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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Education has been regarded as a means toward economic stability and

progress. The increases productivity of the workforce is due mainly to the

increase in the education and training of the people. The success and

development of the country would greatly depend in the productivity of its

human resources - which is considered as one of the vital assets of the nation.

And to have a good and competent man power resources, quality education and

intensive training is necessary for the students to become skilled and productive

workers when they become part of the labor force. (Taladtad, 2010)

It is said that education is primarily concerned with the opening out to the

world of the students so that they can choose their interests and mode of living,

and their career. On the other hand, training is primarily concerned with the

preparing the participants from the certain lines of action, which are delineated

by technology and by the organization in which he works. (Taladtad, 2010)

The most effective method to develop the competence and skills of

students is through hand-on-training, the on-the-job training. This process

exposes the student to the different fields and learned Moreover; it allows the

students to become familiar and made known with the actual operation of the
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business and the state-of-the-art of the facilities, equipment and technology

used.

Many opportunities for the development can be found on-the-job.

Trainees can learn as they contribute to the goals of the firm. Morale,

productivity, and professionalism will normally be high in those individuals that

employ a sound OJT program. On-the-job training is part of a college curriculum

that aims to train and orient students about the work and their future career. OJT

is very important not only to teach students regarding their chosen career but

also to show students the reality about working.

Skills can be gained while trainees are carrying out their job If their

assessment is worth of their knowledge gained. It also provides some hands-on

training experience while learning the job as well as getting some pays for

learning the job. It can help you learn a task of people who do it every day and

know the best way to do it.

An efficient on-the-job training or OJT program is vital for developing the

highly skilled employee needed for a business success. OJT has many

advantages as a planned training program, such as predictable training

outcomes and a manageable process. This can also gain or improve

educational attainment and economic status. Focus of training and development

activities is on change and/or improvement in knowledge, skills, and attitude of

employees. However, trainees along the way encountered uncertainties and

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problem that would one way or another will affect their on-the job performances.

Assessment of on-the-job training is one of the problems of students. There are

offices that are very conservative on giving final grades of the students.

Students are also making hard time adjusting on their time and the prolong

hours of the training. Some would feel disappointed and dissatisfied to the on-

the job training that they receive. Many factors are to be considered that the on-

the-job was properly managed.

And, to determine if the program developed and enhanced the students’

knowledge and skills that is required in order to become more responsive to the

demands of corporate world. And to know if it develops the value of

professionalism, love of work, and commitment to the people they serve, felt and

experienced the actual world of work in different industry.

CONCEPTUAL FRAMEWORK

The purpose of this chapter was to discuss the problems that were

frequently encountered in the On-the-Job training of Office Management

students. On- the- Job Training (OJT) was designed to prepare workers for

performing their work activities safely and effectively. It was an iterative

performance-based process of experienced staff or supervisors working with

trainees until they demonstrate, to the trainer’s satisfaction, an appropriate level

of understanding and mastery of the specific tasks. On-the-Job training was

based on the generally accepted principle that people learn best by doing. A
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person learns to swim by swimming, drive by driving, fly by flying, etc. Skills

requiring the use of tools, machines, and equipment are suited to OJT, as OJT

was a proven method for teaching mental and physical skills that required

learner perform and practice for mastery. It was also well suited for work skills

that require a combination of mental knowledge and physical dexterity such as

taking measurements, calibrating and/or using equipment, and performing multi-

step processes.

INPUT PROCESS OUTPUT

> Demographic
Profile.
> Problems
Encountered by
> Coping
the trainees during
Mechanism on
the OJT.
> Questionnaire Problems met
> Relationship in
during the On-the-
the problems
Job Training.
encountered by the
trainees when
grouped according
to profile.

Figure 1. Research Paradigm

The figure shown above illustrates the training process in this research.

The Input frame contains Demographic Profile: Gender, Age and Venue of the

Practicum, Problems encountered by the trainees during the OJT, and the

relationship in the problems encountered by the trainees when grouped

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according to profile. The Process frame shows the methods or procedures that

were needed to analyse by conducting a survey and the use of statistical tools.

And the output frame included the recommendation that the researchers

suggested for the improvement of the trainees or target group to cope up when

problems will raise during the On-the-Job training.

STATEMENT OF THE PROBLEM

The main purpose of the study was to assess the problems that affect the

On-the-Job training of the Office Management trainees of Rizal Technological

University Mandaluyong City School Year: 2017-2018.

1. What is the demographic profile of the respondents in terms of the

following variables;

1.1 gender

1.2 age

1.3 type of company?

2. What are the problems encountered by the trainee’s during the on-the-

job training?

3. Is there a relationship in the problems encountered by the trainees

when grouped according to profile?

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HYPOTHESIS

There is no relationship in the problems encountered by the trainees

when grouped according to profile.

SIGNIFICANCE OF THE STUDY

This study provided more enriching and enhancing knowledge in their field

of endeavour. It was a way of changing the student’s outlook in life through

exposure in the performance of actual work. The result of the study provided

students with a better understanding and all benefit to all the following:

The researchers of this undertaking desire to make significant

contribution to the better improvement and further development of the on-the-job

training program.

To the students who were enrolled in their course this will give them

brighter understanding and deeper awareness to the different factors that would

affect their on-the-job training performance. The results of this study will help

trainees improve specific areas among themselves to become professionals.

To the academe, this would provide insights and recommendations on

how to help the trainee’s on-the-job training effectively properly manage. To the

professors and on-the-job training coordinators it would encourage them to help

the students by giving prompt, specific and helpful feedback.

To the cooperating firms, industries and companies who accepts student

trainees this would guide them on how to handle and supervised practicums.
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Future researchers, the findings of this study can serve as resources

among researchers undertaking related field.

SCOPE AND DELIMITATION OF THE STUDY

The focus of this study was the problems encountered by the Office

Management student during the On-the-Job training and was conducted at the

Rizal Technological University and limited only to currently enrolled on their

practicum course, First Semester; 2017- 2018 on Boni Campus. The Rizal

Technological University has another branch which is in Pasig and this study

was limited only to the Office Management Students in Boni branch to assess

the problems that affected the trainees on problems met during On-the-Job

Training.

Definition of Terms

The following terms were defined operationally to have clearer

understanding of the study.

Assessments is to examine the significance and value of the factors that

affects the on-the-job training of the practicumers (Emilio, 2010).

Benefits and Incentives is the rewards, privileges, payment and

allowances receive by the practicumers their on-the-job training (Taladtad,2010)

Competence is the job knowledge, comprehension and professionalism

of the respondents. (Sunjay,2010).

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Cooperating firm is the industry, company or agency that partners the

school for the actual training of the practicumers (Hilton, 2014).

Course Major is the specialization in the College of Business

Administration such as operation management, marketing management,

financial management, entrepreneurial management, and Office administration

major in office management (Teope,2010).

Linkage is the collaboration made between the school and the

cooperating firm in the on-the-job training program (Taladtad, 2010).

On-the-Job training is the program conducted by the cooperating firm,

company or industry sponsored by the school in order to expose students to

actual training (Teope,2010).

Personality and Appearance is the totality of the practicumers' personal

and social traits such as character, behaviour, conduct and the like.

Practicumers is the student’s trainees who are currently enrolled

business administration students of Rizal Technological University in their

practicum course (Rodelas,2012).

Problems Encountered are the common problems faced by the

practicumers while conducting their on-the-job training.

Training and Evaluation is the performance rating provided by the school

and where the grade is accomplishing by the immediate boss of the

practicumers (Bala,2011).
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Work Attitude is the characters possess and showed by the practicumers

towards training like resourcefulness, dependability and initiative

(Taladtad,2010).

Work Habit is the act used to be done by the practicums in the duration of

the training program such as punctuality and regularity in attendance

(Taladtad,2010).
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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents relevant literature and studies that helped the stand

of this particular study. It includes both local and foreign studies and literature.

On the Job Training

According to Koontz (2012) many opportunities can be found on-the-job

training. Trainees can learn as they contribute to the aims of enterprise. Planned

progression is a technique that gives managers a clear idea of their path of

development. It may be perceived by trainees as smooth path to be top, but it is

a step-by-step approach which requires task to be done well each level.

Trainees learn about different enterprises functions by job rotations. They may

rotate through non-supervisory work, observation assignment (observing what

managers do, rather than managing themselves) and therefore has positive

aspects and should benefit trainees. “Assistant-to” positions are frequently

created and broaden the viewpoint of trainees by allowing them to work closely

experienced managers who can give special attention to the developmental

needs of the trainees.

On-the-job training is a never-ending process. Patience and wisdom are

required of superiors, who must be able to delegate authority and give

recognition and praise for jobs well done. Effective coaches will develop the

strength and potentials of subordinates and help them overcome their

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weaknesses. As mentioned, on-the-job training is one of the oldest and most

used types of informal training. It is considered informal because it does not

necessarily occur as part of training program and managers or peers can serve

as trainers. He further stated that if on-the-job training is too informal, learning

will not occur. On-the-job training has several advantages over other training

method. It can be customized to the experiences and abilities of trainees.

Training is immediately applicable to the job because OJT occurs using actual

tools and equipment. As a result, trainees are highly motivated to learn. There

are several disadvantages in the OJT approach. Managers and peers may not

use the same process to complete the task. They may pass on bad habits as

well as useful skills. Also, they may not understand that demonstration, practice

and feedback are important conditions for effective on-the-job training.

Effective OJT program includes: A policy statement that describes the

purpose of OJT and emphasizes the company’s support for it. A clear

specification of who is accountable for conducting OJT. A thorough review of

OJT practices at other companies in similar industries. Training of managers

and peers in the principles of structured OJT. Availability of lesson plans,

checklists, procedure manuals, learning contracts and progress report forms to

use by employees who conduct OJT. The evaluation of employees’ level of

basic skills before the OJT.

Principles of On-the-Job Training Preparing for Instruction: Break down

the job into important steps. Prepare necessary equipment, materials and
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supplies. Decide how much time you will devote to OJT and when you expect

the employees to be competent in skills areas. Actual instruction: Tell the

trainees the objective of the task and ask them to watch you demonstrate it.

Show the trainees how to do it without saying anything. Explain key points or

behaviors (write out key points for the trainees, if possible). Show the trainees

how to do it again. Have the trainees do one more single parts of the task and

praise them for the correct reproduction (optional). Have the trainees do the

entire task and praise them for correct production. If mistakes are made, have

the trainee’s practice until accurate reproduction is achieved. Praise the

trainees for their success in learning the task.

Work Habit

It is important for employees to have good working habits since it gives

them the drive to succeed in their careers. Establishing these habits not only

improve the quality of work you put in but also it allows one to have more time

for their personal life since time management is also developed. Developing

good work habits provides you with the chance of being more productive and

well-appreciated at work. Applying a positive attitude towards the tasks at hand

can influence other people around you as well.

GOPINOY.com provide a list of good work habit to develop such as: Set

up a goal or a mission and apply a strong work ethic to provide you that sense

of direction needed to accomplish quality tasks in the shortest time possible.

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Think positive. Do not think of the complexities of your job instead, consider

these difficulties as a challenge. Deal with the problem, do not avoid them.

You're going to have to face the same problem eventually. It is a good work

habit to give importance to good attendance and punctuality. Doing so can get

you off to a good start and it can be a positive asset on your part. Apply

neatness, orderliness and speed by cleaning up and getting organized. It allows

you to work faster since it's easy to find things when the workplace is clean and

sorted out properly. Plan your day ahead of time. This is one of the most

important among the good work habits you should develop. List the things that

you should prioritize to work the next day. This could guide you whenever you

get side tracked and forget what your original purpose was. Work smarter, not

harder. Manage your time well; segregate activities into time wasters or

maximum use of time. Time wasters such as telephone calls and dealing emails

can just be kept short and on topic as well as keeping email accounts separate

for personal and work use. Focus on the list of priorities you make and set limits

for each task. Become self-employed psychologically. Think of yourself as your

own boss. You would want to make things happen in the business, do good

quality output and receive bigger income from it. Putting yourself on the situation

can motivate you to do great results. Play the inner game of work. Know your

purpose at work and do it with your own best innate desires and abilities. These

will help you to acquire all the ideas, successful habits and best practices you

will need in accomplishing tasks. Reduce procrastination by motivating yourself

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with rewards or punishments. Postponing or delaying one's work can cause

career sabotage so to be aware of its consequences and try to be more positive.

Give importance to rest and relaxation. Good working habits are not just about

working. Our body and mind also need a breather from all the office tasks we

are doing. When we do relax and rest even for a few minutes in between, we

allow ourselves to rejuvenate, think more clearly and our bodies to function

properly. Working at a steady pace also helps. Use multitasking for routine

tasks. Multitasking is also helpful in accomplishing more tasks at the same time.

Routine tasks are simple tasks which you are anticipating on doing all the time.

You can do some of these tasks all at the same time, as long as it doesn't

require you to be analyzing an important detail. Bounce quickly from task to

task. As you list down the tasks set up for the day, it is easier to transfer from

one accomplished task to the next on queue. The quicker the transition, the

more tasks are completed. Prepare time log, set time limits for certain tasks and

evaluate your use of time. These help you assess if you have done either

productive tasks or time-wasting activities. Do away with being a cyber-loafer

and prioritize in doing your work. Make good use of office technology and avoid

using them for personal purposes. Keep track of important names, places and

things to avoid unnecessary and time-consuming recalls and backtracks. It

would be helpful to list or take note of them if you must. Point out a problem but

bring solutions. Problems you highlight to your superior without your

recommended solutions merely construes as complains. So before approaching

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them with the problem, make sure you already thought of suggested solutions to

solve it. Be nice to people. This is not just a good work habit, but also

applicable to your life outside of work. It is already a common courtesy and by

doing so can give you better chances of people wanting you on their team, and

they tend to go out of their way to help you in time of need. You can start this off

by greeting everyone with a smile. Volunteer for assignments. This could label

you as a keen learner who is unafraid of hard work. But first assess on your own

skills and knowledge before volunteering on an assignment. It is best to be

confident about yourself when completing a volunteered task. Finish things by

being decisive. Being decisive would mean having the ability to firmly decide

with speed and clarity. Decision-making is oftentimes crucial, so it is better to

observe and analyze all the information available and decide on the best course

of action. Although there are risks for decisions to have negative results, the

important thing is to learn from it and to avoid doing the same thing all over

again.

Work Attitude

Your attitude in the workplace can be the most- if not the most- telling

aspect of how others in the company look at you and feel about you as a co-

worker stated by Mueller (2008). Your attitude therefore will definitely define

you. Personality according to psychology is made of the characteristic pattern of

thoughts, feelings and behaviors that make a person unique. In addition to this,
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personality arises from within the individual and remains fairly consistent

throughout life. Experience in academic research has shown than an individual’s

personality has a strong influence on how they work within an organization.

One’s image in the eyes of other people is important. If one is to represent a

company and indeed one’s self, an image of orderliness is vital to win

confidence.

Locale of the Study

Cristobal (2008) conducted study entitled “The On-the-Job Training

Program” of Urdaneta City University. The research respondents were the

students enrolled in the Bachelor of Science in Commerce major in

Management, Management Accounting, Banking and Finance, Bachelor of

Science in Accountancy and Computer Secretarial, who are currently enrolled in

their practicum course S.Y 2007-2008. The respondent’s overall perception

toward relevance and stability along OJT are: The students’ practices weighted

mean of 2.94; The problems encountered by the students in the OJT program

was slightly serious as shown by the weighted mean 2.14; The problem

encountered by the supervisor in the OJT program was slightly serious as

evidenced by weighted mean of 1.78; The problems encountered by the

instructor in OJT program was slightly serious as shown by the weighted mean

of 2.11.
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According to Cristobal (2014) the OJT program is a good program for

augmenting the knowledge skills and competencies of the task and activities

included in the OJT are routine that do not really require the application of the

higher knowledge, skills and competencies learned in the classroom. Initially the

respondents are not familiar and have difficulties in using the modern devices

and equipment used in their OJT. Mendoza, as cited by Bahian (2008) asserted

that the student level of achievement in significantly related to the on the job

training was the students learn from the classroom is what the students apply

during OJT. The school provided related instruction and related skills; the role of

industries is to sharpen the students’ competencies and activities. Thus,

cooperating industries should provide the student trainees the necessary

reserves needed to improve their performance level of proficiency and specific

skills and field of specialization.

Jason (2007), proposed on the training for automotive technology at

Sorsogon State College. In the study, he includes the problems not by the

students along the on the job training. It was disclosed that non-congruence

between the acquired levels of competence is an automotive technology of their

on-job work experience. The following are the problems encountered. Lack of

congruency between competencies learned in automotive, lack of coordination

between ILDO and the partner industry, no work plan clearly presented to the

OJT along training requirements, expected behavior and placement, lack of

supervision on the OJT’s work performance, lack of identified local shops and
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industries where OJT’s area of competencies in the areas AT-51, AT-52 and

AT-53 needed. Work assignments of OJT’s include menial and unrelated jobs;

lack of options for OJT’s to choose work assignments in the partner industry.

Financial difficulties among OJT’s, Lack of administrative support to OJT’s.

Another problem is the absence of work plan training requirements, expected

behavior, and replacement identified the OJT’s trainees are not always

supervised in their work performance. They also disclose that the local shops

are identified where they could apply their competencies in AT-51-52 and AT-

53. Some of the on the job trainees are asked to do menial jobs unrelated to

their training. They do not have options wherein to choose their work

assignments. Most of the OJT trainees felt lack of administrative support in the

outside school training and many experienced financial problems. From the

disclosed problems among on the job training could be deduced that the

objective of this training program of the students in automotive technology is

defeated. It means that there is a need to look into these problems for the

benefit of these students. The revealed problems imply that the success of on

the job training programs depends on the collaborative efforts of the college and

the partner industry where students are assigned. The solutions to these

problems rest on the persons concerned for the welfare of the students.

Mamadra (2008), also conducted study to find out the impact of on the job

training programs on the skills and values development of the students in the

four areas of specialization such as automotive, electronics technology,

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computer technology and electrical technology as well as students’ values

development in terms of work attitude, self-reliance, self-discipline,

resourcefulness, honesty and patience among selected vocational- technical

tertiary institutions in Mindanao. In her study, it was found out that the impact of

on-the-job training program on skills and values development of the students

depend on the approaches of the skilled mentors supplement the student-

trainees ‘competence in the classroom as well as the concepts that both the

school and the industries work together in the training of technological students

as future industrial workers.

The study of Decena (2009), entitled “On the job training program of the

two-year trade Technological University” in Iba, Zambales gives emphasis to

some items in the assessment instruments where the response of cooperating

trainees and student trainees are not different such as: For objectives (to enable

the student to work a sophisticated equipment and to prepare the students for

social and personal). For the assessment instrument on linkage (inform the

head of educational institution of developments in the establishments whether

positive or negative). For the assessment instruments on industrial policies (help

student trainees for advancement opportunities in the cooperating

establishments); and observe general rules and regulations of the company

such as filing a leave, working hours, use of uniform, good grooming, safety

housekeeping). On monitoring of trainees (OJT coordinators meet with industrial

trainer and student trainees during work site visitation); (keep records of all
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activities related to industrial training); and (participates in the evaluation of

student trainees). On problems encountered (there are tools but enough for

regular workers). On remedies of problems (requested some regular workers to

bring extra hand tools).

Personality and Appearance

Sony and Kim (2005) conducted study entitled “Change in attitude toward

work and workers identity in Korea”. They summarize the conceptualization of

work ethic to the fact that the concept of work ethic has multiple meanings and

implication, pertaining to a variety of aspects related to work, including work

commitment, work value, attitude toward work, occupational value,

organizational commitment, perception of career development, and work

achievement.

Synthesis

The researchers used the synthesis to put ideas from many sources

together, to organize some data, and to make generalization to present

information in a logical way to support the argument. In the statistical analysis in

the study it showed a level of achievement has six primary sources. Challenge

of the work itself – the extent to which the job uses an employee’s intelligence,

abilities and skills. Acquiring new skills, Ability to perform – having training,

direction, resource authority, information and cooperation needed to perform

well. Perceived importance of the employees’ job– the importance to the

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organization, to the customer and to the society. Recognition received from the

performance – non-financial (such as a simple “thank you” from the boss or a

customer) and financial (compensation and advancement that are based on the

performance). Working for a company of which the employee can be proud –

because of its purpose, its products (their quality and their impact on customers

and society) its business success, its business ethics (treatment of customer,

employees, investors, and community), and quality of its leadership. The quality

of interaction in organization is obviously greatly affected not just by friendliness

and mutuality of interest, but by co-worker’s competence and cooperation.

On the job training some reporter books and writers is the agenda

organized or manage by the company, partnership, business concern, economic

activity and school financer to expose the skills of students during actual

training.

On-the-job training programs can take several forms. For some trainers

“On-the-job-training” means a total lack of a formal training program. Traditional

unstructured on the job training often consists of a trial-by-fire method of job

training where people are forced to learn a job on their own, receiving guidance

only when they make a mistake. For others, OJT is a training method where

experienced employees take new employees under their instructing and

coaching on how to perform their job, giving them the benefit of experience.
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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the method and techniques used in this study. It

includes method used, respondents of the study, research instruments, and

statistical treatment of data.

RESEARCH METHOD USED

The researchers utilized a descriptive method of research in conducting

the study. This method was intended to find existing facts that serve as an

information process in the study. According to Calmorin (2013) descriptive

research was valuable in providing facts on which scientific judgment maybe

based; providing practices, behavior, methods and procedures; playing a large

part in the development of instruments for the measurement of many things; and

formulating policies in the local, national or international level. This study was

designed to assess the problems affecting the on–the-job training of the Office

Management students of the Rizal Technological University.

POPULATION FRAME AND SAMPLING SCHEME

The researchers utilized 150 respondents who were enrolled in the

academic year 2017-2018 Cooperative Education. The researcher used

stratified random sampling to 150 students only. Random sampling was the

purest and the most straightforward probability sampling strategy. It was also

the most popular method for choosing a sample among population for a wide
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range of purposes. In simple random sampling each member of population is

equally likely to be chosen as part of the sample. It has been stated that “the

logic behind simple random sampling is that it removes bias from the selection

procedure and should result in representative samples”. Ideally, the sample size

of more than a few hundred is required to be able to apply random sampling in

an appropriate manner. (http://research-methodology.net/sampling-in-primary-

data-collection /random-sampling).

DESCRIPTION OF RESPONDENTS

This study was confined to the Fourth-Year students of Office

Management of Rizal Technological University in Boni Campus. They were the

respondents who were knowledgeable enough to answer the problems posed in

the present study. They answered the questionnaire that the researchers gave

them which supplies the information of researchers need. The students that

were part of this study were aged are 19 below, 20 to 24, 25 to 29 and 30

above. Furthermore, gender and venue of on-the-job training were included as

part of the demographic profile of the respondents.

RESEARCH INSTRUMENT USED

The major instrument used to gather data was the questionnaires

prepared by the researchers to supplement information. The part one includes

the profile of the respondents which was age, gender, and type of the company.

Questions were made with the purpose of information regarding the problems of

office management students during their on the job training. In the part two they
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are asked to thick their answer for the ratings in the certain questions so that the

researchers will get the main problems that they encountered during the on the

job training of the Office Management students of Rizal Technological

University. The survey – questionnaire was designed to seek information in

order to assess the problems affecting on – the – job training of the students.

DATA GATHERING PROCEDURES

The researcher made a letter of request for them to conduct a survey.

The researcher gave the questionnaires to their respondents who were the

Office Management student of Rizal Technological University who were

currently enrolled in the academic year 2017- 2018. The researchers gave the

questionnaires to the respondents who were the Office Management students of

Rizal Technological University who were currently enrolled in the academic year

2017-2018. The researchers asked the respondents to write their name and

course. The questionnaire distributed to the respondents was to know were the

problems that affect their on-the-job training.

STATISTICAL TREATMENT OF DATA

After the data have been gathered, the researchers got the percentage of

each observation. The percentage was done by dividing the frequency by the

total number of respondents. The researchers tallied the results in a table of

frequencies in order to determine the results of the survey.

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1. Percentage. Frequency and percentage distribution of the profile of

the respondents and the factors affecting the on – the –job training is shown in

the formula below:

% = f/N x 100

Where % = percent

F = frequency

N = Number of cases

2. Weighted Mean. The mean is the most frequent used in measure of

central tendency because it is subject to less error. The tabulated data will be

treated with the use of frequency distribution, percentage and weighted mean

and it is computed below:

∑ fx
X=
∑f

Where X= weighted mean

∑ fx = sum of frequencies

∑ f = sum of all the respondents

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Five-point Liker scale was used in computing for the weighted means of

the data gathered using the following rating:

Scale Range Verbal Interpretation

5 5.00-4.50 Very Much Agree

4 4.49-3.50 Very Agree

3 3.49-2.50 Agree

2 2.49-1.50 Moderately Agree

1 1.49-1.00 Disagree

3. Chi square test:

Formula:

X2=
∑ ( Fo−Fe )
Fe

Where:

X2 = chi-square

∑ ❑=summation of
fo= observe frequency

fe= expected frequency

All data were interpreted and computed with the use of Statistical

Package for Social Sciences (SPSS) version 12.

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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the presentation, analysis and interpretation of data.

1. The Demographic Profile of the Respondents

Table 1

Profile of the Respondents According to Age

AGE Frequency Percentage

19 & Below 54 36%
20-24 85 56.67%
25-29 11 7.33%
TOTAL 150 100%

The table that shows above: Age, Frequency, and Percentage. On the

first row, thirty-six percent (36%) ages 19 & Below out of fifty-four (54)

respondents, second fifty-six-point sixty-seven percent (56.67%) ages 20-24 out

of eighty-five (85) respondents, and third seven point thirty-three percent

(7.33%) ages 25-29 out of eleven (11) respondents. At the total of one hundred

percent (100%) out of one hundred fifty (150) all in all respondents. To illustrate,

most of the respondents were ages between 20-24 who undergone OJT.

Table 2
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Profile of the Respondents According to Gender

Frequency Percentage
GENDER

MALE 43 28.67%

FEMALE 107 71.33%

TOTAL 150 100%

The table that shows above: Gender, Frequency, and Percentage. On the

first row, twenty-eight-point sixty-seven percent (28.67%) Males out of forty-

three (43) respondents, second seventy-one-point thirty-three percent (71.33%)

female out of one hundred seven (107) respondents. With the total of one

hundred percent (100%) out of one hundred fifty (150) all in all respondents.

Based on the table above, the dominated gender among the respondents is

female. This shows that there are mostly females who have interest in

participating in research studies.

Table 3
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Profile of the Respondents According to Type of the Company

TYPE OF COMPANY Frequency Percentage

Private 125 83.33%

Government 25 16.67%

TOTAL 150 100%

The table shows above the type of company their On-the-Job training took

place. On the first row eighty-three-point thirty-three percent (83.33%) took their

OJT in private companies out of one hundred twenty-five (125) respondents.

Second, sixteen-point sixty-seven percent (16.67%) took their OJT in

government agencies. This shows that most of the respondents have their OJT

in private companies.

2. Problems Encountered by the Trainees during the On-the-Job Training.

The next table shows the different types of problems encountered by the

OJT trainees. Lack of self-confidence to do your task has a weighted mean of

4.6, ranks 1. Inadequate knowledge regarding the task assigned has a weighted

mean of 3.7, ranks 2. Have no enough knowledge and skills in work

Table 4

Problems Encountered During the OJT

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Problems Encountered Weighted Verbal Interpretation Rank
Mean
1.Lack of Self-Confidence 4.6 Very Much Agree 1

2. Time conflicts between classes and 2.9 Moderately Agree 4

OJT schedule.
3. The distance of the cooperating firm is 2.6 Moderately Agree 7
too far from school or home.
4. Inadequate knowledge regarding the 3.7 Agree 2
task assigned.
5. There is risk of accident in the place. 2.7 Moderately Agree 6

6. Expensive foods in the company 2.9 Moderately Agree 5

cafeteria.
7. Some of the officemates are bully. 2.4 Moderately Agree 8

8. There is too much work assignments 3.33 Agree 3

to do.
9. Have no enough knowledge and skills 3.7 Agree 2
in work chosen.
10. Others (please specify).

weighted mean of 3.7, ranks 2. Have no enough knowledge and skills in work

chosen to have a weighted mean of 3.7, ranks 2. Too much work assignments

to do have a weighted mean of 3.33, ranks 4.

Time conflicts between classes and OJT schedule together the expensive

foods in the company cafeteria has a weighted mean of 2.9, ranks 5 and 6.

There is risk of accident in the place has a weighted of 2.7, ranks 7. The

distance of the cooperating firm is too far from school or home has a weighted

mean of 2.6, ranks 8. Some of the officemates are bully has a weighted mean of

2.4, ranks 9.
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Most of the respondents very much agree that they have encountered the

problem of self-confidence. Self-confidence is considered one of the most

influential motivators and regulators of behavior in people's everyday lives

(Bandura, 1986). This only means that students need to develop more

confidence. Self-confidence is extremely important in almost every aspect of our

lives, yet so many people struggle to find it. People who lack self-confidence can

find it difficult to become successful (www.mindtools.com).

According to Mc Leod [6], self-esteem should be viewed as a continuum,

and can be high, medium or low. Both high and low levels can be emotionally

and socially harmful for the individual. People with high self-esteem tend to

focus on growth and improvement, whereas people with low self-esteem focus

on not making mistakes in life. Indeed, it is thought that an optimum level of self-

esteem lies in the middle of the continuum.

2. The Relationship between Problems Encountered and Profile.

Out of one hundred fifty (150) respondents fifty-four (54) of them are ages 19

and below with a total chi-square of 0.88, Eighty-five (85) are ages 20-24 with a

total chi-square of 3.61, Eleven (11) are ages 25-29 with a total chi square of

1.50.

Table 5
Chi-Square Values Obtained by Respondents’ Problems
Encountered by Age
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Respondents’ Response in Problems Encountered

Age VMA VA A MA DA N Total

X2 X2 X2 X2 X2
Group
19 & Below 0.11 0.29 0.28 0.15 0.05 54 0.88
20-24 0.33 2.00 0.71 0.27 0.30 85 3.61
25-29 0 1.00 0.40 0 0.10 11 1.50
Total 0.44 3.29 1.39 0.42 0.45 150 5.99
d.f = 4 TV at 0.05= 9.488

Asymp. Sig. (2-

Value df sided)

Pearson Chi-Square 6.000a 4 .199

Likelihood Ratio 6.592 4 .159
Linear-by-Linear Association 1.987 1 .159

N of Valid Cases 3

a. 9 cells (100.0%) have expected count less than 5. The minimum expected count is .33.

Table 6
Chi-Square Tests
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The hypothesis was accepted and concludes that there is no

significant relationship between the problems encountered and the students age

since the computed chi square value of 6.00 is less than the critical value of

9.488 using 0.05 level of significance. Data implies that whether the students

are young or old the degree of the problems they encountered are not affected

by their age. Students encountered problems whether they are young or old.

According to the Labor code of the Philippines 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

[Republic Act No. 9231}. (Wikipedia)

Table 7
Chi-Square Values Obtained by Respondents’ Problems
Encountered by Gender

Respondents’ Response in Problems Encountered

Gender VMA VA A MA DA N Total

X2 X2 X2 X2 X2

MALE 0 0.05 0.02 0.13 0.01 43 0.21

FEMALE 0.03 1.00 0.33 0 0.02 107 1.38
0.03 1.05 0.35 0.13 0.03 150
Total

d.f = 1 TV at 0.05= 3.841

Out of one hundred fifty (150) respondents forty-three (43) are Male with

the total chi square of 0.21 while the Females who responded to the survey are

107 with the total chi square of 1.38. Most of the respondents are predominated
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by female because usually in Office Administration, majority of its members who

enrolled in the said course are female. The Boston Globe charted the

percentage of men and women in each profession, and according to the data

surveyed in 2016, the Office and Administrative support workers, all other

(551,000) has 75.8% women and 24.2% men.

Asymp. Sig. Exact Sig. (2- Exact Sig. (1-

Value df (2-sided) sided) sided)

Pearson Chi-Square 2.000a 1 .157

b
Continuity Correction .000 1 1.000
Likelihood Ratio 2.773 1 .096
Fisher's Exact Test 1.000 .500
Linear-by-Linear 1.000 1 .317
Association
N of Valid Cases 2

a. 4 cells (100.0%) have expected count less than 5. The minimum expected count is .50.
b. Computed only for a 2x2 table
Table 8
Chi-Square Tests

The hypothesis was accepted and concludes that there is no significant

relationship between the problems encountered and the students’ gender since

the compute chi square value of 2.00 is less than the tabular chi square value of

3.841 using 0.05 level of significance. Data implies that whether the students

are male or female the degree of the problems they encountered are not

affected by their gender. Students encountered problems whether they are male

or female.
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Table 8
Chi-Square Values Obtained by Respondents’ Problems
Encountered by Type of Company

Respondents’ Response in Problems Encountered

Type of Company VMA VA A MA DA N Total Chi-

X2 X2 X2 X2 X2 Square

Private 0.33 0 0.02 0 1.00 125 1.38

Government 0 0 1.00 0 0.02 25 0.21

Total 0.33 0 1.02 0 1.02 150 1.59

d.f = 4 TV at 0.05= 9.488

Out of one hundred fifty (150) respondent, one hundred twenty-five

(125) with a total chi- square of 1.38 applied on the job training on Private

company and only twenty-five (25) with a total chi-square of 0.21 are on the

Government sector.

According to Yeasmin (2018) Government internships are offered

by government-owned enterprises and often the dedicated ministries. The

number of government internships available are limited in this sector. Privately

owned companies are flexible with their intake and normally there are abundant

opportunities to apply for.

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Asymp. Sig. (2- Exact Sig. (2- Exact Sig. (1-

Value df sided) sided) sided)

Pearson Chi-Square 2.000a 1 .157

b
Continuity Correction .000 1 1.000
Likelihood Ratio 2.773 1 .096
Fisher’s Exact Test 1.000 .500
Linear-by-Linear 1.000 1 .317
Association
N of Valid Cases 2

a. 4 cells (100.0%) have expected count less than 5. The minimum expected count is .50.
b. Computed only for a 2x2 table
Table 9
Chi-Square Tests

The hypothesis was accepted and concludes that there is no

significant relationship between the problems encountered and the types of

company since the compute chi square value of 1.59 is less than the tabular chi

square value of 9.488 using 0.05 level of significance. Data implies that whether

the types of company are Private or Government the degree of the problems

they encountered is not affected.

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CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The study is entitled Problems encountered This study was conducted for

the purpose of determining the problems that affecting the On-the-Job training of

the 4th year Office Management Students of Rizal Technological University in

Boni Campus. This study was limited only to the students of Office Management

who already have their On-the-Job training during school year 2017-2018. In

this research the researchers used descriptive method to gather the data and

information needed in the study. Out of 158 Office Management students who

are enrolled in 2017-2018 Cooperative education, the researchers used

stratified random sampling to 150 students only. The respondents were

described according to their age, gender, and company level. The researcher

used a checklist and the statistical treatment used was percentage and

weighted mean of data. The inquiry was conducted during the School Year

2017-2018.

Summary of Findings

The findings of the study are summarized as follows:

1. The Demographic Profile of the Respondents in Terms of Age, Gender,

and Type of Company

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As to age, the 85 or 56.67% of the respondents were between 20-24

while, 54 or 36% of the respondents were 19& below. And the remaining, 11 or

7.33% of the respondents were ages 25-29. Majority of the respondents ages

20-25. As to gender, the 107 or 71.33% of the respondents were female while

the 43 or 28.67% were male. This shows that majority of the respondents were

female. As to type of the company they took their OJT training, the 125 or

83.33% of the respondents were in the private companies while the 25 or

16.67% of the respondents were in the government agencies. Most of the

respondents have their On-the-Job training in private companies.

2. The Problems Encountered by the Trainees During their On-the-job

Training

This shows that the top problem encountered is lack of self-confidence

with a weighted mean of 4.6 ranks 1. Inadequate knowledge regarding the task

assigned has a weighted mean of 3.7, ranks 2. Lack of field-specific

knowledge/skills has a weighted mean of 3.7, ranks 3. Too much work

assignment has a weighted mean of 3.33, ranks 4. Time conflicts between

classes and OJT schedule together the expensive foods in the firm has a same

weighted mean of 2.9, ranks 5 and 6. The risk of accident in the place has a

weighted of 2.7, ranks 7. The distance of the cooperating firm is too far from

school or home has a weighted mean of 2.6, ranks 8. Bully officemate has a

weighted mean of 2.4, ranks 9.

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3. The Relationship in the Problems Encountered by the Trainees Based

on the Type of Company they Belong

The variables consist of demographic profile including the age, gender,

and types of company in line with this, Pearson’s r computed result is 0.69

moreover that result to High Correlation, computed t-value comp 2.12 whole,

Tab 1.645 also the result on Decision is Reject. There is a significant in the

problems encountered by the trainees based on the type of company they

belong. Therefore, it rejects the hypothesis.

According to Yeasmin (2018) Government internships are offered

by government-owned enterprises and often the dedicated ministries. The

number of government internships available is limited in this sector. Privately

owned companies are flexible with their intake and normally there are abundant

opportunities to apply for.

Conclusions

1. Majority of the respondents are female, 20-24 yrs. old and in the private

company.

2. The problems encountered are lack of self-confidence and inadequate

knowledge regarding the assigned task.

3. There is a significant relationship in the problems encountered by the

trainees and profile.

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Recommendations

1. The company may give more importance to their assigned task to their

on-the-job training students to develop more skills and knowledge about

work.

2. The school administration may improve more their policies when it

comes on-the-job training of their students.

3. Future researchers may be encouraged to research on other topics

related to on-the-job training.

4. The on-the-job trainees may establish their self-confidence by

communicating with others.

5. The faculty may improve their way of teaching and encourage more

their student to develop their interest and passion about work.

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REFERENCES

A. BOOKS

Cristobal (2008). Planned OJT is productive OJT (as cited in Bahian (2008).
Training and development, 4 (11), 53 -56.

Decena (2005). Effective on-the-job training. Library Management, 20 (5), 24.

Jason (2007). A study of the on-the-job training . ( Technical Paper no. 13),
27(3), 54-55.

Koontz (2012). Human performance improvement: Building Practitioner

competence.

Mueller (2008). Improving on-the-job training : A fully Customizable Guide for

train-the-trainer program: TRC press.

Mamadra (2008). Hands0on training: A simple and effective method for the on-
the-job training.

Sony and Kim (2008). Formal learning in the workplace. Performance and
Instruction, 29 (3), 12-25.

Sirota et. al. Growth and development of Industrial Technology , 21(2) , 12-14.

C. ELECTRONIC MATERIALS
Building Self-Confidence, Preparing Yourself for Success retrieved on July 15,
2013 from http://www.mindtools.com/selfconf.html

http://www.dictionary.reference.com/
http://www.gopinoy.com/
http://research-methodology.net/sampling-in-primary-data-collection/random-
sampling/
https://www.nap.edu/catalog/2303/learning-remembering-believing-enhancing-
human-performance
https://www.officialgazette.gov.ph/2003/12/19/republic-act-no-9231/
 COLLEGE OF BUSINESS AND ENTREPRENEURIAL TECHNOLOGY

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https://www.bostonglobe.com/metro/2017/03/06/chart-the-percentage-women-
and-men-each-profession/GBX22YsWl0XaeHghwXfE4H/story.html#
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APPENDIX A
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DEDEVELOPMENT

RIZAL TECHNOLOGICAL UNIVERSITY

Boni Avenue, City of Mandaluyong

COLLEGE OF BUSINESS AND ENTREPRENEURIAL TECHNOLOGY

DEPARTMENT OF OFFICE MANAGEMENT

January 25, 2018

Dear Madam:

We are Third Year students of Bachelor of Science in Office

Administration major in Office Management from Rizal Technological University
– Section CBET-05-601A. We sincerely asking for your permission to conduct a
survey on your university about our thesis entitled: “Problems on On–The-Job
Training of the Office Management Students of Rizal Technological
University”

Its purpose is to let the next generation to be aware of the common

problems encountered by the office management student.

Your approval to conduct this survey is greatly appreciated.

Noted By: Dean, College of Business and

Entrepreneurial Technology
__________________ Very truly yours,
Dr. Marilou C. Asturias
Thesis Adviser Argete, Vannesa Mae C.

Largoza, Ronamae Vanessa

Approved By:

____________________
Dr. Kristine Y. Opulencia
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APPENDIX B
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DIRECTIONS: PUT A CHECK ( ) ON THE BOX PROVIDED IN EACH ITEM

Name (optional): Gender:

Age: M

19 and below F

20 – 24 Venue of OJT:

25 – 29 Private Owned

30 and above Government

Descriptive Scale:

5 – Very Much Agree

4 – Very Agree
3 – Agree Verbal
2 – Moderate Agree Interpretation
1 – Disagree

Factors Assessed During the On- the- Job Training 5 4 3 2 1

PROBLEMS ENCOUNTERED

1. Lack of self- confidence

2. Time conflicts between classes and OJT schedule.

3. The distance of the cooperating firm is too far from

school or home.

4. Inadequate knowledge regarding the task assigned.

5. There is risk of accident in the place.

6. Expensive foods in the firm.

7. Bully officemates.

8. Too much work assignment.

9. Lack of field-specific knowledge/skills.

10. Others (Please specify):

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Read the following and use it to provide feedback about the On- the- Job training
you have received. Fill in the spaces provided with a check ( ) that you think
most accurately describes your reaction to the statement. Please be honest.
 COLLEGE OF BUSINESS AND ENTREPRENEURIAL TECHNOLOGY

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DEDEVELOPMENT

CURRICULUM

VITAE

Vannesa Mae C. Argete

#249 Blk. 17 Welfareville Compound Addition Hills Mandaluyong City
+639487707580
vannesaargete@gmail.com

EDUCATIONAL BACKGROUND
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DEDEVELOPMENT
Tertiary Education Rizal Technological University
Address: Boni Avenue, Mandaluyong City
Degree Program: Bachelor of Science in Office Administration

Secondary Education Highway Hills Integrated School

Address: Calbayog St. Mandaluyong City
Year Graduated: 2015

ORGANIZATIONAL AFFILIATIONS AND ACHIEVEMENT

 Philippine Association of Student in Office Administration

Member
2015-present

 1st Runner Up in Speech Choir

Highway Hills Integrated School
2012

 Division Level in Volleyball

Nueve de Febrero Elementary School
2009 – 2011

 Top 9 of the class

2014 -2015
Highway Hills Integrated School

 Top 2 in class
2010 – 2011
Nueve de Febrero Elementary School

 Pasoa General Assembly

Mandaluyong City
July 4, 2015

 VISION 2020: Changing Landscape in the Corporate World

BulwaganBalagtas, Ninoy Aquino Library and Learning Resources
Center PUP, Mabini Campus, Sta. Mesa, Manila
Polytechnic University of the Philippines, Sta. Mesa, Manila
September 3, 2016
 Oriented in Microsoft Office application such as:
Microsoft Office Word
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Microsoft Office PowerPoint
 I can speak in English
 I can able to organize an activities

PERSONAL DATA

 Date of Birth: April 21, 1998

 Place of Birth: Irodriguez Lying-In
 Age: 19 years old
 Height: 5'2 ft.
 Weight: 45 kgs
 Religion: Members of Church of God International
 Citizenship Filipino
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DEDEVELOPMENT
Maria Paula G. Gile
Email:mariapaula.gile@yahoo.com

Mobile:09263775791
Address:#10 Limay St. BarangkaItaas Mandaluyong City

PERSONAL DATA

Date of Birth: July 25, 1999

Age: 18 years old
Place of Birth: Mandaluyong City
Citizenship: Filipino
Religion: Roman Catholic
Civil Status: Single
Height: 4’11
Weight: 47kg

EDUCATIONAL BACKGROUND
IlayaBarangka Integrated School SY: 2010-2011
Mandaluyong City

Bonifacio Javier National High School SY: 2014-2015

Mandaluyong City

Rizal Technological University SY: 2017- Present

Bachelor of Science in Office Administration
Major in office Management
Boni Avenue, Mandaluyong City
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DEDEVELOPMENT
RONAMAE VANESSA LARGOZA
12 Ipil- Ipil St. SquarevilleNagpayongPinagbuhatan

Pasig City

+63948 8161 098

vanesssalargoza@gmail.com

PERSONAL DATA
Place of Birth: Sta. Cruz Manila

Date of Birth: October 22, 1993

Age: 24

Religion: Reformed Christian

Citizenship: Filipino

Civil Status: Single

EDUCATIONAL BACKGROUND
BSOA OFFICE MANAGEMENT | (2015 – Present)

Rizal Technological University

Boni, Mandaluyong City

DIPLOMA IN BUSINESS MANAGEMENT | (2012 – 2014)

College of Arts and Sciences of Asia and the Pacific

Marcos Highway Santolan, Pasig City

BSBA- MARKETING MANAGEMENT | (2009 – 2010)

National College of Business and Arts

San Juan, Taytay Rizal

SECONDARY EDUCATION | (2005 – 2009)

La Immaculada Concepcion School

Malinao, Pasig City
 COLLEGE OF BUSINESS AND ENTREPRENEURIAL TECHNOLOGY

DEPARTMENT OF OFFICE ADMINISTRATION PAGE 53

DEDEVELOPMENT
Jermaine Chellyn M. Montojo
Email: jermainemontojo@yahoo.com
Mobile: 09262637381
Address: #148 G. Soriano St. Brgy. Kabayanan San Juan City

PERSONAL DATA

Date of Birth: September 13, 1998 Age: 18 years old

Place of Birth: San Juan City Citizenship: Filipino

Religion: Roman Catholic Civil Status: Single

Height: 5’1 Weight: 47kg

EDUCATIONAL BACKGROUND

Kabayanan Elementary School SY: 2010-2011

San Juan City

San Juan National High School SY: 2014-2015

San Juan City

Rizal Technological University SY: 2017-Present

Bachelor of Science in Office Administration
Major in office Management
Boni Avenue, Mandaluyong City