ON-THE-JOB TRAINING/PRACTICUM AT OVERSEAS WORKERS WELFARE

ADMINISTRATION SATELITE OFFICE

A Technical Report
Presented to the Faculty of the
College of Arts and Sciences
MINDORO STATE UNIVERSITY
Calapn City Campus
Masipit, Calapan City, Oriental Mindoro

In Partial Fulfillment
of the Requirements for the Course
BACHELOR OF ARTS IN ENGLISH LANGUAGE

by

DEVILYN D. LUNA
KATHLENE M. MACAGALING
LEZLY FLORENCE M. PEREZ
JURLIE M. ROXAS

JULY 2022
 Chapter I

INTRODUCTION

Nature and Importance of the On-the-Job Training

It has been a widely recognized fact that one of the primary

purposes of Higher Education Institutions (HEIs) is to prepare its

students for their entry in the workforce. Educational institutions serve

as centers of development of knowledge, skills, and values essential to

a true professional. Majority of the learning and development occur in

classroom and laboratories through lectures and other activities

determined by instructors. Learning accumulated through these methods

serve as foundations in the development of more specific skills required

and demanded by their chosen career. However, a huge amount of these

knowledge, skills, and values may not be thoroughly learned while staying

within the bounds of the school. Thus, it may be assumed that formal

education may not be enough to guarantee survival in the competitive

labor market.

While it is true that one’s academic background is taken into

account by employers when hiring employees, it cannot be denied that

other factors such as work experience and personal skills also influence

recruitment decisions. Individuals who have prior experience of how

things operate in the workplace usually stand with a competitive

advantage since they already possess tangible evidence of their ability

to apply concepts to real life situations. Personal skills such as

digital and financial literacy, conflict management, and communication

skills also carry a certain weight in an applicant’s profile since these

skills are considered to be highly useful in the workplace.

Likewise, educators, especially those in the higher education

sector, also recognize the importance of real-life experiences in the

process of learning and retention. This is deeply reflected in a teaching

philosophy called experiential learning. Experiential learning is a

dynamic approach to education driven by a cycle of concrete experience

and abstract conceptualization, wherein learning occurs through the

interaction between the learner and the environment. In this approach,

learning is seen as an active process which requires learners to

critically reflect on concepts and experiences in order to make sense

of them (Gavillet, 2018). The principles of experiential learning are

widely used in higher education, particularly in the development of

practical skills. One example of it is the conduct of internships and

on-the-job trainings, which is the main focus of this paper.

Internship is traditionally defined as a period of work experience

typically undertaken by students and graduates who wish to gain relevant

skills and experience in a particular field (Goplani, et.al, 2020). In

order to provide opportunities for students to complement formal

knowledge with practical skills, internships and/or on-the-job training

(OJT) programs are offered as part of the curriculum in many colleges

and universities. The effectiveness of these kinds of programs has been

proven by many researches and literatures published in different

countries around the world.

 Goplani et.al (2020) stated that internships aid in filling the

gaps between theoretical learning and practical application. It also

helps students achieve higher professional competencies and excellence

which will consequently help them perform better in their chosen career.

Meanwhile, Galbraith & Mondal (2019) claimed that such programs boost

the employability of fresh graduates. Other perceived benefits of

internship programs include the improvement of individuals’ well-being

(Kang et.al, 2020), clarification of career options (Alnajjar, 2020),

and enhancement of overall job performance (Saide, 2019).

As mentioned, internships and OJT programs are implemented and

required in many colleges and universities worldwide, including the

Philippines. Pursuant to CHED Memorandum Order No. 104 Series of 2017

entitled, “Revised Guidelines for Student Internship Program in the

Philippines (SIPP) for all Programs,” internship or on-the-job trainings

are currently offered as part of the curriculum in Philippine

universities and colleges. As an institution whose vision is to produce

globally competitive professionals, Mindoro State University (MinSU)

collaborates with duly recognized Host Training Establishments (HTEs)

in order to provide opportunities for students to demonstrate, apply,

and gradually improve their knowledge and skills in actual workplace

situations. As such, graduating students of the Bachelor of Arts in

English Language program are required to undertake a 30-day training

under government and non-government agencies. This training program

serves a variety of purposes to AB-English Language students, such as

the improvement of skills and navigation of career opportunities

potentially available to them upon graduation. It also strengthens the

academe-industry linkage between MinSU and its partner agencies.

Objectives of the On-the-Job Training

The main objective of the trainees in undergoing the on-the-job

training is to practice the knowledge, skills, and values they learned

in school to actual working conditions.

Specifically, the interns sought to achieve the following

objectives:

1. Integrate formal knowledge and skills learned in the classroom to

real-life tasks relevant to their field of specialization,

2. Acquire life and soft skills responsive to the future demands of

the labor market such as conflict resolution, financial literacy,

negotiation, and interpersonal skills,

3. Improve verbal and nonverbal skills crucial in performing efficient

communicative processes within and outside organizational

situations,

4. Understand deep-level diversity such as age, cultural, and

generational differences and its consequences in the workplace,

5. Establish and maintain meaningful linkages with peers and

professional members of the workforce, and

6. Develop ethical values and positive organizational behaviour and

attitudes towards work.

Outcomes

AB-English Language interns deployed at the office of Overseas

Workers Welfare Administration (OWWA) undertook this training program

with the primary goal of gaining first-hand practical experience of the

professional field under a reputable Host Training Establishment. At the

end of the program, the trainees are expected to have improved their

knowledge and skills related to their field of specialization.

Through various tasks performed during the internship, they are

expected to demonstrate application of the theories and concepts learned

in formal education. The trainees are also expected to critically reflect

on the relevance of the concepts they learned in the classroom to events

and situations that transpires in the real world of work.

Moreover, the interns also aim to enhance their communication

skills through meaningful interactions with colleagues and clients in

the workplace. Problems and challenges encountered during the internship

shall be taken as lessons to improve their problem-solving and decision-

making skills, which are important soft skills desired by employers in

the labor market.

Furthermore, the trainees are expected to develop a clearer grasp

of their career development plans through first-hand experience of the

career options available to them.

 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This section presents a comprehensive collection of recently

published local and international literature and studies in relation to

the implementation of internship and on-the-job training programs. The

trainees focused on several key concepts that will aid in the

understanding of the topic in question. This review focused on the

following focal points: history and early practice of on-the-job

training, its significance, and the status of its implementation in the

Philippines.

History and Early Practice of Internship and/or On-the-Job Training

To provide an intelligible account of the history and origin of

internship and/or on-the-job training, relevant materials were gathered

and summarized by the trainees.

In a literature review conducted by Jogan (2020), it was stated

that internship is an evolution of professional internships which began

during the 11th and 12th century in Europe. During that time, young

apprentices worked for master craftsmen and tradesmen before formally

becoming journeymen and earning daily wage. This allowed them to gain

first-hand experience and mentoring from professionals in their line of

work. This practice of apprenticeship gradually stopped during the 18th

century when most workers shifted to factory jobs as a result of the

Industrial Revolution. Apprenticeships only re-emerged in some areas

governed by unions and legislations in the 20th century. After World War

I, the term "intern" was first used to refer to medical students

preparing for the practice of their profession. The term was later on

transcended to the field of politics to refer to people who are

interested in careers related to the government. Cooperative education

initiatives in colleges and universities also played a major role in the

development of the internship and on-the-job training programs known

today. These initiatives allowed students to work at corporations related

to their field of specialization while studying in college, which

continued to evolve into the usually required OJT and internship in most

colleges and universities at present.

On the other hand, a different view on the origins of internship

was provided by Torraco (2016). He attributed the development of

internship programs to the involvement of the United States in World War

II in the 19th century. Training programs were said to be established

by companies during the war as a response to the massive demand for

skilled workers. The practice did not cease even after the war and became

a regular program by most companies, which was then adopted and modified

by colleges and universities into the internships and OJT known today.

Significance of On-the-Job Training

The trainees also considered it necessary to gather literature and

studies proving the significance of OJT programs. Doing so may help

explain the grounds for the implementation of internship and OJT programs

in most colleges and universities around the world.

 Campbell (2016) provided a sense making approach to delve into the

significance of internships. In her study, "The Meaningfulness of

Internships: A Sensemaking Approach," she stressed that the value of

internship is highly subjective, as its meaningfulness largely depends

on the value system of an intern, by which point is different on a case-

to-case basis. While some students find internship as an opportunity to

get ahead others and gain experience, other specific sources of intention

lies unique to the field and organization themselves. This means that

the "sense" of internship may vary from one student to another, but it

is by no means that people are meant to see it as something insignificant.

The methods employed by Campbell in her research includes the thematic

analysis of 97 internship reports. In the reports, the students responded

to both qualitative and quantitative questions related to the

meaningfulness of their internship. Several themes were recorded as

highly recurring over the course of the 97 internship reports. The first

theme implied that interns believed that they are largely responsible

for what they are able to achieve during their internship. Respondents

stated, both directly and indirectly, that the impact of the internship

program varies greatly depending on how much effort a person puts into

the tasks he/she is assigned to do. Interns with mostly positive

experiences in their training attributed their success to specific

proactive actions and personality traits. Another highly-recurring theme

in the reports is the students' view of internship as an investment to

their future. A large number of interns considered the program as a rite

of passage to a more competitive edge in their future career, and focused

less on the content and experiences. Some of the interns even admitted

that the tasks they performed during internship are not relevant to their

field of specialization. They believed that despite the experience being

arduous and unpaid, the internship program is a visible credential that

can be added to their resumes when they apply for a job after graduation.

The internship can also be used for network building, as mentioned by

the interns. It was also highlighted that interns were able to recognize

the importance of organizational structure through their training. They

were able to set the boundaries of what their role as an intern entails,

thereby distancing themselves from what their role did not consist of.

Another related theme is the frequent use of the passive verb "was

allowed," which signifies that interns had an understanding of their

lack of autonomy in the workplace. Interns identified themselves at the

bottom of the organizational hierarchy, and their control over decisions

is at a minimum. Findings of the said study meant that the "sense" of

internship may vary from one student to another, but it is by no means

that people are meant to see it as something insignificant.

Gavillet (2018) stated that requiring students to undergo

internship provides them with an environment rich with real-life

experiences that are relevant to their field of specialization.

Meanwhile, Lane (2021) claimed that internships are a necessary element

of one’s career development since it prepares the learners to situations

they are likely to encounter in the actual workplace. It is also a great

opportunity to boost one’s employability as most employers consider OJT

as work experience.
 According to Jogan (2019), internships play a very important role

in the success of a graduate. In her study, "Evaluating the Effectiveness

of a School Internship," she attempted to evaluate the effectiveness of

internship programs based on respondents' opinions and feedback. Its

main objective is to go through and reflect on the mindset of trainees

in relation to internship, as well as to seek solutions to constraints

faced during such program. Analyses and interpretation of data gathered

from the three-phased survey support the significance of internship

programs in training students for real work. It allows them to critically

analyse and improve their own performance based on feedback obtained

from mentors and supervisors. Data further showed that the program

enabled the students to fully understand the responsibilities entailed

by the job they were tasked to fulfil.

Another study published by Bawica (2021) examined the perceived

impact of internship programs to the employability readiness of

graduating students. It referred to internship as term with a subjective

meaning because colleges and universities do not have uniform practices

of the said program. Employability readiness was specifically singled

out as the dependent variable of the study, defining it as the graduates'

"ability to obtain and maintain a job." The study aimed to assess the

effects of internship on three individual factors: academic

preparedness, positive attitude, and self-initiative, and four

organizational factors: challenging job, effective supervision, task

clarity, and compensation. Findings of the said study show that the

internship program highly affected students' individual attitudes in

terms of improved job performance, enhanced decision making skills, and

initiative to volunteer to tasks that prove their worth in the workplace.

Such result indicates that the internship program validates the relevance

of their curriculum to real-life situations. The study also emphasized

the importance of feedback on the overall performance and improvement

of interns. It was further stated that internship programs should be

treated with collaborative effort from academic institutions, companies,

and students.

Meanwhile, Salatan (2016) conducted a study on the influence of

internship experience on students' career selection, as well as the

factors that influence their overall satisfaction towards the program.

The study intended to determine whether the experiences during internship

had a weight in the students' willingness to pursue their career. The

author viewed internship as a fundamental program in higher education

which allows students to connect theory with practice and gain

perspective into their future career. Moreover, it was claimed that

students may feel demotivated to pursue their career if their experiences

during internship were not favourable. Results of the study indicated

that internship program planning, industry involvement, and self-

commitment were the factors that influenced the overall satisfaction of

students towards their internship program. In terms of internship program

planning, students felt greater levels of satisfaction when they are

involved and/or consulted in the selection of host training agencies

they will be deployed to. Conversely, respondents had a neutral opinion

about letting students find their own internship venue. In terms of

industry involvement, it was revealed that students were more interested

in gaining experience and improving their skills than receiving monetary

compensation for their work. For instance, respondents shared strong

agreement on statements assessing the importance of job rotations and

systematic training programs. This shows that students valued the quality

of training they were getting during their internship. In terms of self-

commitment, results of the study showed that most students demonstrate

willingness to learn more and improve their knowledge and abilities

through the internship program. Overall results of the survey further

indicated that students are generally satisfied with their internship.

In relation to their willingness to pursue the same career, data

signified that those who were satisfied with their internship were more

likely to stay and pursue the same career. On the other hand, those who

were not satisfied during their internship were more likely to shift to

another career upon graduation. This highlights the fact that internship

experience has a significant impact on the career selection of students,

and that internship programs must be carefully designed to encourage

students to pursue the same line of career.

Status of Implementation of On-the-Job Training in the Philippines

Practices of OJT and internships in the Philippines are primarily

anchored on CHED Memorandum No. 104 Series of 2017 entitled, “Revised

Guidelines for Student Internship Program in the Philippines (SIPP) for

All Programs.” As stipulated in the title, this memorandum is a revision

of an earlier set of guidelines stated in CMO no. 23 series of 2009.

Both memorandums provided specific parameters to be followed by

educational institutions, host training agencies, and student interns.

As such, internship is defined as the practical application of classroom

learning to the actual in a regular work environment such as but not

limited to commercial and industrial services, government or non-

government agencies. The term is synonymous to practicum, field practice,

and on-the-job training. The internship program is meant to provide

students opportunities to complement formal knowledge with practical

skills in the workplace. Interns, who will be granted the status of an

“intern” instead of a regular employee, shall be deployed to an HTE

offering services related to his/her specialization for a period of not

more than five (5) months. As explained in the memo, the intern, the

higher education institution (HEI), and the Host Training Establishment

shall enter into a contract specifying the roles and responsibilities

to be fulfilled by each party. Rules for grievances were also explained

in the memo (Commission on Higher Education, 2017).

Hebron (2020) provided a closer view on the practices of internship

in the Philippines through his study, "On-the-job Training (OJT)

Practices of Select Colleges and Universities in Quezon City,

Philippines: An Assessment." The primary objective of the said study was

to evaluate the implementation of OJT in Philippine colleges and

universities as a basis for the enhancement of such program. It was

centered on the belief that no substantial progress can be made in school

effectiveness without understanding the particular strengths and

problems of the current educational context. The author emphasized that

improvement of OJT practices is beneficial not only to students, but to

all the parties involved in the program. Contrary to majority of

researches on OJT, results of this study revealed a significantly

different conclusion regarding the relevance of OJT programs to the

improvement of students. According to the student respondents, the

problems they encountered during the internship were not helpful in

monitoring and evaluating their abilities, nor did they contribute to

the enhancement of their confidence, competency, and commitment.

Relevant suggestions were then made by the author in response to the

results of his study. It was ultimately recommended that HEIs and HTEs

collaborate to design projects that are actually relevant and valuable

to the students' field of specialization.

Another study examining the implementation of internship program

was conducted at the Polytechnic University of the Philippines in 2020.

Its primary objective was to assess the hospitality management interns'

level of improvement of the workplace, industry-wide, and industry sector

technical competencies as determined by the parties involved in the

internship program. Data gathered from student interns, internship

coordinators, and partner agencies were compared and results revealed a

significant improvement of workplace and industry-wide competencies

during the training program. Workplace competencies determined to have

improved during the program are as follows: teamwork, customer focus,

planning & organizing, creative thinking, problem-solving & decision

making, working with tools & technology, scheduling & coordinating,

checking, examining & recording and business fundamentals. Meanwhile,

improvement of industry-wide competencies such a sustainable practices,

product quality & cost control, safety & security, marketing & sales,

principles & concepts, operations & procedures, and accessibility was

also observed (Trinidad, 2020).

These findings strengthen the conviction that the conduct of

internships and on-the-job training programs positively affects the

level of competencies of students, which in turn improves their chances

of being employed after graduation.

 CHAPTER III

DESCRIPTION AND SCHEDULE OF ACTIVITIES

This chapter discusses the location and duration of the On-The-Job

training, the description of the training agency including its VMGO and

core values, advocacy, purpose, function and the description and schedule

of the activities performed by the student trainees as well as the skills

enhanced, knowledge gained, problems encountered lesson learned and

recommendations.

Location and Duration of On the Job Training

Figure 1. OWWA Mimaropa Satellite Office

 Figure 2. Location of OWWA Mimaropa Satellite Office on Google

Map

The interns undergo their On-The-Job training at Overseas Workers

Welfare Administration (OWWA) Mimaropa Satellite office which is located

at Unit B, Sapphire building, Lumangbayan, Calapan City, Oriental

Mindoro. OWWA’s office is located on the ground floor of Sunlife

Building.

The total hour of the training is 240 hours or approximately 30 days

starting from May 16, 2022 to June 24, 2022 but due to certain

circumstances, the trainees ended the training on June 29, 2022.

Description of the Training Agencies

Overseas Workers Welfare Administration (OWWA) is a national

government organization entrusted with the specific responsibility of

creating and executing welfare programs and services that address the

needs of OFWs and their families. It is endowed with the authority to

manage a trust fund known as the OWWA Fund. OWWA is present in all 3

stages of migration: pre-departure, on-site and upon arrival. First time

workers abroad are educated by OWWA about the realities of having

overseas works. They were also given basic language training before their

actual departure. When the OFWs encountered problems abroad such as

abused, distress, health related issues, etc., OWWA is present to assists

all their concerns. Once, the OFWs are back whether their contract ended

or they are terminated, OWWA is ready to offer them livelihood services

and trainings for reintegration.

In the year 1980, Filipino Workers Social Center or now known as

Migrant Workers and other Filipinos Resource Center (Bahay Kalinga) that

serves as a distress overseas workers’ shelter abroad which was

strengthen by having more overseas offices. On June 7, 1995, RA 1842 or

migrant workers and overseas Filipino act of 1995 were signed to

strengthen the rights and welfares of the OFWs in relation to the case

of Flor Contemplation, the first Fiipina who was sentenced to death in

Singapore.

For over 40 years in service, OWWA demonstrates impressive

performance in helping Overseas Filipino Workers here and abroad. OWWA

still aims for improvement in terms of welfare programs and service that

benefits its members all over the world.

MISSION

As a national agency, OWWA is vested with special function of

developing and implementing welfare programs and service that responds

to the needs of its member-OFWs and their families. It is endowed with

power to administer a trust fund to be called the OWWA Fund.

VISION

By 2023, OWWA has instituted more effective mechanisms to ensure

that the rights and interests of OFWs are adequately protected and

safeguarded.

OBJECTIVES OF THE TRAINING AGENCY

A. Delivery of welfare services and benefits; and

B. Ensuring capital build-up and fund viability.

YEAR ESTABLISHED

On May 02, 1982, President Ferdinand E. Marcos signed Presidential

Degree (PD) No. 1694, formalizing LOI No. 537, which established the

Welfare and Training Fund for Overseas Filipino Workers as part of the

ministry of labor of the year 1977.

PURPOSE

The Overseas Workers Welfare Administration (OWWA)’s purpose is to

protect and promotes the welfare of Overseas Filipino Workers (OFWs) and

their dependents. As a national agency, and with the help of the board

of trustees and its staff, OFWs and their families benefit from the

services and programs that are designed to assist and meet their needs.

FUNCTION

The OWWA shall exercise the following functions per R.A. 10801:

a) To protect the interest and promote the welfare of member-OFWs in

all phases of overseas employment in recognition of their valuable

contribution to the overall national development effort;

b) To facilitate the implementation of the provisions of the Labor

Code of the Philippines (Presidential Decree No. 442, as amended)

and the Migrant Workers and Overseas Filipinos Act of 1995

(Republic Act No. 8042, as amended), concerning the responsibility

of the government to promote the well-being of OFWs. Pursuant

thereto, and in furtherance thereof, it shall provide legal

assistance to member-OFWs;

c) To provide social and welfare programs and services to member-OFWs,

including social assistance, education and training, cultural

services, financial management, reintegration, and entrepreneurial

development services;

d) To provide prompt and appropriate response to global emergencies

or crisis situations affecting OFWs and their families;

 e) To ensure the efficiency of collections and the viability and

sustainability of the OWWA Fund through sound, judicious, and

transparent investment and management policies;

f) To undertake studies and researches for the enhancement of the

social, economic, and cultural well-being of member-OFWs and their

families;

g) To develop, support and finance specific projects for the welfare

of member-OFWs and their families; and

h) To ensure the implementation of all laws and ratified international

conventions within its jurisdiction.

CORE VALUES

The OWWA is committed to:

a) Upholding and practicing the principles of good governance;

b) Managing its funds transparently and judiciously;

c) Delivering Caring, Attentive, Responsive and Efficient Services

(CARES) to its client-customers;

d) Reviewing regularly its organizational context to better serve its

clients;

e) Utilizing properly all its resources, and developing its human

resource;

f) Guarantee to utilize properly all its resources, including the

development its human resource;

g) Maintaining its good image to its public; and

 h) Ensuring the total satisfaction of its external and internal

clients.

Description and schedule of the Activities Performed

Under OWWA’s staff’s supervision, the following duties were

performed.

• Organizing/Filing of scholars and livelihood assistance and other

documents

Ms. Crizandria Madrigal, an employee of OWWA, gave the interns

instructions on how to organize the folders in each drawer and

arrange the three scholarship programs—ELAP-EDUC, OFW Dependent

Scholarship Program (ODSP), Educational Development Scholarship

Program (EDSP), and Project-EASE—alphabetically.

Figure 3.The interns were tasked to organize the filing of

documents.
• Recording scholars date of released cheque

The interns were tasked with recording the dates of released

cheques for each active scholar from the files of deposited cheques

from 2018 to 2022.

Figure 4. The trainees carefully record the scholars’ ledger.

• Reproducing application forms, document controls, calling cards

OWWA creates and implements social services and programs for OFWs

and their dependents. Having said that, all programs demand that

application forms be filed and kept on file. The interns were

instructed by the staff to have these application materials on hand

at all times because they are needed every day. The interns were

also given the task of creating the agency's business card and

document control forms. Document control is required to maintain

track of all documents before sending the regional office the

application criteria.

Figure 5. Reproduce Application forms

Figure 6. Reproduce Document Controls/Calling Cards

• Encoding clients’ record

A client visited the office every day to inquire about the

agency's programs and submit an application. Additionally, in order

to be easily contacted, clients were asked to sign into the logbook

with each visit. The interns were given the tasked with entering

all the data in each logbook.

Figure 7. Encode Client’s logbook

• Calling/Updating Clients

The task of calling ODSP and EDSP scholarship applicants, DOLE-

AKAP claimants, and other program beneficiaries was handed to

interns. Scholarship applicants were asked to follow up on their

applications and fulfill all requirements prior to the deadline.

For DOLE-AKAP claimant, they were informed that they can claim

their assistance at Palawan Pawnshops. Similar, to other programs

beneficiaries. They were also informed that there is an available

checks for their assistance and is ready to be deposited once they

submit their respective bank account information.

Figure 8. Follow up Scholarship’s applicants

 Figure 9. Update DOLE-AKAP Claimants

• Assisting OWWA’s staff

Interns were assigned to the front desk staff on June 1st in order

for them to become familiar with the programs and learn how to deal

with clients. The interns were given the opportunity to learn each

of the front desk personnel's core programs and deal with clients

who had a variety of concerns. Aside from that, all services and

programs provided by the agency were taught in the event of a large

number of clients in a single day.

Figure 10. Assist Front Desk’ Staffs

ANALYSIS OF THE ACTIVITIES PERFORMED

Skills Enhanced (Psychomotor)

• Communication Skills

The trainees were given the chance to deal with the clients

with different concerns. As part of the training, the communication

skills were enhanced since most of these concerns requires

explanation.

• Secretarial duties

One of the skills that the trainees improved was the ability to

manage secretarial duties. During the training, the trainees were

occasionally given the task of recording and encoding profiles and

organizing papers.

Knowledge Gained (Cognitive)

During the on – the –job training period, the trainees has gained

different knowledge as they were given the chance to experience the

different practices inside the agency. One of the knowledge they gained

was the knowledge of being selectively focused to one client at a time.

There are instances that the clients came by numerously and to address

their concerns clearly it should be dealt one on one.

Lastly, working memory and logic and reasoning were also knowledge gained

by the trainees. Working memory was gained when the trainees were in the

situation to think of specific programs to offer to the specific concerns

of the clients. On the other hand, the logic and reasoning was gained
when the trainees have encountered clients who inquire about the best

program they can possibly avail corresponding to their concern.

Problems encountered

• Irate Clients

One of the toughest problems that the trainees encountered was when

dealing with irate clients and those that don’t want to accept the OWWA’s

employee’s explanation about their concern. There are also instances

where some clients got mad because they did not get their expected

services despite explaining the reason why it is impossible to give. So,

the needs to elaborate the information about their concerns are needed

to be done.

• Missing/Outdated records of OFW

There are instances that clients ask queries on what program suits

them especially those distress OFW’s or their dependents that wants to

apply for program, however, because their records are outdated, sometimes

it took a lot of time to offer them any service. So, what the trainees

did was to tell the clients the possible time it may took to update

their records. Another problem that the trainees have encountered was

the missing records of OFW. There are times when the trainees were asked

to record and encode the documents of OFW, but for some reasons the

record were not complete. In this situation, the trainees need to send

message to the Regional Office through messenger to ask for the re update

of the OFW records.

• Insufficient Client’s Requirements

In addition to above mentioned problems, the last problem that the

trainees have encountered was Insufficient Client’s Requirements. This

problem was encountered when trainees have interviewed applicants for

scholars or other programs and the requirements brought by the applicant

were insufficient. To resolve this problem, the trainees advised the

applicants to pass the missing requirement as soon as possible for the

immediate processing of their application.

Lessons Learned

• Providing accurate information

During the training, the trainees learned that it is important to

provide accurate information when dealing with the clients. There are

instances that the clients ask deeply about the different programs of

the agency, its description, purpose and who are eligible for the

programs.

• Professional handling of clients

In interviewing of clients, the trainees learned how to handle them

professionally. The trainees learned to used proper languages and

appropriate words during the interview to explain the concerns

professionally. The trainees also learned to be patient every time

especially when dealing with irate clients to avoid misunderstandings.

• Awareness of the paper works and documents

One of the lessons the trainees learned was to be aware of the

paper work and documents. The trainees have organized, sorted, compiled,

reproduced, and recorded the office’s papers and documents. To avoid

paper disarray, it is important to be aware of all papers and documents.

• Confidentiality

The most important lessons that the trainees acquired has been to

maintain the confidentiality of clients’ data. To comply with the Data

Privacy Act, which the office upholds it is critical not to open the

records of OFW’s unless they have been authorized by the OFW itself or

by the office’s head or regional director.

Recommendations

• Affable manner of communication

To the future trainees, being mindful with the manner is important.

They should possess good character including an affable manner of

communication when dealing with the clients and office staffs, speak to

them with decency to avoid miscommunication.

• Creation of online portfolio

To the agency, to avoid the misplacement of documents and records

they should create an online portfolio. Creating online portfolio will

help the employees and staff to find the documents and record easily and

immediately.
• Keep all records updated

To the agency, they should always keep all the records updated.

Keeping all the records updated will enable them to respond to the

concerns quickly and prevent the need for prolonged paper processing.
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