Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XII
Division of General Santos City
KATANGAWAN DISTRICT
DATU ANDIAM MANZA NATIONAL HIGHSCHOOL
(Formerly Tinagacan National High School)
General Santos City

WORK IMMERSION
MANUAL

NAME : _____________________________________________________________
SECTION : _____________________________________________________________

DAMNHS WORK IMMERSION MANUAL PAGE 1

SUBJECT: Work Immersion
SUBJECT CODE:
SUBJECT DESCRIPTION:
Work Immersion is one of the course requirements for graduation. A Senior High School student has to
undergo Work Immersion in an industry that directly relates to the student’s postsecondary goal.
Through Work Immersion, the students are exposed to and become familiar with work-related
environment related to their field of specialization to enhance their competence. Specifically, the
students are able to: (i) gain relevant and practical industrial skills under the guidance of industry experts
and workers; (ii) appreciate the importance and application of the principles and theories taught in
school; (iii) enhance their technical knowledge and skills; (iv) enrich their skills in communications and
human relations; and (v) develop good work habits, attitudes, appreciation, and respect for work. These
prepare them to meet the needs and challenges of employment or higher education after graduation.

MODULE CONTENT

I. Pre-Immersion

A. Understanding work immersion by discussing:

1. Expected behavior
a. Work ethics
b. Safety in the workplace
c. Workplace rights and responsibilities
d. Confidentiality in the workplace
e. Effective conflict resolution and teamwork skills
2. Work immersion rules and regulations
3. Terms and conditions of the Memorandum of Agreement

B. Appreciating the importance of credentials by:

1. Writing a résumé
2. Filling out application forms
3. Visiting the concerned offices where the following could be secured:
a. Barangay clearance
b. Police clearance
c. Mayor’s clearance
d. Medical certificate
4. Job Interview skills training

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C. Discussion of portfolio

1. Portfolio instructions
a. Portfolio content
i. accomplished forms
ii. pictures of work site and non-written output/ projects with captions
iii. illustrations of activities performed (as needed)
iv. weekly diary (narrative/ account of learnings and achievements, issues faced and corresponding
resolutions)
v. sample written output (if any)
vi. work immersion highlights
vii. other relevant pictures/ documents

b. When to update content

c. Portfolio packaging
d. Portfolio presentation at the end of Work Immersion

II. Immersion Proper

A. Appreciating management processes by observing, identifying and describing the following:

1. Nature of the business
2. Description of the products/services
3. Target clientele
4. Organizational structure
5. Company rules and regulations

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UNIT I: PRE-IMMERSION
UNDERSTANDING WORK IMMERSION

INTRODUCTION

Work immersion is one of the necessary subjects for graduating students. Wherein the senior high
school students must undergo practicum that relates to the students course. In this subject, the students
are able to learn and experience things about their courses since, they are exposed with the work-related
environment to their field of specialization. Hence, it will be a great help to enhance their competency
level. They can also develop work ethics such as; good work habits, attitudes, appreciation, and respect
for work, applying all the theories and concept that they’ve learned in school, acquire new skills and
help to develop their communication skills and interpersonal skills through the help and guidance of
industry experts and workers. These will help every students to be prepare to meet the needs and
standards of employment.
So, what do we mean by Work Immersion?
The word “immersion” as it applies to the K to 12 curriculum is defined in the Department of Education
(DepEd) Order No. 40, series of 2015: “Work Immersion refers to the part of the Senior High School
(SHS) Curriculum consisting of 80 hours of hands-on experience or work simulation which the Grades
11 and 12 students will undergo to expose them to the actual workplace setting and to enrich the
competencies provided by the school under the supervision of the School Head and the designated
personnel of the Partner.”
Immersion is done outside the school campus in a “Workplace Immersion Venue,” defined as “the place
where work immersion of students is done. Examples of work immersion venues include offices,
factories, shops and project sites.” What could lead to confusion is that the word “immersion” actually
has two meanings in K to 12. The first meaning refers to a required SHS subject in the curriculum. The
second meaning refers not to a subject but to a preferred mode of delivery of Tech-Voc subjects.

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PART I: EXPECTED BEHAVIOR
Every worker should possess good behavior in their workplace to maintain the balance and
harmonious work environment.

A. WORK ETHICS
By definition, Work ethic is a belief that work, hard work and diligence has a moral benefit and
an inherent ability, virtue or value to strengthen character. It is about prioritizing work and putting it in
the center of life. Social ingrainment of this value is considered to enhance character through hard work
that is respective to an individual’s field of work
A strong work ethic is vital for achieving goals. A work ethic is a set of moral principles a
person uses in their job. People who possess a strong work ethic embody certain principles that guide
their work behavior, leading them to produce high-quality work consistently and the output feeds the
individual to stay on track. A good work ethic fuels an individual’s needs and goals, it is related to the
initiative by a person for the objectives. It is considered as a source of self-respect, satisfaction, and
fulfillment. However, a negative work ethic is a behavior of a single individual or a group that has led to
a systematic lack of productivity, reliability, accountability and a growing sphere of
unprofessional/unhealthy relationships (e.g., power politics, lack of social skills, etc.)

Here are some factors of a good work ethics:

1. Goal-oriented actions: it is not about making plans or the next logical steps; it's about getting
things done so that the work invested wouldn't be counter-productive.

2. Dedicate on priority: focusing on qualitative activities that a person is capable and where they
can make a difference or a high impact based on objectives.

3. Being available and reliable: spending time on the work and building oneself up for the task.

4. Conscientiousness: a desire to do a task well, being vigilant and organized.

5. Creating a rewarding routine/system: Engaging in tasks that provide strength and energy
which can be transferred to your ultimate goals, creating a habit and a habitat for success.

6. Embracing positivism: shape a problem with the statement "good, (action) (problem)", e.g. "I'm
tired and it is time for a workout" leads to "Good. Workout tired".

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Activity #1

Objective: Identify the work ethics in the work place where you are in and identify whether it is a
strong work ethic (good work ethic) or negative work ethic (bad work ethic).

1. Observe your workplace, what are the strong work ethics implemented in your company? And
rate it using the Likert scale that is shown below.

Good work ethics Always Sometimes Never

Goal-oriented
actions
Dedicate on priority
Being available and
reliable
Conscientiousness
Creating a
rewarding routine
Embracing
positivism

2. Observe your workplace, what are the negative work ethics that you notice in your company?
And rate it using the Likert scale that is shown below.

Bad work ethics Always Sometimes Never

Unproductive
workers

Lack of social skills

Power politics
Doesn’t have a
systematic routines

Toxic workmates
Others

DAMNHS WORK IMMERSION MANUAL PAGE 6

CAPITALIST VIEW
Steven Malanga refers to "what was once understood as the work ethic—not just hard work but
also a set of accompanying virtues, whose crucial role in the development and sustaining of free
markets too few now recall".
Max Weber notes that this is not a philosophy of mere greed, but a statement laden with moral language.
It is in effect an ethical response to the natural desire for hedonic reward, a statement of the value of
delayed gratification to achieve self-actualization. Franklin claims that Bible readings revealed to him
the usefulness of virtue. Indeed, this reflects the then Christian search for ethic for living and the
struggle to make a living.
Experimental studies have shown that people with fair work ethic are able to tolerate tedious jobs with
equitable monetary rewards and benefits, they are highly critical, have a tendency for workaholics and a
negative relation with leisure activity concepts. They valued meritocracy and egalitarianism.

ANTI-CAPITALIST VIEW
The industrial engineer Frederick Winslow Taylor (1856-1915) revised the notion of work ethic
as a means of management control that delude workers about the actual reality for accumulated
advantage, which is a form of avarice. Marxists, and some non-Marxist sociologists do not regard "work
ethic" as a useful sociological concept. They argue that having a "work ethic" in excess of management's
control doesn't appear rational in any mature industry where the employee can't rationally hope to
become more than a manager whose fate still depends on the owner's decisions.

NOTE:
Since work ethics deals with a code of conduct, or a set of principles that is acceptable in the work place,
we need to look at what some of those principles are.

A list of work ethics for an employer or a company might be:

• To provide a safe work environment for its staff and employees,

• To treat employees with dignity and respect,
• To provide a fair wage for the services rendered,
• To handle all business transactions with integrity and honesty.

A list of work ethics for the employee might include:

• To show up on time.
• To tend to company business for the whole time while at work.
• To treat the company’s resources, equipment, and products with care,
• To give respect to the company. That means honesty and integrity.

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B. SAFETY IN THE WORKPLACE

Workplace safety is important. You know that implementing an effective safety program for your workplace is one of
the best decisions a company can make — both for its workers and for its bottom line.

Here’s the Top 10 Workplace Safety Tips Every Employee and Employers Should Know to create a
workplace safety environment based on shared responsibility:

1. SAFETY PROGRAMS CREATE PRODUCTIVE WORK ENVIRONMENTS

 Properly managed safety programs show commitment to safety by the management in turn
creating a great safety culture where everyone ‘wants’ to be safe.

2. ABSENTEEISM DROPS WHEN EFFECTIVE SAFETY PROGRAMS ARE INTRODUCED

 Workers want to work in a safe environment; absenteeism drops when effective safety programs
are introduced.

3. WORK PREMISES ARE KEPT TO HIGHER STANDARDS

 Work premises are kept to higher standards for safety, cleanliness, and housekeeping

4. A SAFE WORK ENVIRONMENT PRODUCES HAPPIER EMPLOYEES

 A safe work environment produces happier employees; everyone wants to go home safe each
day.

5. EMPLOYEE INSURANCE CLAIMS DECREASE IN SAFE WORK ENVIRONMENTS

 Worker Compensation insurance claims decrease, in turn lowering WCB Rates. This is a benefit
to any company that has to pre-qualify to work; a lower rate gives you a better grade with your
clients.

6. A COMPANY’S MOST VALUABLE ASSET IS PROTECTED — IT’S PEOPLE

7. SAFETY PROGRAMS ENABLE A COMPANY TO WIN AND RETAIN BUSINESS

CUSTOMERS

8. SAFETY PROGRAMS CREATE AN ENVIRONMENT WHERE SAFETY

IMPROVEMENTS ARE CONSIDERED, ENCOURAGED AND IMPLEMENTED
 In turn, workers feel like they are part of the safety solution.

9. SAFE WORK ENVIRONMENTS ENHANCE THE BRAND VALUE AND GOODWILL FOR
A COMPANY
 Enables a company to win and retain business customers. Clients want to work with companies
that are safe (less downtime due to incidents).

10. SAFETY REDUCES BUSINESS COSTS AND DISRUPTION

 Reducing business costs creates productive work environments.

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C. WORKPLACE RIGHTS AND RESPONSIBILITIES

1. LABOR CODE OF THE PHILIPPINES

The Labor Code of the Philippines governs employment practices and labor relations in the
Philippines. It also identifies the rules and standards regarding employment such as pre-employment
policies, labor conditions, wage rate, work hours, employee benefits, termination of employees, and so
on. Under the regime of the President [Ferdinand Marcos], it was promulgated in May 1. 1974 and took
effect November 1, 1974, six months after its promulgation.

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PRE-EMPLOYMENT

• Minimum employable age

The minimum age for employment is 18 years old and below that age is not allowed. Persons of age
15 to 18 can be employed given that they work in non-hazardous environments.

• Overseas employment
As for overseas employment of Filipinos, foreign employers are not allowed to directly hire
Philippine nationals except through board and entities authorized by the Secretary of Labor. Travel
agencies also cannot transact or help in any transactions for the employment or placement of Filipino
workers abroad. Once Filipinos have a job in a foreign country, they are required to remit or send a
portion of their income to their families, dependents, and/or beneficiaries in the Philippines.

• Regulations and conditions on employment

 Minimum wage rate
Minimum wage rates in the Philippines vary from region to region, with boards established for each
region to monitor economic activity and adjust minimum wages based on growth rates, unemployment
rates, and other factors. The minimum wage rate for Non-Agriculture employees, in Manila region,
established under Wage Order No. NCR 15 is P404 per day, but in May 9, 2011, a (cost of living
allowance) of P22 per day was added to P404 wage, making the minimum wage P426. COLA was also
added to the previous P367 minimum wage for the following sectors: Agriculture, Private Hospitals
(with bed capacity of 100 or less), and manufacturing establishments (with less than 10 workers),
leaving the sectors with P389 as minimum wage. The 426 combined rate is locally referred to in the
Philippines as "Manila Rate" due to this regional disparity.

 Regular work hours and rest periods

Normal hours of work - The normal hours of work of any employee shall not exceed eight (8)
hours a day.

Health personnel in cities and municipalities with a population of at least one million (1,000,000) or in
hospitals and clinics with a bed capacity of at least one hundred (100) shall hold regular office hours for
eight (8) hours a day, for five (5) days a week, exclusive of time for meals, except where the exigencies
of the service require that such personnel work for six (6) days or forty-eight (48) hours, in which case,
they shall be entitled to an additional compensation of at least thirty percent (30%) of their regular wage
for work on the sixth day. For purposes of this Article, "health personnel" shall include resident
physicians, nurses, nutritionists, dietitians, pharmacists, social workers, laboratory technicians,
paramedical technicians, psychologists, midwives, attendants and all other hospital or clinic personnel.

Meal periods- Subject to such regulations as the Secretary of Labor may prescribe, it shall be the duty of
every employer to give his employees not less than sixty (60) minutes time-off for their regular meals.

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  Rest days
All employees have the right to have a 24 consecutive hours of rest day after every 6 days of
work. Employers are responsible for determining and scheduling the rest day of employees except only
if the employee prefers a different day based on religious grounds. However, the employer may require
an employee to work during his/her rest day in cases of emergencies, special circumstances at work in
which employees are seriously needed, to prevent losses or damage to any goods or to the employer, and
other cases that have reasonable grounds.

 Nightshift differential and overtime

Employees are also given additional wages for working in night shifts. The night shift starts from
10 o’clock in the evening until 6 o’clock in the morning, and employees will receive 10% more of
his/her regular wage rate. Overtime work for employees (beyond 8 hours) are allowed and workers shall
be paid with his/her regular wage plus an additional 25% of the regular wage per hour worked or 30%
during holidays or rest days.

 Household helpers
Household helpers, or maids, are common in the Philippines. Household helpers deliver services
at the employer’s home, attending to the employer’s instructions and convenience. The minimum wage
of household helpers is P800 per month for some cities in Metro Manila, while a lower wage is paid to
those outside of Metro Manila. However, most household helpers receive more than the minimum wage;
employers usually give wages ranging from P2, 500 and above per month. On top of that, employers are
required to provide food, sanitary lodging, and just treatment to the household helper.

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POST- EMPLOYMENT

• Termination by employer
The employer has the right to terminate an employee due to the following reasons: serious
misconduct or disobedience to the employer, neglect of duties or commission of a crime by the
employee, and such gives the employer a just case to terminate the services of the employee.

• Retirement
The retirement age for an employee depends on the employment contract. Upon retirement, the
retired employee should be given his/her benefits according to the agreement or contract between the
employer and the employee. However, if there is no existing retirement plan or agreement for the
employee, he/she may retire at the age of 60, given that he/she has served the employer for 5 years, and
shall be given a retirement pay of at least half a month’s salary for every year of service (6 months of
work given is considered as 1 whole year for the retirement pay).

D. TERMS AND CONDITIONS OF THE MEMORANDUM OF AGREEMENT

PART II: APPRECIATING THE IMPORTANCE OF CREDENTIALS

CREDENTIALS
 According to Cambridge dictionary credentials are
documents that state the abilities and experience of a person and show that
the person is qualified for a particular job or activity.

REFLECTION #1: As a student, what do you think are the importance of having a credentials in
getting a job?
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WRITING A RESUME
According to Cambridge dictionary, a resume is a written statement of your educational and work
experience.

A resume is a means of advertising yourself to get a job that you want and will give a short impression
about you to the employers whether you attain their standards or not. That’s why writing a good resume
is very important.

3 formats of resume

I. Reverse-Chronological
This is the more traditional format and is what you are most likely to come across. Chronological
format is flexible and can be used for applicants with any level of experience.

I should use if:

I want to show a vertical career progression.
I want to apply to a job in a similar field.
I want to promote my upward career mobility

I shouldn’t use if:

I have major gaps in my employment history.
I am changing my career path.
I change jobs every few months.

II. Functional
While chronological places emphasis on career progression, a functional format focuses on your
abilities and skills. Since it heavily emphasizes the applicant’s qualifications, functional format is more
suitable for those with an expert level of experience.

I should use if:

I have gaps in my employment history.
I am changing my career industry.
I want to highlight a specific skill set.

I shouldn’t use if:

I want to highlight my upward career mobility.
I am an entry level candidate that lacks experience.
I lack transferable skills

III. Combination
As you can probably guess the combination format merges bits and pieces from both
chronological and functional formats. Like the functional format, it focuses on specific qualifications,

DAMNHS WORK IMMERSION MANUAL PAGE 13

yet the body of the document contains professional experience similar to chronological format. This
format is generally reserved for those with a great deal of experience in a particular industry.

I should use if:

I want to highlight a developed skill set within a specific career.
I want to change my career path.
I am a master of the subject I am applying to.

I shouldn’t use if:

I want to highlight my education.
I lack experience.
I am an entry level candidate.

DAMNHS WORK IMMERSION MANUAL PAGE 14

DAMNHS WORK IMMERSION MANUAL PAGE 15
CHRONOLOGICAL RESUME

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FUNCTIONAL RESUME

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COMBINATION RESUME

Here are the following steps and tips on how to write a resume:

STEP 1: I. Contact Information

The contact information section is pretty self-explanatory. This section does not require a label
(Contact Information or Contact Details). When listing your contact details you should follow this order:

• Name (largest font on page, middle initial is optional

• Mailing Address
• Telephone Number (Check that you have an appropriate voicemail message)
• Email Address (make sure it’s appropriate, don’t use your sexypanda45@gmail.com account.)
• Link to online portfolio (optional, ensure it is relevant to the position)
• LinkedIn Profile

STEP 2: II. Choose a Resume Introduction

Like formats, job seekers have 3 choices for their resume introduction: a qualifications summary,
career objective, and professional profile. The goal of all three are to gain the attention of an employer
by highlighting your skills and experience that will help their company. However, the method through
which each introduction achieves this goal differs. See below:

Qualifications Summary
With regards to format, the qualifications summary is a bullet point list (ranging from 4 to 6
points) of your most outstanding career achievements. Avoid using generic statements and try to list
your skills in a way reflects your unique voice.

I should use if:

I am applying to a job that requires a rigid set of abilities.
I have a wealth of experience in the industry.
I possess multiple skill sets.

I shouldn’t use if:

I lack experience.
I am an entry level candidate that lacks specific skill sets.
I lack measurable achievements.

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Career Objective
A resume objective, also referred to as a career objective, is a 2-3 sentence statement that
provides an overview of your skills and experience. This resume introduction is best for entry-level
candidates.

I should use if:

I am an entry-level applicant.
I do not have in-depth experience in the industry.
I am a recent college graduate.

I shouldn’t use if:

I have a wealth of industry-specific skill sets.
I am changing career paths.
I am writing a cover letter.

Professional Profile
The professional profile is a combination of both the career objective and qualifications
summary. It is also the most flexible of the three styles as it can be formatted as short paragraph of
bullet-point list.

I should use if:

I have had major achievement in my past experience
I am applying to a position in the same industry
I have a special area of expertise in my field

I shouldn’t use if:

I am an entry-level applicant
I am recent college graduate
I lack measurable of accomplishments

Finally, when deciding what skills to add to either of the two, try to target skills specific to the
job you are applying for. Don’t just simply copy and paste skills right out of the job description, but
instead try to use words common in the industry.

STEP 3: III. Professional Experience

The section is the core of your resume, where you are tasked with proving the skills you have
listed in the qualifications summary or career objective. When it comes to labeling this section some use
“Relevant Experience,” or “Work Experience” as an alternative to “Professional Experience.”
Remember to list your work experiences in reverse chronological order and only list experience that is
relevant to the job you are applying for. For each company create a heading including the company’s
name, city & state, your title, and the dates of employment (month and year). If you are still currently
working at a company, you can simply write “month, year-Present” for the employment dates.

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 STEP 4: IV. Education
Having a solid education section helps to display the foundation of your knowledge and
expertise. Depending on your professional experience, you may want to consider switching the order of
the professional experience and education sections.
For instance, college or high school students that lack seasoned professional experience benefit from
emphasizing their education by placing it before the professional experience section. In addition, if you
possess a wealth of professional experience then it is appropriate to keep this section short and sweet.
Here are the main points to include in your education section:

• The names of your university, community college, or technical school(Don’t include high school
unless you did not attend college)
• Location of the schools (city, state)
• Date of graduation (month, year)
• Degree(s)
• GPA (only include if your GPA is above 3.0, round up to the first decimal place , and use this format:
GPA: 3.5/4.0)

STEP 5: V. Additional Sections

By now you’ve already added the nuts and bolts to your resume and may want to consider
adding to help strengthen it.

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FILLING OUT APPLICATION FORMS

Here is the example of application form

DAMNHS WORK IMMERSION MANUAL PAGE 21

VISITING THE CONCERNED OFFICES WHERE THE FOLLOWING COULD BE
SECURED:

a. Barangay clearance
b. Police clearance
c. Mayor’s clearance
d. Medical certificate

JOB INTERVIEW SKILLS TRAINING

Even the smartest and most qualified job seekers need to prepare for their job interview. Why, you ask?
Interview skills are learned, and there are no second chances to make a great first impression. These 10
interview tips will teach you how to answer interview questions and convince the hiring manager that you are
the one for the job.

Practice good nonverbal communication

It's about demonstrating confidence: standing straight, making eye contact and connecting with a firm
handshake. That first nonverbal impression can be a great beginning—or quick ending—to your interview.

Dress for the job or company

Today's casual dress codes do not give you permission to dress as "they" do when you interview. It is important
to know what to wear to an interview and to be well-groomed. Whether you wear a suit or something less
formal depends on the company culture and the position you are seeking. If possible, call to find out about
the company dress code before the interview.

Listen
From the very beginning of the interview, your interviewer is giving you information, either directly or indirectly.
If you are not hearing it, you are missing a major opportunity. Good communication skills include listening
and letting the person know you heard what was said. Observe your interviewer, and match that style and pace.

Don't talk too much

Telling the interviewer more than he needs to know could be a fatal mistake. When you have not prepared
ahead of time, you may ramble when answering interview questions, sometimes talking yourself right out of
the job. Prepare for the interview by reading through the job posting, matching your skills with the position's
requirements and relating only that information.

Don't be too familiar

The interview is a professional meeting to talk business. This is not about making a new friend. Your level of
familiarity should mimic the interviewer's demeanor. It is important to bring energy and enthusiasm to the
interview and to ask questions, but do not overstep your place as a candidate looking for a job.

DAMNHS WORK IMMERSION MANUAL PAGE 22

Use appropriate language
It's a given that you should use professional language during the interview. Be aware of any inappropriate
slang words or references to age, race, religion, politics or sexual orientation—these topics could send you out
the door very quickly.

Don't be cocky
Attitude plays a key role in your interview success. There is a fine balance between confidence, professionalism
and modesty. Even if you're putting on a performance to demonstrate your ability, overconfidence is as bad, if
not worse, as being too reserved.

Take care to answer the questions

When interviewers ask for an example of a time when you did something, they are asking behavioral interview
questions, which are designed to elicit a sample of your past behavior. If you fail to relate a specific example,
you not only don't answer the question, but you also miss an opportunity to prove your ability and talk about
your skills.

Ask questions
When asked if they have any questions, most candidates answer, "No." Wrong answer. Part of knowing how to
interview is being ready to ask questions that demonstrate an interest in what goes on in the company. Asking
questions also gives you the opportunity to find out if this is the right place for you. The best questions come
from listening to what you're asked during the interview and asking for additional information.

Don't appear desperate

When you interview with the "please, please hire me" approach, you appear desperate and less confident.
Reflect the three Cs during the interview: cool, calm and confidence. You know you can do the job; make sure
the interviewer believes you can, too.

PART III: DISCUSSION OF PORTFOLIO

The meaning of Portfolio
According to Collins dictionary, a portfolio is a set of pictures by someone, or photographs
of examples of their work, which they use when entering competitions or applying for work.

How to create a portfolio

You need a portfolio to showcase your work and to help to demonstrate your skills to
prospective employers. Nothing impresses more than a beautifully presented portfolio at an interview.
But don't send it unless requested. Always bring it with you if you have an interview.

 Go for quality, not quantity: employers will probably spend only a few minutes looking at your
portfolio, especially at interview. Less can be more so select only your strongest work.
 Put your portfolio on a web site if possible as it is so easy to access. You then simply need to provide
the web link on your CV.
 Make sure that the portfolio is carefully laid out and in the correct order.
 All items need to be clear and easy to understand
 A physical portfolio can include anything that is portable! Anything flat can be folded into a portfolio,
but you are not restricted to things that can fit inside the portfolio! If an item is too large to take to the
interview take high quality photos of it to show with close ups to elicit details.

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What should my portfolio include?
A good portfolio would probably have most of the following:
 An index of the contents
 Your CV including your interests and any evidence of project management skills.
Your CV should give the impression that you think like a designer.
 Perhaps a profile or personal statement
 Your key achievements and skills
 Examples of your work of course with good documentation.
Place the best and most relevant work first and start and finish with strong pieces of work.
 Include a variety of examples of work you have done.
 Your main example needs to reflect your strengths and your creative approach and flair.
 Items that show your thought process and development of ideas are valuable: sequence of photos
for example.
 Production portfolios can also include budget sheets, idea pitches and marketing materials.

Portfolio content
• accomplished forms
• pictures of work site and non-written output/ projects with captions
• illustrations of activities performed (as needed)
• weekly diary (narrative/ account of learnings and achievements, issues faced and corresponding
resolutions)
• sample written output (if any)
• work immersion highlights
• other relevant pictures/ documents

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UNIT II: IMMERSION PROPER

A. Appreciating management processes by observing, identifying and describing the

following:
1. Nature of the business
2. Description of the products/services
3. Target clientele
4. Organizational structure
5. Company rules and regulations

B. Appreciating business process by observing and participating in safety/ production/

maintenance/ quality control/ quality assurance/ customer satisfaction/ housekeeping/ hygiene
and others.

ACTIVITY #2
The students will make a narrative report about the company. Please be guided for the format
below.

Format
I. Title page
II. Historical background of the business/ nature of the business
III. Description of the products/services of the company (what kind of business and
products they have)
IV. Target clientele (who are the clients or customers of the company)
V. Organizational structure/chart of the company
VI. Company rules and regulations
VII. Safety/ production/ maintenance/ quality control/ quality assurance/ customer
satisfaction/ housekeeping/ hygiene and others.
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UNIT III. POST IMMERSION

Evaluating the work immersion experience by:
1. Presenting a portfolio with weekly diary entries
2. Comparing and contrasting school and work application of skill, knowledge, and attitudes
3. Writing an updated résumé
4. Reflecting on the work immersion experiences
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A. CRITERIA FOR PORTFOLIO

Portfolio of _______________________ Instructor______________
Course / Section ________/_______ Semester_________

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I. Portfolio Introductory Material:

• Cover Page
Detailed Table of Contents__________
Excellent _____, Very Good _____, Adequate _____, Unsatisfactory_____

II. Quality of Compositions in Portfolio:

• Critical thinking/analytical skills - the writer: understands the assignments; shows original
thinking; synthesizes information; clarifies concepts.
Excellent _________, Very Good ________, Adequate __________, Unsatisfactory __________
• Writing skills - The writer has adequately paraphrases information from sources, avoids
wordiness by using clear, concise sentences.
Excellent _________, Very Good ________, Adequate __________, Unsatisfactory __________
• Format - Organizes material in appropriate format; includes all relevant components and
material;
Excellent _________, Very Good ________, Adequate __________, Unsatisfactory __________
• Writing mechanics - uses correct grammar, punctuation, spelling
Excellent _________, Very Good ________, Adequate __________, Unsatisfactory __________

III. Participation in learning community:

• Participates in class discussions, peer response, group projects, submits drafts on time to peer
group and teacher, and sends periodic progress reports to teacher.
Excellent _________, Very Good ________, Adequate __________, Unsatisfactory __________
• PORTFOLIO COURSE GRADE:
[A] Excellent _____, [B]Very Good _____, [C]Adequate _____, [D]Unsatisfactory_____

LEGEND:
A- 96-100
B- 90-95
C- 85-89
D- 75-84

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B. COMPARISON OF SCHOOL AND WORK USING THE VENN DIAGRAM

• APPLICATION OF SKILLS

SCHOOL WORK

• KNOWLEDGE

SCHOOL WORK

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• ATTITUDES

SCHOOL WORK

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C. REFLECTION ON THE WORK IMMERSION EXPERIENCES

Make a reflection about what you have experienced during your work immersion. At least 3
paragraphs.

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SOURCES
https://en.wikipedia.org/wiki/Work_ethic

 Daniel T. Rodgers. The Work Ethic in Industrial America, 1850-1920. Univ. of Chicago Press,
1978 2nd edition 2014
 "Max Weber and the Protestant Ethic - BBC Radio 4" on YouTube
https://en.wikipedia.org/wiki/Work_ethic
http://workforcecompliancesafety.ca/resources/10-reasons-why-workplace-safety-is-important/
http://www.arbill.com/arbill-safety-blog/bid/182469/top-10-workplace-safety-tips-every-employee-
should-know
https://en.wikipedia.org/wiki/Labor_policy_in_the_Philippines

http://tucp.org.ph/2015/09/immersion-in-k-to-12/
http://www.acas.org.uk/index.aspx?articleid=4663
http://www.edcc.edu/counseling/documents/conflict.pdf
http://www.deped.gov.ph/sites/default/files/order/2017/DO_s2017_030.pdf
http://dictionary.cambridge.org/dictionary/english/credentials
https://resumegenius.com/how-to-write-a-resume
http://dictionary.cambridge.org/us/dictionary/english/resume
https://www.monster.com/career-advice/article/boost-your-interview-iq
https://www.collinsdictionary.com/dictionary/english/portfolio
https://www.kent.ac.uk/careers/cv/portfolios.htm
http://mason.gmu.edu/~montecin/portgrade.htm

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