Thesis Ojt Buo Chapter 1 4

8/17/2019 Thesis Ojt Buo Chapter 1 4

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AN ASSESSMENT OF SELDECTED HRM STUDENTS ON

THEIR ON THE JOB TRAINING

AN UNDERGRADUATE THESIS

Presented to

Dean, College o Hotel and Resta!rant Manage"ent

COLLEGEOF OF THE IMMACULATE CONCEPTION

Ca#anat!an C$t%

&&&&&&&&&&&&&&&&&&&&&

In Part$al F!l$ll"ent o t'e Re(!$re"ent

For t'e S!#)e*t Resear*'

&&&&&&&&&&&&&&&&&&&

N$*olas +e$t' G!earra

Ceanne B!enaent!ra

Jo'n Mar- C. P$llar$na

El)ean Santos


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C'a/ter 0

T'e Pro#le" and Its Sett$ng

Introd!*t$on

On the job training takes place when students are on their

higher years of their studies. Skills can be gained while

trainees are carrying out their jobs. If their assessment is

worth of their knowledge gained.

On the job training provides some hands-on training

experience while learning the job as well as getting some pays

for learning the job. It can help you get promotions or learn a

task under guidance of people who do this every day and know the

best way to do it (i!on" #$$$%.

&he most effective method to develop the competence and

skills of students through hand-on training ' the-on-the-job

training (O&%. &his process exposes the students to the

different fields and learned. Such observation and analysis of

organi!ations in their natural environment falls within the

tradition of experiential learning and cooperative in)uiry and

students as adult learners. On-the-job training gain more

specific learning which is gaining experience" confidence"

initiative" high level of responsibility and flexible work.


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&raining is an act of increasing knowledge and skills of an

employee for doing a particular job. On-the-job training (O&%

has been used successfully as training procedure from the

beginning of recorded history. &his can be an effective training

method or lack of training can cause many problems by not

providing the skills and knowledge needed by the worker (*lippo"

+,,%.

eing a /01 student one must know how to be naturally happy

because sometimes guests don2t only seek for the food we serve

but the service we provide. 3e also need to be productive and not

to complain at some point that we are commanded by those who are

higher than us because they know how to reward us as we work

hard. &hese things can be used in schools" offices" and other

industry.

4ttitude defines character and character defines lifestyle.

In the restaurant operations" attitude is the most important in

the hospitality industry. If an employee does not have a good

attitude" it will affect the establishment2s reputation (uked"

+,,5%.

6oncurrently knowledge and understanding can also be further

advanced through planned 7teaching and learning8 in the actual

work setting. 4n efficient on-the-job training or O& program is

vital for developing the highly skilled employees needed for a


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business2 success. O& has many advantages as a planned training

program" such as predictable training outcomes and a manageable

process. &his can also gain or improve educational attainment and

economic status.

On-the-job training focuses on the ac)uisition of skills

within the workers environment generally under normal working

conditions. &hrough on the job training workers ac)uire both

general skills that they can transfer from one job to another and

specific skills that are uni)ue to a particular job. On-the-job

training typically includes verbal and written instruction and

demonstration. Observation and hands-on practice and imitation

are who party the O&. On-the-job training is the oldest form of

training. 9rior to the advent of off-site training classrooms"

the only practical way of learning a job is working alongside an

experienced worker in a particular trade or profession. On-the-

job learning is a practical method that offers an easier" more

effective method to ensure that education is constantly improving

(1anask" +,,+%.

*ocus of training and development activities is on change

and:or improvement in knowledge" skills" and attitude of

employees (esimone" +,,+%.

0estaurant practicum exposes the students to a new world

where they can learn the actual operation in the restaurant. It


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also enhances the capabilities of every student to do work with

confidence (3alker" +,,;%.

&he students easily relate to the situations and experiences

new to them. &hey can easily adapt to the situations they are

into. Students nowadays are flexible that is why they can easily

gain knowledge. 4 study of different experiences has shown one

important effect in hospitality industry. &he students will

probably pass through a period of shyness and self-consciousness

towards many people but after they would undergone that period"

the students develop more confidence in themselves (4rduser"

+,,%

One goal of a performance is to judge the level of

competency students achieve in doing trainings (9arker"


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&raining needs assessment is one of the factors that

determine success of training to bring the said change (I)bal"

+,,5%.

4ssessment of on-the-job training is one of the problems of

students. &here are offices that are very conservative on giving

final grades of students. Students are also making hard time

adjusting on their time and the prolong hours of the training.

4nd also to determine if the program developed and

enhanced the students2 knowledge and skills that is re)uired in

order to become more responsive to the demands of /otel and

0estaurant 1anagement profession. 4nd to know if it develops the

value of professionalism" love of work" and commitment to the

people they served" felt and experienced the actual world of work

in different industry.

RE1IE2 OF RELATED LITERATURE AND STUDIES


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productive and well-appreciated at work. 4pplying a positive

attitude towards the tasks at hand can influence other people

around you as well. [email protected] provide a list of good work habit

to develop such asB #.% Set up a goal or a mission and apply a

strong work ethic to provide you that sense of direction needed

to accomplish )uality tasks in the shortest time possible. +.%

&hink positive. o not think of the complexities of your job

instead" consider these difficulties as a challenge. eal with

the problem" do not avoid them. AouCre going to have to face the

same problem eventually. D.% t is a good work habit to give

importance to good attendance and punctuality. oing so can get

you off to a good start and it can be a positive asset on your

part.

4pply neatness" orderliness and speed by cleaning up and getting

organi!ed. It allows you to work faster since itCs easy to find

things when the workplace is clean and sorted out properly. .%

9lan your day ahead of time. &his is one of the most important

among the good work habits you should develop.


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separate for personal and work use. *ocus on the list of

priorities you make and set limits for each task. F.% ecome

self-employed psychologically. &hink of yourself as your own

boss. Aou would want to make things happen in the business" do

good )uality output and receive bigger income from it. 9utting

yourself on the situation can motivate you to do great results.

$.% 9lay the inner game of work. Gnow your purpose at work and do

it with your own best innate desires and abilities. &hese will

help you to ac)uire all the ideas" successful habits and best

practices you will need in accomplishing tasks. 0educe

procrastination by motivating yourself with rewards or

punishments. 9ostponing or delaying oneCs work can cause career

sabotage so be aware of its conse)uences and try to be more

positive.

?ive importance to rest and relaxation. ?ood working habits are

not just about working. Our body and mind also needs a breather

from all the office tasks we are doing. 3hen we do relax and rest

even for a few minutes in between" we allow ourselves to

rejuvenate" think more clearly and our bodies to function

properly. 3orking at a steady pace also helps. #+.% Hse

multitasking for routine tasks. 1ultitasking is also helpful in

accomplishing more tasks at the same time. 0outine tasks are

simple tasks which you are anticipating on doing all the time.

Aou can do some of these tasks all at the same time" as long as


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it doesnCt re)uire you to be analy!ing an important detailounce

)uickly from task to task. 4s you list down the tasks set up for

the day" it is easier to transfer from one accomplished task to

the next on )ueue. &he )uicker the transition" the more tasks are

completed. 9repare time log" set time limits for certain tasks

and evaluate your use of time. &hese help you assess if you have

done either productive tasks or time wasting activities. o away

with being a cyber loafer and prioriti!e in doing your work. 1ake

good use of office technology and avoid using them for personal

purposes. #.% Geep track of important names" places and things

to avoid unnecessary and time consuming recalls and backtracks.

It would be helpful to list or take note of them if you must.

. 9oint out a problem but bring solutions. 9roblems you

highlight to your superior without your recommended solutions

merely construes as complains. So before approaching them with

the problem" make sure you already thought of suggested solutions

to solve it.

e nice to people. &his is not just a good work habit" but also

applicable to your life outside of work. It is already a common

courtesy and by doing so can give you better chances of people

wanting you on their team" and they tend to go out of their way

to help you in time of need. Aou can start this off by greeting

everyone with a smile.


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olunteer for assignments. &his could label you as a keen learner

who is unafraid of hard work. ut first assess on your own skills

and knowledge before volunteering on an assignment. It is best to

be confident about yourself when completing a volunteered task.

*inish things by being decisive. eing decisive would mean having

the ability to firmly decide with speed and clarity. ecision-

making is oftentimes crucial" so it is better to observe and

analy!e all the information available and decide on the best

course of action. 4lthough there are risks for decisions to have

negative results" the important thing is to learn from it and to

avoid doing the same thing all over again.

*oreign xperience and

academic research has shown that an individual2s personality has

a strong influence on how they work within an organi!ation. OneCs

image in the eyes of other people is important. If one is to


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represent a company and indeed oneCs self" an image of

orderliness is vital" to win confidence.

4ccording to Goont! (+,,5% many opportunities for

development can be found on-the-job. &rainees can learn as they

contribute to the aims of the enterprise. /owever" because this

approach re)uires competent higher ' level managers who can teach

and coach trainees" there are limitations to do on-the-job

training. 9lanned progression is a techni)ue that gives managers

a clear idea of their path of development. It may be perceived by

trainees as a smooth path to the top" but it really is a step-by-

step approach which re)uires that task to be done well at each

level. &rainees learn about different enterprise functions by job

rotations. &hey may rotate throughB non-supervisory work"

observation assignments (observing what managers do" rather than

managing themselves% and therefore has positive aspects and

should benefits the trainees. 74ssistant - to8 positions are

fre)uently created to broaden the viewpoint of trainees by

allowing them to work closely with experienced managers who can

give special attention to the developmental needs of the

trainees.

On-the-job training is a never-ending process. 9atience and

wisdom are re)uired of superiors" who must be able to delegate


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authority and give recognition and praise for jobs well done.

>ffective coaches will develop the strength and potentials of

subordinates and help them overcome their weaknesses. 4s

mentioned by on-the-job training is one of the oldest and most

used types of informal training. It is considered informal

because it does not necessarily occur as part of a training

program and because managers or peers can serve as trainers. /e

further stated that if on-the-job training is too informal"

learning will not occur. On-the-job training has several

advantages over other training methods. It can be customi!ed to

the experiences and abilities of trainees. &raining is

immediately applicable to the job because O& occurs on the job

using actual tools and e)uipment. 4s a result" trainees are

highly motivated to learn. &here are several disadvantages in the

O& approach. 1anagers and peers may not use the same process to

complete the task. &hey may pass on bad habits as well as useful

skills. 4lso" they may not understand that demonstration"

practice and feedback are important conditions for effective on-

the-job training.

>ffective O& program includeB #. 4 policy statement that

describes the purpose of O& and emphasi!es the company2s support

for it. +. 4 clear specification of who is accountable for

conducting O&. D. 4 thorough review of O& practices at other

companies in similar industries. J. &raining of managers and


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peers in the principles of structured O&. ;. 4vailability of

lesson plans" checklists" procedure manuals" learning contracts

and progress report forms for use by employees who conduct O&.

. >valuation of employees2 level of basic skills before O&.

9rinciples of On-the-ob &raining 9reparing for Instruction #.

reak down the job into important steps. +. 9repare the necessary

e)uipment" materials and supplies. D. ecide how much time you

will devote to O& and when you expect the employees to be

competent in skill areas. 4ctual instruction #. &ell the trainees

the objective of the task and ask them to watch you demonstrate

it. +. Show the trainees how to do it without saying anything. D.

>xplain the key points or behaviors. (3rite out the key points

for the trainees" if possible.% J. /ow the trainees how to do it

again. ;. /ave the trainees do one more single parts of the task

and praise them for correct reproduction (optional%. . /ave the

trainees do the entire task and praise them for correct

production. 5. If mistakes are made" have the trainees practice

until accurate reproduction is achieved.

9raise the trainees for their success in learning the task.

&he same statement by (?audencio"+,,$% pointed out problems

on interpersonal relationship between students and supervisor

during training " students among the problems which cam out in

their study were some boss were not approachable that makes the


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students hesitant to ask for help and they felt nervous while

performing the procedures etc.

Seingh (+,J%emphasi!ed that in order to improves some

experiences whether in the O& or in the classroom" it is

necessary to understand the students" it is not advisable to

critici!e students for their fault" much less cold them for their

inade)uacy" establish harmonious relationship and they should be

supervised.

>ducators should see to it that all students are well

oriented regarding facilities" rules and regulations " placement

of all supplies and e)uipment including office procedures the

instructors should be more objective and fair in evaluating

students.


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practices weighted mean of +.$JE +.% &he problems encountered by

the students in the O& program were slightly serious as shown by

the weighted mean +.#JE D.% &he problem encountered by the

supervisor in the O& program was slightly serious as evidenced

by weighted mean of #.5FE J.% &he problems encountered by the

instructor in O& program were slightly serious as shown by the

weighted mean of +.##.

4ccording to 6ristobal the O& program is a good program for

augmenting the knowledge skills and competencies of the task and

activities included in the O& are routine that do not really

re)uire the application of the higher knowledge" skills and

competencies learned in the classroom. Initially the respondents

are not familiar and have difficulties in using the modern

devices and e)uipment used in their O&.

1endo!a as cited by ahian (+,,F% asserted that the

students level of achievement in significantly related to the on

the job training what the students learn from the classroom is

what the students apply during O&. &he school provided related

instruction ad related skillsE the role of industries is to

sharpen the student2s competencies ad activities. &hus"

cooperating industries should provided the student trainees the

necessary reserves needed to improve their performance level of

proficiency and specific skills and field of speciali!ation.


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aso (+,,5%" proposed on the training for automotive

technology at Sorsogon State 6ollege. In his study he include the

problems not by students along the in the job training. It was

disclosed that non-congruence between the ac)uired level of

competence is an automotive technology of their in job work

experience.

&he following are the problem encounteredB #.%


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jobs unrelated to their training. &hey do not have options

wherein to choose their work assignments. 1ost of the O&

trainees felt the lack of administrative support in the outside

school training and many experienced financial problems. *rom the

disclosed problems among on the job training could be deduced

that the objective of this training program for students in

automotive technology is defeated. It means that there is a need

to look into these problems for the benefit of these students.

&he revealed problems imply that the success of the on the job

training programs depends on the collaborative efforts of the

college and the partner industry where students are assigned. &he

solutions to these problems rest on the persons concerned for the

welfare of the students.

1amadra (+,,;%" also conducted a study to find out the

impact of the on-the-job training programs on the skills and

values development of students in the four areas of

speciali!ation such as automotive" electronics technology"

computer technology and electrical technology as well as the

students2 values development in terms of work attitude" self-

reliance" self-discipline" resourcefulness" honesty and patience

among selected vocational-technical tertiary institutions in

1indanao. In her study it was found out that the impact of the

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

the students depend on the approaches of the skilled mentors to


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supplement the student ' trainees2 competence in the classroom as

well as the concepts that both the school and the industries work

together in the training of technological students as future

industrial workers.

&he study of ecena (+,,;%" entitled 7On the job training

program of the two year trade &echnological Hniversity in Iba "

Kambales give emphasis to some items in the assessment

instruments where the response of cooperating trainees ad student

trainees are not different such asB a. *or objectives (to enable

the students to work a sophisticated e)uipment ad to prepare

students for social ad personal%. b. *or the assessment

instrument on linkage (Inform the head of educational institution

of developments in the establishments whether positive or

negative%. c. *or the assessment instruments on industrial

policies (/elp student trainees for advancement opportunities in

the cooperating establishments%E and (Observe general rules and

regulations of the company such as filing of leave" working

hours" use of uniform" good grooming" safety housekeeping%. d. On

monitoring of trainees (O& coordinators meet with industrial

trainer and student trainees during work site visitation%E (Geeps

records of all activities related to industrial training%E and

(9articipates in the evaluation of student trainees%. e. On

problems encountered (tools are just enough for regular workers


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Fore$gn St!d$es

Sony and Gim (+,,;% conducted study entitled 76hanges in

attitude toward work and workers identity in Gorea8. &hey

summari!e the conceptuali!ation of work ethic to the fact that

the concept of work ethic has multiple meanings and implication"

pertaining to a variety of aspects related to work" including

work commitment" work value" attitude toward work" occupational

value" organi!ational commitment" perception of career

development" ad work achievement.

In the statistical analysis in the study of Sirota et. al

(+,,;% showed that a level of achievement has six primary

sourcesB #.% 6hallenge of the work itself - &he extent to which

the job uses an employee2s intelligence" abilities and skills.

+.% 4c)uiring of new skillsE D.%4bility to perform ' having the

training" direction" resources authority" information and

cooperation needed to perform well. J.% 9erceived importance of

the employees2 job ' the importance to the organi!ation" to the

customer and to the societyE ;.% 0ecognition received from

performance ' non- financial (such as a simple 7thank you8 from

the boss or a customer% and financial (compensation and

advancement that are based on performance.%E and .%


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3orking for a company of which the employee can be proud '

because of its purpose" its products (their )uality and their

impact on customers and society%" its business success" its

business ethics (treatment of customers" employees" investors"

and community%" and the )uality of its leadership. &he )uality of

interaction in organi!ation is obviously greatly affected not

just by friendliness and mutuality of interest" but also by co '

workers2 competence and cooperation.

T'eoret$*al Fra"e3or-

One important psychological theory where the concept of

competence plays an important role is 7action theory8. 4ction

theory is a general theory of work behaviour that defines

competence as the ability to act self-responsibility in complex

situations of the job. &o act competently" goal-oriented

behaviour has to be developed.

&his means that learners have to develop behavioural

abilities that are regulated by action goals" well organi!ed

plans of actions" and feedback processes to monitor and control

if goals have been reached. 4ction theory is mainly cognitively

oriented.

So" it focuses on the role of work tasks and their

redefinition as goals" the hierarchical structure of action

organi!ation and its implications for action planning and levels


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of regulation (sensorimotor level" level of flexible action

patterns" intellectual level%" and its role concerning monitoring

and feedback processes while executing actions. In supplemental

approaches" also the motivational and social aspects of goal-

oriented behaviour have been theoretically modelled.

4ccording to Spears (#$$;%" internship or O& is often

described as a time when theory is applied to real-life seeingE

we believe that the relationship between theory and practice is

more complex than that. &hus" internship is a chance to develop

the relationship between theory and practice for each should

inform the other. Sullivan (+,,;% explained that theories are

transformed through their application" and one will be actively

involved in that process as an intern or trainee.


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Con*e/t!al Parad$g"

In/!t

Pro*ess

O!t/!t

F$g!re 0

Resear*' Parad$g"

Profile of the respondents be describe in terms of:

• Age

• Gender

• Assessment on OJT

Questionnaires

Instructed Interview

Successful and effective On the Jobtraining

Among !"# students


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State"ent o t'e Pro#le"

&his study aimed to determine the 4ssessment of /01 Students

on the On the ob &raining

Specifically it sought answers to the followingB

#. /ow may the profile of the respondent be described in terms

ofB

#.# age"

#.+ genderL

+. /ow may assessment of /01 students on their O& described in

term ofB

4.#relationship"

+.+ value of training and

+.D benefits of training

D. Is there significant relationships with profile variables and

the topicL

J. 3hat are the implications of the result to /01 education at

6I6L

S*o/e and Del$"$tat$on o t'e St!d%

&he study is focused on the assessment of /otel and

0estaurant 1anagement students on their on-the-job training or

O&. &he respondents of the study are the Drd Aear students of


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achelor of Science in /otel and 0estaurant 1anagement from the

6ollege of the Immaculate 6onception at 6abanatuan 6ity" @ueva

>cija. &hese respondents are now finished with their first on-

the-job training.

S$gn$$*an*e o t'e St!d%

&he result of the study may greatly benefit the followingB

Students. &hey may be made aware of the importance of their on-

the-job training to their career in the near future.

Tra$ners o t'e F!t!re Cand$dates or OJT . &hey will have an idea

and knowledge about how to fully handle first-timers undertaking

internship.

Esta#l$s'"ent. &he study may help and benefit the establishment

by giving feedbacks about the establishment itself after the on-

the-job trainings.

General P!#l$*. &he study will make them knowledgeableabout the

importance of O& and the readiness for it. It will give them a

background especially for those who want to take the /01 course

in the future.

Parents o HRM St!dents &he study will support their decision-

making onto planning" preparing" and clearing their children

before sending them on their internship.


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HRM St!dents. &his research study will benefit students as to

discover psychological and physical problems that will affect

their skills and capabilities with regards to their O&

experiences and will develop through a greater consciousness to

their chosen profession.

Proessors5 Instr!*tors. &hey will now know and understand the

needs of the students with regards to the their O&

experiences" with regards to their responsibility and

performance.

F!t!re HRM St!dents. 4 greater consciousness on their future

responsibility to their chosen profession will be developed and

existence of the psychological and physical reactions with

regards to their experiences whether it is good or bad.

Parents. 4 similar degree of consciousness will be developed so

that moral supports needed by their sons : daughters will be

given.

To t'e F!t!re Resear*'ers6 &his study may serve as a guide by

having a baseline data for the next researchers regarding the

performance of O& experiences.

De$n$t$on o Ter"s

&he following were conceptually defined to give clarity and

understanding of the study.


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Assess"ent . It means to examine the significance and value of

the factors that affects the on-the-job training of the

practicumers.

Bene$ts and In*ent$es . &his refers to the rewards" privileges"

payment and allowances receive by the practicumers during their

on-the-job training.

Co"/eten*e . It pertains to the job knowledge, comprehension and

professionalism of the respondents.

6ooperating firm . &his refers to the industry" company or agency

that partners the school for the actual training of the

practicumers.

Co!rse Ma)or . &his refers to the speciali!ation in the 6ollege

of usiness 4dministration such as operations management"

marketing management and financial management.

L$n-age . It is the collaboration made between the school and the

cooperating firm in the on-the-job training program.

On 7 t'e 7 )o# tra$n$ng . &his term refers to the program

conducted by the cooperating firm" company or industry" sponsored

by the school in order to expose the students to actual training.

Personal$t% and a//earan*e . &his pertains to the totality of the

practicumers2 personal and social traits such as character"

behavior" conduct and the like.


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Pra*t$*!"ers . &his refers to the student trainees who are

currently enrolled business administration students of the

Hniversity of 1anila in their practicum course.

Pro#le"s En*o!ntered . &hese are the common problems faced by the

practicumers while conducting their on-the-job training.

Tra$n$ng Eal!at$on . &his refers to the performance rating

provided by the school and where grade is accomplish by the

immediate boss of the practicumers.

2or- Att$t!de . It is the characters possesses and showed by the

practicumers towards training like resourcefulness" dependability

and initiative. 3ork /abit. &his refers to the acts used to be

done by the practicumers in the duration of the training program

such as punctuality and regularity in attendance.

Hotel and Resta!rant Manage"ent It is a program that provides

knowledge and skills to /01 O& for careers in the *ilipino

industry of /ospitality" /otel and 0estaurant 1anagement. It

addresses the needs of sectors such as fast food chains"

restaurants" and resorts and makes /01 O& efficient" competent"

and globally competitive. 1oreover" the program develops the

students2 professional and technical competence in preparation

for leadership responsibilities in hospitality related

enterprises.


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Hos/$tal$t% &his is the relationship between guest and host"

or the act or practice of being hospitable. Specifically" this

includes the reception and entertainment of guests" visitors" or

strangers" membership clubs" conventions" attractions2 special

events" and other services for travellers and tourists.

Hos/$tal$t% Ind!str%.&his industry is one that is primarily

focused on customer satisfaction. *or the most part" it is built

on leisure or is luxury-based" as opposed to meeting basic needs.

/otels and resorts" cruise lines" airlines" and other various

forms of travel" tourism" special event planning" and restaurant

all generally fall under the hospitality industry.

Career. &his pertains to the chosen pursuit" profession or

occupation" especially one re)uiring special training" followed

as one2s lifework.

Tra$n$ng Area. 4 unit or division in the local vicinity where

students do activities related to their practice in their chosen

career.


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C'a/ter 4

PROCEDURES AND METHODOLOG8

&his chapter presents the followingB research design"

participants" research site" materials and instruments" data

collection and data analysis.

Resear*' Des$gn

&he study used the descriptive method of research. type of

research work needs more specification on data gathering. &his

research method is commonly used and has significance in the

research methodology because the data necessary for the

completion of this work are all concise and the capacity to

discuss it alone with the survey.

4ccording to *onolera (#$$D%" descriptive research involves

collecting data in order to test hypothesis or answer )uestion

concerning the current status of the subject. 9adua(+,,D% says"

the purpose of the descriptive method is to describe status of

the events" people or subjects" as they exist. &he descriptive

method usually make sense type of comparison and contrast" and

correlation and sometimes in carefully planned orchestrated


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descriptive researches" cause and effect relationship maybe

established to an extent.


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F$g!re 0.

6ollege of the Immaculate 6onception is diocesan 6atholic

institution that focuses on building the faith" mind and

character of each of its students in order for them to achieve

their goals later in life. 6I6 promotes the /ospitality Industry

through enhancing their /01 students to the best of their

abilities thus" the rise of the /01 building giving the /01

students a better and more comfortable place to study and polish

their skills. >very course in 6I6 is competitive throughout the

province yet they still remain grounded in spite of their

College of the

Immaculate Conception

NE Pacic Mall Nueva Ecija

Doctors

Hospital

Maria Assumpta

Seminary


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excellence. 6ollege of the Immaculate 6onception is a small

institution where big dreams come true.

4ll of our respondents will come from the 6ollege of the

Immaculate 6onception" Institute of /igher Studies" /otel and

0estaurant 1anagement epartment. So it is only natural for us to

conduct our research on the said college institution. It will be

less of a hustle and less time consuming to conduct our study on

their college ground.

Res/ondents o t'e St!d%

&he respondents of our study are the third year /01 students

of the 6ollege of the Immaculate 6onception who have already

experienced and finished their first on-the-job training in

different varieties of restaurants and hotels.

It is essential to conduct the study with the help and

opinions of those students that have already undertook their on-

the-job training. &hey have both the knowledge and experience of

how things work during an O&. 0egardless of age and gender" the

fact that they have already took and finished the said internship

is a reason enough why should they be )ualified as a respondent

for our study.


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Data Gat'er$ng tool5s

&he instruments used for gathering data were the

)uestionnaire-checklist" and the interview.

Muestionnaire-6hecklist - &he )uestionnaire-checklist was

the main instrument used in the gathering data.. 4ccording to

?ood(#$$D%" a )uestionnaire is a list of planned" written

)uestions related to a particular topic" with space provided for

indicating the response to each )uestions" intended for

submission to a number of persons for replyE commonly used in

normative survey studies and in the measurement of attitudes and

opinions.

&he Interview techni)ue was also used to complement the

gathering of data for the study. Interview provided information

which may be confidential that may not ordinarily be given in

writing. &he interview according to (ockel" #$F$% is a techni)ue

in which the researchers stimulate the respondents to give the

needed information for the study.

Data Colle*t$on Pro*ed!res

&he researchers asked for the permission of the an" 6ollege

of /otel and 0estaurant 1anagement" 6ollege of the Immaculate

6onception " 6abanatuan 6ity and they were permitted to conduct


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the study about the 4ssessment of /01 Students on their on the

ob &raining

Hpon permit was granted the researchers made a

)uestionnaire-checklist provided variables with regards to the

subject research study.

Stat$st$*al Treat"ent o Data

&he responses of the respondents to the )uestionnaire

checklist were carefully tallied" tabulated and organi!ed

including those derive from interviews" observation. &he data

were presented" analy!ed and interpreted with the used of

weighted mean" fre)uency counts" percentage and ranking system.

&he presentation" analysis and interpretation of the data

were based on the weighted mean as shown by the scale ranges as

followsB

a. *or percentage computation isB

f

N PPPPPPPx #,,

n

3hereB

N percentage

f number of respondents for every item

n total number of respondents

a. *or weighted meanB


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&3*

31 PPPPPPP

n

3hereB

31 stands for weighted mean

f stands for fre)uencies

3 stands for weighted

&3* stands for weighted fre)uency

n total number of respondents

&he table of e)uivalent which is the basis of the interpretation

of the data will beB

Part 00

S*ale 2e$g't 1er#al Inter/retat$on

; J.+#-;.,, Strongly 4greeJ D.J#-J.+, 4greeD +.#-D.J, 1oderately 4gree+ #.F#-+., isagree

# #.,,-#.F, Strongly isagree

Ran-$ng

&he researchers used ranking as a tool in order to know the

value from the highest to lowest. 0anking obtained by adding all

the rank given by the respondent by the total number of the

respondents. &his was used to know all about 4ssessmenrt of /01

students on their On the ob &raining


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0anking 0# Q 0+ Q 0D Q

n

3hereB

0# rank given by the first respondent

0+ rank given by the second respondent

0D rank given by the third respondent

n total number of respondents.


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CHAPTER 96

PRESENTATION, ANAL8SIS AND INTERPRETATION OF DATA

&his chapter shows the result of the survey conducted in the

assessment of the 4ssessment of /01 students on their O& Ahe

respondents of the study are &hird year /01 students of 6ollege

of the Immaculate 6onception 6abanatuan 6ity *irst Semester of

school year +,#;-+,#. &he tables presented are in accordance

with the order being stated in the Statement of the 9roblem. &he

result of this study is given below.

Res/ondents: Pro$le

0. Age

&able #.D

4ge istribution of 0espondents

AgeNo. of

Respondents

Percentage

16-17 16.6

18-19 !" 60

20-21 16.622 and

above # 6.6

Total 30 100

&able #.# shows the age distribution of the respondents of

the study. It shows that majority of them are #F - #$ years old


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that represents ,.N of the whole population. *ollowed by #-#5

and +,-+#R old representing #. percent.

&his implies that majority of the respondents are #F-#$

years old because this is the usual age for college students.

1ost teenagers received formal education when they were teenagers

age # to #$ (centerforeducationcontrol%

4. Gender

&able #.+

?ender istribution of 0espondents

!ender "re#$e

nc%Percent

age

&ale !$ %%&%

"e'ale #$ ''&'

Total 30 100

&able #.+ shows that +, respondents are females and #, are

males. &his . andDD.D of the population respectively.

&his implies that the majority of the respondents are

predominated by female. ecause usually in /01 course majority of

its members are females.


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I. Assess"ent o HRM st!dents to3ards OJT

&his study determines the assessment of respondents towards

O& in terms of 0elationship

Ta#le 9

Relat$ons'$/

1ar$a#les 2e$g'ted Mean 1er#al

Inter/retat$on

$%&%& friendl' and

harmonious relationship

with co students

9.;< 1oderately 4gree

+.#.+ competition andrivalr' among

co students

9.;= 1oderately 4gree

+.#.D. personal and social

ad(ustment

9.4; 1oderately 4gree

+.#.J The' could ad(ust to

ever' situations

and circumstances

9.;> 1oderately 4gree

+.+.; disagreement with

co students on certain issues

4.


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item .#.D.personal and social adjustment D.+, 1oderately

4gree +.#.J &hey could adjust to every situations and

circumstances has weighted mean of D.,J verbally interpreted as

1oderately 4gree and item +.+.; disagreement with co- students on

certain issues has weighted mean of +.$, verbally interpreted as

1oderately 4gree 3ith an 4verage weighted 1eanD.,;1oderately

4gree

&his could be implied that the respondents experience

different kind of relationship between co students and their

superior or mentors during their On the ob &raining.


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Ta#le >

Value Of Training

The table ) shows the distribution of respondents as to Assessment to OJT in terms of

*alue Of Training In item $%$%& build !"# students in selfconfidence and commitment has

weighted mean of +%), verball' interpreted as #oderatel'Agree+%$%$ provide opportunities

for students to accept greater challenges has weighted mean of +%-. verball' interpreted

as#oderatel'Agree+%$%+ produce a measurable change in performance has weighted mean of

+%-verball' interpreted as #oderatel' Agree+%$%) foster growth and development has weighted

mean of +%) verball' interpreted as #oderatel' Agree+%$/- bring about the desired changes that

can solve a variet' of problems has weighted mean of +%+ verball' interpreted as#oderatel'

Agree with an Average 0eighted #ean +%.+verball' interpreted as #oderatel' Agree

1ar$a#les

+.+.# build !"# students in self

confidence and commitment

D.J 1oderately

4gree

D.+.+ provide opportunities for students to

accept greater challenges

D.;, 1oderately

4gree

D.+.D produce a measurable change in

performance

D.; 1oderately

4gree

D.+.J foster growth and development D.J 1oderately

4gree

D.+"; bring about the desired changes that

can solve a variet' of problems

D.D 1oderately

4gree

4verage 3eighted 1ean D.,D 1oderately

4gree


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This could be implied that the respondents are moderatel' agreed towards On the Job

Training in terms of *alue of Training%

Ta#le ?

Benefits of Training

The table - shows the distribution of respondents as to Assessment to OJT in terms of Benefits

of Training Item +.D.# improving an student2s performance has

weighted mean of D.J 1oderately 4gree

+.D.+ developing the group and team skills needed to achieve

organi!ational goals has weighted mean of D.J D.;, verbally

interpreted as 1oderately 4gree item +.D.D preparing employees

for promotional opportunities has weighted mean of D.item +.D.J

enhancing employee morale" motivation" and creativity has

weighted men of D.J verbally interpreted as 1oderately 4gree

+.D.; motivating students to achieve higher standards has

weighted mean of D.D verbally interpreted as 1oderately

1ar$a#les

4.9.0 improving an student1s performance D.J 1oderately

4gree

4.9.4 developing the group and team s2illsneeded to achieve organi3ational goals

D.;, 1oderately

4gree

4.9.9 preparing emplo'ees for promotionalopportunities

D.; 1oderately

4gree

4.9.> enhancing emplo'ee morale/motivation/ and creativit'

D.J 1oderately

4gree

4.9.? motivating students to achieve higher standards

D.D 1oderately

4gree

4verage 3eighted 1ean D.,D 1oderately

4gree


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4gree and has an 4verage 3eighted 1ean D.,Dverbally interpreted

as 1oderately 4gree.

Ta#le @

S!""ar% ta#le

Assess"ent 2e$g'ted

Mean

1er#al

Inter/retat$on

Relat$ons'$/9.;? 1oderately 4gree

Value Of Training D.,D 1oderately 4gree

Bene$ts o Tra$n$ng D.,D 1oderately 4gree

?eneral weighted mean 9.;9 1oderately 4gree

&his table presents the summary of the assessment of the

respondents. 8 in terms of 0elationship has 4verage weighted mean of

D.,; interpreted as 1oderately 4gree in terms of alue Of

&raining has an average weighted mean of D.,D interpreted as

1oderately 4gree in terms of enefits of &raining has an average

weighted mean of D.,D verbally interpreted as 1oderately 4gree

with general weighted mean of D.,D interpreted as 1oderately

agree.


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&his implies that the respondents can express their

emotions and understanding freely without any pressures. 9eople

are giving more importance in training before they can get their

jobs after graduation.

Ta#le Res!lt o Correlat$on Anal%s$s #et3een Pro$le 1ar$a#les o t'e

Res/ondents and t'e$r Assess"ent $n t'e$r OJT9rofileariables 4verage

ecision

4ge 6orrelation6oefficient

-.,#J o not rejecthypothesis

Sig. (+-tailed%

.F+F

@ #DD?ender 6orrelation

6oefficient.#DD o not reject

hypothesis

Sig. (+-tailed%

.,

@ #DD

Sig. (+-

tailed%

.,DF

@ #DD

*. Correlation is significant at the 0.05 level (2tailed!.

&able shows the result of correlation analysis made to

determine significant relationship between profile variables of

the respondents and their assessment level. 4ll has coefficients

resulting to more than .,;. /owever" the findings reveal that one

variable is correlated enough to reject the hypothesis of the


45/53

study. &here is significant relationship between profile

variables and their assessment level


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CHAPTER >

SUMMAR8, CONCLUSION AND RECOMMENDATIONS

&his chapter presents the summary of findings" and the

corresponding conclusion derived in the conduct of the study. It also

provides recommendation that could be pursued by other researchers.

SUMMAR8

&his study was anchored on the assessment of selected /01

students on their O& D, selected /01 third Aear 6ollege

students during the #st semesters of school year +,#;-+,#. &he

researchers conducted the study through descriptive research which

they thought the most appropriate methodology used in this activity

respondents are chosen through simple random sampling.

&he study tried to answer the )uestion stated at chapter I such

asB

#. 3hat is the demographic profile of the student respondents

in such variablesB

#.# age"

#.+ genderL

+. /ow may assessment of /01 students on their O& described

in term ofB

4.#relationship"


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+.+ value of training and

+.D benefits of training

D. Is there significant relationships with profile variables and

the topicL

J. 3hat are the implications of the result to /01 education at

6I6L

SUMMAR8 OF FINDINGS

&he following findings were obtained.

4ge istribution of 0espondents

&hat majority of them are #F - #$ years old that represents

,.N of the whole population. *ollowed by #-#5 and +,-+#R old

representing #. percent.

Gender

&hat +, respondents are females and #, are males. &his .

and DD.D of the population respectively.

II Assess"ent o HRM st!dents to3ards OJT

Relat$ons'$/

On the ob &raining in terms of relationship item +.#.#

friendly and harmonious relationship with co students has

weighted mean of D.,$ verbally interpreted as 1oderately

4gree" item +.#.+ competition and rivalry among co students has


48/53

weighted mean of D.,F verbally interpreted as 1oderately 4gree

item .#.D.personal and social adjustment D.+, 1oderately

4gree +.#.J &hey could adjust to every situations and

circumstances has weighted mean of D.,J verbally interpreted as

1oderately 4gree and item +.+.; disagreement with co- students on

certain issues has weighted mean of +.$, verbally interpreted as

1oderately 4gree 3ith an 4verage weighted 1eanD.,;1oderately

4gree

Value Of Training

4n Assessment to OJT in terms of *alue Of Training In item $%$%& build !"# students

in selfconfidence and commitment has weighted mean of +%), verball' interpreted as

#oderatel'Agree+%$%$ provide opportunities for students to accept greater challenges has

weighted mean of +%-. verball' interpreted as#oderatel'Agree+%$%+ produce a measurable

change in performance has weighted mean of +%-verball' interpreted as #oderatel' Agree+%$%)

foster growth and development has weighted mean of +%) verball' interpreted as #oderatel'

Agree+%$/- bring about the desired changes that can solve a variet' of problems has weighted

mean of +%+ verball' interpreted as#oderatel' Agree with an Average 0eighted #ean +%.+

verball' interpreted as #oderatel' Agree

Benefits

Assessment to OJT in terms of Benefits of Training Item +.D.# improving an

student2s performance has weighted mean of D.J 1oderately

4gree+.D.+ developing the group and team skills needed to achieve

organi!ational goals has weighted mean of D.J D.;, verbally

interpreted as 1oderately 4gree item +.D.D preparing employees

for promotional opportunities has weighted mean of D.item +.D.J


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enhancing employee morale" motivation" and creativity has

weighted men of D.J verbally interpreted as 1oderately 4gree

+.D.; motivating students to achieve higher standards has

weighted mean of D.D verbally interpreted as 1oderately 4gree and

has an 4verage 3eighted 1eanD.,Dverbally interpreted as

1oderately 4gree.

S!""ar% ta#le

&he summary of the assessment of the respondents. 8 in terms

of 0elationship has 4verage weighted mean of D.,; interpreted as

1oderately 4gree in terms of alue Of &raining has an average

weighted mean of D.,D interpreted as 1oderately 4gree in terms of

enefits of &raining has an average weighted mean of D.,D

verbally interpreted as 1oderately 4gree with general weighted

mean of D.,D interpreted as 1oderately agree.

Res!lt o Correlat$on Anal%s$s #et3een Pro$le 1ar$a#les o t'eRes/ondents and t'e$r Assess"ent $n t'e$r OJT

&he result of correlation analysis made to determine

significant relationship between profile variables of the

respondents and their assessment level. 4ll has coefficients

resulting to more than .,;. /owever" the findings reveal that one

variable is correlated enough to reject the hypothesis of the

study. &here is significant relationship between profile

variables and their assessment level


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CONCLUSIONS

ased on the above findings" the following conclusions are

deducedB

#. &he vast majority of respondents are in are at their

very young ages " female" /01 students and predominantly

#F-#$ years old

+. &he implications of O& to them they made them

stronger and firmed which are necessary in their life being

a graduating students. 4nother is it resulted from more

viable inputs to their academic performance as they became

les worthy and survive in most difficult trials of their

pursuing their career

D. 0espondents have learning and understanding the O&

activities and values which will overcome troubles and

reduces worries and anxieties. 4lso" it is an eye opener and

guide for them to e)uip themselves for the vagaries of not

only as student but also in their daily life as it also a

solution to solve many problems they encountered during

studying.

Re*o""endat$ons

ased on the findings and conclusions" the researcher strongly

recommends the followingB


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#. @urtured the maturity and giving due considerations to

what had experienced from their O& trainingE

+. 0eady to apply on what they had experienced has to be

done in every students so that by doing so" they make

their studies more stable" appreciated by both mentors

and co students and for self-assurance and satisfaction

that it has done the job trainingE

D. Since there is a very significant implications in their

school performance they must now maintain and even make

it more better enhanced their maturity by really applying

what they have experienced during O& they got with so

that such positive implications be always maintained and

enhanced.

J. &hat similar study should be conducted on the different

levels of students in 6ollege of the Immaculate

6onception and other schools to further determine the

0esponses if the respondents undergone On the ob

&raining as part of their academic routine


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Documents

Thesis Ojt Buo Chapter 1 4