1
MISAMIS OCCIDENTAL NATIONAL HIGH SCHOOL Oroquieta City
Performance of SSP IV-Darwin and Dalton Students during the On-the-Job Training: Impact on Employability and Career Development
An Action Research
By
VIVIAN D. ECHALICO March 2013
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TABLE OF CONTENTS Title Page
…………………..
1
Table of Contents
………………….
2
List of Table
………………….
4
Introduction
……………………
5
Theoretical Framework
……………………
7
Objectives of the Study
……………………
7
Significance of the Study
……………………
8
Scope and Limitations of the Study
……………………
8
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9
I. BACKGROUND OF THE STUDY
II. REVIEW OF RELATED LITERATURE AND STUDIES III. METHODS AND PROCEDURES Research Method
……………………
11
Research Respondents
……………………
11
Research Procedure
……………………
11
Statistical Treatment of Data
……………………
12
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13
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
V. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Findings
……………………
19
Conclusions
……………………
20
Recommendations
……………………
21
3
……………………
22
A. Letter of Application
……………………
23
B. Evaluation Sheets
……………………
24
C. Certification
……………………
27
D. On the Job Training (OJT) Photos
……………………
31
E. OJT Feedback Survey
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32
BIBLIOGRAPHY APPENDICES
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LIST OF TABLE Page Table 1.1
Level of OJT Performance of the Respondents as rated by their OJT Supervisors in Terms of Work Performance
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Table 1.2
Level of OJT Performance of the Respondents as rated by their OJT Supervisors in Terms of Personality Traits
14
Table 2
Respondents’ Feedback on their On-the-Job Training (OJT) Experience
16
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I. BACKGROUND OF THE STUDY
INTRODUCTION
Education is highly regarded in Philippine culture as an important factor in being successful in life and it forms the central strategy of President Benigno Aquino’s administration “for investing in the people and enhancing the youth’s opportunity to gain meaningful employment.”
President Aquino is a staunch
advocate of the new system, believing it will bring the Philippines in line with global standards, make even high school graduates more employable, and provide students with more time to choose which careers best suit their abilities. (wordfolio.com, 2013) In the K to 12 Toolkit, Bro. Armin A. Luistro, FSC Secretary Department of Education emphasized that together we will fundamentally reform the basic education curriculum so that our learners have a true mastery of basic competencies and a more deliberate path to the world of work and entrepreneurship or are better prepared for higher learning. The impetus for meaningful education reform is clear: the realities of our modern world require a different kind of Filipino. The Filipino must be a lifelong learner. The Filipino must be holistically developed. The Filipino must be globally-oriented and locally-grounded. (http://www.seameo-innotech.org, 2012) The Department of Education Memorandum 149 S. 2011 on Career Pathways for high school students mandates to prepare high school students for lifelong learning and the world of work and advised educators to orient high school students on the various career pathways to pursue after high school. Early orientation on the many career opportunities will strongly encourage students to learn and complete their basic education. The various curricular programs have been designed to enable students to understand their strengths, pursue their interests, and develop their multiple intelligences. The role of the school is to provide opportunities to students to discover their passion and pursue it. (deped.gov.ph, 2011) A trend can be deduced from the figures for unemployed youth (defined as those within 15 to 30 years of age in the Philippines) from NSO Labour Force Survey on July 2009. More college graduates than elementary graduates and high school dropouts can be found among the unemployed youth. The possession of a college degree, it seems, no longer assures one of employment.
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Technical Education and Skills Development Authority (TESDA) and the Commission on Higher Education (CHED) are aware that 83 percent of high school graduates are not able to proceed to college, while only one third of the 17 percent who enters college graduated. (sunstar.htm, 2012) To that end, employability issues need to be addressed concerning the type of education and skills required by manufacturing industries for employees with only a high school diploma. Last school year 2011-2012, the researcher conducted an action research on the “On-the-Job (OJT) Training Experience of the IV-Duhat Students: Its Feedbacks and Implications” and findings showed that students under study strongly agree that the OJT training gives them a taste of the real world - giving them a glimpse of what lies ahead of them after graduating high school. Furthermore, as reflected on the students’ comments, they were hoping that the OJT program will be continued to the succeeding batch of students for them to experience the same benefits they gained. Abiding with our President Aquino’s vision on making high school graduates more employable and supporting Bro. Luistro’s reform agenda in providing students more deliberate path to the world of work, the researcher is prompted to continue conducting the On-the-Job Training program to graduating students under her subject area. This time, the researcher will provide the employer/supervisor an assessment tool that will determine the students’ performance as commented and suggested by her school head and colleagues. This research is likewise conducted to determine the impact of the students’ OJT performance on their employability and career development. Knowing that not all high school graduates would continue college education; this research would somehow help address the employability issues concerning the type of education and skills our nearby business establishments would require for employees with only a high school diploma.
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THEORETICAL FRAMEWORK This study is anchored on David Kolb’s, an American educational theorist, Experiential Learning Theory. Kolb’s four-stage learning cycle shows how experience is translated through reflection into concepts, which in turn are used as guides for active experimentation and the choice of new experiences. The first stage, concrete experience (CE), is where the learner actively experiences an activity such as on-the-job training or field work. The second stage, reflective observation (RO), is when the learner consciously reflects back on that experience. The third stage, abstract conceptualization (AC), is where the learner attempts to conceptualize a theory or model of what is observed. The fourth stage, active experimentation (AE), is where the learner is trying to plan how to test a model or theory or plan for a forthcoming experience. Kolb identified four learning styles which correspond to these stages. The styles highlight conditions under which learners learn better. These styles are: assimilators, who learn better when presented with sound logical theories to consider; convergers, who learn better when provided with practical applications of concepts and theories; accommodators, who learn better when provided with “hands-on” experiences; and divergers, who learn better when allowed to observe and to collect a wide range of information.
OBJECTIVES OF THE STUDY
Specifically, the study sought to accomplish the following objectives:
1. To assess the level of job performance of the respondents as rated by their OJT supervisors in terms of 1.1. Work performance 1.2. Personality Traits 2. To determine the feedback of the respondents about their OJT experience, its impact on employability and career development
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SIGNIFICANCE OF THE STUDY
The outcomes of this study are beneficial to the following entities: School administrators. This would give insights and recommendations on how to provide the practicumers the type of education and skills the firms and business establishments would require for employees with only a high school diploma. Teachers. It would provide information regarding the status of the practicumers that would encourage them to help the students by giving prompt, specific and helpful feedback. Students. This will give them brighter understanding and deeper awareness to the different factors that would affect their on-the-job training performance. The results of this study will help practicumers improve specific areas among themselves to become professionals. Cooperating Firms and Business Establishments who accepts student trainees this would guide them an idea on how to handle and supervised practicumers. Parents. This study will increase awareness on the benefit of the on-the-job training and for them to be supportive of their child’s endeavor.
SCOPE AND LIMITATIONS OF THE STUDY
This study was conducted at the Misamis Occidental National High School and limited only to the SSP IV-Darwin and SSP IV-Dalton students. The range of the study was from October 2012 to March 2013. This study will be limited only in assessing the level of job performance of the respondents as rated by their OJT supervisors and its impact on employability and career development.
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II. REVIEW OF RELATED LITERATURE AND RELATED STUDIES
This chapter presents some theories, studies and concepts related to the assessment of the OJT trainees’ performance and its impact on employability and career development. According to Koontz (2007) as cited by Taladtad, et. Al (2011) many opportunities for development can be found on-the-job training. Trainees can learn as they contribute to the aims of the enterprise. On-the-job training is a never-ending process. Effective coaches will develop the strength and potentials of subordinates and help them overcome their weaknesses. Ogbeide (2006) on his study on “Employability Skills and Students’ SelfPerceived Competence For Careers In The Hospitality Industry” revealed that Internships or OJTs provide students the advantage to practice theoretical concepts learned in the classroom, examine career choices, know more about the industries’ skill requirements, and most importantly, develop hands-on workplace skills. Internship also helps students develop their employability competencies including leadership skills, human resources skills, oral and written communication skills, problem solving skills, interpersonal communication skills, teamwork, decisionmaking skills, and planning skills. Sudesh Sharma (2011) on her article on “Importance of OJT in Employability” at www.inlead.in highlighted that during the On-the-Job Training, students can apply the learning’s from academics in the real world. Through this they would be learning in a practical way and hence would be enhancing their skill sets which are needed for employability. Through OJT’s students would be getting Exposure (of the real world), Confidence (of facing real situations) and they would be doing Networking (making contacts) for themselves. OJT’s would also help them understand what are their real strengths and weaknesses. Internships.com (2012) on its article “What will a summer internship do for me?” stressed out that for high school students, choosing potential internships, going through the internship application process, and completing an internships program offer valuable decision-making lessons. As a high school student, you'll find that
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internship can serve as a trial period that can finalize a decision you've already made about "what you want to be when you grow up," or it can start laying out options to help you make some career decisions. Participating in, and completing an internship as a high school student will give you the confidence and skills you need to understand the world of the "job search." It will allow you to explore a wide variety of career options including marketing, design, nursing, accounting, or something else. It will propel you into the world of networking. De Leon and Borchers (1998) as cited by Giridhar (2012) conducted a study about High School Graduate Employment Trends and the Skills Graduates Need to Enter Texas Manufacturing Industries. The study was undertaken to determine specific basic academic and vocational skills required of employees with only a high school diploma. Respondents were asked to rate a skill statement based on their perception of that skill as being required element for employment. The following are the skills were viewed as absolute requirements for employment: 1) reading, writing and math skills; 2) communications skills; 3) critical thinking skills; 4) group interaction skills; 5) personal development skills; 6) leadership skills; and 7) employability skills which includes punctuality, regular work habits and quality standards.
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III. METHODS AND PROCEDURES
This chapter presents the research method, research respondents, data gathering procedure and statistical techniques used.
RESEARCH METHOD
The researcher employed the descriptive research as method on this study to assess the level of job performance of the respondents as rated by their OJT supervisors in terms of work performance and personality traits and to determine the feedback of the respondents about their OJT experience.
RESEARCH RESPONDENTS
The purposive convenience sampling was utilized in choosing the research respondents.
The researcher chose the SSP IV-Darwin and SSP IV-2 Dalton
students. This group was chosen since the students are homogeneously-grouped based on their Intellectual Quotient (IQ) as measured upon their entrance to secondary education. The group is composed of twenty-seven (27) boys and fortytwo (42) girls. The selection ensured that the group had the classroom situation according to the curriculum they have, that they have taken Computer Education (ICT) subject since first year until present and that they have possess skills in Word Processing, Spreadsheet, Electronic Bookkeeping, PowerPoint Presentation, Adobe Photoshop, Desktop Publishing, Basic Web Design, Basic Programming, Basic Database Management, Computer Assembly, Maintenance and Troubleshooting.
RESEARCH PROCEDURE
At the start of the School Year 2012-2013, the respondents were informed about the requirements of the subject, CP-TLE (ICT) IV. They will undergo the Onthe-Job Training (OJT) on the Mid-Year break. Due to the many requirements the respondents would do during the mid-year break, the researcher only require them to have at least 16 hours of training. The respondents were asked to write an application letter to the office / business establishment of their choice signed by the
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subject teacher/research, head teacher and the principal. The researcher also provided the employer/supervisor an assessment tool modified and adopted from AMA
Computer
College
–
Cavite
Campus
http://www.scribd.com/doc/87139185/OJT-Evaluation-Form-2009.
retrieved
from
After the break,
the OJT Feedback Survey was then conducted to the respondents (using the same instrument as last year’s action research) and respondents were also asked to give their comments and suggestions to their OJT experience.
STATISTICAL TREATMENT OF DATA
The data gathered were then analyzed and interpreted using the frequency, percentage and weighted mean. The computations were done using MS Excel program.
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V. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter is the presentation, analyses, and interpretation of the collected data related to the study. Table 1.1 Level of OJT Performance of the Respondents as rated by their OJT Supervisors in Terms of Work Performance (n=69) HP (4)
STATEMENTS 1. Knowledge of work (able to grasp as instructed) 2. Quality of work (performs an assigned job efficiently as possible) 3. Ability to learn new duties(quick in absorbing and retaining knowledge as well as learning and adjusting to changes) 4. Attendance (follows assigned work schedule) 5. Punctuality (reports to work assignment schedule)
P (3)
B (2)
BB (1) WM F %
%
F
%
F
%
39
56.52
17
24.64
13
18.84
0
0
3.38
Proficient
40
57.97
17
24.64
12
17.39
0
0
3.41
Proficient
38
55.07
20
28.99
11
15.94
0
0
3.39
Proficient
45
65.22
19
27.54
5
7.25
0
0
3.58
Highly Proficient
42
60.87
18
26.09
9
13.04
0
0
3.48
Proficient
3.45
Proficient
Average Legend: HP– Highly Proficient Ranges for Weighted Mean: 3.50-4.00 – Highly Proficient
Description
F
P – Proficient 2.50-3.49 – Proficient
B – Basic 1.50-2.49 – Basic
BB – Below Basic 1.00-1.49 – Below Basic
Table 1.1 shows the level of OJT performance of the respondents as rated by their OJT supervisors in terms of work performance. With a weighted mean of 3.58, it is evident that forty-five (45) or 65.22% of the respondents are highly proficient in following their assigned work schedule religiously. It further confirms that forty-two (42) or 60.87% of the respondents are also highly proficient in reporting to work assignment schedule promptly. The table also proves that forty (40) or 57.97% of the respondents are highly proficient in performing an assigned job efficiently as possible. It implies that the respondents possess all the employability skills: punctuality, work habits and quality standards as enumerated by De Leon and Borchers’ (1998) study. Moreover, table 1.1 also depicts that the respondents were both proficient in the knowledge of work and ability to learn new duties with a weighted mean of 3.38 and 3.39 respectively. This supports to Koontz’ theory (2007) that many opportunities for development can be found on-the-job training. Effective coaches/supervisors will develop the strength and potentials of subordinates and help them overcome their weaknesses.
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Table 1.2 Level of OJT Performance of the Respondents as rated by their OJT Supervisors in Terms of Personality Traits (n=69) HP (4)
STATEMENTS 1. Physical Appearance (personally well-groomed and always wears appropriate dress) 2. Attitude towards work (always shows enthusiasm and interest) 3. Courtesy (shows respect for authority at all times) 4. Conduct (observes rules and regulations of establishment) 5. Perseverance and industriousness (shows initiative and interests in work over and above what is assigned) 6. Drive and leadership (inquisitive and aggressive) 7. Mental maturity (effective and calm under pressure) 8. Sociability (can work harmoniously with other employees) 9. Reliability (trusted to be left alone to use or operate office equipment) 10. Possession of traits necessary for employment in this kind of work.
P (3)
B (2)
BB (1) F %
WM
Description
F
%
F
%
F
%
40
57.97
17
24.64
12
17.39
0
0
3.41
Proficient
45
65.22
16
23.19
8
11.59
0
0
3.54
Highly Proficient
47
68.12
18
26.09
4
5.80
0
0
3.62
Highly Proficient
46
66.67
17
24.64
6
8.70
0
0
3.58
Highly Proficient
41
59.42
17
24.64
11
15.94
0
0
3.43
Proficient
31
44.93
20
28.99
18
26.09
0
0
3.19
Proficient
29
42.03
23
33.33
17
24.64
0
0
3.17
Proficient
41
59.42
17
24.64
11
15.94
0
0
3.43
Proficient
45
65.22
17
24.64
7
10.14
0
0
3.55
Highly Proficient
43
62.32
17
24.64
9
13.04
0
0
3.49
Proficient
3.44
Proficient
Average Legend: HP– Highly Proficient Ranges for Weighted Mean: 3.50-4.00 – Highly Proficient
P – Proficient 2.50-3.49 – Proficient
B – Basic 1.50-2.49 – Basic
BB – Below Basic 1.00-1.49 – Below Basic
Table 1.2 shows the level of OJT performance of the respondents as rated by their OJT supervisors in terms of personality traits. With a weighted mean of 3.62, it is apparent that respondents are highly proficient in showing respect for authority at all times. The table likewise reflects that respondents are also highly proficient in observing rules and regulations of establishment with weighted mean of 3.58. Moreover, the table also illustrates that forty-five (45) of the respondents are highly proficient in terms of reliability and that the respondents can be trusted to be left
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alone to use or operate office equipment. This implies that respondents are capable and knowledgeable in operating office equipment such as the computer. With a weighted mean of 3.54, it is reflected in table 1.2 that respondents are highly proficient in always showing enthusiasm and interest towards work. It also reveals that forty-three (43) or 62.32% of the respondents are highly proficient for they possess the traits necessary for employment in the kind of work they served as trainee. This is a clear manifestation of Sudesh Sharma’s (2011) theory that through on-the-job training students would be learning in a practical way and hence would be enhancing their skill sets which are needed for employability. In addition, the table 1.2 discloses that the respondents are proficient in showing initiative and interests in work over and above what is assigned and that they can work harmoniously with other employees both having a weighted mean of 3.43. This proves Ogbeide’s (2006) theory that internships or OJT helps students develop their employability competencies including leadership skills, human resources skills, oral and written communication skills, problem solving skills, interpersonal communication skills, teamwork, decision-making skills, and planning skills. Likewise, table 1.2 reflects that forty (40) or 57.97% of the respondents are personally well-groomed and always wears appropriate dress. It further shows that thirty-one (31) or 44.93% of the respondents are inquisitive and aggressive. With a weighted mean of 3.17, it is evident that the respondents are effective and calm under pressure. Table 1.2 as a whole implies that the respondents possess the different skills viewed as absolute requirements for employment: 1) communications skills; 2) critical thinking skills; 4) group interaction skills; 5) personal development skills; 6) leadership skills; and 7) employability skills which includes punctuality, regular work habits and quality standards as enumerated by De Leon and Borchers (1998) study.
16 Table 2 RESPONDENTS’ FEEDBACK ON THEIR ON-THE-JOB TRAINING (OJT) EXPERIENCE (n=69)
STATEMENTS 1. The on-the-job training (OJT) allows me to test what I learn in new and more complex situations. 2. The OJT develops my skills needed for the competitive job market. 3. The OJT gives me a taste of the real world–a glimpse of what lies ahead after I graduate high school. 4. The OJT provides opportunities for me to gain new ideas. 5. The OJT motivates me to practice skills and apply knowledge 6. The office/establishment provides opportunities or tasks for me to use and develop my computer skills. 7. My OJT supervisor provides positive role model and constructive support 8. What I learn in my experience as an OJT trainee is useful to me in the future. 9. My OJT experience broadens my skills and knowledge. 10. Through the OJT, I gain invaluable experience that I can take with me as I move forward with future careers and education.
SA (4) F %
A (3)
D (2) % F
SD (1) F %
F
%
WM
Description
43
62.32
26
37.68
0
0
0
0
3.62
Strongly Agree
36
52.17
30
43.48
3
4.35
0
0
3.48
Agree
47
68.12
22
31.88
0
0
0
0
3.68
Strongly Agree
44
63.77
24
34.78
1
1.45
0
0
3.62
Strongly Agree
46
66.67
23
33.33
0
0
0
0
3.67
Strongly Agree
47
68.12
19
27.54
3
4.35
0
0
3.64
Strongly Agree
43
63.32
24
34.78
2
2.90
0
0
3.59
Strongly Agree
46
66.67
20
28.99
3
4.35
0
0
3.62
Strongly Agree
42
60.87
26
37.68
1
1.45
0
0
3.59
Strongly Agree
47
68.12
22
31.88
0
0
0
0
3.68
Strongly Agree
Legend: SD – Strongly Disagree D – Disagree A – Agree Ranges for Weighted Mean 3.50-4.00 – Strongly Agree 1.50-2.49 – Disagree 2.50-3.49 – Agree 1.00-1.49 – Strongly Disagree
SA – Strongly Agree
Table 2 shows the respondents’ feedback on their on-the-job training (OJT) experience. With a weighted mean of 3.68, the respondents strongly agree that the OJT training gives them a taste of the real world – a glimpse of what lies ahead of
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them after graduating high school and through the OJT, they gain invaluable experience that they can take with them as they move forward with future careers and education. Likewise, Table 2 confirms that the respondents strongly agree that the OJT motivates them to practice skills and apply knowledge having a weighted mean of 3.65.
Table 2 further illustrates that forty-seven (47) or 68.12% of the respondents strongly agree that the office/establishment provides opportunities or tasks for me to use and develop my computer skills. With a weighted mean of 3.62, table 2 depicts that the respondents strongly agree that the on-the-job training (OJT) allows them to test what they learn in new and more complex situations; that the OJT also provides opportunities for them to gain new ideas and what they learn in their experience as an OJT trainee is useful to them in the future. This affirms Ogbeide’s (2006) theory that internships or OJTs
provide students the advantage to practice theoretical concepts learned in the classroom, examine career choices, know more about the industries’ skill requirements, and most importantly, develop hands-on workplace skills.
Sample of Students’ Comments Respondent’s Comment 1:
Respondent’s Comment 1 illustrates that through the On-the-Job Training (OJT), the respondent was able to experience what it is like to have a real job and it obviously helped the respondent develop his/her skills and believes that through the OJT, he/she will be more equipped for the near future.
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Respondent’s Comment 2:
It is evident in Respondent’s Comment 2 that the respondent is very glad that she/he was given the chance to have an OJT experience. It really broadened the respondent’s mind in the real world. Respondent’s Comment 3:
Respondent’s Comment 3 shows that the respondent’s OJT experience tested his/her independency and working skills to become successful in the future. The respondent also admitted that the experience shaped him/her not only mentally and physically but also socially and morally. The respondent learned things she/he haven’t learned before and through the experience her/his road to her/his future career was given light upon. Respondent’s Comment 4:
This sample comment confirms that the OJT helps the respondent in developing many skills especially leadership. The respondent also reveals that she/he gain more ideas that can be used for his/her future.
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CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the findings of this study and on the basis of such findings; conclusions and viable recommendations are engendered.
FINDINGS 1. The respondents’ level of On-the-Job Training (OJT) performance as rated by their OJT supervisors in terms of work performance is highly proficient in attendance, proficient in knowledge of work; quality of work; ability to learn new duties and punctuality respectively.
2. As evaluated by their OJT supervisor in terms of personality traits, the respondents are highly proficient in attitude towards work, courtesy, conduct and reliability. Furthermore, the respondents are proficient in physical appearance, perseverance and industriousness, drive and leadership, mental maturity, sociability and possession of traits necessary for employment in the kind work they serve as OJT trainee. 3. Predominantly, the respondents strongly agree that the OJT gives them a taste of the real world – giving them a glimpse of what lies ahead after they graduate high school. With the same intensity, the respondents strongly agree that through the OJT, they gain invaluable experience that they can take with them as they move forward with future and careers and education. 4. The respondents’ comments strongly reveals that the entire OJT experience develop further their skills making them more equipped and successful in the near future. Through the OJT experience their road to their future career was given light upon.
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CONCLUSIONS
Based on the findings of this study, the following generalizations are drawn: 1. The respondents’ level of OJT performance as rated by their OJT supervisors in terms of work performance in its entirety is proficient. It implies that the respondents possess all the employability skills: punctuality, work habits and quality standards as enumerated by De Leon and Borchers’ (1998) study. 2. In terms of personality traits, the respondents’ level of OJT performance as rated by their OJT supervisors as a whole is equally proficient. This is a clear manifestation of Sudesh Sharma’s (2011) theory that through on-the-job training students would be learning in a practical way and hence would be enhancing their skill sets which are needed for employability. This likewise proves Ogbeide’s (2006) theory that internships or OJT helps students develop their employability competencies including leadership skills, human resources skills, oral and written communication skills, problem solving skills, interpersonal communication skills, teamwork, decision-making skills, and planning skills. Furthermore, the results imply that the respondents possess the different skills viewed as absolute requirements for employment: 1) communications skills; 2) critical thinking skills; 4) group interaction skills; 5) personal development skills; 6) leadership skills; and 7) employability skills which includes punctuality, regular work habits and quality standards as enumerated by De Leon and Borchers (1998) study.
3. The respondents strongly agree that the OJT is beneficial to them in so many ways such as giving them a taste of the real world and a glimpse of what lies ahead after they graduate high school. Through the OJT, they can also gain invaluable experience that they can take with them as they move forward with future and careers and education. This affirms Ogbeide’s (2006) theory that internships or OJTs provide students the advantage to practice theoretical concepts learned in the classroom, examine career choices, know more about the industries’ skill requirements, and most importantly, develop hands-on workplace skills.
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RECOMMENDATIONS
Based on the findings and conclusions, the following recommendations are presented: 1. The teacher-researcher shall continue to let the Fourth Year – TLE (ICT) students undergo the On-the-Job (OJT) training;
2. The teacher-researcher shall require students more hours in the On-the-Job training. Last school year, it was the desire of the teacher-researcher that the fourth year students that will be under her will be given a slot of the last period in the morning or the first period in the afternoon. With this class schedule, the OJT program will be intensified providing the student-trainees ample time to really experience what it is like to have the On-the-Job Training. Hopefully, the in-charge of making the class program will grant this request and the intensified OJT program will be realized this coming school year.
3. Encourage other Technology and Livelihood Education (TLE) teachers to let their fourth year students undergo On-the-Job training.
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BIBLIOGRAPHY
Giridhar, Kaavya (2012). High School Graduate Employment Trends and the Skills Graduates Need to Enter Texas Manufacturing Industries. Retrieved on http://scholar.lib.vt.edu/ejournals/JVTE/v15n1/JVTE6.html Ogbeide, Godwin Charles (2006). Employability Skills and Students’ SelfPerceived Competence for Careers in the Hospitality Industry. Retrieved on https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/4403/research.pdf? sequence=3 Sudesh, Sharma (2011). Importance of OJT in Employability. Retrieved on http://blog.inlead.in/2011/09/importance-of-ojt-in-employablility.html Taladtad, Sunjay G. Bala, Maria Katrina R., Rodelas Manilyn, Teope, Rodolfo, John. (2010). Factors that Affect the On-the-Job Training of BSBA Practicumers of the University of Manila : An Assessment. Retrieved on http:// www.slideshare.net / taladtad / factors-that-affect-the-on-thejob-training-of6528978. K TO 12 TOOLKIT (2012). Resource Guide for Teacher Educators, School Administrators and Teachers. Retrieved on http://www.gov.ph / downloads / 2012 / 201209-K-to-12-Toolkit.pdf
http://www.eisrjc.com/documents/Practicum_Performance_in_Singapore_and_the_P hilippines_of_Hospitality_Students_in_a_State_University_1326363183.pdf http://www.internships.com/summerinternships/high-school-students http://www.learning-theories.com/experiential-learning-kolb.html http://www.scribd.com/doc/30288849/OJT-Evaluation-Form-AMA http://www.sunstar.com.ph/tacloban/local-news/2012/08/28/governor-hopes-schoolsproduce-employable-graduates-239747 http://www.worldfolio.co.uk/region/asia/philippines/budget-secretary-florencio-babad-philippines
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APPENDICES
A. LETTER OF APPLICATION
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B. EVALUATION SHEETS
Modified and Adopted from AMA Computer College – Cavite Campus retrieved from http://www.scribd.com/doc/30288849/OJT-Evaluation-Form-AMA
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C. CERTIFICATION
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D. ON THE JOB TRAINING (OJT) PHOTOS
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E. OJT FEEDBACK SURVEY
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