employers will probably p robably spend only onl y a few minutes looking at your yo ur portfolio, portfoli o, especially at interview. Less can be more so select only your strongest work. Put your portfolio on a web site if possible as it is so easy to access. You then simply need to provide the web link on your CV. Make sure that the portfolio is carefully laid out and in the correct order. All items need to be clear and easy to understand A physical portfolio can include anything that is portable! Anything flat can be folded into a portfolio, but you are not restricted to things that can fit inside the portfolio! If an item is too large to take to the interview take high quality photos of it to show with close ups to elicit details. 21


What should my portfolio include?

A good portfolio would probably have most of the following:         

An index of the contents Your CV including your interests and any evidence of project management skills. Your CV should give the impression that you think like a designer. Perhaps a profile a profile or personal statement and skills Your key achievements and skills Examples of your work of course with good documentation. Place the best and most relevant work first and start and finish with strong pieces of work. Include a variety of examples of work you have done. Your main example needs to reflect your strengths and your creative approach and flair. Items that show your thought process and development dev elopment of ideas are valuable: sequence of photos for example. Production portfolios can also include budget shee ts, idea pitches and marketing materials.

Portfolio content accomplished forms pictures of work site and non-written output/ projects with captions illustrations of activities performed (as needed) weekly diary (narrative/ account of learnings and achievements, issues faced and corresponding resolutions) sample written output (if any) work immersion highlights other relevant pictures/ documents    

  

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UNIT II: IMMERSION PROPER A. Appreciating management processes by observing, identifying and describing the following: 1. Nature of the business 2. Description of the products/services 3. Target clientele 4. Organizational structure 5. Company rules and regulations B. Appreciating business process by observing and participating in safety/ production/ maintenance/ quality control/ quality assurance/ customer satisfaction/ housekeeping/ hygiene and others.

ACTIVITY #2 The students will make a narrative report about the company. Please be guided for the format below. Format I. II. III. IV. V. VI. VII.

Title page Historical background of the business/ nature of the business Description of the products/services of the company (what kind of business and products they have) Target clientele (who are the clients or customers of the company) Organizational structure/chart of the company Company rules and regulations Safety/ production/ maintenance/ quality control/ quality assurance/ customer satisfaction/ housekeeping/ hygiene and others.

_______________________________________________________ ___________________________ ________________________________________________________ ____________________________________ ________

UNIT III. POST IMMERSION Evaluating the work immersion experience by: 1. Presenting a portfolio with weekly diary entries 2. Comparing and contrasting school and work application of skill, knowledge, and attitudes 3. Writing an updated résumé 4. Reflecting on the work immersion experiences __________________ ___________________________ ___________________ _________________ _________________ ___________________ ___________________ ____________________ ___________________ ________________ _______

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A. CRITERIA FOR PORTFOLIO

Portfolio of _______________________ Instructor______________ Course / Section ________/_______ Semester_________ I. Portfolio Introductory Material: 

Cover Page Detailed Table of Contents__________ Excellent _____, Very Good _____, Adequate _____, Unsatisfactory_____

II. Quality of Compositions in Portfolio: 







Critical thinking/analytical skills - the writer: understands the assignments; shows original thinking; synthesizes information; clarifies concepts. Excellent _________, Very Good ________, Adequate __________, Unsatisfactory __________ Writing skills - The writer has adequately paraphrases information from sources, avoids wordiness by using clear, concise sentences. Excellent _________, Very Good ________, Adequate __________, Unsatisfactory __________ Format - Organizes material in appropriate format; includes all relevant components and material; Excellent _________, Very Good ________, Adequate __________, Unsatisfactory __________ Writing mechanics uses correct grammar, punctuation, spelling Excellent _________, Very Good ________, Adequate __________, Unsatisfactory __________

III. Participation in learning community: 



Participates in class discussions, peer response, group projects, submits drafts on time to peer group and teacher, and sends periodic progress reports to teacher. Excellent _________, Very Good ________, Adequate __________, Unsatisfactory __________ PORTFOLIO COURSE GRADE: [A] Excellent _____, [B]Very Good _____, [C]Adequate _____, [D]Unsatisfactory_____

LEGEND: ABCD-

96-100 90-95 85-89 75-84

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B. COMPARISON OF SCHOOL AND WORK USING THE VENN DIAGRAM 

APPLICATION OF SKILLS

WORK

SCHOOL



KNOWLEDGE

WORK

SCHOOL

25




ATTITUDES

WORK

SCHOOL

C.

REFLECTION ON THE WORK IMMERSION EXPERIENCES

Make a reflection about what you have experienced during your work immersion. At least 3 paragraphs. _________________________ _______________________________________________________ _____________________________________________________ __________________________________ _______ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ____________________________________________________ __________________________ ______________________________________________________ ______________________________________ __________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ _____________________________________________________ _________________________ ________________________________________________________ _____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ ____________________________________________________ ____________________________________ ____________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _____________________________________________________ ____________________________________ ___________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ___________________________________________________ __________________________ _____________________________________________________ _______________________________________ ___________ 26


__________________________ _______________________________________________________ ______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ____________________________________________________ __________________________ ______________________________________________________ ______________________________________ __________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ _____________________________________________________ _________________________ ________________________________________________________ _____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ _____________________________________________________ _________________________ ________________________________________________________ _____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ ____________________________________________________ ____________________________________ ____________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ _____________________________________________________ __________________________ _____________________________________________________ _____________________________________ ___________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ____________________________________________________ __________________________ ______________________________________________________ ______________________________________ __________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ____________________________________________________ _________________________ _______________________________________________________ ______________________________________ __________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ _____________________________________________________ _________________________ ________________________________________________________ _____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ ____________________________________________________ ____________________________________ ____________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _____________________________________________________ ____________________________________ ___________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ___________________________________________________ __________________________ _____________________________________________________ _______________________________________ ___________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ____________________________________________________ __________________________ ______________________________________________________ ______________________________________ __________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ _____________________________________________________ _________________________ ________________________________________________________ _____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ ______________________________________________________ __________________________ _______________________________________________________ ____________________________________ _________ 27


SOURCES

https://en.wikipedia.org/wiki/Work_ethic 

Daniel T. Rodgers. The Work Ethic in Industrial America, 1850-1920. 1850-1920. Univ. of Chicago Press, 1978 2nd edition 2014  "Max Weber and the Protestant Ethic - BBC Radio 4" on YouTube https://en.wikipedia.org/wiki/Work_ethic http://workforcecompliancesafety.ca/resources/10-reasons-why-workplace-safety-is-important/ http://www.arbill.com/arbill-safety-blog/bid/182469/top-10-workplace-safety-tips-every-employee-should-know https://en.wikipedia.org/wiki/Labor_policy_in_the_Philippines http://tucp.org.ph/2015/09/immersion-in-k-to-12/ http://www.acas.org.uk/index.aspx?articleid=4663 http://www.edcc.edu/counseling/documents/conflict.pdf http://www.deped.gov.ph/sites/default/files/order/2017/DO_s2017_030.pdf http://dictionary.cambridge.org/dictionary/english/credentials https://resumegenius.com/how-to-write-a-resume http://dictionary.cambridge.org/us/dictionary/english/resume https://www.monster.com/career-advice/article/boost-your-interview-iq https://www.collinsdictionary.com/dictionary/english/portfolio https://www.kent.ac.uk/careers/cv/portfolios.htm http://mason.gmu.edu/~montecin/portgrade.htm

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MODULE-in-immersion.docx

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