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

Eljean Santos
 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

Profile of the respondents be describe in terms of:

 Age
 Gender
 Assessment on OJT

Process

Questionnaires

Instructed Interview

Output

Successful and effective On the Job-training

Among HRM students

Figure 1

Research Paradigm
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.

 College of the Immaculate
Conception

Maria Assumpta Seminary

NE Pacific Mall Nueva Ecija

Doctors Hospital

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

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

n = total number of respondents.

 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

No. of
Age Percentage
Respondents

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 3.09 Moderately Agree
harmonious relationship
with co students
2.1.2 competition and 3.08 Moderately Agree
rivalry among
co students

2.1.3.personal and social 3.20 Moderately Agree

adjustment
2.1.4 They could adjust to 3.04 Moderately Agree
every situations
and circumstances

2.2.5 disagreement with 2.90 Moderately

co- students on certain issues
Agree
Average weighted 3.05 Moderately Agree
Mean

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

Variables

2.2.1 build HRM students in self- 3.46 Moderately

confidence and commitment Agree

3.2.2 provide opportunities for students to 3.50 Moderately

accept greater challenges Agree

3.2.3 produce a measurable change in 3.5 Moderately

performance Agree

3.2.4 foster growth and development 3.4 Moderately

Agree

3.2,5 bring about the desired changes that 3.3 Moderately

can solve a variety of problems Agree

Average Weighted Mean 3.03 Moderately

Agree

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

 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

Variables

2.3.1 improving an student’s performance 3.46 Moderately

Agree

2.3.2 developing the group and team skills 3.50 Moderately

needed to achieve organizational goals Agree

2.3.3 preparing employees for promotional 3.5 Moderately

opportunities Agree

2.3.4 enhancing employee morale, 3.4 Moderately

motivation, and creativity Agree

2.3.5 motivating students to achieve higher 3.3 Moderately

standards Agree

Average Weighted Mean 3.03 Moderately

Agree

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
Agree and has an Average Weighted Mean 3.03verbally interpreted
as Moderately Agree.

Table 6
Summary table

Assessment Weighted Verbal

Interpretation
Mean

3.05 Moderately Agree

Relationship

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 Decision
Variables Average
Age Correlation -.014 Do not reject
Coefficient hypothesis
Sig. (2- .828
tailed)
N 133
Gender Correlation .133 Do not reject
Coefficient hypothesis
Sig. (2- .066
tailed)
N 133

Sig. (2- .038

tailed)
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:

2.1relationship,
 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?

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