CHAPTER II

RELATED LITERATURE

This study intends to conduct a comprehensive evaluation of internship-specific

literature, criticize and synthesize current conceptual capital, identify critical gaps, and

highlight a research agenda for the future. The following related literatures assist in

obtaining an overview of the current knowledge on the topic

Foreign Related Literatures

The study of Walo (2001) assessed students’ perceptions of their level of

management competence, before and after the internship component of their degree

program. A self-assessment instrument utilizing the management competencies

within the competing values was used for the empirical stages of the study. The

research implies that the internship program has proved effective in contributing to

the development of management competencies for this cohort of students. The study

provides valuable insight into the relationship between internship and the

development of students’ management competencies and highlights the need for

further research in this area. Adopting the importance and value of such practices

for industry stakeholders, and responding to the call for enhanced clarity on the

issues that define the experience, we embarked on a research endeavor to

systematically review internship-specific literature, critique and synthesize the

existing conceptual capital, identify important gaps, and highlight an agenda for

future research.
According to Freebee (2003), students in the practicum program thought they lacked

parental participation, time, and a collaborative approach. The latter entails consulting

with teachers. There was also a lot of testing, and there was a need for additional

opportunities to spread out in the classroom. She also discovered a substantial correlation

between the practicum program and the student's expectations of reaching program

objectives listed in the course curriculum. It was stated that a successful program

assessment should concentrate on determining the efficacy of student performance

results.

There are also identified areas for improvement in the practicum program.

Freebee(2003) identified that in the practicum program, students felt they were lacking

parental involvement, time, and the collaborative model. The latter involves consultation

with teachers. It was also observed there was plenty of testing and there was a need for

more opportunities to branch out in the classroom. She also found out that the practicum

program and the student’s expectations of meeting program objectives outlined in the

course syllabus significantly correlated. It was suggested that an effective program

evaluation should focus on assessing the effectiveness of student performance outcomes.

To accomplish this, it must be incorporated with the learning expectations of the program

and correlate with the program's goals and objective

According to Rothwell and Kazanas (2004), there are contemporary approaches to

on-the-job training that emphasized the training of novices by experienced workers

who possess not only the skills necessary for the tasks to be learned but also the

skills of a trainer. By selecting such trainers, companies can achieve consistency in

training content, methods, and results. In addition, structured on-the-job training is

viewed as a process that includes training inputs (novice employees, experienced

employees, and tasks to be learned), a training program, and training outputs (job

performance and novice employee development).

This process begins with the selection of qualified trainers and trainees. Trainers

must know the tasks and know how to communicate how to perform them and the

trainees must be able to learn the tasks. In addition, the tasks to be learned and the

training goals must be identified. Based on this information, companies can

establish a training program. The implementation of the training program also

should follow a specific timetable, hence it should help new employees learn needed

skills more quickly and systematically than unstructured programs (Rothwell and

Kazanas 2004).

The training outputs result from the training inputs and the training program. If all

goes well the training outputs should include the trainee being able to complete

assigned tasks adequately by the training goals. After a training program is finished

and new employees begin to work on their own, someone must assess the training

process—inputs, the training program, and outputs to make sure that it successfully

prepared workers for their tasks and any necessary modifications should be made

(Rothwell and Kazanas 2004).

Over the last two decades, there has been a spike in research on internships, as a direct

result of the understanding that such experiences may alter people’s on-campus academic

experience as well as their career goals. Internship literature has explored distinct

thematic areas, reflecting the narrative of each era, such as the fundamentals for

providing such experiences, with specific reference to modes of delivery, assessment, and

success of the value and benefits for everyone involved. (Ruhanen, Breakey, &

Robinson, 2007)

This study embarked on a research endeavor to systematically review internship-specific

literature, critique and synthesize the existing conceptual capital, identify important gaps,

and highlight an agenda for future research, espousing the importance and value of such

practices for industry stakeholders and responding to the call for enhanced clarity on the

issues that define the experience. Sixty-nine articles were examined and analyzed using a

consistent coding method and content analysis after a search of related material in several

academic databases. The findings, which will be of special interest to hospitality and

tourism experts, suggest areas where research on internships might be advanced,

associated ideas extended, and existing and future practices improved. (Singh & Dutta,

2009), and (Ching, 2009).

One of the most successful types of experiential learning in hospitality education is the

internship. However, to be successful, students, companies, and educators must all work

together. This article discusses the function and importance of internships in hospitality

education. Its advantages and disadvantages are explored from the perspectives of the three

stakeholders, as well as an overall appraisal. The essay concludes with suggestions for

future research. The purpose of this research is to investigate the factors associated with

hospitality students' satisfaction with internship programs and the relationships between

training, job satisfaction, and confidence about future careers to provide schools and

industries with suggestions regarding course development and training during internships.

A principal component analysis was used to determine the degree of satisfaction with the

supervisor, the educational program, the environment, the administration, and

relationships. Internships may improve students' perceptions of job fit and increase

graduates' work satisfaction (Gault, Leach, & Duey, 2010).

In a period of socioeconomic and political unpredictability and turmoil, when the global

economic landscape is continuously shifting, graduate employability has become

increasingly important. Universities have been urged to address the critical problem of

career preparation by including skill-development components in courses (Wilton, 2012).

Internships are especially valuable in tourism and hospitality, where the dynamic and

multidisciplinary nature of the industry necessitates that human capital possesses a

diverse set of skills. A highly competitive environment, constant change, and the
disparate nature of the industry all pose challenges to the recruitment and retention of a

skilled labor force, reinforcing the need for a diversely trained workforce with cross-

sector skills (Kim, 2014). (Robinson et al., 2015). As a result, internships are an

important component of tourism and hospitality education that focuses on practical

knowledge development. Internships have shown to be a popular work-integrated

learning experience in this regard, easing students' transition from higher education to

employment and contributing to their career development (Silva et al., 2016).

Nonetheless, a brief search of the existing literature suggests that bad internship

experiences have been recorded among tourism and hospitality students, which may have

an impact on their future careers.

Students' exposure to "on-the-job training" focuses on skill learning inside the work

environment, often in regular working settings. Before the introduction of off-site

training classes, it was the oldest method of training. Working alongside an experienced

worker in a particular trade or profession was the only practical way to learn a job.

Through on-the-job training, students acquire both general skills that they can transfer

from one job to another and specific skills that are unique to a particular job. The

exposure to on-the-job training includes verbal and written instruction, demonstration and

observation, and hands-on practice and imitation.

Local Related Literature

There are two types of on-the-job training frequently distinguished in the professional

literature: structured (planned) and unstructured (unplanned). Structured on-the-job

training requires work up-front, but produces consistent training outcomes of predictable

quality while unstructured on-the-job training produces inconsistent training outcomes.

The result of unstructured OJT are the desired training outcome is rarely achieved, and

when it is, trainees rarely achieve the same outcomes; the training content is often

inaccurate or incomplete, and may represent an accumulation of bad habits,

misinformation, and possibly unsafe shortcuts on which employees have come to rely

over time; experienced employees are seldom able to communicate what they know in a

way that others can understand; experienced employees use different methods each time

they conduct the training, and not all of the methods are equally effective; many

employees fear that sharing their knowledge and skills will reduce their own status as

experts and perhaps even threaten their job sec employees fear that sharing their

knowledge and skills will reduce their own status as experts and perhaps even threaten

their job security, or they may not be given adequate time away from their duties to

deliver the training to others and leads to increased error rates, lower productivity,

decreased training efficiency and is less effective at reaching the training objectives.

(Jacobs, 2003).
On the other hand, structured OJT is the preferred training method over unstructured

OJT and in some cases, over classroom training because the structure of the training

allowed mastery of skills. Training objectives were achieved five times faster than using

unstructured OJT. (Jacobs, 2003)

Students' exposure to "on-the-job training" focuses on skill learning inside the

work environment, often in regular working settings. Before the introduction of off-site

training classes, it was the oldest method of training. Working alongside an experienced

worker in a particular trade or profession was the only practical way to learn a job.

Through on-the-job training, students acquire both general skills that they can transfer

from one job to another and specific skills that are unique to a particular job.

The exposure to on-the-job training includes verbal and written instruction,

demonstration and observation, and hands-on practice and imitation. On-the-job training

is classified into two types in the professional literature: structured (planned) and

unstructured (unplanned). Structured on-the-job training requires work up-front, but

produces consistent training outcomes of predictable quality while unstructured on-the-

job training produces inconsistent training outcomes. The desired training outcome is

rarely achieved, and when it is, trainees rarely achieve the same outcomes; the training

content is frequently inaccurate or incomplete and may represent an accumulation.

(Gault, Leach, & Duey, 2010).

 In a period of socioeconomic and political unpredictability and turmoil, when the

global economic landscape is continuously shifting, graduate employability has become

increasingly important. Universities have been urged to address the critical problem of

career preparation by including skill-development components in courses (Gault, Leach,

& Duey, 2010).

Christina G. Aquino, Ma. (2014): The research aimed at finding the expectations of

various stakeholders during the internship program. Industrial training imparts hands-on

experience to students in their chosen field of specialization. During this period, the

industry plays the role of a guide or a mentor in giving knowledge t to the students. This

helps the interns to polish their technical skills and acquire other skills needed for the

industry. However, if there are gaps, in the expectations of the stakeholders, be it the

industry or the intern, should be considered important. As each of these stakeholders is

expected to have one output, practicum training. The study investigated college students

in Taiwan, about the effect of internship experience on the behavior of these students.

The results suggested that internships may bear positive as well as negative experiences.

These can be divided into five major aspects, such as sensory experiences, affective

experiences, creative cognitive experiences, physical experiences, and relational

experiences. These contribute to individual personality differences It may reflect A Study

on Student’s Perceptions of Internship Programs and Its Impact on Their Personality.

 Felicien, Sevilla, et al. (2014): This study aimed to review the level of

performance of the interns as feedback given by the manager of the department of the

hotel, where the interns were placed for an internship. The researcher’s design was

descriptive, and the participants were in the area of food and beverage and travel

agencies. Results of the study showed that interns have a satisfactory level of academic

performance. In training performance, they developed their technical knowledge,

departmental-related skills, positive attitude, and good personality. It was also revealed

through this study that the academic performance of the students and their industrial

training has got no relationship between them.

The internship is one of the most effective models of experiential learning in

hospitality education. However, to be successful, it requires the cooperation of students,

employers, and educators. This article identifies the role and value of the internship in

hospitality education. Its benefits and drawbacks are discussed from the perspectives of

the three stakeholders, and an overall assessment is discussed. The article ends by

proposing suggestions for future research. This study aimed to explore the factors

affecting a student’s commitment to pursue a career in the hospitality industry. It

involved the role of curriculum planning, the role of the hotel industry, and the

commitment of the student. The study applied Structure Equation Modelling (SEM) and

employed a questionnaire to collect data from students at twenty universities to test seven

hypotheses proposed in this study. The results mentioned that internship program

planning, the involvement of the hotel industry, and student commitment have a positive
influence on the overall internship experience. Internship planning and guidance from

industry people have an impact on the student’s decision to make his career plans in the

industry.

(Kim, 2014.)The purpose of this study is to identify the impact that undergraduate

students’ internships have on their perceptions of careers in the hospitality and tourism

industry, focusing on the moderating role of informal social experiences with co-workers

and supervisors that may occur during the internship period. Data for pre-internship

expectations and post-internship perceptions were gathered from undergraduate students

majoring in hospitality and tourism management in two-year courses in the Seoul

metropolitan area, Korea. The results imply that desirable social experiences during

students’ internship periods can ultimately lead to a change in students’ perceptions,

thereby decreasing negative perceptions regarding various factors relating to a career in

the hospitality and tourism industry

Internships are especially valuable in tourism and hospitality, where the dynamic and

multidisciplinary nature of the industry necessitates that human capital possesses a

diverse set of skills. A highly competitive environment, constant change, and the

disparate nature of the industry all pose challenges to the recruitment and retention of a

skilled labor force, reinforcing the need for a diversely trained workforce with cross-

sector skills

Robinson et al., 2015). As a result, internships are an important component of

tourism and hospitality education that focuses on practical knowledge development

(Robinson et al., 2015). Nonetheless, a brief search of the existing literature suggests that

bad internship experiences have been recorded among tourism and hospitality students,

which may have an impact on their future careers. (Silva et al., 2016). Internships have

shown to be a popular work-integrated learning experience in this regard, easing students'

transition from higher education to employment and contributing to their career

development.
 RELATED STUDIES

This study intends to conduct a comprehensive evaluation of internship-specific

literature, criticize and synthesize current conceptual capital, identify critical gaps, and

highlight a research agenda for the future. The following related studies assist in

obtaining an overview of the current knowledge on the topic

Foreign Related Studies

T. Lam et al.

An exploratory study of an internship program: The case of Hong Kong students

The findings of the study have shown that on the one hand, students had high

expectations of broadening work experience, developing technical skills, and acquiring

good opportunities. International Journal of Hospitality Management (2007)

https://www.sciencedirect.com/science/article/abs/pii/S0278431906000028

T.L. Chen et al.

Today's Intern, Tomorrow's Practitioner? The Influence Of Internship

Programs On Students' Career Development In The Hospitality Industry

Hypotheses H1, H2, and H3 were all supported by the survey results, indicating

that overall satisfaction with internship experience is subject to Internship Program

Planning, Industry Involvement, and Self-Commitment as previously proposed by Busby

(2005). Each of the three factors had a positive impact on students' internship
experiences, and an internship program would not be successful if any one of the factors

was not meticulously fulfilled. Journal of Hospitality, Leisure, Sports and Tourism

Education (2012)

https://www.sciencedirect.com/science/article/abs/pii/S1473837612000093

H.B. Kim et al.
The Role Of Social Experience In Undergraduates' Career Perceptions

Through Internships

This study provided empirical evidence on undergraduate internship

programs, focusing on the possible effect of social experiences with co-workers

and supervisors on interns’ perceptions of career factors in the hospitality and

tourism industry. The results demonstrate that post-internship perceptions

generally have lower mean values than pre-internship expectations for most career

factors, thereby implying that internships may make participants rather pessimistic

regarding their future jobs. Journal of Hospitality, Leisure, Sports and Tourism

Education (2013)

https://www.sciencedirect.com/science/article/abs/pii/S1473837612000597

A. Farmaki

Tourism and hospitality internships: A prologue to career intentions?

This study attempted to explore the influence of internships on the career intentions of

tourism and hospitality management students by examining their expectations before the

internship and their perceptions of the internship experience following its completion.
Drawing from qualitative data, the study contributes important insights that advance

understanding of the aspects of the efficient design and informed management of

internship programs. Journal of Hospitality, Leisure, Sports and Tourism Education

(2018)

https://www.sciencedirect.com/science/article/abs/pii/S1473837618300224

T. Chen et al.

Does Employability Increase With Internship Satisfaction? Enhanced

Employability And Internship Satisfaction In A Hospitality Program

This research offered some interesting results that can be of value to HEIs in planning

and organizing hospitality internship programs. Firstly, the study falls in line with the

general understanding of the importance of internships. As Yang et al. (2016) reported

from their research, employability skills are highly valued by employers looking to

recruit quality graduates. To this end internships provide valuable real-world work

experience and enhancing employability skills leads to greater. Journal of Hospitality,

Leisure, Sports and Tourism Education (2018)

https://www.sciencedirect.com/science/article/abs/pii/S1473837617301910
Local Related Studies

Cynthia Martinez , Jaetee Lontoc , Arnie Christian Villena , Jake M. Laguador

Correlation of On-The-Job Training Performance on Print Media of AB Mass

Communication Students and Academic Performance in Selected Professional

The Mass Communication students obtained an excellent performance rating in

terms of personal characteristics, attitude towards the job, adherence to company policy,

and competence while a very good rating in terms of job performance was achieved.

They obtained a high academic performance rating in media marketing and an average in

Advertising principles. Students with high academic performance in Advertising

principles also obtained high training performance and vice versa except in adherence to

company policy. Journal of Education and Literature Vol. 2, No. 3, 2014, 80-88

https://d1wqtxts1xzle7.cloudfront.net/57304151/JEL-Correlation-of-OJT-

Performance-of-ABMC-libre.pdf?1536112363=&response

Kenneth Jay V. De Chavez, Joshua L. Lumanglas, Karhlo M. Rondilla, Jefferson A.

On-the-Job Training and Academic Performance of Mechanical

Engineering Students in one Academic Institution in the Philippines

The level of OJT performance of the mechanical engineering interns for the years

2015-2016 was excellent. The latest mechanical engineering trainees performed

excellently in their language subjects while their performance in Mathematics subjects

was at an average level. BSME interns showed a satisfactory level of performance in

their basic engineering courses while a fairly satisfactory level of performance in

fundamental of mechanical engineering courses. A general weighted average of the latest

trainees on general education courses shows a strong significant relationship only in

personal characteristics. A plan of action was proposed to develop a strategy. It is

recommended that the orientation may be given through the lead of workshops, training,

and seminars to set up the trainee and help them get the required skills and to see better

the demand of the real business industry before leaving the entryways of the college and

before the real encounter the business. Comprehension and evaluation for regular science

subjects must be reinforced by the General Education Instructors keeping in mind the end

goal to apply this learning in logical innovative work of organizations through including

the building graduates in logical research workshops or building up an examination

venture that would animate their enthusiasm to take part in finding new actualities. The

OJT Manual must be revisited regularly to make necessary updates, improvements, and

changes to fit into the present needs and demands of private industry partners or

government agencies. The OJT Coordinator ought to make on-the-spot visits and monitor

the student-trainees and participating offices concerning the execution of the work

assignments of the learners. For future researchers, advanced studies concerning the topic

might be made to enhance and upgrade the OJT program of the BS Mechanical

Engineering and the OJT program of the College of Engineering in general. Asia Pacific

Journal of Academic Research in Social Sciences, Vol. 1, November 2016

https://research.lpubatangas.edu.ph/wpcontent/uploads/2016/12/APJARSS-2016.1.06.pdf
Karlo S. Sira, Ed. D. and Gerardo F. Araque, MTE

On-The-Job Training Performance of Technology Students in One of the State

Universities in the Philippines

This study is a collaboration of efforts of the OJT supervisors handling the three

technology courses under the CIT of ISAT U. The result of the study is significantly

useful in addressing the needs of the OJT program and identifying its strengths and

weaknesses, and the relevance of its competencies to the labor market both locally and

internationally. Based on the findings of the study the following conclusions were drawn:

Technology courses of CIT are male-dominated. The participants are male, young, single,

and trained in private centers located in Iloilo City. The performances of the OJT students

as rated by training center supervisors were "very high. American International Journal

of Contemporary Research Vol. 8, No. 4, December 2018

https://www.academia.edu/71591763/On_The_Job_Training_Performance_of_Technolo

gy_Students_in_One_of_the_State_Universities_in_the_Philippines

Hazel DR. Samala1 , Merlinda O. Goyenechea2= , Jan Eliezer Michael P. Samala

On-the-Job Training and Academic Performance Among High School

Students in the Philippines

An on-the-job training program is an educational experience that provides students

with work experiences in the field in which they are interested as they enhance their
career decision. During this training, the students are expected to gain a deeper

understanding of the area they are assigned and develop their skills and talents as they

prepare to become professionals shortly. The Grade 10 Junior High School Students of

Polytechnic University of the Philippines Laboratory High School obtained an excellent

OJT performance rating in terms of work attitude, work habit, competence, personality

and appearance, linkage, cooperating firm, and evaluation system. It was revealed that the

student-respondents are satisfied with the on-the-job training program making it an

effective training for them at their young age. However, despite the benefits that OJT

gives, negative feedback on academic performance arose. Undergraduates reportedly had

shown negative behaviors toward their studies like missing lectures, lower grades, and

poor health. The main problem that arose in this study is the time conflict between classes

and the OJT schedule. With this, the OJT coordinator may review the time allotment for

OJT of Grade 10 junior high school students.

International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 08, 2020

https://www.researchgate.net/profile/Hazel-Samala/publication/346016683_On-the-

Job_Training_and_Academic_Performance_Among_High_School_Students_in_the_Phil

ippines/links/609dd437299bf147699640c4/On-the-Job-Training-and-Academic-

Performance-Among-High-School-Students-in-the-Philippines.pdf
Daniel E. Hebron

ON-THE-JOB TRAINING (OJT) PRACTICES OF SELECT COLLEGES AND

UNIVERSITIES IN QUEZON CITY, PHILIPPINES:

From the foregoing summary of findings, the following conclusions are construed:

1. Majority of the graduating students were females with the age bracket of 20-23 years

old.

2. Majority of the college deans and OJT advisers were master’s degree holders with at

least 11 years in service as academic managers and educators.

3. Most student-trainees strongly agreed that the given descriptions such as personal

characteristics, job attitude towards the job, job performance, and competencies required,

and obedience to company policies and procedures in the implementation of on-the-job

training must be extremely aligned and matched with the following benefits: a. Learn to

complete tasks, engage in proper conduct, take responsibility, and manage others; b. Gain

experience in leadership, organizational development, social skills, and management

methods; c. Develop maturity and self-esteem; d. Recognize problems and determine

solution standards; e. Offer opportunities and career choices for the future. The researcher

also concluded that most student-trainees were very much willing to share their on-the-

job training experience and exposure with their schoolmates who will be taking up their

on-the-job training in succeeding years.

4. The insights and learnings of student-trainees on the problems encountered in the

implementation of on-the-job training program revealed that most of them believed that

the on-the-job training was not helpful in monitoring and elevating their skills and

capabilities, and did not contribute to a large extent in enhancing their confidence,

competency, and commitment. Verbal comments like “the university should have more

updated and appropriate equipment”, “most tasks are very labor-intensive”, and “give the

student-trainees the chance to handle equipment and machinery” among others were

somewhat negatively stated, but can also be identified as relevant suggestions for

improvement of the on-the-job training program.

5. The perceptions of the college deans and OJT advisers on the problems encountered in

the implementation of the on-the-job training program revealed that most of them

experienced common problems such as firstly, a team of experts and practitioners are not

involved in preparing the content for On-the-Job Training Program. Secondly, training

goals and objectives are unusually designed by a team of experts and practitioners.

Lastly, a consistent delivery methodology is not followed for conducting relevant and

important training. Furthermore, college deans and OJT advisers reported high degrees of

satisfaction & value in learning by sharing and mentoring, increased ability to address

real corporate problems, and commitment and dedication to working for student-trainees.

6. There is no significant difference in the level of performance of the respondent

students when they are grouped according to gender.

7. There is no significant difference in the level of performance of the respondent

students when they are grouped according to age.

Proceedings of ADVED 2020- 6th International Conference on Advances in Education

5-6 October 2020

https://www.ocerints.org/adved20_e-publication/papers/63.pdf
SYNTHESIS

Before the internship component of their degree program, students' assessments of

their level of managerial ability were evaluated in the study by Walo (2001). For the

empirical phases of the study, a self-assessment tool leveraging the management

competencies within the competing values was used. According to the report, the

internship program has been successful in helping this cohort of students strengthen their

management skills. The study shows the need for more research in this area and offers

insightful information about the connection between internships and the growth of

students' management skills.

The emphasis of "on-the-job training" for students is on the development of skills in the

workplace, usually in typical working circumstances. Before the invention of off-site

training classes, it was the first type of training. Working beside an experienced

employee in a specific craft or profession was the only real method to learn a job.

Students learn both broad skills that they may use for other jobs and specialized skills

that are specific to a certain career through on-the-job training. Verbal and textual

education, demonstration and observation, hands-on practice and imitation, and on-the-

job training are all included in the exposure to training.

Numerous research suggests that it is the most efficient kind of instruction. The

private sector is responsible for the lion's share of on-the-job training. Programs for

formal training on the job with firm managers and learning by doing are also available.
 In the professional literature, there are two types of on-the-job training: organized

(planned) and unstructured (unplanned). Unstructured on-the-job training results in

variable training outcomes while structured on-the-job training takes upfront work and

consistently generates training outputs of predictable quality. Unstructured OJT has

several drawbacks, including the following: the desired training outcome is rarely

achieved, and when it is, trainees rarely achieve the same outcomes; the training content

is frequently incorrect or incomplete, and may represent an accumulation of bad habits,

false information, and potentially dangerous shortcuts on which employees have grown to

rely over time; experienced employees are rarely able to communicate what they know in

a way that others can understand; experienced employees use a variety of shortcuts that

are not always safe, and Many employees fear that sharing their knowledge and skills

will diminish their status as experts and possibly jeopardize their job security.

Alternatively, they may not be given enough time off from their duties to deliver the

training to others, which increases error rates, lowers productivity, reduces training

efficiency, and is generally ineffective. Jackson, 2003

However, structured OJT has been demonstrated to be superior to unstructured

OJT and, in some situations, classroom instruction due to the way the framework of the

training allowed for skill mastering. Training goals were accomplished five times more

quickly using structured OJT than unstructured OJT. Jackson, 2003

 Finally, the training inputs and training program lead to the training outputs. If

everything goes according to plan, one of the training's outcomes should be the trainee's

ability to carry out activities as assigned effectively and in line with the training

objectives. Someone must evaluate the training process—inputs, the training program,

and outputs—after a training program is complete and new hires start working

independently to ensure that it successfully prepared personnel for their tasks and to

determine whether any adjustments are required.

Additionally, the practicum program has several highlighted areas for

development. According to Freebee (2003), students believed that the practicum program

lacked parental engagement, time, and a collaborative paradigm. The latter calls for

teacher consultation. Additionally, it was noted that there was a need for additional

classroom flexibility because of the abundance of testing. She also discovered a strong

correlation between the practicum program and the student’s expectations of completing

the program goals listed in the course material. It was stated that evaluating the

effectiveness of student performance outcomes should be the main emphasis of a

successful program evaluation. To do this, it must be correlated with the program's aims

and objectives and integrated with the program's learning expectations.