Km.

5, La Trinidad, Benguet
(74) 422-4992; (+63) 922-816-6612;
(+63) 917-829-5238; (+63) 908-866-5299
Email address: bvscolleges@rocketmail.com

SENIOR HIGH SCHOOL DEPARTMENT

Name (Last Name, First Name, Middle Initial):

___________________________________________________________

Grade and Section:

___________________________________________________________

SUBJECT: Work Immersion

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.

DUTIES AND RESPONSIBILITIES OF THE LEARNER

In this subject, the learners are expected to;
1. Watch the Pre and Post Immersion video posted on Facebook Private Group;
https://web.facebook.com/groups/621836048406567/?ref=bookmarks
2. Perform the duties and tasks as indicated in the prescribe template for work
immersion list of tasks / activities; and
3. Prepare the video presentation required.

ASSESSMENT
The Work Immersion Teacher and the Major/Specialization Teacher will jointly assess
the learner’s performance following the DepEd Order No. 8, s. 2015 Policy Guidelines
on Classroom Assessment for the K to 12 Basic Education Program.

For inquires, questions, and /or clarifications;

Call/text; 0933-032-7950 or PM; Neomi Chloe

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 STUDENT INFORMATION SHEET

Name : ____________________________________
Date of Birth : ____________________________________
Place of Birth : ____________________________________
Parents/ Guardian’s Name : _____________________
Permanent Address : _______________________________ Attach 2x2 Picture
E-mail Address : _______________________________
Cellphone Number : _______________________________
Religion : _____________________________________
Health Issues / Allergies : __________________________
Hobbies / Past Time Activities : __________________________________________
Skills / Talents : ____________________________________________________
Extra-curricular activities in school : ____________________________________
Support group / home companions : ____________________________________
List your favorites : ____________________________________________________
One word or object that describes yourself : ______________________________
How do you feel about school? : __________________________________________
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What are your most memorable subject / class? Why? : _______________________
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What are your plans after Senior High School? : ______________________________
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What is your career path? : _______________________________________________
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What is your philosophy in life? : _________________________________________
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Do you have plans to go abroad? If yes, where and why? : ____________________
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What are your dreams and ambitions? : ___________________________________
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How do you plan to achieve your ambitions and goals in life? : _________________
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What are your expectations and apprehensions for work immersion? : _____________
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No Need to finish this part

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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 student 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. 30, series of 2017: “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 works, 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".
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".

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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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 ACTIVITY 1 | The Worker
Work is on your way. Are you prepared to work? Do you have the potential,
character, talents, and skills to take up the vigor of being a worker? What should you
possess to become a good worker? How will you prepare for work immersion? (10
points)
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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.
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.

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.
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

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 ACTIVITY 2 | The Workplace
List the Do’s and Don’ts employed in the workplace / company. (10 points)

DO’s DON’T’s
1.

2.

3.

4.

5.

Reflection

1. Do you agree to the company’s policy guidelines, rules and agreement?

Support your answer.
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2. Was there a rule that you think is not acceptable to you? Why?
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 ACTIVITY 3 | Situational Analysis

Suppose you work in a police station or a law firm and signed a confidentiality
agreement regarding all their cases at hand, suddenly your friend who was a suspect to
a crime asked you for some documents that are in your office’s possession that may
help him in his case. How would you deal with the situation? (2points)

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Chuck listens to music on his computer with headphones on. However, Chuck often
ends up going to sleep and snoring which irritates his coworkers. How should Chuck’s
coworkers handle the situation? (2points)
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Elsa and Juanita have just finished doing a house call for the company. Elsa wants to
stop for a drink before going back to the company. Juanita tells Elsa this is time theft
and drinking on the job is a serious infraction of company rules. Elsa drives to the bar
anyway since the car belongs to Elsa. Elsa has walked into the bar. Juanita is sitting in
the car trying to figure out her next move. What should Juanita do? (2points)
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Miller’s coworker and friend is laid off. Several months later the tires of your boss are
slashed. You remember your coworker threatening to slash the tires of anyone who
messed with him but this was months ago and before the coworker was fired. What
should Miller do? (2points)
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Sonya is a new employee. Sonya’s coworkers are Ibalois. The Ibalois are fluent in
Tagalog but choose to talk in Ibaloi which Sonya does not understand. Sonya feels this
is rude and this practice makes her feel like an outsider. What should Sonya do?
(2points)

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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.

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.

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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.

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.

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 ACTIVITY 4 | Job Interview
A job interview is an interview consisting of a conversation between a job
applicant and a representative of an employer which is a conducted to assess whether
the applicant should be hired. How you answer during job interview can have a big
impact on you being hired or accepted as a work immerse. Jot down questions that
might ask you by your partner-industry work supervisor you will be assigned. (10
points)
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 MOCK JOB INTERVIEW
Here are some questions that you may encounter during an interview. Practice
answering them.

Interpersonal Skills

1. What are your strengths? What are your weaknesses?

2. What do you do when you know you are right and your boss disagrees with you?
Give me an example.
3. If your colleagues had an opportunity to tell us your primary strength what would that
be? And, your primary weakness-what would that be?
4. As a component of this position, you may have to work on a team on certain
projects. Describe when you’ve worked on a team before and what, in your opinion,
constitutes an effective team? What do you expect from others on the team and
what do you need from others on the team?
5. What do you do when others resist of reject your ideas or actions?

Behavioural

1. Suppose you are in a situation where deadlines and priorities change frequently and
rapidly. How would you handle it?
2. How do you know when you are stressed? What do you do to de-stress?
3. Tell me about a time when you were a part of a great team. What was your part in
making the team effective?
4. Suppose your supervisor asked you to get information for them that you know is
confidential and he/she should not have access to. What would you do?
5. Describe a time when you performed a task outside your perceived responsibilities.
What was the task? Why did you perceive it to be outside your responsibilities?
What was the outcome?

Creative Thinking

1. What’s the best book you’ve read in the last year? Please take a minute and tell us
what you liked about it.
2. What was the most creative thing you did in your last job?
3. What is your interpretation of “success?”
4. Describe an ideal work environment or “the perfect job.”
5. In what way(s) do you express your personality in the workplace?

Leadership

1. How would you describe an ideal supervisor?

2. What strengths did you rely on in your last position to make you successful in your
work?
3. As a supervisor, it is essential to motivate employees in your area. Sometimes this
must be done using non-monetary means. Please describe some creative ways you
have motivated and recognized employees in the past non-monetarily.

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4. Explain, step by step, how you have coached an employee who had performance
problems.
5. If you had to describe your own leadership style as directive, delegating, or
coaching, which would you choose? Please explain why giving examples.

Optional Situational Questions: Please explain how you would handle the following
situations:

1. You observe two of your employees arguing in a central location in the office.
2. One of your employees comes to you complaining about another employee and
insisting they should no longer work together.
3. One of your employees comes to you to complain that he/she has a more
demanding work load than another employee and wants the workload to be shifted.

General

1. Could you share with us a recent accomplishment of which you are most proud?
2. Tell us a bit about your work background, and then give us a description of how you
think it relates to our current opening.
3. Why have you applied for this position?
4. What skill set do you think you would bring to this position?
5. Tell me about your present or last job. Why did you choose it? Why did you/do you
want to leave?
6. What was your primary contribution/achievement? Biggest challenge?
7. What are your short-term and long-term goals?
8. In what areas would you like to develop further? What are your plans to do that?
9. What are some positive aspects of your last employment/employer? What are some
negative aspects?
10. What do you know about our company?
11. Why should we hire YOU?
12. After learning about this opportunity, what made you take the next step and apply for
the job?
13. If you are the successful applicant, how would you expect to be different after a year
in this position?
14. Now that you have learned about our company and the position you are applying for,
what hesitation or reluctance would you have in accepting this job if we offer it to
you?

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 THE COMPANY

ACTIVITY 5 | Profile of the Company/Establishment

Browse the internet a company where you wish to be part of and work in. Write
description and profile of that company. Please include pictures. (10 points)
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________

Vision

Insert Company Picture

Mission

Objectives

Core Values

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 ACTIVITY 6 | Organizational Chart
An organizational chart is a graphic representation of the structure of an organization, showing
the relationships of the positions or jobs within it. (10 points)

Attach or draw the organizational chart of the office or establishment you wish to be part for your
work immersion.

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 ACTIVITY 7 | Company Rules and Regulation
Describe briefly and / or insert or paste here. (10 points)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
ACTIVITY 8 | Business Flow Chart
A business flow chart shows the steps that make up a business process, along
with who’s responsible for each step. They are useful for analyzing current processes,
planning improvements, and crystallizing communication between participants.
Task: Draw a diagram of the company or institution’s flow chart where you want to be
assigned for work immersion. Do ask your major subject teachers for help in doing this.
(10 points)

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PART III: MAKING OF A VIDEO PRESENTATION

How to Make a Successful Presentation

Once you have chosen your specific type of presentation, you can now start creating and
adding content. To ensure your content is effective and relevant, follow a few simple rules:

1. Keep it short. Statistics show that even the most interesting videos can lose the
audience’s attention in the second minute of playback. Place value on your user’s time:
keep it short.
2. Demonstrate your key message first. Don’t make your audience wait for your key
idea. Clearly demonstrate it upfront and then in sequence demonstrate all relevant
supporting details. As soon as you are done wrap up the presentation. Be brief, be bold,
and be gone.
3. Summarize your argument. Help users memorize key information by repeating it
several times. Start out with your key idea, explain it throughout the presentation and
then summarize it again at the end.
4. Create a relevant script. It’s very important that your presentation is brief. Keep it
relevant and pithy and accentuate the main points. Ensure your presentation is
understandable by using natural flowing language laced with inviting humor.
5. Invest in quality. Because video is the central part of your presentation, it must be high
quality. Use a high-resolution camera and make the recording in a professional studio.
6. Create a rich, dynamic feel. To attract the attention of the audience, make your
presentation dynamic: use animation and transitions and freshen up your presentations
by changing the layout of your slides.

Video presentation content

 Basic Information (Name, Specialization, Age, and Address)
 Proper attire (working clothes, PPE, and/or uniforms)
 Components of the Competency to be performed
 Illustration of the competency to demonstrate.
 Presentation of the Competency.

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 ACTIVITY 9 | Video Presentation
Choose one learning competency to perform/show in the video.
1. SERVICING AUTOMOTIVE BATTERY (SAB)

Demonstrate the testing of an automotive battery.

Demonstrate the procedure in removing and replacing batteries.

Demonstrate the procedures in servicing the battery.

Demonstrate the procedures in jump starting.
2. SERVICING IGNITION SYSTEM (SIS)

Check ignition coil, ballast resistor and high-tension cable resistance.

Check distributor assembly
3. TESTING AND REPAIRING WIRING/LIGHTING SYSTEM (TRW)

Install wiring/lighting system.

Test electrical system and determine preferred action

Carry out necessary repair in the electrical system.
4. SERVICING STARTING SYSTEM (SSS)

Test starting system components and identify faults.

Disassemble starter

Repair/replace and assemble starter components/parts.
5. SERVICING CHARGING SYSTEM (SCH)

Test charging system component and identify faults.

Disassemble alternator.

Repair/replace and assemble alternator components/parts.
6. SERVICING MECHANICAL SYSTEM - COOLING SYSTEM (SMS)

Check thermostat condition.

Perform leakage test on cooling system

Repair/replace water pump.

Apply Coolant Additives
7. SERVICING MECHANICAL SYSTEM - LUBRICATING SYSTEM (SLS)

Overhaul oil pump, replace oil filter and change oil.
8. SERVICING MECHANICAL SYSTEM - GASOLINE FUEL SYSTEM (SGF)

Perform carburetor adjustment.

Overhaul carburetor.
9. SERVICING MECHANICAL SYSTEM - AIR INDUCTION SYSTEM (SAI)

Check turbocharger operation

Overhaul turbo charger
10. SERVICING MECHANICAL SYSTEM - DIESEL FUEL INJECTOR (SDF)

Overhaul diesel fuel injector.

Calibrate and install diesel fuel injector
11. SERVICING CLUTCH SYSTEM (SCL

Diagnose clutch failure/problem.

Pull out and mount clutch component parts.

Dismantle/install clutch mechanism.

Overhaul hydraulic clutch mechanism.

Perform clutch parts failure analysis.

Set/adjust clutch system component.

Bleed clutch hydraulic system
12. OVERHAULING MANUAL TRANSMISSION (OMT)

Diagnose manual transmission failure.

Pull-out and mount manual transmission.

Disassemble/assemble manual transmission.

Inspect manual transmission parts.

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 
Test manual transmission.

Road-test manual transmission.
13. SERVICING DIFFERENTIAL AND FRONT AXLE (SDF)

Inspect drive shaft and joint.

Dismount and mount differential assembly.

Overhaul differential.

Overhaul rear/front wheel hub.

Analyze king pin condition.

Inspect/replace I-beam.
14. SERVICING STEERING SYSTEM (SSY)

Service steering system.

Perform wheel balancing.

Conduct wheel alignment.
15. SERVICING MANUAL BRAKE SYSTEM (SMB)

Perform brake system preventive maintenance.

Diagnose brake system failure.
16. SERVICING ABS BRAKE SYSTEM (SBS)

Perform ABS component testing.
17. OVERHAULING BRAKE SYSTEM (OBS)

Pull-out/mount brake system components.

Disassemble/assemble brake system components.

Conduct road test.
18. SERVICING SUSPENSION SYSTEM (SSU)

Diagnose suspension system failure.

Dismount/mount suspension component parts.

Disassemble/assemble suspension parts.

Inspect/replace suspension component parts.
19. PERFORMING UNDERCHASSIS PREVENTIVE MAINTENANCE (PUP)

Check clutch and brake fluid and lines.

Inspect/bleed brake and clutch system.

Inspect and change transmission/differential gear oil.

Inspect/replace power steering fluid.

Check/refill automatic transmission fluid.

Check tire and tire pressure.

Video Introductory Script

Hi! I’m (state your complete name), grade 12 (specialization), (age), from
(provincial/permanent address). This video is made in compliance for my work
immersion subject. I will be presenting how to (state the learning competency you
chose). Identify and present personal protective equipment (if any).

CRITERIA IN GRADING VIDEO PRESENTATION

There will be three (3) scorers to grade your presentation; your major teacher,
industry worker, and student.

Videos will be judged over a score of (50) points on the following criteria:

Creativity /Originality (15 pts):
Entries must be the students’ own work, in the student’s own words, and
may include personal experiences and thoughtful observations. Videos must
reflect that the student has carefully examined and thought through the topic.

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 
Message Content (20 pts):
Does the student show the competency properly.
Is the video relevant?
How compelling is the video?
Is the video presented in a logical sequence?

Technical Organization (10 pts):
How well is the video produced in regards to continuity, timing, camera
operation, sound quality, and editing

People’s Choice – Most Likes (5 points)
The videos will be ranked based on the number of ‘Likes’ and the
corresponding points will be added to the final Judges’ score
Sp. Teacher WI Teacher
Criteria (35%) (50%) Student (15%)

Creativity
/Originality (15pts)

Message Content
(20pts)

Technical
Organization
(10pts)

People’s Choice –
Most Likes (5pts)

TOTAL Scores

Comments and Suggestions:

__________________________________________________________________
__________________________________________________________________
________________________________________
Name and Signature of Specialization Teacher
__________________________________________________________________
__________________________________________________________________
________________________________________
Name and Signature of Work Immersion Teacher
__________________________________________________________________
__________________________________________________________________
________________________________________
Name and Signature of Student

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 ACTIVITY 10 | Written Report
Write report on the activity performed in the video (10 points)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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 ASSESSMENT
The Work Immersion Teacher and the Specialization Teacher will jointly assess
the learners’ performance following the DepEd Order No. 8, s. 2015 (Policy
Guidelines on Classroom Assessment for the Kto12 Basic Education Program).
The Work Immersion Teacher shall then issue the Final Grade (from the
DepEd Order No. 30, s. 2017).

Performance Assessment Form

I. PRE-IMMERSION
Objectives:
Understand work immersion by discussing
A. Expected Behavior – Work ethics, Safety in the Workplace, workplace rights and
responsibilities, confidentiality in the workplace, effective conflict resolution and team
work skills
B. Appreciating the importance of credentials by: answering job interview questions
in writing a resume, filling out application forms, secure clearances, job interview
skills training
Performance Indicator:
(10) – Excellent (9) – Very Good (8) – Good (7) – Fair (6) – Poor Performance

*To be rated by the Specialization Teacher

Act. Task/ Output/
Competency Performance Rating Rate
No. Artefact
10 9 8 7 6 Sp.Teacher

1 The Worker

A. Expected 2 The Workplace

Behavior
Situational
3
Analysis
B. Appreciate the
Importance of 4 Job Interview
credentials
Perfect Score: 40 Total Raw Score
Average: Total Raw Score / No. of
Descriptor
activities

Feedback of Specialization Teacher:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

________________________________________
Name and Signature of Specialization Teacher

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II. IMMERSION
Objectives:
A. Appreciating management processes by identifying and describing the nature of the
business, description of the products/services, target clients, organizational structure,
and company rules and regulations;
B. Appreciating business processes by presenting safety/ Production/ Maintenance/ Quality
Control/ Quality Assurance / Customer Satisfaction/ Housekeeping/ Hygiene and others

Skills Indicator:
(10) – Excellent (9) – Very Good (8) – Good (7) – Fair (6) – Poor Performance

*To be rated by the Specialization Teacher and Work Immersion Teacher,

Act. Task/ Output/
Competency Performance Rating Rate
No. Artefact
Sp.T WI.
each Teach
10 9 8 7 6 er
er
(60%) (40%)
Profile of the
5 Company/
A. Appreciating Establishment
management
processes by 6 Organizational
identifying and chart
describing the … Company Rules
7
and Regulation
B. Appreciating
business processes 8 Business Flow
by presenting …

Perfect Score: 40 Total Raw Score

Average: Total Raw Score / No. of
Descriptor
activities
Feedback of Work Immersion Teacher:

______________________________________________________________________
______________________________________________________________________
__________________________________________________________

________________________________________
Name and Signature of Work Immersion Teacher

Feedback of Specialization Teacher:

______________________________________________________________________
______________________________________________________________________
__________________________________________________________

________________________________________
Name and Signature of Specialization Teacher

SHS – WORK IMMERSION PORTFOLIO, SY2019-2020

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III. IMMERSION
Objectives:
C. Applying skills learned and proper values acquired in school

Skills Indicator:
(10) – Excellent (9) – Very Good (8) – Good (7) – Fair (6) – Poor Performance

*To be rated by the Specialization Teacher and Work Immersion Teacher,

Act. Task/ Output/
Competency Performance Rating Rate
No. Artefact
Sp.T WI. T
10 9 8 7 6
(60%) (40%)

Applying skills Video

9 Presentation
learned and proper
values acquired in
school 10 Written Report

Perfect Score: 40 Total Raw Score

Average: Total Raw Score / No. of
Descriptor 20 activities
Feedback of Work Immersion Teacher:

______________________________________________________________________
______________________________________________________________________
__________________________________________________________

________________________________________
Name and Signature of Work Immersion Teacher

Feedback of Specialization Teacher:

______________________________________________________________________
______________________________________________________________________
__________________________________________________________

________________________________________
Name and Signature of Specialization Teacher

SHS – WORK IMMERSION PORTFOLIO, SY2019-2020

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SOURCES

Daniel T. Rodgers. The Work Ethic in Industrial America, 1850-1920. Univ. of Chicago
Press, 1978 2nd edition 2014

CABIGAS, Marie Emerald A. Work Immersion Portfolio. Alubijid National Compresive
High School. Department of Education. Misamis Oriental

HADEN, Jeff. https://www.inc.com27 Most Common Job Interview Questions and
Answer.
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.edcc.edu/counseling/documents/conflict.pdf

http://www.deped.gov.ph/sites/default/files/order/2017/DO_s2017_030.pdf

https://www.ispringsolutions.com/blog/video-presentations-simple-to-create-and-
very-effective

https://www.canto.org/wtisd-video-competition/judging-criteria-and-scores/

https://foxhugh.com/non-fiction/36-workplace-scenarios/

Prepared by:

DAVINA CLEOFE L. FORTUNATO

WORK IMMERSION SY 2019-2020

0933-032-7950; neomichloe@gmail.com
F ACEBOOK : NEOMI CHLOE

SHS – WORK IMMERSION PORTFOLIO, SY2019-2020

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