PERFORMANCE OF ON-THE-JOB TRAINING OF BSOAD STUDENTS ROLYN A. CATAMORA. Northwest Samar State University, Calbayog, Philippines

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1 International Journal of Educational Science and Research (IJESR) ISSN(P): ; ISSN(E): Vol. 6, Issue 2, Apr 2016, TJPRC Pvt. Ltd. PERFORMANCE OF ON-THE-JOB TRAINING OF BSOAD STUDENTS ABSTRACT ROLYN A. CATAMORA Northwest Samar State University, Calbayog, Philippines The study was conducted to assess the performance of on-the-job training of Bachelor of Science in Office Administration (BSOAd) students in the College of Management, Northwest Samar State University. The study utilized the descriptive-survey method. A set of questionnaires was distributed to the respective respondents. The data were analyzed using frequency counts, percentages, mean, and standard deviation to determine the extent of factors that affect the performance of the BSOAd students on their On-the-Job-Training (OJT). Taking all the different variables, performance of the BSOAd OJT students showed a grand weighted mean of which is interpreted as high extent. Furthermore, work habit, competence, and personality and appearance came out as the best factors affecting the performance of the BSOAD on-the-job training. KEYWORDS: Performance, On-the-job Training, Internship, Practicum, Workplace Environment Received: Mar 20, 2016; Accepted: Apr 02, 2016; Published: Apr 08, 2016; Paper Id.: IJESRAPR20168 INTRODUCTION On-the-job training, also known as OJT/practicum/internship, is applying the skills, knowledge, and competencies needed to perform a specific job within the workplace and work environment. It uses the regular or existing workplace tools, machines, documents, equipment, knowledge and skills necessary for an employee to learn to effectively perform his or her job (Heathfield, 2012). Original Article Likewise, Renganathan, Abdul Karim and Chong (2012) defined it as a chance for students to incorporate their on-the job work experience and knowledge into their university education by being in a supervised and planned real-world professional work environment. Moreover, Gault et al. (2010) stressed that academic internships are defined as an opportunity to integrate work-related experience into graduate education by participating in scheduled and supervised work. These real-world experiences are an essential part of professional and even vocational courses in higher education. It plays a vital role in preparing the students for the office, business, or the real workplace. However, different applications of practical training could vary from student to student in different school years. Generally, Gomez (2010) stressed that OJT helps students to have the opportunities to be exposed and obtain professional skills and gain knowledge in the real workplace. It has many advantages, but it also has a few disadvantages if the OJT is not planned and executed properly. He added that most of the students nowadays are not serious in their training. They don t plan ahead and pick the best company. Worst, they ended up cleaning the desk of their superior or doing unrelated task. In the same vein, Alcazar (n.d) pointed out some advantages or positive impact of OJT, such as: (1) university does not have to spend large sums of money to set up the laboratories required by the course; (2) students get the best training based on industry standards as the students are taught by editor@tjprc.org

2 66 Rolyn A. Catamora carefully selected practitioners; (3) whenever new process or equipment upgrade are required, the university can request industry partners to provide; (4) students are assessed both the faculty and the practitioners on meeting the key standard assessment competencies required by the workplace; (5) student readily find employment after graduation; (6) career guidance and counseling is provided by the school for job placement. From the Higher Education Institution (HEI) point of view, on the job training is part of the curriculum that aims to train and orient students about the work and their future career. It is very important not only to teach students their chosen career but to show students the reality about working. Moreover, as per required by the CHED, students should undergo on-the-job training with a minimum required time of 200 hours (CMO no. 22, s. 2006). Perhaps this would be a stepping stone for the OJT students to develop themselves to become professionals in their own field of specialization and acquire new learning through gained experiences during trainings. It is very essential component of the learning process, geared towards preparing students future career. Specifically, for Bachelor of Science in Office Administration (BSOAd) program, OJT is an avenue for them to exhibit enhances office skills and values; acquire effective problem-solving and decision-making abilities. As Confucius once said If all I will hear, I will forget. If I will hear and see, I will remember. If I will hear, see and do, I will understand. Thus, In compliance with the above CHED memorandum, the OJT program became one of the subjects/courses in the curriculum of some of the degree courses offered in the College of Management (COM), former College of Management and Information Technology (CMIT) of Northwest Samar State University (NWSSU), Calbayog City. In BSOAd program, student-trainees are required to complete the 240 hours training in different offices. And they are also required to submit narrative reports after finishing the required training hours. Feedbacks, problems encountered and suggestions were also asked during post OJT seminar. Though, OJT program is now fully implemented particularly in the Bachelor of Science in Office Administration (BSOAD), the effect of this program has not been studied. There was no research conducted yet to find out how this program improves the students performance in their field of specialization and the factors affecting their performance. The foregoing reasons prompted the researchers to conduct this study to determine the possible factors affecting the performance of On-the-Job Training of the BSOAD students of NwSSU. The results of the study would provide baseline data on how the OJT Program for BSOAd students can be further improved to meet the program s goal and objectives. OBJECTIVES OF THE STUDY The study aimed to find out the factors affecting the on-the-job performance of BSOAD students. Specifically, this study aimed to: Determine the profile of the BSOAD OJT students in terms of age, gender, civil status, and grade in OJT. Document the performance of BSOAD OJT students in terms of work attitude, work habit, competence, personality and appearance, linkages, cooperating firm, benefits and incentives, and training evaluation. Determine the problems encountered by the BSOAD in their OJT. Impact Factor (JCC): NAAS Rating: 2.72

3 Performance of On-the-Job Training of BSOAD Students 67 METHODS This study used the descriptive-survey method of research which made use of the questionnaire for students to elicit their profile, and the factors affecting the on-the-job performance of Office Administration students of Northwest Samar State University. To attain the needed data, researchers adopted a Survey Questionnaire for Students from the study of Taladtad et al. (2010) and this was administered to the randomly selected student-respondents. Frequency and percentage, mean, standard deviation and ranking were the statistical tool used in analyzing the data. All the data gathered were processed through the computer statistical software. The respondents of this study are the BSOAD students in the College of Management and Information Technology, Calbayog City, who enrolled for on-the-job training last summer of School Year RESULTS AND DISCUSSIONS Profile of OAD Students in terms of Age, Gender, Civil Status, and Grade in OJT Age: Figure 1 shows the profile of the students according to age. As shown in the figure, 90 or 90 percent of the student-respondents were at the age range of 20 to 24. Nine or nine percent of the student-respondents were at the age range of 19 and below. And out of 100 student-respondents, there were only one who belongs to the age range of From this, we could deduce that most students were at their ideal age to learn and understand the theory acquired in the four walls of the classroom and then applying the same in the actual or real workplace. Table 1: Profile of the Respondents in terms of Age Age f % 19 and below and above 0 0 Total Gender: As gleaned from the table 1, out of 100 respondents, there were six or 6 percent male and 96 or 96 percent female. This implied that most of the students attracted and enrolled in BSOAd program are female. Table 2: Profile of the Respondents in terms of Gender Respondents f % Male 6 6 Female Total Civil Status: Table 3 shows the civil status of the student-respondents. As gleaned from the table 3, 98 or 98 percent of the student-respondents were single and 2 or 2 percent were married. This implied that most of the students have all the opportunity to concentrate on their OJT due to the fact that they have no spouses and children to be left while they are having their OJT in other places. Table 3: Profile of the Respondents in terms of Gender Civil Status f % Single Married editor@tjprc.org

4 68 Rolyn A. Catamora Table 3: Contd., Separated/annulled 0 0 Widow 0 0 Total Grade in OJT: Table 4 shows the OJT grade of the student-respondents. As shown in the table, out of 100 student-respondents there were 68 or 68 percent got a grade range at with a description of excellent. There were 32 or 32 percent got a grade range at with a description of Superior. From this, we can deduce that studentrespondents are doing well in their OJT. They extremely give their best, applying the theories learned from the four walls, and understanding the real work environment. Table 4: Profile of the Respondents in terms of OJT Grade OJT Grade F % Description Excellent Superior Very Good Good Passed Failed Inc. 0 0 Incomplete Dr. 0 0 Dropped Total Performance of OJT Students in Terms of Work Attitude, Work Habit, Competence, Personality and Appearance, Linkages, Cooperating Firm, Benefits and Incentives, and Training Evaluation Work Attitude: Table 5 shows the work attitude of the student-respondents. As seen in the table, under work attitude patience and diligence in performing the task assigned reflects the highest weighted mean of 3.84 and standard deviation of interpreted as very high extent. Interest and enthusiasm in performing the task assigned got 3.74 weighted mean and standard deviation of interpreted as very high extent. The overall weighted mean for work attitude is 3.57 which interpreted as high extent. This result implied that student-respondents showed good working attitude in the working community relative to their OJT. Work Habit: As gleaned in the table, performed assigned task within the assigned time got the highest mean of 3.69 and standard deviation of with the interpretation of very high. Summing all the result, total weighted mean is 3.64 interpreted as very high extent. This shows that student-trainees are doing good in their OJT and practice professionalism. Competence: As gleaned from the table, being resourceful got the highest mean of 3.69 and standard deviation of with the interpretation of very high extent. Summing all the results, total weighted mean 3.63 and interpreted as very high extent, respectively. This result shows that student- respondent can grasp instruction easily and able to work independently even if the supervisor is not around. Personality and Appearance: Table shows that have the knowledge of the assigned task got the highest weighted mean of 3.72 and standard deviation of with an interpretation of very high extent. Showing selfconfidence got 3.70 weighted mean and standard deviation of with an interpretation of very high extent. The total weighted mean is 3.64 with an interpretation of very high extent. This result shows that the student-respondents are responsible and knows what office work is all about. Impact Factor (JCC): NAAS Rating: 2.72

5 Performance of On-the-Job Training of BSOAD Students 69 Table 5: Performance of BSOAd OJT Students in term of Work Attitude, Work Habit, Competence, Personality and Appearance, Linkages, Cooperating Firm, Benefits and Incentives, and Training Evaluation Extent of Factors that Affect the On-the-Job Training Wtd. Mean SD Interpretation A. Work Attitude Very high extent 1. Interest and enthusiasm in performing the task assigned. 2. Patience and diligence in performing assigned task Very high extent 3. Open to constructive criticism High extent 4. Deal with supervisor and others with courtesy High extent 5. Work harmoniously with the officemates High extent 6. Always taking initiatives Very high extent Total 3.57 High extent B. Work Habit 1. Always come to office on time Very high extent 2. Observe proper break time period Very high extent 3. Utilize office hours to do assignments, reports, projects, etc Very high extent 4. Always see to it that the works and reports are neat, presentable Very high extent and correct. 5. Performed assigned task within the assigned time Very high extent Total 3.64 Very high extent C. Competence 1. Readily understands instructions Very high extent 2. Perform the task even the supervisor is not around Very high extent 3. Showing strength and stability Very high extent 4. Cooperate with all other members of the organization High extent 5. Being resourceful Very high extent Ttotal 3.63 Very high extent D. Personality and appearance 1. Report to office neat and well-groomed High extent 2. Report to office properly attired Very high extent 3. Possess emotional maturity always Very high extent 4. Showing self-confidence Very high extent 5. Have the knowledge of the job assigned Very high extent Total 3.64 Very high extent E. Linkages 1. There is a direct linkage of the school and the office or High extent industries where you conduct OJT. 2. The OJT program of the school is open to the industry or High extent company. 3. There is an orientation of the student-trainee to the cooperating High extent firm. 4. There is an OJT coordinators to serve the link between the High extent school and the cooperating firm. Total 3.43 High extent F. Cooperating Firm 1. The facilities and equipment used in the place of OJT are High extent modernized. 2. The training method is efficient Very high extent 3. Task that is not related to the course was not given High extent 4. The firm environment is exclusive for learning Very high extent 5. Required to render over time at the expense of the academic Very high extent 6. The trainer has a good working relationship with the OJTtrainee High extent 7. The trainer sets a positive example to follow Very high extent 8. The OJT-trainee is free to ask question to the trainer wherever Very high extent it is necessary. Total 3.58 High extent editor@tjprc.org

6 70 Rolyn A. Catamora Table 5: Contd., G. Benefits and Incentives 1. The firm provides allowance Very low extent 2. The firm provides free snack and meal Low extent 3. The pay extra service rendered by the OJT-trainee Low extent 4. They offer part-time job to deserving OJT-trainee High extent Total 2.47 Low extent H. Evaluation System 1. There was a uniform system of grading uses for the OJT Very high extent 2. The OJT-trainee was aware of the different aspects to be Very high extent evaluated by the immediate supervisor. Total 3.80 Very high extent Grand Weighted Mean High extent Linkages: As gleaned in the table, there is OJT coordinators to serve the link between the school and the cooperating firm got the weighted mean of 3.58 and standard deviation of and with an interpretation of high extent. All aspects under linkages were interpreted as high extent. Summing all the results, the total mean is 3.43 with an interpretation of high extent. This results show that the linkages though not considered as weak, still, there is a need to do something to find more and strengthen linkages. Cooperating Firm: As seen in the table, the trainer sets a positive example to follow got the highest weighted mean of 3.71 and standard deviation of 0.503, interpretation of very high extent. This was followed by the firm environment is exclusive for learning with a weighted mean of 3.64 and standard deviation of 0.611, interpreted as very high extent. Summing all, the total results are 3.58 interpreted as high extent. This result implied that student-respondents got a better learning experienced in the actual office world. They have met their expectation regarding actual learning from the cooperating firms. Benefits and Incentives: As gleaned from the table, the firm provides free snack and meal got the highest weighted mean of 2.96 and standard deviation of 0.805, interpreted as low extent. This was followed by they offer parttime job to deserving OJT-trainee with a weighted mean of 2.89 and standard deviation of 2.96 and standard deviation of , interpreted as high extend. The firm provides allowance" got the lowest weighted mean of 1.33 and standard deviation of 0.428, interpretation of very low extent. Summing all the results, the total weighted mean is 2.47 with an interpretation of low extent. This connotes that student-respondent shouldered all the expenses while they are working as trainee in the field. Moreover, student-respondents are helping the cooperating firms in saving money because they are no longer paying for additional seasonal manpower to do same task. Evaluation System: As gleaned from the table, there was a uniform system of grading uses for the OJT got the highest mean of 3.85 and standard deviation of.0551, interpreted as very high extent. This was followed by the OJTtrainee was aware of the different aspects to be evaluated by the immediate supervisor with 3.75 weighted mean and standard deviation of The total weighted mean is 3.80 with an interpretation of very high extent. This implied that student-respondent were given fair evaluation. They have the knowledge on how they should be rated. Impact Factor (JCC): NAAS Rating: 2.72

7 Performance of On-the-Job Training of BSOAD Students 71 Table 6: Problem Encountered by the BSAod OJT Students Problem Encountered Wtd. Mean SD Interpretation 1. Lack of self-confidence Low extent 2. The distance of the cooperating firm Very high extent is too far from school or home. 3. Inadequate knowledge regarding the Low extent task assigned. 4. There is a risk of accident in the Low extent place. Total 2.80 High extent Table 6 presents the problem encountered by the BSOAd OJT students. As gleaned from the table, the distance of the cooperating firm is too far from school or home with a weighted mean of 3.83 and standard deviation of 0.781, interpreted as very high extent. This was followed by lack of self-confidence with a weighted mean of 2.31 and a standard deviation of 0.564, interpreted as low extent. Summing all, the total results the weighted mean is 2.80 with an interpretation of high extent. This connotes that student-respondents have their OJT in other places. This further implied that student-respondents experienced to be away from their home and family for 240 hours. They had gained different learning activities away from home and school. CONCLUSIONS AND RECOMMENDATIONS Conclusions Based on the findings the following conclusions were drawn: The BSOAd OJT program meets CHED minimum standard in terms of qualification of students, number of hours, monitoring and evaluation system. Majority of the host establishment assessed the performance of the student-respondents as excellent and superior. This only showed that the student-respondents doing well in their training. The student-respondents encountered problem in looking for an establishment which is nearer to their place. RECOMMENDATIONS From the findings and conclusions generated in this study, the researchers recommend the following: The OJT program of the institution should be regularly monitored to assure that it maintains the quality and relevance. The institution should have placement office so that future OJT students will easily be deployed to a certain establishment. Moreover, in-charge of the placement office will strengthen linkages for this will be a great help for the future OJT students and the institution as well in maintaining its quality and relevance of the OJT program. This will also help our graduates to find better establishment once hunting for a good job. Further research about this study in other program/location is recommended to validate the present result. ACKNOWLEDGEMENTS The researcher would like to acknowledge with thanks Northwest Samar State University, Philippines, for funding this research. Likewise, researcher gratefully thanks the research office personnel for the encouragement to finish and editor@tjprc.org

8 72 Rolyn A. Catamora produce this research output, the ICEASS organizer for the opportunity to present this study in this prestige conference. Above all, to God Almighty who provides of everything. REFERENCES 1. Alcazar, A.A. M. (n.d). The Philippine on-the-job-training school-based program. Available at de/melien/eu/verantaltungen/asem/presentation_alcazar_the Philippines.pdf. Retrieved on October 5, Ched Memorandum. order no. 22, series Gault, J., Leach, E., & Duey, M. (2010). Effects of business internships on job marketability: The mployers perspective. Education & Training, 52(1), Gomez, F. T. (2010). Importance of On-The-Job Training. Available at Training&id= Heathfield, S. M. (2012). The effect of training and development on employee. 6. Renganathan, S., Abdul Karim, Z.A., & Chong, S. L. (2012). Students perception of industrial internship programme. Education + Training, 54 (2/3), Taladtad, S. G., Bala, M. K. R.,& Rodelas, M. (2010). Factors that affect the on-the-job training of BSBA practicumers of the University of Manila: an assessment. Available at Impact Factor (JCC): NAAS Rating: 2.72