Mylene Bautista

First Asian International Systems College
Since 2008
INFORMATION COMMUNICATION AND TECHNOLOGY
A Documentary Report in Work Immersion
MUNICIPAL CIVIL REGISTRAR DEPARTMENT
In partial fulfillment of the requirements for the
Information Computer Technology
Presented to
Ms. Manelin Rose P. Obog
Presented by:
Mylene T. Bautista
Since 2008
2019-2020
Table of Contents
Title page................................................................1
Table of Contents...................................................2
Waiver.....................................................................3
Clearance Sheet......................................................4
Approval Sheet.......................................................5
Acknowledgement..................................................6
Dedication...............................................................7
Part 1: Important of Immersion…………………8

Introduction.....................................................9
Objectives of Work Immersion.......................10
Values and Attributes......................................11
Part 2: The Workplace...........................................12

Company profile..............................................13
Company History............................................14
Company Vision and Mission.........................15
Company Organizational Chart.......................16
Core Values………………………………….17
Company Product Service…………………... 18
Company Location….……………………….19
Logo and its Meaning……………...................20
Company Target Cliente……………………..21
Company Thrusts and Policy Direction.……..21
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Part 3: Memorandum of Agreement........................22
Part 4 : Activity Reports.....................................23

Training Plan Outline...................................24
Daily Accomplishment Report.....................25
Work Immersion Highlight...........................26
Performance Appraisal Report......................27
Part 5: Reflection...................................................28
Problems Encountered....................................29
Suggestion and Recommendations..................30
Appendices ..….......................................................31
Summary of Work Immersion Duty...............32
Daily Time Record..........................................33
Certificate of Completion................................34
Gallery w/ Captions.........................................35
Application Letter............................................36
Resume………………………………………37
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Recommendation Letter
Dear:
MRS.MILA REYES PORTILLO
Good day!
This is to recommend MYLENE T. BAUTISTA , a Grade 12 student in First Asian
International System College Inc, for Work Immersion in your company.
The training program covers eighty (80) hours equivalent to ten (10) days exposure and
applications of what the student learned in the school. Our student will be available for practicum from
November 2019 – January 2020. We acknowledge that the trainee is expected to know and observe your
policies. Our work immersion teacher will communicate with you regularly to monitor our student’s
performance.
We would appreciate to hear from you soon. If you have other concerns, please feel free to call us
at your convenient time. Thank you and God Bless!
Endorsed by:
MR. EDGAR G. MERCADO

School Head/OIC
Since 2008
WAIVER
Parent’s/ Guardian’s Certification of Waiver/Permission
This is to certify that I am slowing my son/daughter MYLENE T. BAUTISTA to go

on their work immersion for 10 days; minimum of 80 hours starting on NOVEMBER , 2019 to
JANUARY , 2020 , at MUNICIPAL CIVIL REGISTRAR OF CABIAO partial fulfillment of the
requirements in FIRST ASIAN INTERNATIONAL SYSTEM COLLEGE INC.
It is understood that he abides by the rules and regulations that may be imposed by the
Supervisor/Officer in Charge for his/her welfare and society.
I fully agree to waive any responsible on the part of First Asian International Systems
College Inc., and/ or the representative’s in case of any untoward incident that may happen to my
son/daughter during the duration of the practicum.
MERLYN T. BAUTISTA_______
Signature over printed name of Parents/Guardian
Since 2008
CLEARANCE SHEET
Date: January 10, 2020
This is to certify that MYLENE T. BAUTISTA has successfully completed at least 80 hours of
Work Immersion and is CLEARED of any money and property accountability.
For the Immediate Head or the Manager of the Department
MS.MIL REYES PORTILLO_

Immersion Supervisor
CABIAO NUEVA ECIJA
For the FAISCI – Senior High School
Manelin Rose P. Obog Edelyn Joy T. Mercado

Work Immersion Teacher Senior High School Coordinator
EDGAR G. MERCADO
School Head / OIC
Since 2008
APPROVAL SHEET
A Documentary Report entitled “ A Documentary Report in Work
Immersion” undertaken at , MUNICIPALITY OF CABIAO prepared and
submitted by MYLENE T. BAUTISTA in partial fulfillment of the requirements
for INFORMATION COMMUNICATION AND TECHNOLOGY, is hereby
endorsed for approval.
Accepted and approval in partial fulfillment of the requirements for the
Home Economics.

Officer in Charge
Date
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Dedication
I highly dedicated this piece of work to my parents

Mr.Miguelito Bautista and Mrs.Merlyn Bautista thank you for
all support that you’ve given especially with my studies to
the people who believed that I can do it, to my friends who
support me morally with the help of this narrative it will
prove that I myself are in the middle of the road to the
destination called success.
To my adviser Ms.Hadassa Camaya and the people I met

during my On The Training, Thank you. For believing in me,
encouraging me, strengthening me, that makes me a
productive student.
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Acknowledgement
I would like to give thanks first and foremost to

Almighty God for the Divine Providence, for all the blessings
He gave and for keeping me safe and healthy everyday. My
loving parents, Mr. Miguelito Bautista and Ms. Merlyn
Bautista for their unfailing love, guidance, patience and
advice as well as emotional, spiritual, and financial support
Our adviser Ms. Hadassa B. Camaya who devoted his

time showed, concern, gave effort and sacrifices during my
On The Job Training.
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Part 1:
The Important of
Work Immersion
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Introduction
Work immersion refers to the part of the SHS Curriculum consisting of 80hours of hands-
on experience or work simulation which the Grades 11 and 12students 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. This said
immersion is done outside the school premises depending on the student’s selected strand/
course. This activity will help them familiarize them selves to their target job’s purpose or on
how their course should supposed to look in the actual field. I personally think that this is a great
head start for us especially to those who are still not decided if their chosen course will be the
key to their dream jobs. I know that there are still some of us that have questions in their minds
specifically, on what will be their future if they took their desired courses. Work immersion will
help develop our lives and career skills, and will prepare us to make decisions on postsecondary
education or employment. At the end of our immersion, we are tasked to do this narrative report
to help us reflect on what have we learned throughout our experience and this report will help us
determine if we still think that this is the appropriate course/ strand for our personality and
capability. The process of reflecting in our experience is in need to be done for our own need.
This is required to be done by every student that under goes to work immersion and will be
checked by their class adviser for approval.
Section 1: Rationale
One of the goal of K-12 Basic Education program is to develop in learners the competencies, work ethic
and values relevant to pursuing further education and/or joining the world of work. To achieve greater
congruence between basic education and the nation’s development targets. Work Immersion, a required
subject (See attached curriculum guide in Annex A (, has been incorporated into the curriculum. This
subject will provide learners with opportunities:
1. To become familiar with the work place;

2. For employment simulation; and
3. To apply their competencies in areas of specialization/applied subjects in authentic work
environments.
To achieve the above objectives. Work Immersion is thus a requirement for graduation from secondary
education. Learners are immersed in actual work environments such as workshops offices and
laboratories in which their prior training is relevant. Other possible venues for Work immersion are listed
in annex B.
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These guidelines were formulated based on the rich experiences of modeling schools, tech-voc schools,
partnership focal persons, industry partners, and youth development advocates. These guidelines can
provide process support to field offices of the Department of Education (DepEd) in fostering relationships
and strengthening partnerships so that learners will have access to suitable work immersion venues and
other related resources.
Section 2 Scope
These guidelines shall apply to all Senior High School Learners in the following institutions:
1. DepEd Senior High Schools

2. Private Senior High Schools
3. Senior High Schools run by state college and universities and local universities and colleges
4. Technical-Vocational Institution
Section 3: Definition of Terms
These guidelines for immersion will use the following terms and ther corresponding definition as spelled
out below
1. Partner Institution are public institutions or organizations that are able and willing to lend their
expertise and resources; and enter into agreement with any DepEd or Non-DepEd officers and /or
schools. This enables DepEd to strengthen its capability to offer Senior High School, without
momentary for both
2. Memorandum of Agreement is a legally binding document, which spells out the specific terms
and conditions between and among parties entering into a partnership to implement a program,
project, or any other similar undertaking. It can be entered into the central, regional, division or
school level. The scope and limitations of the Memorandum of Agreement shall not be contrary
to laws, public customs and moral compasses.
3. Partnership refers to the relationship between the partner institution and the school, or any
office of DepEd (Central Regional or Division) that responds to the need of the K to 12 program
in general, and Senior High School in particular, which is formalized through a Memorandum of
Agreement.
4. School Partnership Focal Person is the person authorized to seek partnerships between DepEd
and Institutions (Deped Order 40, s.2015).
5. Work Immersion refers to the subject of the Senior High School Curriculum which involves
hands-on-experience or work simulation in which learners can apply their competencies and
acquired knowledge relevant to their track.
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6. Work Immersion Partner Institution Supervisor serves as the counterpart of the Work
Immersion Teacher and may also be the representative of the partner institution in forging
partnership with DepEd schools. This person shall be identified in MOA.
7. Work Immersion Teacher is the school personnel who is assigned to supervise the learners at
the Work Immersion Venue in Coordination with the Work Immersion Partner Institution
Supervisor.
8. Workplace Immersion Venue is the place where work immersion is conducted. It shall conform
with the law and the rules and regulations on safety, appropriateness for learning, and availability
of facilities and equipment, which are issued by the DepEd (DO No. 40 s 2015). Technical
Education and Skills development Authority(TESDA), Department of Labor and Employment
(DOLE), Commission on Higher Education (CHED), and other relevant government agencies.
Examples of work immersion venues include offices, factories, shops, and project sites.
Section 4 Objectives
Work Immersion will help develop among the learners life and career skills and will prepare them
to make decisions on postsecondary education or employment. Through partnership building. DepEd
hopes that the Partner Institutions will provide learners with work immersion opportunities, workplace or
hands-on experience, and additional learning resources. It aims to make the learners;
1. Appreciate the importance and application of the principle and theories learned in school;
2. Enrich their skills in communications and human relations; and
3. Develop good work habits, attitudes, appreciation and respect for work
By the time learners reach Senior High School, they would have already acquired almost all the
competencies and skills that would prepare them for the curriculum exits (higher education, employment,
middle skills development and entrepreneurship). Work immersion provides them with an avenue to test
themselves and apply what they have learned in a non-school scenario. In work immersion, learners are
not only able to apply their previous training but are also able to experience the social interactions in a
work environment. Their experiences during work immersion will develop many skills and values that
would help them as they transition from high school to real life
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To assure the achievement of the above objectives of work immersion, this policy servers to
guide schools in;
1. Creating flexible work immersion arrangements for their learners;

2. Providing options for work immersion that are relevant to learner’s purposes and needs;
3. Organizing work immersion opportunities for learners that are consistent with the diverse human
resource requirements of partner institutions for work immersion; and
4. Articulating the scope and limits of work immersion in the context of basic education when
building relationships with work immersion partners.
Section 5: Principles and Policy Statements
Partnership with Institutions shall be governed and guided by the following principles and policies:
1. Work Immersion requires parental consent.

2. Partner Institutions and Work Immersion Venues shall be selected only after thorough study,
screening and preparation to ensure to each venue is safe, secure and suitable place for learning.
All applicable safety guidelines of TESDA, DOLE, and the work immersion venue relevant to
basic education shall apply.
3. Schools may partner with any institution or organization duly registered/ recognized by any
accrediting government agency. These may include cooperatives, local government units(LGU),
duly registered companies, and non-government organizations (NGOs). Annex B provides
suggested institutions for corresponding specializations
4. All work immersion agreements at the school level must be covered by a Memorandum Of
Agreement (MOA) for the security of all parties involved . all the MOAs must specify that all
parties will conform to these guidelines. All learner activities shall be reflected in MOA as
stipulated in the Prescribed Template for the List Of Task /Activities to be done during Work
immersion which can be found in Annex C.
5. The memorandum of agreement (MOA) for work immersion must have provisions for the
following:
a. Creation of joint working group (JWG) functions and responsibilities, and then
responsibilities of each of the partners.
b. Access to and use of partners institution’s facilities by learners and teacher’
c. Provision of supervisor/mentors from the partners institution
d. Assurance that the workplace is a conducive and safe learning environment
e. List of learners activities as stipulated in the prescribed template in the Annex C.
f. For the partner institution to orient the school on the work learners will engage in based on
the activities listed in the Prescribed Template for the Immersion Program of Activities.
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g. Insurance for learners in DepEd Schools, charged to( MOOE )For private high schools,
colleges and universities, local universities and colleges, state universities and colleges, and
technical vocational schools, the insurance fee paid by the learners during enrolment shall be
utilized for work immersion. Insurance fees may also be included in the voucher.)
h. Work Immersion related expenses like insurance and transportation allowance may be treated
as a donation under DepEd’s Adopt-A-School Program
i. See attached Annex D of this guidelines for sample of MOAs. This does not preclude the
parties from adding other provisions which are beneficial to the learners
6. DepEd, in collaboration with its partners and stakeholders, shall ensure that all schools and
venues for learning are conductive to the education and safety of the learners. The Safety of the
learners is primary. Consequently, the maximum number of hours spent in work immersion venue
is 40 hours per week and no more than eight (8 ) hours per day as provided for by law, for a child
below 18 but older than 15.
7. School Partnerships Focal Persons must be capacitated with networking skills and cultivating
connections with possible partner institutions.
8. Although one of the objectives of the Work Immersion is to develop skills that are relevant to the
needs of the job market in the area, Work immersion should not be reduced to a mere recruitment
tool of a Partner Institution. While the graduates’ future employment in the industry may be one
of the desired outcomes of the partnership, the latter should be designed in such a way that
graduates will also acquire other skills and competencies and will qualify for other job options
and not be limited to those offered by one Partner institution.
9. Expenses in securing partnerships, such as travel expense of the School Partnerships Focal Person
and the Immersion Teacher, shall be charged to the school’s local funds for MOOE. Subject to
availability of funds, travel expenses of learners to Work Immersion venue will also be charged to
MOOE and other funds, the details of which shall be provided in a separate set of Guidelines.
Expenses for Immersion Venue rental, utilities, and /or other direct or incidental expenses of the
Partner Institution shall not be allowed.
10. Schools and students shall not be asked to pay the SHS Partner Institution for any Work
Immersion activity conducted. Fees for Work Immersion must only be set after consultation with
parent
11. The partnership shall be governed by existing laws and DepEd issuances such as, but not limited
to the following:
a. DepEd order No. 39, s. 2009 on the commercialization of schools, which expressly prohibits
the appearance of any form of institutional endorsement by the DepEd for any commercial
product or service within the svhool premises in exchange for any SHS-industry partnership
b. DepEd Order NO.6, s. 2012, which expressly prohibits all forms and manner of cooperation
and partnership with the tobacco industry in all area of the country
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c. DepEd order No.40, s. 2012 entitled ‘’ Child Protection Policy ‘’ (Policy And Guidelines On
Protecting Children In School From Abuse , Violence, Exploitation, Discrimination, Bullying
And Other Forms Of Abuse)
d. DepEd Order No. 80, s. 2012 entitled ‘’Strengthening the integration of breastfeeding
education in the curriculum, setting up and sustaining the operation and lactation stations in
compliance with Executive Order No. 51’’ School officials are similarly discouraged from
partnering with companies
e. DepEd Order No. 55, s. 2013, implementing Rules and Regulations (IRR) of Republic Act
No. 10627 Otherwise Known as the Anti-Bullying Act of 2013
f. Deped Order No.40,s 2015 entitled “Guidelines on K to 12 Partnerships”(Policy and
Guidelines on Building Partnerships for the K to 12 Program)
g. Republic Act 7877, an Act Declaring Sexual Harassment Unlawful in the Employment,
Education or Training Environment, and other Purposes
h. The Adopt-A-School Act of 1998 (Republic Act No. 8525) and related DepEd Issuances for
corporate donations
i. Article 218 and 219 of the Family Code on the special parental authority and responsibility of
schools, administrators and teachers
j. The Civil Code , including but not limited to, provisions on Obligations and Contracts and
Quasi-Delicts. Article 2176 provides: “Whoever by act or omission causes damage to
another, there being fault or negligence, is obliged to pay for the damage done. Such fault or
negligence, if there is no pre-existing contractual relation between parties is called a quasi-
delict and is governed buy the provisions of this Chapter.” Article 2180 provides in part:
“The obligation imposed by article 2176 is demandable not only for one’s own acts or
omissions, but also for those persons for whom one is responsible.”)
k. Department of Labor and Employment (DOLE) and Technical Education and Skills
Development Authority (TESDA) issuances, whenever applicable
12. The duties and responsibilities of SHS personnel shall be reflected in their Office Performance
Commitment Review Form (OPCRF) or Individual Performance Commitment Review Form
(IPCRF) for DepEd Schools only.
13. Private Schools and non-DepEd schools may devise a scheme on how to remunerate teachers
assigned as School Partnerships Focal Person/Immersion Teacher.
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VALUES AND ATTRIBUTES
Student-trainees should be characterized by the following values and attributes in their respective
workplace:
Adaptable
change is inevitable, especially when it comes to business. Organizations often need to offer new
products or ideas to keep them marketable. Because of this trend, they need employees who can easily
adapt to change, someone who can keep abreast with the current trends.
Dependable
Superiors are eyeing for someone whom they can rely on, a person to whom they can delegate
responsibilities, thus making sure that the operations in the office are carried out properly even in their
absence. In fact, in a survey conducted, it was revealed that dependability is the best qualification that
employers are looking for in a employee.
Good Communicator
Employers will look for someone who can express themselves clearly both in written and oral
communication. Proper communication skills will lessen common company problems in the workplace
like miscommunication and misunderstanding among employees or between a superior and his
subordinate.
Hardworking
Hardworking employees are partners of an organization in reaching its goals. They are the
“army” that keeps the company moving forward an employee.
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Honest
Talented employees are assets to the company. However, companies give more weight to honesty
and integrity more than anything else. Honesty comes in different forms: honesty in declaring entries in
the daily timer record, honesty in the use of office supplies; honesty in performing tasks even when the
superiors is not around and many more.
Organized
Part of the work in any establishment is to keep records and data at hand, thus they are looking
for someone who is organized, someone who can easily locate files and can present data.
Passionate
A person who loves what he is doing is positive, enthusiastic in carrying out his tasks, and seldom
gets tired and experiences burnout. Companies need these types of employees, those who keep on doing
their work with excellence because they are passionate about it.
Professional/ Ethical
Rules are set in the office to make sure that not only work is carried out properly but the
harmonious relationships, among employees are also maintained. Employers would want someone who
follows company polices and exudes professionalism, thus serving as a good example to others.
Punctual
Time is very important in the workplace. Every second counts. Employers look for someone who
values time because they relate punctuality to productivity and productivity is equated to success. A
punctual employee reports to work on time, submits reports even prior to the deadline, and accomplishes
things within the given schedule.
Team Player
Most companies work in teams. Goals are achieved by team effort. An employer will look for
someone who can work in a team and can encourage team members to achieve their goals.
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Part II
The
Workplace
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COMPANY PROFILE:
COMPANY HISTORY
Cabiao derived its name from its vandalized Malay origin kabyawan (gilingan[same
Malay meaning]) in previous Malay form: karyawan- meaning writer at present) meaning
grinding tools that used for crushing. The abundance of sugar during the pre-Spanish era is
evident in a wide area of kabyaw including the area going to the foot of Mount Arayat. The
kabyawan became familiar to the neighboring places due to the concentration of kabyawan in the
place where it was located and was identified as Kabyawan and later shortened to “Kabyaw” and
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eventually altered the spelling due to the influence of the foreign alphabet letters. The used of
kabyawan then is prevalent among the natives constituting mainly the ancient tribes of tagalogs
that hails from Bulacan and capampangan of which they came in waves of migration from
mainland Malay origin as evident from their language similarity. The Kabyawan tools might
have been brought by the exploring Malays and later improved by the natives settling in the
island of Luzon however there are findings that most of the antiquated wooden kabyawan tools
at present can be found in Ilocos where the early Sumatran and Melanesian explorers had
embarked earlier than the Malays. Similarly, during that period, the natives of the mountain
province whose origin is from mainland China might have been the one responsible in
introducing the said crushing tools which we know now as the KABYAWAN. The settlement
that has been known as Sinipit, Plasinan, Pantalan, Pinaglamoan, Kandumpa, Kambabalo,
Longalong, Mayayade, Tinalan, Makabaklay, Saklang and Palanas were words and terms taken
from Malay and the tribal dialect in existence during that period. Cabiao as termed today was a
just balangay of the once prosperous of empire of the campampangan settlement named
Candaba, as it was discovered by the exploring Spanish conquistadores in 1590. The visita of
Cabiao was perhaps established somewhere between 1765 and 1767 by the Jesuit Missionary
before they were sent back to Spain under the order of King Charles III of Spain to recall all the
Society of Jesus religious order to return to Spain thereby banishing them from all the Spanish
dominions. Cabiao gain its full township of Pampanga in 1797 under the term of Governor
General Rafael Maria de Aguilar y Ponce de Leon* with the recommendation of the returning
order of the Augustinian in the Province of Pampanga and elevates the Visita of St. John
Nepomucene that was established by the Jesuits into a regular Parish Church. It was established
as one of the municipality of Nueva Ecija in February 9, 1848 upon the order issued by Governor
General Narciso Claveria Y Zaldua and upon the thorough evaluation and recommendation made
by the Governor General Marcelino Oraa. The growth of Cabiao during that time maybe
attributed to its vast marsh and inland water that serves as inland fishery of the area. The
Poblacion comprising the three pillars of Spanish governance of the Spaniard namely the Casa
Municipal, Casa dela Iglesia and Casa Judicial were erected in 1838 under the term of Don Josef
Kabigting as the Gobernadorcillo (the present location of the church, the central school and the
intervening residential area between the central school and the church).
The desire of the populace of Cabiao to be free from Spanish domination and tyranny resulted in
the uprising in September 2, 1896. Numbering around 700 men (461 listed in the Tablet of
Heroes in the Municipal Compound), the townsfolk of Cabiao and the Cabiao Brass Band under
the leadership of their Capitan Municipal Mariano Nuñez Llanera together with the people of the
neighboring towns of Arayat, Deliquente (San Antonio) & Jaen led the siege against the
colonizing Spaniards stationed at the Factoria of San Isidro. This event was marked as the First
Cry of Nueva Ecija. It did not take too long that the Spanish Colonial Government, succumbed to
cede the Archipelago of Philippines to the United States on December 10, 1898 that brought
about the Treaty of Paris, and once again the Philippines was under colonial rule this time by the
American. In the last days of the Spanish occupation, the Cabiao heroes participated in the
declaration of Philippine Republic in Malolos on January 23, 1899. During the Philippine–
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American War, Cabiao was one of the fiercely battled terrains of the American forces in pursuit
of General Aguinaldo’s Forces however most of the populated areas of Cabiao have been saved
from the encounter. General Pio del Pilar hold out in the marshes of San Vicente and Sta. Rita to
delay the intruding Forces of General Elwell Stephen Otis under the command of General Henry
Ware Lawton.
In 1903, the Americans established schools in Cabiao and used the English language as a
medium of instructions. Pedro Oreta was elected as the first chief executive of the town under
American civil regime followed by the then Mun. President Jose Crespo who established and
organized the Presidencia (township hierarchy and organizational plan) constituting the different
executive department of the municipality. American occupation in Cabiao has not been as cruel
as their Spanish predecessor, however, the people of Cabiao were already afraid to trust the new
colonizer. Thomasites missionaries arrive in Cabiao in the early part of 1902 as a part of
educating the people of Cabiao and in 1903, the Americans established schools in Cabiao and
used the English Language as the medium of instruction. Some rural folks used to study
individually in the Spanish methods of learning on arithmetic and reading in their native tongue
Tagalog. From 1907-1909, Cabiao was placed under jurisdiction of San Isidro and the executive
power was then held by the Municipal President of San Isidro. It was in the term of Office of
Municipal President Gonzalo Del Leon that the seat of Municipal Town Hall was erected on the
land donated by the Romero family. It was during the term of Jose Lapuz that Judge Bonifacio
Ysip was elected as delegate to the constitutional convention held in Manila.
After almost three decades of peace, Japan invaded the Philippines, and the people of Cabiao
once again play an important role in the liberation of our country, HUKBALAHAP (Hukbo ng
Bayan Laban sa Hapon) or People’s Anti-Japanese Army, was then established in Sitio
Bawit,San Julian, Cabiao on March 29, 1942. When the Americans finally liberated the
Philippines and as soon as the Central Government was established in Manila, Mariano Guevarra
was appointed Mayor of Cabiao. He was the chief executive of the town in 1945. Prudencio
Ortiz Luis succeeded Guevarra who occupies the position for only a few months. In the later part
of 1945 after the liberation, most of the people of Cabiao were still in the far flung areas of
Cambabalu, Saclang Capampangan, Saclang Tagalog and Dumanas and it was during this time
that the mayor of this town has been appointed by the late President Manuel Roxas by the name
of Ambrosio Aligada. He was appointed as the Chief Executive of the town from 1945-1947.
The town of Cabiao was placed under the military government under Pablo Aligada. It was also
during the time of Aligada that the Sitio of Palasinan (Presently San Gregorio) comprising the
property owned by Don Ramon Fernandez were repopulated by the people coming from said the
places whereas the area of Bagong Silang were repopulate by the people coming from Buliran,
Guyong-guyong, Luyos of which most of them are Tagalogs. The people of Cabiao were
governed by Aligada through coercive and dictatorial rule that is being manifested by the force
labor construction of the Cabiao High School which is the monumental relic of his tenure. Isaias
Manalastas seated as the progressive mayor through the support HUKBALAHAPs that during
that time is at its height from which they fielded their party named Prente Popular however it did
not last long due to the suspicion of the military of an imminent grabbing of power where these
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party is the political front of the Huks. Nieves Pablo, a woman, was the fourth appointed mayor
in that same year.
It was also the time when the height of the Huk uprising began when the entire town was the seat
of the rebellion, where the 50,000 armed group was inducted in Bawit and in Pasong Diablo only
to be captured en masse by the then late General Ismael Lapus through the order of Secretary
Magsaysay and the clearing of the entire forested area of Bagong Sikat and Sta. Isabel had begun
purposely to eliminate the lair of the Huk rebels. The health center were constructed through the
financial support of Defense Secretary Castelo Justice Secretary Hermogenes Concepcion and
Doña Maria Romero Buencamino (who was at that time the richest family and the most
influential).
Year 1950, when the 1st tenure of the late Paterno Santiano began, the towns public market was
constructed through the support of the national government since the towns income cannot at that
time support such huge amount of expenditures.
It was the 1st tenure of Gregorio T. Crespo, when the old town hall was renovated and the
original Cabiao Central School Building has been restored. The gravelling of Sinipit -San Roque
Road was made. Mayor Paterno Santiano reassumed his post as a mayor after a very much
contested election results.
The year 1960, when Crespo reassumes his post as Mayor of Cabiao, and the appointment of
Pedro T. Wycoco as the Chief of Police. The Gapan- Arayat Road, Cabiao Section were
constructed by Golangco Construction and Development Corp. in 1963.
In 1979 the town’s Public Market was rehabilitated through the help of the member of the
Parliament Angel Concepcion for which main building was constructed contiguously from the
previous two small one.The town of Cabiao was governed by Mayor Crespo for almost three
decades bringing together town folks of Cabiao to be one living in peace and serves as the legacy
for which Mayor Crespo was known.
The EDSA Revolution of 1986, was the year when Mayor Crespo was dislodged by the
appointment as of Atty. Antonio Ll.Lapuz as Officer in Charge of Cabiao. During his tenure the
inception of the municipal development planning were made, and listing of priority projects were
categorized, however fundings for these infrastructure were no longer made in his tenure because
it had lasted only for two and half years.
Atty. Lapuz was succeeded by Eng’r. Ireneo Manahan, who bested in the three way election fight
during that time, followed the pattern and plans for which Atty. Lapuz have laid before he left
his office. He continue in building roads, barangay health,and brgy. hall including the renovation
of the municipal town hall. It was also during that time, that the Sta. Isabel- Bagong Sikat Bridge
has been initially built however due to the insufficiency of funds the said bridge has not been
finished during his tenure. He had also built a community under his name which later name as
Manahan Village.
In his last term of office, mayor Manahan endorse councilor Gloria Baby Crespo Congco as his
successor, the eldest daughter of former Mayor Gregorio Crespo and was elected mayor of the
municipality in 1998. She is the youngest and the first woman to be elected chief executive of the
town. She was also re-elected in the elections of 2001 and 2004.
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COMPANY MISSION
To empower the great majority of ou constituency in crafting the community’s direction
towards economic progress and sustainable development through the promotion of moral, social
and cultural values coupled with necessary infrastructure support a unified progress and self-
reliance.
COMPANY VISION
To community of peace loving citizenry, living in a prosperous, vibrant and healthy
envirionment ready to face the challenges of the future for suistainable development towards
economic progress.
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ORGANIZATIONAL CHART
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COMPANY CORE VALUES

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COMPANY LOCATION
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COMPANY LOGO AND ITS MEANING

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COMPANY TARGET CLIENTE

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COMPANY THRUSTS AND POLICY DIRECTIONS

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PART III
Memorandum of
Agreement
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MEMORANDUM OF AGREEMENT
KNOW ALL MEN BY THESE PRESENTS:
This AGREEMENT, made and entered into at Cabanatuan City, Nueva Ecija, Philippine, this
20th. day of April 2011, by and between
FIRST ASIAN INTERNATIONAL SYSTEMS COLLEGE, INC. a corporation duly organized

and existing under and by virtue of the laws of the Philippines, with principal office and place of business
at the 2nd. Floor, Agustin Bldg., Poblacion, Cabiao, Nueva Ecija Philippines, presented in this act by its
School Administrator, EDGAR G. MERCADO, duly authorized for the purpose and hereinafter called the
FIRST PARTY, and
MR.JHAYVEN MATTHEW A. DE ROXAS, owner manager of HUB & EAT Cabiao, Nueva
Ecija and hereinafter called the SECOND PARTY,
WITNESSETH:
WHEREAS, the first party has required its graduates to undergo an On-Job-Training Program;
WHEREAS, the said program is envisioned to acquaint and expose graduates and
technical/vocational courses toward first-hand experience of the real employment-environment;
WHEREAS, in the above program, the said graduates will act as trainees of the Second Party,
doing the tasks of an ordinary employee, and will report to, and under the guidance and supervision of,
the proper accountable officer/employee of the Second Party;
WHEREAS, the said program will run for a period of 80 hours. Each and every graduate of the
First Party to be enrolled in the program with the Second Party;
NOW THEREFORE, for and in consideration of the foregoing premises and the mutual
covenants, stipulations and agreements herein contained, the parties do hereby agreed to enter into this
Memorandum of Agreement, and shall continue to be in force and effect until such time a new and
separate Agreement be executed or this Agreement be cancelled, revoked or nullified and rendered of no
effect.
Since 2008
FIRST ASIAN INTERNATIONAL SYSTEMS COLLEGE, INC.

First Party
By:
EDGAR G. MERCADO
_____________________ _____________________
School Administrator Second Party
Signed in the presence of:
_______________________________________
Republic of the Philippines )

City of Cabanatuan ) S. S
Province of Nueva Ecija )
--------------------x
BEFORE ME, A Notary Public, for and in the province of Nueva Ecija, personally
appeared the parties, who are known to me to be the same person, who are executed the
foregoing instruments and acknowledged to me that the same is their own free act and voluntary
deed.
WITNESS MY HAND AND SEAL, this ______ day of _________, 2019 at Cabanatuan
City, Nueva Ecija.
Doc. No. _____ ;

Page No. _____ ;
Book No. _____ ;
Series of 2011
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PART IV
Activity Reports
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TRAINING PLAN OUTLINE
Place of Training:
 MUNICIPAL CIVIL REGISTRAR OF CABIAO
Proposed Duration of Training:
 Nov. 21, 2019 – Jan. 10, 2020
Days & Time:
 Thursday – Friday 12:00pm to 6:00pm
No. of Hours to finish:
 80 Hours
 Overall Program Objective
Work Immersion will help develop among the learner’s life and career skills, and will prepare
them to make decisions on postsecondary education or employment. Through partnership building,
DepEd hopes that the partner institutions will provide opportunities, workplace or hand – on experience
and additional learning resources. It aims to make the learners.
1. Appreciate the importance and application of the principles and theories learned
in school.
2. Enhance their technical knowledge and skills.
3. Enrich their skills in communications and human relations.
4. Develop good work hobbits, attitudes, appreciation and respect for work.
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 Why immersion is necessary
Work Immersion is one of the course requirements for graduation. A Senior High School student
has to undergo work immersion in a business organization/establishment whose work requirements are
related to the specialization. Through this work immersion, the students are exposed to and become
familiarized with work-related environment related to their field of specialization. “Work immersion is a
key feature in the senior high school curriculum. It can be conducted in different ways depending on the
purposes and needs of the learners,” Education Secretary Leonor Briones said. The guidelines said work
immersion – which can range from 80 to 320 hours – will enable students to become familiar with the
workplace, experience workplace simulation and apply their competencies in areas of specialization.
 What specific skills and knowledge the trainee will acquire during the work immersion and
how will they be taught
To achieve the above objectives, Work Immersion is thus a requirement for graduation from
secondary education. Learners are immersed in actual work environments such as workshops offices and
laboratories in which their prior training is relevant.
Work immersion will help develop among the learner’s life and career skills, and will prepare
them to make decisions on postsecondary education or employment. Through partnership building,
DepEd hopes that the Partner Institutions will provide learners with work immersion opportunities,
workplace or hands-on experience, and additional learning resources. and how will they be taught.
 The areas in which the trainee will receive instruction in conjunction with the specific task
and responsibility to be assigned to the trainee in each department.
The areas in which the trainee will receive instruction in conjunction with the specific task and
responsibility to be assigned to the trainee, comes from the on-site supervisors namely, Cornelia B. Bueno
and Marlene S. Ancheta. We are assigned to receive documents to the different departments
namely, Assistant Secretary for Field Operation (ASEC-FOO), Bureau of Land Tenure Implementation
(BLTI)-Survey and Mapping Division, Department of Agrarian Reform Adjudication Board, Bureau of
Land Tenure Implementation (BLTI)-Survey and Mapping Division, and Bureau of Land Tenure
Implementation (BLTI)-DCD Records.
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 Method of Evaluation and Certification
PURPOSE:
Your evaluation is requested to guide the work immersion coordinator in determining a fair
grade to be given to the student-trainee assigned in your company. It is also intended to make the student-
trainee aware of his/her strengths and areas of improvement.
TIMETABLE:
To enable us to monitor the progress of the student-trainee, it is requested that an evaluation be

done after the 120 hours of training and after the completion of his/her assignment in your company.
PROCEDURE:
1. It is suggested that the student-trainee’s immediate superior evaluates his/her performance.
2. The evaluator should accomplish the evaluation form then rate the student as objectively as
possible.
3. After filling in the form, the evaluator should discuss the results of his/her evaluation with the
student-trainee.
4. The accomplishment evaluation form should then be awarded to the immersion coordinator.
Using the scale below, write the number that corresponds to your trainee on the space provided
on the right hand side:
5 – OUTSTANDING 3 – GOOD 1 – NEEDS IMPROVEMENT
4 – VERY GOOD 2 – FAIR

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DAILY ACCOMPLISHMENT REPORTS:
Student Trainee: MYLENE T. BAUTISTA
Day Date Accomplishment Working Hours

Thursday November 21, 2019 8 hours
Friday November 8 hours
Thursday November 8 hours

Friday November 8 hours
Thursday December 8 hours
Friday December 8 hours
Thursday December 8 hours
Friday January 8 hours
January 8 hours
Thursday
8 hours
Friday January
Total Number of Hours 80

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Work Immersion Highlight

Day 1 Work Immersion

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PERFORMANCE APPRAISALS REPORT
Name of Student: MYLENE T. BAUTISTA

Student’s Position Title: STUDENT TRAINEE
Name of Company: MUNICIPAL CIVIL REGISTRAR OF CABIAO
Address: Cabiao, Nueva Ecija Contact Number: 09362562471
Company Immersion Supervisor: MS.MILA REYES PORTILLO (Immediate Head/Manager)
Period Covered: November 21, 2019 – January 1O, 2020
PURPOSE:
Your evaluation is requested to guide the work immersion coordinator in determining a fair grade
to be given to the student-trainee assigned in your company. It is also intended to make the student-trainee
aware of his/her strengths and areas of improvement.
TIMETABLE:
To enable us to monitor the progress of the student-trainee, it is requested that an evaluation be
done after the 120 hours of training and after the completion of his/her assignment in your company.
PROCEDURE:
1. It is suggested that the student-trainee’s immediate superior evaluates his/her
performance.
2. The evaluator should accomplish the evaluation form from then rate the student as
objectively as possible.
3. After filling in the form, the evaluator should discuss the results of his/her evaluation
with the student-trainee.
4. The accomplishment evaluation form should then be awarded to the immersion
coordinator.
Directions. For each behavioral item listed within the competency bands, with 5 being the most and 1
is the least, please select the evaluation most suited.
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5 Outstanding Performance exceeds the required standard.

Performance fully met job requirements. Was able to
4 Very Satisfactory
perform what was expected of a person in his/her position.
Performance has met the required standard. Can perform
3 Satisfactory
duties with minimal supervision.
Performance partially meets the required standard. Less than
2 Fair
satisfactory could be doing better.
Performance does not meet the required standard. Major
1 Needs Improvement
Improvements needed.
NA Not Applicable Performance indicator is nor relevant to the job.
COMPETENCIES 5 4 3 2 1
TEAM WORK
1. Consistently works with others to accomplish goals and tasks.
2. Treats all team members in a respectful courteous manner.
3. Actively participates in activities and assigned tasks required.
4. Willing to work with team members to improve team collaboration on a
continuous basis.
5. Considers the feedback and views of team members when completing an assigned
task.
TEAM WORK Total Score/5
COMMUNICATION
1. Actively listens to supervisor and/or co-workers.
2. Comprehends written and oral information.
3. Consistently delivers accurate information both written and oral.
4. Reliably provides feedback as required, both internally and externally.
COMMUNICATION Total Score/5
ATTENDANCE AND PUNCTUALITY 5 4 3 2 1
1. Is punctual on a regular basis.
2. Maintains good attendance.
3. Informs supervisor in a timely manner when absenteeism and tardiness may
occur.
ATTENDANCE AND PUNCTUALITY Total Score/3
PRODUCTIVITY/RESILIENCE 5 4 3 2 1
1. Consistently produces quality results.
2. Meets deadlines and manages time well.
3. Can do multitasking.
4. Can work under pressure and delivers the required tasks.
5. Effective and efficient in time management.
6. Efficiently informs supervisor of any challenge or hindrance related to given task
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or assignment.
PRODUCTIVITY/RESILIENCE Total Score/6
INITIATIVE/PROACTIVITY 5 4 3 2 1
1. Completes assignments with minimum supervision.
2. Completes tasks independently and consistently.
3. Seeks support as need arises.
4. Recognizes and takes immediate action to effectively address problems and
opportunities.
5. Engages in continuous learning
6. Contributes new ideas and shares skills to improve the
department/organization.
INITIATIVE/PROACTIVITY Total Score/6
JUDGEMENT/DECISION MAKING
1. Analyzes problems effectively.
2. Has the ability to make creative and effective solutions to problems.
3. Demonstrates food judgment in handling routine problems.
JUDGEMENT/DECISION MAKING Total Score/3
DEPENDABILITY/RELIABILITY 5 4 3 2 1
1. Has the ability to follow through and meet deadlines.
2. Has commitment for his/her action.
3. Can adjust easily to changes in workplace.
4. Displays high level of performance at all times.
DEPENDABILITY/RELIABILITY Total Score/4
ATTITUDE 5 4 3 2 1
1. Offers assistance willingly.
2. Shows a positive work attitude.
3. Shows sensitivity to and consideration for other’s feelings.
4. Accepts criticism positively.
5. Shows pride in work.
ATTITUDE Total Score/5
PROFESSIONALISM
1. Respects persons in authority.
2. Uses all tools, equipment and facilities responsibly.
3. Follows all policies and procedures when issues and conflict Arises.
4. Physical appearance conforms with the workplace and
placement rules.
PROFESSIONALISM Total Score/4
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SUMMARY OF SCORES
WEIGHTED
CRITERIA
AVERAGE
TEAM WORK
COMMUNICATION
ATTENDANCE & PUNCTULAITY
PRODUCTIVITY/RESILIENCE
INITIATIVE/PROACTIVITY
JUDGEMENT/DECISION MAKING
DEPENDABILITY/RELIABILITY
ATTITUDE
PROFESSIONALISM
Over-All Weighted Average
Equivalent Grade
REMARKS: (Comments/Suggestions)
Student’s Signature:_______________________________________
Date:_______________________________
Work Immersion Supervisor’s Signature over Printed Name:_____________________________
Transmutation TableEquivalent Grade

Computed Weighted Average
4.20 – 5.00 100
3.40 – 4.19 95
2.60 – 3.39 90
1.80 – 2.59 85
1.00 – 1.79 80
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Name of Trainee: MYLENE T. BAUTISTA Course: INFORMATION COMMUNICATION

TECHNOLOGY TECHNOLOGY
Practicum Period (Inclusive Dates): November 21, 2019 TO: January 10, 2020_
No. Of Hours Completed: 80HOURS
No. Of Days absent: 0 ABSENT
Name of Firm: MUNICIPAL CIVIL REGISTRAR OF CABIAO
Address: CABIAO, NUEVA ECIJA Tel. No.: 09
No. Criteria Description Maximum Points

Points Earned
1 Aptitude for Learning Demonstrates sincere interest ability to acquire new
10
learning.
2 Quality of Work Accuracy and thoroughness of performing work.
10
3 Dependability Demonstrate high degree of responsibility of
10
performing work with outmost care. Effective use of
time.
4 Communication Skills Ability to effectively communicate orally and in
10
writings.
5 Punctuality Reports to work on time.
10
6 Human Relation Can get along well with supervisor and co-workers.
10
7 Courtesy Respectful and considerate for others. Adhere to rules
10
and regulations of the company.
8 Cooperation Willingness to work with superior and co-workers.
10
9 Attitude Towards Performs assigned task willingly.
10
Work
10 Diligence Shows efficiency in performing work with outmost
10
care. Effective use of time.
GRAND TOTAL 100 points
REMARKS:___________________________________________________________________________________
_______________________________________________________________RATING:
96 – 100 - OUTSTANDING
91 – 95 - EXCELLENT
86 – 90 - VERY SATISFACTORY
81 – 85 - SATISFACTORY
75 – 80 - NEEDS IMPROVEMENT
______________________________________
Signature over Printed Name
Of Evaluator
_____________
Designation
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PART V
Reflection
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PROBLEMS ENCOUNTERED
My problem with my OJT . is that children enter the MCR Office

and state the important papers within the MCR.
RECOMMENDATIONS
My recommendation to the MCR office is that they lock the door

properly and make sure the window is closed so they won’t be able to
enter their office again.
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Appendices
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SUMMARY OF WORK IMMERSION
What I did in ten 10 in my OjT was arranged for PSA amd

Marriage Certificate and they also take care of people who come to get
their PSA and to get their children PSA and those who go to get merried
to apply and to get their children divorced so their children can have a
PSA and sometimes when no on goes to MCR Office with just watch
Youtube and we just Facebook.
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DATA TIME RECORD

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CERTIFICATE OF COMPLETION
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GALLERY WITH CAPTIONS
DAY 1
DAY 2
DAY 3 DAY 4
DAY 5 DAY 6
DAY 7 DAY 8
DAY 9 DAY 10
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APPLICATION LETTER
FIrst Asian International Systems College
Cabiao, Nueva Ecija
January 10, 2019
Dear ,
Good Day! I am very well interested to apply for a position in your company. I am MYLENE T,
BAUTISTA, a On Job Trainee of First Asian International Systems College Inc, in the area of Home
Economics.
I believe this job will be a Good opportunity to me and a good start to begin my journey in the
world of business, industry and economy.
Should you consider my application and contact me in my Phone number, 09362562471. Have a
Good day and God Bless.
Sincerely Yours,
MYLENE T. BAUTISTA

Mylene Bautista

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First Asian International Systems College

A Documentary Report in Work Immersion

MUNICIPAL CIVIL REGISTRAR DEPARTMENT

In partial fulfillment of the requirements for the

Information Computer Technology

Ms. Manelin Rose P. Obog

Part 1: Important of Immersion…………………8

Part 2: The Workplace...........................................12

Part 3: Memorandum of Agreement........................22

Part 4 : Activity Reports.....................................23

MR. EDGAR G. MERCADO

This is to certify that I am slowing my son/daughter MYLENE T. BAUTISTA to go

Date: January 10, 2020

For the Immediate Head or the Manager of the Department

MS.MIL REYES PORTILLO_

For the FAISCI – Senior High School

Manelin Rose P. Obog Edelyn Joy T. Mercado

A Documentary Report entitled “ A Documentary Report in Work

Immersion” undertaken at , MUNICIPALITY OF CABIAO prepared and

submitted by MYLENE T. BAUTISTA in partial fulfillment of the requirements

for INFORMATION COMMUNICATION AND TECHNOLOGY, is hereby

endorsed for approval.

Accepted and approval in partial fulfillment of the requirements for the

MRS.MILA REYES PORTILLO

I highly dedicated this piece of work to my parents

To my adviser Ms.Hadassa Camaya and the people I met

I would like to give thanks first and foremost to

Our adviser Ms. Hadassa B. Camaya who devoted his

1. To become familiar with the work place;

1. DepEd Senior High Schools

Section 3: Definition of Terms

1. Creating flexible work immersion arrangements for their learners;

Section 5: Principles and Policy Statements

1. Work Immersion requires parental consent.

VALUES AND ATTRIBUTES

COMPANY CORE VALUES

COMPANY LOGO AND ITS MEANING

COMPANY TARGET CLIENTE

COMPANY THRUSTS AND POLICY DIRECTIONS

KNOW ALL MEN BY THESE PRESENTS:

FIRST ASIAN INTERNATIONAL SYSTEMS COLLEGE, INC. a corporation duly organized

FIRST ASIAN INTERNATIONAL SYSTEMS COLLEGE, INC.

School Administrator Second Party

Signed in the presence of:

Republic of the Philippines )

Doc. No. _____ ;

TRAINING PLAN OUTLINE

 MUNICIPAL CIVIL REGISTRAR OF CABIAO

Proposed Duration of Training:

 Nov. 21, 2019 – Jan. 10, 2020

Days & Time:

 Thursday – Friday 12:00pm to 6:00pm

No. of Hours to finish:

 Why immersion is necessary

 Method of Evaluation and Certification

To enable us to monitor the progress of the student-trainee, it is requested that an evaluation be

1. It is suggested that the student-trainee’s immediate superior evaluates his/her performance.

5 – OUTSTANDING 3 – GOOD 1 – NEEDS IMPROVEMENT

4 – VERY GOOD 2 – FAIR

DAILY ACCOMPLISHMENT REPORTS:

Student Trainee: MYLENE T. BAUTISTA

Day Date Accomplishment Working Hours