AN ASSESSMENT OF SELDECTED HRM STUDENTS ON THEIR ON THE JOB TRAINING
AN UNDERGRADUATE THESIS Presented to
Dean, College of Hotel and Restaurant Management COLLEGEOF OF THE IMMACULATE CONCEPTION
Cabanatuan City
_____________________
In Partial Fulfillment of the Requirement For the Subject Research
___________________
Nicolas Keith Guevarra Ceanne Buenaventura John Mark C. Pillarina
Chapter 1
The Problem and Its Setting
Introduction
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 (Dizon, 1999).
The most effective method to develop the competence and skills of students through hand-on training – the-on-the-job training (OJT). This process exposes the students to the
different fields and learned. Such observation and analysis of organizations in their natural environment falls within the tradition of experiential learning and cooperative inquiry 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.
Training is an act of increasing knowledge and skills of an employee for doing a particular job. On-the-job training (OJT) has been used successfully as training procedure from the
beginning of recorded history. This 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 (Flippo, 2006).
Being a HRM student one must know how to be naturally happy because sometimes guests don’t only seek for the food we serve but the service we provide. We 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. These things can be used in schools, offices, and other industry.
Attitude 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 establishment’s reputation (Buked, 2007).
Concurrently knowledge and understanding can also be further advanced through planned “teaching and learning” in the actual work setting. An efficient on-the-job training or OJT program is vital for developing the highly skilled employees needed for a
business’ success. OJT has many advantages as a planned training program, such as predictable training outcomes and a manageable process. This can also gain or improve educational attainment and economic status.
On-the-job training focuses on the acquisition of skills within the workers environment generally under normal working conditions. Through on the job training workers acquire both general skills that they can transfer from one job to another and specific skills that are unique 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 OJT. On-the-job training is the oldest form of training. Prior 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 (Manask, 2002).
Focus of training and development activities is on change and/or improvement in knowledge, skills, and attitude of
employees (Desimone, 2002).
Restaurant practicum exposes the students to a new world where they can learn the actual operation in the restaurant. It
also enhances the capabilities of every student to do work with confidence (Walker, 2005).
The students easily relate to the situations and experiences new to them. They can easily adapt to the situations they are into. Students nowadays are flexible that is why they can easily gain knowledge. A study of different experiences has shown one important effect in hospitality industry. The 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 (Arduser, 2006)
One goal of a performance is to judge the level of
competency students achieve in doing trainings (Parker, Louie &O’Dywer, 2009). Therefore, performance assessments can also produce useful information for diagnostic
purposes to assess what students know. These assessment strategies can also be used to monitor students’ processing skills and problem-solving approaches, as well as their competence in particular areas while simulating learning activities.
Training needs assessment is one of the factors that
determine success of training to bring the said change (Iqbal, 2007).
Assessment of on-the-job training is one of the problems of students. There 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.
And also to determine if the program developed and enhanced the students’ knowledge and skills that is required in order to become more responsive to the demands of Hotel and
Restaurant Management profession. And 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.
REVIEW OF RELATED LITERATURE AND STUDIES
Local Literature
It is important for employees to have good working habits since it gives them the drive to succeed in their careers. Establishing these habits not only improve the quality of work you put in but also it allows one to have more time for their personal life since time management is also developed. Developing good work habits provides you with the chance of being more
productive and well-appreciated at work. Applying a positive attitude towards the tasks at hand can influence other people around you as well. GOPINOY.com provide a list of good work habit to develop such as: 1.) Set up a goal or a mission and apply a strong work ethic to provide you that sense of direction needed to accomplish quality tasks in the shortest time possible. 2.) Think positive. Do not think of the complexities of your job instead, consider these difficulties as a challenge. Deal with the problem, do not avoid them. You're going to have to face the same problem eventually. 3.) t is a good work habit to give importance to good attendance and punctuality. Doing so can get you off to a good start and it can be a positive asset on your part.
Apply neatness, orderliness and speed by cleaning up and getting organized. It allows you to work faster since it's easy to find things when the workplace is clean and sorted out properly. 6.) Plan your day ahead of time. This is one of the most important among the good work habits you should develop. List things that you should prioritize to work the next day. This could guide you whenever you get side tracked and forget what your original purpose was. 7.) Work smarter, not harder. Manage your time well; segregate activities into time wasters or maximum use of time. Time wasters such as telephone calls and dealing emails can just be kept short and on topic as well as keeping email accounts
separate for personal and work use. Focus on the list of priorities you make and set limits for each task. 8.) Become self-employed psychologically. Think of yourself as your own boss. You would want to make things happen in the business, do good quality output and receive bigger income from it. Putting yourself on the situation can motivate you to do great results. 9.) Play the inner game of work. Know your purpose at work and do it with your own best innate desires and abilities. These will help you to acquire all the ideas, successful habits and best practices you will need in accomplishing tasks. Reduce procrastination by motivating yourself with rewards or punishments. Postponing or delaying one's work can cause career sabotage so be aware of its consequences and try to be more positive.
Give importance to rest and relaxation. Good working habits are not just about working. Our body and mind also needs a breather from all the office tasks we are doing. When 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. Working at a steady pace also helps. 12.) Use multitasking for routine tasks. Multitasking is also helpful in accomplishing more tasks at the same time. Routine tasks are simple tasks which you are anticipating on doing all the time. You can do some of these tasks all at the same time, as long as
it doesn't require you to be analyzing an important detailBounce quickly from task to task. As you list down the tasks set up for the day, it is easier to transfer from one accomplished task to the next on queue. The quicker the transition, the more tasks are completed. Prepare time log, set time limits for certain tasks and evaluate your use of time. These help you assess if you have done either productive tasks or time wasting activities. Do away with being a cyber loafer and prioritize in doing your work. Make good use of office technology and avoid using them for personal purposes. 16.) Keep 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.
. Point out a problem but bring solutions. Problems 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.
Be nice to people. This 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. You can start this off by greeting everyone with a smile.
Volunteer for assignments. This could label you as a keen learner who is unafraid of hard work. But 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. Finish things by being decisive. Being decisive would mean having the ability to firmly decide with speed and clarity. Decision-making is oftentimes crucial, so it is better to observe and analyze all the information available and decide on the best course of action. Although 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.
Foreign Literature
Your attitude in the workplace can be one of the most - if not the most - telling aspect of how others in the company look at you and feel about you as a coworker stated by Mueller (2006). Your attitude therefore will definitely define you. Personality according to psychology is made up of the characteristic patterns of thoughts, feelings and behaviors that make a person unique. In addition to this, personality arises from within the individual and remains fairly consistent throughout life. Experience and academic research has shown that an individual’s personality has a strong influence on how they work within an organization. One's image in the eyes of other people is important. If one is to
represent a company and indeed one's self, an image of orderliness is vital, to win confidence.
According to Koontz (2007) many opportunities for development can be found on-the-job. Trainees can learn as they contribute to the aims of the enterprise. However, because this approach requires competent higher – level managers who can teach and coach trainees, there are limitations to do on-the-job training. Planned progression is a technique 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 requires that task to be done well at each level. Trainees learn about different enterprise functions by job rotations. They may rotate through: non-supervisory work, observation assignments (observing what managers do, rather than managing themselves) and therefore has positive aspects and should benefits the trainees. “Assistant - to” positions are frequently 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. Patience and wisdom are required of superiors, who must be able to delegate
authority and give recognition and praise for jobs well done. Effective coaches will develop the strength and potentials of subordinates and help them overcome their weaknesses. As 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. He 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 customized to the experiences and abilities of trainees. Training is immediately applicable to the job because OJT occurs on the job using actual tools and equipment. As a result, trainees are highly motivated to learn. There are several disadvantages in the OJT approach. Managers and peers may not use the same process to complete the task. They may pass on bad habits as well as useful skills. Also, they may not understand that demonstration, practice and feedback are important conditions for effective on-the-job training.
Effective OJT program include: 1. A policy statement that describes the purpose of OJT and emphasizes the company’s support for it. 2. A clear specification of who is accountable for conducting OJT. 3. A thorough review of OJT practices at other companies in similar industries. 4. Training of managers and
peers in the principles of structured OJT. 5. Availability of lesson plans, checklists, procedure manuals, learning contracts and progress report forms for use by employees who conduct OJT. 6. Evaluation of employees’ level of basic skills before OJT. Principles of On-the-Job Training Preparing for Instruction 1. Break down the job into important steps. 2. Prepare the necessary equipment, materials and supplies. 3. Decide how much time you will devote to OJT and when you expect the employees to be competent in skill areas. Actual instruction 1. Tell the trainees the objective of the task and ask them to watch you demonstrate it. 2. Show the trainees how to do it without saying anything. 3. Explain the key points or behaviors. (Write out the key points for the trainees, if possible.) 4. How the trainees how to do it again. 5. Have the trainees do one more single parts of the task and praise them for correct reproduction (optional). 6. Have the trainees do the entire task and praise them for correct production. 7. If mistakes are made, have the trainees practice until accurate reproduction is achieved.
Praise the trainees for their success in learning the task.
The same statement by (Gaudencio,2009) 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
students hesitant to ask for help and they felt nervous while performing the procedures etc.
Seingh (204)emphasized that in order to improves some experiences whether in the OJT or in the classroom, it is necessary to understand the students, it is not advisable to criticize students for their fault, much less cold them for their inadequacy, establish harmonious relationship and they should be supervised.
Educators should see to it that all students are well oriented regarding facilities, rules and regulations , placement of all supplies and equipment including office procedures the instructors should be more objective and fair in evaluating students.
Local Studies
Cristobal (2008), conducted a study entitled “The On-the-Job Training Program” of Urdaneta City University. The research respondents were the students enrolled in the Bachelor of Science in Commerce, Major in Management, Management accounting, Banking in finance, Bachelor of Science in accountancy and computer secretarial and who are currently enrolled in their practicum course S.Y 2007-2008. The respondent’s overall perception toward relevance and suitability along OJT are: 1.) The student’s
practices weighted mean of 2.94; 2.) The problems encountered by the students in the OJT program were slightly serious as shown by the weighted mean 2.14; 3.) The problem encountered by the supervisor in the OJT program was slightly serious as evidenced by weighted mean of 1.78; 4.) The problems encountered by the instructor in OJT program were slightly serious as shown by the weighted mean of 2.11.
According to Cristobal the OJT program is a good program for augmenting the knowledge skills and competencies of the task and activities included in the OJT are routine that do not really require 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 equipment used in their OJT.
Mendoza as cited by Bahian (2008) 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 OJT. The school provided related instruction ad related skills; the role of industries is to sharpen the student’s competencies ad activities. Thus, cooperating industries should provided the student trainees the necessary reserves needed to improve their performance level of proficiency and specific skills and field of specialization.
Jaso (2007), proposed on the training for automotive technology at Sorsogon State College. In his study he include the problems not by students along the in the job training. It was disclosed that non-congruence between the acquired level of competence is an automotive technology of their in job work experience.
The following are the problem encountered: 1.) Lack of congruency between competencies learned in automotive. 2.) Lack of coordination between ILDO and the partner industry. 3.) No work plan clearly presented to the OJT along training requirements, expected behavior and placement. 4.) Lack of supervision on the OJT’s work performance. 5.) Lack of identified local shops and industries where OJT’s area of competencies in the areas AT-51, AT-52 and AT-53 are needed. 6.) Work assignments of OJT’s include menial and unrelated jobs. 7.) Lack of options for OJT’s to choose their work assignments in the partner industry. 8.) Financial difficulties among OJT’s. 9.) Lack of administrative support to OJT’s.
Another problem is the absence of work plan where training requirements, expected behavior and replacement are identified the OJT’s trainees are not always supervised in their work performance. They also disclosed that local shops are not identified where they could apply their competencies in AT-51-52 and AT-53. Some of the on the job trainees are asked to do menial
jobs unrelated to their training. They do not have options wherein to choose their work assignments. Most of the OJT trainees felt the lack of administrative support in the outside school training and many experienced financial problems. From 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. The 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. The solutions to these problems rest on the persons concerned for the welfare of the students.
Mamadra (2005), 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 specialization such as automotive, electronics technology, computer technology and electrical technology as well as the students’ values development in terms of work attitude, self-reliance, self-discipline, resourcefulness, honesty and patience among selected vocational-technical tertiary institutions in Mindanao. 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
supplement the student – trainees’ 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.
The study of Decena (2005), entitled “On the job training program of the two year trade Technological University in Iba , Zambales give emphasis to some items in the assessment instruments where the response of cooperating trainees ad student trainees are not different such as: a. For objectives (to enable the students to work a sophisticated equipment ad to prepare students for social ad personal). b. For the assessment instrument on linkage (Inform the head of educational institution of developments in the establishments whether positive or negative). c. For the assessment instruments on industrial policies (Help student trainees for advancement opportunities in the cooperating establishments); 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 (OJT coordinators meet with industrial trainer and student trainees during work site visitation); (Keeps records of all activities related to industrial training); and (Participates in the evaluation of student trainees). e. On problems encountered (tools are just enough for regular workers
Foreign Studies
Sony and Kim (2005) conducted study entitled “Changes in attitude toward work and workers identity in Korea”. They summarize the conceptualization 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, organizational commitment, perception of career development, ad work achievement.
In the statistical analysis in the study of Sirota et. al (2005) showed that a level of achievement has six primary sources: 1.) Challenge of the work itself - The extent to which the job uses an employee’s intelligence, abilities and skills. 2.) Acquiring of new skills; 3.)Ability to perform – having the training, direction, resources authority, information and cooperation needed to perform well. 4.) Perceived importance of the employees’ job – the importance to the organization, to the customer and to the society; 5.) Recognition received from performance – non- financial (such as a simple “thank you” from the boss or a customer) and financial (compensation and advancement that are based on performance.); and 6.)
Working for a company of which the employee can be proud – because of its purpose, its products (their quality and their impact on customers and society), its business success, its business ethics (treatment of customers, employees, investors, and community), and the quality of its leadership. The quality of interaction in organization is obviously greatly affected not just by friendliness and mutuality of interest, but also by co – workers’ competence and cooperation.
Theoretical Framework
One important psychological theory where the concept of competence plays an important role is “action theory”. Action theory is a general theory of work behaviour that defines competence as the ability to act self-responsibility in complex situations of the job. To act competently, goal-oriented behaviour has to be developed.
This means that learners have to develop behavioural abilities that are regulated by action goals, well organized plans of actions, and feedback processes to monitor and control if goals have been reached. Action theory is mainly cognitively oriented.
So, it focuses on the role of work tasks and their redefinition as goals, the hierarchical structure of action organization and its implications for action planning and levels
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.
According to Spears (1995), internship or OJT is often described as a time when theory is applied to real-life seeing; we believe that the relationship between theory and practice is more complex than that. Thus, internship is a chance to develop the relationship between theory and practice for each should inform the other. Sullivan (2005) explained that theories are transformed through their application, and one will be actively involved in that process as an intern or trainee.
Conceptual Paradigm Input Process Output Figure 1 Research Paradigm
Profile of the respondents be describe in terms of: Age
Gender Assessment on OJT
Questionnaires Instructed Interview
Successful and effective On the Job-training Among HRM students
Statement of the Problem
This study aimed to determine the Assessment of HRM Students on the On the Job Training
Specifically it sought answers to the following:
1. How may the profile of the respondent be described in terms of:
1.1 age,
1.2 gender?
2. How may assessment of HRM students on their OJT described in term of:
2.1relationship,
2.2 value of training and 2.3 benefits of training
3. Is there significant relationships with profile variables and the topic?
4. What are the implications of the result to HRM education at CIC?
Scope and Delimitation of the Study
The study is focused on the assessment of Hotel and Restaurant Management students on their on-the-job training or OJT. The respondents of the study are the 3rd Year students of
Bachelor of Science in Hotel and Restaurant Management from the College of the Immaculate Conception at Cabanatuan City, Nueva Ecija. These respondents are now finished with their first on-the-job training.
Significance of the Study
The result of the study may greatly benefit the following: Students. They may be made aware of the importance of their on-the-job training to their career in the near future.
Trainers of the Future Candidates for OJT . They will have an idea and knowledge about how to fully handle first-timers undertaking internship.
Establishment. The study may help and benefit the establishment by giving feedbacks about the establishment itself after the on-the-job trainings.
General Public. The study will make them knowledgeableabout the importance of OJT and the readiness for it. It will give them a background especially for those who want to take the HRM course in the future.
Parents of HRM Students The study will support their decision-making onto planning, preparing, and clearing their children before sending them on their internship.
HRM Students. This research study will benefit students as to discover psychological and physical problems that will affect their skills and capabilities with regards to their OJT experiences and will develop through a greater consciousness to their chosen profession.
Professors/ Instructors. They will now know and understand the needs of the students with regards to the their OJT experiences, with regards to their responsibility and performance.
Future HRM Students. A 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. A similar degree of consciousness will be developed so that moral supports needed by their sons / daughters will be given.
To the Future Researchers: This study may serve as a guide by having a baseline data for the next researchers regarding the performance of OJT experiences.
Definition of Terms
The following were conceptually defined to give clarity and understanding of the study.
Assessment . It means to examine the significance and value of the factors that affects the on-the-job training of the practicumers.
Benefits and Incentives . This refers to the rewards, privileges, payment and allowances receive by the practicumers during their on-the-job training.
Competence . It pertains to the job knowledge, comprehension and professionalism of the respondents.
Cooperating firm . This refers to the industry, company or agency that partners the school for the actual training of the practicumers.
Course Major . This refers to the specialization in the College of Business Administration such as operations management, marketing management and financial management.
Linkage . It is the collaboration made between the school and the cooperating firm in the on-the-job training program.
On – the – job training . This 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. Personality and appearance . This pertains to the totality of the practicumers’ personal and social traits such as character, behavior, conduct and the like.
Practicumers . This refers to the student trainees who are currently enrolled business administration students of the University of Manila in their practicum course.
Problems Encountered. These are the common problems faced by the practicumers while conducting their on-the-job training.
Training Evaluation . This refers to the performance rating provided by the school and where grade is accomplish by the immediate boss of the practicumers.
Work Attitude . It is the characters possesses and showed by the practicumers towards training like resourcefulness, dependability and initiative. Work Habit. This 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 Restaurant Management It is a program that provides knowledge and skills to HRM OJT for careers in the Filipino industry of Hospitality, Hotel and Restaurant Management. It addresses the needs of sectors such as fast food chains, restaurants, and resorts and makes HRM OJT efficient, competent, and globally competitive. Moreover, the program develops the students’ professional and technical competence in preparation for leadership responsibilities in hospitality related enterprises.
Hospitality This 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, attractions’ special events, and other services for travellers and tourists.
Hospitality Industry.This industry is one that is primarily focused on customer satisfaction. For the most part, it is built on leisure or is luxury-based, as opposed to meeting basic needs. Hotels 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. This pertains to the chosen pursuit, profession or occupation, especially one requiring special training, followed as one’s lifework.
Training Area. A unit or division in the local vicinity where students do activities related to their practice in their chosen career.
Chapter 2
PROCEDURES AND METHODOLOGY
This chapter presents the following: research design, participants, research site, materials and instruments, data collection and data analysis.
Research Design
The study used the descriptive method of research. type of research work needs more specification on data gathering. This 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.
According to Fonolera (1993), descriptive research involves collecting data in order to test hypothesis or answer question concerning the current status of the subject. Padua(2003) says, the purpose of the descriptive method is to describe status of the events, people or subjects, as they exist. The descriptive method usually make sense type of comparison and contrast, and correlation and sometimes in carefully planned orchestrated
descriptive researches, cause and effect relationship maybe established to an extent. Likewise, Manuel and Medel (1997) says, descriptive research describes what is. It involves description, recording, analysis, and interpretation of the present nature, composition or a process of phenomenon.
Sanchez (1989) cited the process of descriptive research as beyond mere gathering and tabulation of data. It involves the elements of interpretation with the meaning of what is described. Thus, description is often combined with comparison and contrast involving measurement, classification, interpretation and evaluation.
Participants
A total of 30 respondents were utilized as the population of the study. They are randomly drawn from the College of the Immaculate Conception HRM Department , Cabanatuan City
Research Site
The research was conducted at College of the Immaculate Conception (CIC) which is located at Del Pilar St. Cabanatuan City, Nueva Ecija.
Figure 1.
College of the Immaculate Conception is diocesan Catholic 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. CIC promotes the Hospitality Industry through enhancing their HRM students to the best of their abilities thus, the rise of the HRM building giving the HRM students a better and more comfortable place to study and polish their skills. Every course in CIC is competitive throughout the province yet they still remain grounded in spite of their
College of the Immaculate Conception
NE Pacific Mall Nueva Ecija
Doctors Hospital Maria Assumpta
excellence. College of the Immaculate Conception is a small institution where big dreams come true.
All of our respondents will come from the College of the Immaculate Conception, Institute of Higher Studies, Hotel and Restaurant Management Department. 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.
Respondents of the Study
The respondents of our study are the third year HRM students of the College of the Immaculate Conception 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. They have both the knowledge and experience of how things work during an OJT. Regardless of age and gender, the fact that they have already took and finished the said internship is a reason enough why should they be qualified as a respondent for our study.
Data Gathering tool/s
The instruments used for gathering data were the questionnaire-checklist, and the interview.
Questionnaire-Checklist - The questionnaire-checklist was the main instrument used in the gathering data.. According to Good(1993), a questionnaire is a list of planned, written questions related to a particular topic, with space provided for indicating the response to each questions, intended for submission to a number of persons for reply; commonly used in normative survey studies and in the measurement of attitudes and opinions.
The Interview technique 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. The interview according to (Vockel, 1989) is a technique in which the researchers stimulate the respondents to give the needed information for the study.
Data Collection Procedures
The researchers asked for the permission of the Dan, College of Hotel and Restaurant Management, College of the Immaculate Conception , Cabanatuan City and they were permitted to conduct
the study about the Assessment of HRM Students on their on the Job Training
Upon permit was granted the researchers made a questionnaire-checklist provided variables with regards to the subject research study.
Statistical Treatment of Data
The responses of the respondents to the questionnaire checklist were carefully tallied, tabulated and organized including those derive from interviews, observation. The data were presented, analyzed and interpreted with the used of weighted mean, frequency counts, percentage and ranking system.
The presentation, analysis and interpretation of the data were based on the weighted mean as shown by the scale ranges as follows:
a. For percentage computation is:
f
% = _______x 100 n
Where:
% = percentage
f = number of respondents for every item n = total number of respondents
a. For weighted mean:
TWF WM = _______
n Where:
WM = stands for weighted mean f = stands for frequencies W = stands for weighted
TWF = stands for weighted frequency n = total number of respondents
The table of equivalent which is the basis of the interpretation of the data will be:
Part 11
Scale Weight Verbal Interpretation
5 4.21-5.00 Strongly Agree 4 3.41-4.20 Agree 3 2.61-3.40 Moderately Agree 2 1.81-2.60 Disagree 1 1.00-1.80 Strongly Disagree Ranking
The researchers used ranking as a tool in order to know the value from the highest to lowest. Ranking obtained by adding all the rank given by the respondent by the total number of the respondents. This was used to know all about Assessmenrt of HRM students on their On the Job Training
Ranking = R1 + R2 + R3 + n
Where:
R1 = rank given by the first respondent
R2 = rank given by the second respondent
R3 = rank given by the third respondent
CHAPTER 3:
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter shows the result of the survey conducted in the assessment of the Assessment of HRM students on their OJT Yhe respondents of the study are Third year HRM students of College of the Immaculate Conception Cabanatuan City First Semester of school year 2015-2016. The tables presented are in accordance with the order being stated in the Statement of the Problem. The result of this study is given below.
Respondents’ Profile
1. Age
Table 1.3
Age Distribution of Respondents
Age RespondNo. of
ents Percentage 16-17 5 16.6 18-19 18 60 20-21 5 16.6 22 and above 2 6.6 Total 30 100%
Table 1.1 shows the age distribution of the respondents of the study. It shows that majority of them are 18 - 19 years old
that represents 60.% of the whole population. Followed by 16-17 and 20-21` old representing 16.6 percent.
This implies that majority of the respondents are 18-19 years old because this is the usual age for college students. Most teenagers received formal education when they were teenagers age 16 to 19 (centerforeducationcontrol)
2. Gender
Table 1.2
Gender Distribution of Respondents
Gender Frequency Percentage
Male 10 33.3
Female 20 66.6
Total 30 100%
Table 1.2 shows that 20 respondents are females and 10 are males. This 66.6 and33.3 of the population respectively.
This implies that the majority of the respondents are predominated by female. Because usually in HRM course majority of its members are females.
I. Assessment of HRM students towards OJT
This study determines the assessment of respondents towards OJT in terms of Relationship
Table 3 Relationship
Variables Weighted Mean Verbal
Interpretation 2.1.1 friendly and harmonious relationship with co students 3.09 Moderately Agree 2.1.2 competition and rivalry among co students 3.08 Moderately Agree
2.1.3.personal and social adjustment
3.20 Moderately Agree
2.1.4 They could adjust to every situations
and circumstances
3.04 Moderately Agree
2.2.5 disagreement with co- students on certain issues
2.90 Moderately
Agree Average weighted
Mean
3.05 Moderately Agree
Table 3 shows the assessment of the respondents towards their On the Job Training in terms of relationship item 2.1.1 friendly and harmonious relationship with co students has weighted mean of 3.09 verbally interpreted as Moderately Agree, item 2.1.2 competition and rivalry among co students has weighted mean of 3.08 verbally interpreted as Moderately Agree
item .1.3.personal and social adjustment 3.20 Moderately
Agree 2.1.4 They could adjust to every situations and circumstances has weighted mean of 3.04 verbally interpreted as Moderately Agree and item 2.2.5 disagreement with co- students on certain issues has weighted mean of 2.90 verbally interpreted as Moderately Agree With an Average weighted Mean3.05Moderately Agree
This could be implied that the respondents experience different kind of relationship between co students and their superior or mentors during their On the Job Training.
Table 4 Value Of Training
The table 4 shows the distribution of respondents as to Assessment to OJT in terms of Value Of Training In item 2.2.1 build HRM students in self-confidence and commitment has weighted mean of 3.46 verbally interpreted as ModeratelyAgree3.2.2 provide opportunities for students to accept greater challenges has weighted mean of 3.50 verbally interpreted asModeratelyAgree3.2.3 produce a measurable change in performance has weighted mean of 3.5verbally interpreted as Moderately Agree3.2.4 foster growth and development has weighted mean of 3.4 verbally interpreted as Moderately Agree3.2,5 bring about the desired changes that can solve a variety of problems has weighted mean of 3.3 verbally interpreted asModerately Agree with an Average Weighted Mean 3.03verbally interpreted as Moderately Agree
Variables
2.2.1 build HRM students in self-confidence and commitment
3.46 Moderately
Agree 3.2.2 provide opportunities for students to
accept greater challenges
3.50 Moderately
Agree 3.2.3 produce a measurable change in
performance
3.5 Moderately
Agree 3.2.4 foster growth and development 3.4 Moderately
Agree 3.2,5 bring about the desired changes that
can solve a variety of problems
3.3 Moderately
Agree
Average Weighted Mean 3.03 Moderately
This could be implied that the respondents are moderately agreed towards On the Job Training in terms of Value of Training.
Table 5 Benefits of Training
The table 5 shows the distribution of respondents as to Assessment to OJT in terms of Benefits of Training Item 2.3.1 improving an student’s performance has
weighted mean of 3.46 Moderately Agree
2.3.2 developing the group and team skills needed to achieve organizational goals has weighted mean of 3.46 3.50 verbally interpreted as Moderately Agree item 2.3.3 preparing employees for promotional opportunities has weighted mean of 3.item 2.3.4 enhancing employee morale, motivation, and creativity has weighted men of 3.4 verbally interpreted as Moderately Agree 2.3.5 motivating students to achieve higher standards has weighted mean of 3.3 verbally interpreted as Moderately
Variables
2.3.1 improving an student’s performance 3.46 Moderately Agree 2.3.2 developing the group and team skills
needed to achieve organizational goals
3.50 Moderately
Agree 2.3.3 preparing employees for promotional
opportunities
3.5 Moderately
Agree 2.3.4 enhancing employee morale,
motivation, and creativity
3.4 Moderately
Agree 2.3.5 motivating students to achieve higher
standards
3.3 Moderately
Agree
Average Weighted Mean 3.03 Moderately
Agree and has an Average Weighted Mean 3.03verbally interpreted as Moderately Agree. Table 6 Summary table Assessment Weighted Mean Verbal Interpretation Relationship 3.05 Moderately Agree
Value Of Training 3.03 Moderately Agree
Benefits of Training 3.03 Moderately Agree
General weighted mean 3.03 Moderately Agree
This table presents the summary of the assessment of the respondents. ” in terms of Relationship has Average weighted mean of 3.05 interpreted as Moderately Agree in terms of Value Of Training has an average weighted mean of 3.03 interpreted as Moderately Agree in terms of Benefits of Training has an average weighted mean of 3.03 verbally interpreted as Moderately Agree with general weighted mean of 3.03 interpreted as Moderately agree.
This implies that the respondents can express their emotions and understanding freely without any pressures. People are giving more importance in training before they can get their jobs after graduation.
Table 7
Result of Correlation Analysis between Profile Variables of the Respondents and their Assessment in their OJT
Profile
Variables Average Decision
Age Correlation
Coefficient -.014 Do not rejecthypothesis Sig.
(2-tailed) .828
N 133
Gender Correlation
Coefficient .133 Do not rejecthypothesis Sig. (2-tailed) .066 N 133 Sig. (2-tailed) .038 N 133
*. Correlation is significant at the 0.05 level (2-tailed).
Table 6 shows the result of correlation analysis made to determine significant relationship between profile variables of the respondents and their assessment level. All has coefficients resulting to more than .05. However, the findings reveal that one variable is correlated enough to reject the hypothesis of the
study. There is significant relationship between profile variables and their assessment level
CHAPTER 4
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This 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. SUMMARY
This study was anchored on the assessment of selected HRM students on their OJT 30 selected HRM third Year College students during the 1st semesters of school year 2015-2016. The
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.
The study tried to answer the question stated at chapter I such as:
1. What is the demographic profile of the student respondents in such variables:
1.1 age,
1.2 gender?
2. How may assessment of HRM students on their OJT described in term of:
2.2 value of training and 2.3 benefits of training
3. Is there significant relationships with profile variables and the topic?
4. What are the implications of the result to HRM education at CIC?
SUMMARY OF FINDINGS
The following findings were obtained. Age Distribution of Respondents
That majority of them are 18 - 19 years old that represents 60.% of the whole population. Followed by 16-17 and 20-21` old representing 16.6 percent.
Gender
That 20 respondents are females and 10 are males. This 66.6 and 33.3 of the population respectively.
II Assessment of HRM students towards OJT
Relationship
On the Job Training in terms of relationship item 2.1.1 friendly and harmonious relationship with co students has weighted mean of 3.09 verbally interpreted as Moderately Agree, item 2.1.2 competition and rivalry among co students has
weighted mean of 3.08 verbally interpreted as Moderately Agree item .1.3.personal and social adjustment 3.20 Moderately
Agree 2.1.4 They could adjust to every situations and circumstances has weighted mean of 3.04 verbally interpreted as Moderately Agree and item 2.2.5 disagreement with co- students on certain issues has weighted mean of 2.90 verbally interpreted as Moderately Agree With an Average weighted Mean3.05Moderately Agree
Value Of Training
An Assessment to OJT in terms of Value Of Training In item 2.2.1 build HRM students in self-confidence and commitment has weighted mean of 3.46 verbally interpreted as ModeratelyAgree3.2.2 provide opportunities for students to accept greater challenges has weighted mean of 3.50 verbally interpreted asModeratelyAgree3.2.3 produce a measurable change in performance has weighted mean of 3.5verbally interpreted as Moderately Agree3.2.4 foster growth and development has weighted mean of 3.4 verbally interpreted as Moderately Agree3.2,5 bring about the desired changes that can solve a variety of problems has weighted mean of 3.3 verbally interpreted asModerately Agree with an Average Weighted Mean 3.03
verbally interpreted as Moderately Agree
Benefits
Assessment to OJT in terms of Benefits of Training Item 2.3.1 improving an student’s performance has weighted mean of 3.46 Moderately
Agree2.3.2 developing the group and team skills needed to achieve organizational goals has weighted mean of 3.46 3.50 verbally interpreted as Moderately Agree item 2.3.3 preparing employees for promotional opportunities has weighted mean of 3.item 2.3.4
enhancing employee morale, motivation, and creativity has weighted men of 3.4 verbally interpreted as Moderately Agree 2.3.5 motivating students to achieve higher standards has weighted mean of 3.3 verbally interpreted as Moderately Agree and has an Average Weighted Mean3.03verbally interpreted as Moderately Agree.
Summary table
The summary of the assessment of the respondents. ” in terms of Relationship has Average weighted mean of 3.05 interpreted as Moderately Agree in terms of Value Of Training has an average weighted mean of 3.03 interpreted as Moderately Agree in terms of Benefits of Training has an average weighted mean of 3.03
verbally interpreted as Moderately Agree with general weighted mean of 3.03 interpreted as Moderately agree.
Result of Correlation Analysis between Profile Variables of the Respondents and their Assessment in their OJT
The result of correlation analysis made to determine significant relationship between profile variables of the respondents and their assessment level. All has coefficients resulting to more than .05. However, the findings reveal that one variable is correlated enough to reject the hypothesis of the study. There is significant relationship between profile variables and their assessment level
CONCLUSIONS
Based on the above findings, the following conclusions are deduced:
1. The vast majority of respondents are in are at their very young ages , female, HRM students and predominantly 18-19 years old
2. The implications of OJT to them they made them stronger and firmed which are necessary in their life being a graduating students. Another 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
3. Respondents have learning and understanding the OJT activities and values which will overcome troubles and reduces worries and anxieties. Also, it is an eye opener and guide for them to equip 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.
Recommendations
Based on the findings and conclusions, the researcher strongly recommends the following:
1. Nurtured the maturity and giving due considerations to what had experienced from their OJT training;
2. Ready 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 training;
3. 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 OJT they got with so that such positive implications be always maintained and enhanced.
4. That similar study should be conducted on the different levels of students in College of the Immaculate Conception and other schools to further determine the Responses if the respondents undergone On the Job Training as part of their academic routine
