A.

INTRODUCTION

The On-the-Job Training is great opportunity to all the incoming college

students to go through actual methodologies in the specific job that they want to

pursue during their college life. In effect, the workplace become the tool of the

students to develop the skills and ability that they have. Workplace can be the place

where the students can show the things that trainee are capable to do. The industry

supervisor will serves as the trainer or the mentor of all the students assigned to its

organization.

The immersion venue become the home of new ideas and knowledge that can

lead to others their own success. Having this kind of training is a great advantage to

others because this training is for the student’s sake and future as well. This is a way

to help the incoming college students to be prepared in whatever they want to pursue

in their future lives. The OJT prepare the students in entering the real world of

workforce and even in the workplace that they might be experiencing soon.

As a Grade 12 Accountancy, Business and Management (ABM) students, I

should undergo On-the-Job Training experience to the real world of giving public

services to develop my knowledge and skills in public service that can be related to

our future work someday. As a student, OJT is a great idea to everyone who wants to

have a brighter career and profession to live with. Being a part of the OJT students in

the Bureau of Fire Protection changes my outlook in life through exposure in the

performance of an actual work that serve as a stepping stone for my future career and

to make necessary adjustment to cope up with reality.

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  OBJECTIVES OF WORK IMMERSION

Work immersion will help develop among the learners’ life and career skills, and

will prepare them to make decision on post-secondary education or employment.

Through partnership building, DepEd hope that the Partner Institutions will provide

learners with work immersion opportunities, workplace or hands on experience, and

additional learning resources. It aims to make the learners:

1. Appreciate the importance and application of the principles and

theories learned in school;

2. Enhance their technical knowledge and skills;

3. Enrich their skills in communication and human relations; and

4. Develop good work habits, attitudes, appreciation and respect for

work.

By the learners reach Senior High School, they would have already acquired

almost all the competencies and skills that would prepare them for the curriculum

exits (higher education, employment, middle- skills development, and

entrepreneurships). Work immersion provides them with an avenue to test

themselves and apply what they have learned in a non-school scenario. In work

immersion, learners are not only able to apply their previous training but are also

able to experience the social interaction in a work environment. Their experiences

during work immersion will develop many skills and values that would help them

as they transition from high school to real life.

To assure the achievement of the above objectives of Work Immersion, this

policy serves to guide school in:

2
1. Creating flexible work immersion arrangements for their learners ;

2. Providing options for work immersion that are relevant to learners’ purposes

and needs;

3. Organizing work immersion opportunities for leaners that are consistent with

the diverse human resource requirements of partner institutions for work

immersion; and

4. Articulating the scope and limits of work immersion in the context of basic

education when building relationships with work immersion partners.

3
  IMPORTANCE OF WORK IMMERSION

Work immersion will help develop among the learners’ life and career skills, and

will prepare them to make decision on post-secondary education or employment.

Through partnership building, DepEd hope that the Partner Institutions will provide

learners with work immersion opportunities, workplace or hands on experience, and

additional learning resources. It aims to make the learners:

5. Appreciate the importance and application of the principles and

theories learned in school;

6. Enhance their technical knowledge and skills;

7. Enrich their skills in communication and human relations; and

8. Develop good work habits, attitudes, appreciation and respect for

work.

By the learners reach Senior High School, they would have already acquired

almost all the competencies and skills that would prepare them for the curriculum

exits (higher education, employment, middle- skills development, and

entrepreneurships). Work immersion provides them with an avenue to test

themselves and apply what they have learned in a non-school scenario. In work

immersion, learners are not only able to apply their previous training but are also

able to experience the social interaction in a work environment. Their experiences

during work immersion will develop many skills and values that would help them

as they transition from high school to real life.

To assure the achievement of the above objectives of Work Immersion, this

policy serves to guide school in:

4
5. Creating flexible work immersion arrangements for their learners ;

6. Providing options for work immersion that are relevant to learners’ purposes

and needs;

7. Organizing work immersion opportunities for leaners that are consistent with

the diverse human resource requirements of partner institutions for work

immersion; and

 Articulating the scope and limits of work immersion in the context of basic

education when building relationships with work immersion partners.

5
 WORK IMMERSION VENUE AND TIME

The work immersion training was performed every Friday of the week. This

training was undertaken from November 17, 2017 up to January 19, 2018

summing up a eighty working hours at The Bureau of Fire Station- Cabatuan

Station.

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 B. COMPANY PROFILE

 COMPANY DESCRIPTION

The Bureau of Fire Protection is a government agency under the Department of

Interior and Local Government. The Bureau of Fire Protection-Cabatuan Station is a

municipal fire safety agency equipped with trained staffs that are capable on

responding emergency situation and fire prevention. The BFP Cabatuan station is

leaded by SInspector Bernard Gawongna. The station is divided into three branches

the Operating branch, the Administration branch, and the Fire Safety Enforcement

branch. The operation branch is headed by FO3 Ronilo C. Alejandro, under his

supervision are: FO1 Kenneth B. De Guzman , Fire Suppression Communication

Statistics Section; FO2 Trinidad L. Arroyo, Pre-fire Planning Community

Relationship Section; FO1 King A. Antonio, Arson Investigation and Intel Section;

FO1 Alejandrino T. France Jr., emergency Medical and Rescue Services. The

administration branch is headed by SFO1 Renante G. Lungub his personnel’s are:

FO1 Ryan John M. Sagun, Personnel Section; FO1 Lorilyn A. Padaong, Finance and

Budget Section; FO2 Sherry Dan B. Manaois, Property and Maintenance Section. The

Fire Safety Enforcement Branch is leaded by FO3 Ronilo C. Alejandro under his

leadership are: FO2 John I. Mahigab, Fire Safety Inspection Section; FO1 Christian

Jay C. Labayog, Record and Data Section; FO1 Feliciano A. Aquino III, Collecting

Agent and FPO- Collecting Agent Luna, Isabela. The bureau is equipped with 3 fire

trucks but only 2 are serviceable. The bureau is complete on firefighting gears from

head to toe.

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 MISSION

We commit to prevent and suppress destructive fires, investigate its

causes, enforce the Fire Code, and other related laws, and respond to man-

made and natural disaster and other emergencies.

 VISION

A modern fire service fully capable of ensuring a fire-safe nation by

2034.

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  SERVICE OFFERED

The Bureau of Fire Protection-Cabatuan Station is the one in-charge of the fire

safety in the municipality. The bureau conduct seminars and lectures about fire

prevention and basic fire suppression on every Barangay in Cabatuan, Isabela. The

bureau also strictly supervises quarterly nationwide earthquake and fire drills on

schools, barangay, commercial establishments and government buildings. Inspection

and implementation of the Fire Code of the Philippines is done on business

establishment and building construction to ensure the safety of the people working

inside the building. The bureau also cooperate on clearing operation after typhoons ,

earthquakes, flashfloods and other related natural disasters.

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 MAP LOCATION

10
 ORGANIZATIONAL CHART

SINP BERNARD C. GAWONGNA

MUNICIPAL FIRE MARSHALL

FO3 RONILO C. ALEJANDRO SFO1 RENANTE G. LUNGUB FO3 RONILO C ALEJANDRO

FIRE SAFETY ENFORCEMENT BRANCH ADMINISTRATION BRANCH OPERATION BRANCH

FO2 JOHN I. MAHIGAB FO1 RYAN JOHN M. SAGUN FO1 KENNETH B. DE GUZMAN

PERSONNEL SECTION FIRE SUPPRESSION COMMUNICATION

FIRE SAFETY INSPECTION SECTION
STATISTICS

FO1 CHRISTIAN JAY C. LABAYOG FO2 TRINIDAD L. ARROYO

RECORD AND DATA SECTION PRE- FIRE PLANNING TRAINING

MORALE AND WELFARE SECTION
COMMUNITY RELATIONSHIP SECTION

FO1 LORILYN A. PADAONG FO1 KING A. ANTONIO

FO1 FELICIANO A. AQUINO
ARSON INVESTIGATION AND INTEL
COLLECTING AGENT FINANCE AND BUDGET SECTION
SECTION

FO1 FELICIANO A. AQUINO FO1 ALEJANDRINO T. FRACE Jr.

FO2 SHERRY DAN B. MANAOIS

EMERGENCY MEDICAL AND RESCUE

FPO- COLLECTING AGENT LUNA, ISABELA PROPERTY AND MAINTENANCE SECTION
SERVICES

VOLUNTEER FIRE BRIGADE FIRE ENGINE COMPANY

C. MATRIX OF STUDENTS’ COMPETENCIES PER SPECIALIZATION

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 ACCOUNTANCY, BUSINESS AND MANAGEMENT

ACTIVITIES TO COMPETENCIES TIME PERSONS REMARKS

BE FRAME INVOLVED
CONDUCTED
 Attend Receive orientation on
orientation the different processes 8 hours Work
program of the business November Immersion
conducted by establishment/partner 17, 2017 Teacher
the business agency
establishment/p Industry
artner agency Supervisor
 Familiarize the
management Work
process inside Immersion
the department Students
where the
learner is
assigned
 Observe
occupational
health and
safety as
carried out by
the partner
agency
 Observe the Describe the nature of
standard the business 8 hours Work
operating establishment/partner November Immersion
procedures of agency 24, 2017 Students
the business
establishment/p
artner agency
 Observe the Identify the functions of
operation and offices or departments 8 hours Work
transactions within the partner December 1, Immersion
conducted in agency 2017 Students
the department
where the
learner is
assigned
 Assist in Participate in the
records filing activities of the 16 hours Work
 Post in the different offices and (Actual Immersion
daily line department that are schedule) Students
transactions of responsible for the
the partner processes
agency
 Attend to the
queries of the
clients
 Attend to

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 phone calls as
needed
 Operate telefax
machine and
photocopying
machine as
needed
 Encode Perform hands-on
communication activities that are related 16 hours Work
letters and to the skill acquired in (Actual Immersion
other related his/her chosen field of schedule) Students
business specialization
correspondence
 Check and
verify
requirements
presented by
clients
 Assist clients in
filling out bank
forms
 Perform
customer
service
 Maintain the Perform other required 16 hours Work
cleanliness and tasks based on (Actual Immersion
orderliness of agreement schedule) Students
the workplace
 Record daily Renders reports to the Work
tasks teacher and the industry 8 hours Immersion
performed in supervisor for (Exit Teacher
the daily work immersion conference)
immersion Industry
journal Supervisor
 Note feedback
and suggestions Work
given by the Immersion
work Students
immersion
teacher and
industry
supervisor

D. NARRATIVE

 DAILY NARRATIVE REPORT

DAY 1 (November 17, 2017)

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 The student went to the work immersion with their immersion teacher at

exactly 8:00 a.m.. The supervisor at that moment is not in the station, so the SFO1

Renante Lungub the officer in- charge. He gave a brief introduction about the station.

He also informed the students about the Do’s and Don’ts. The supervisors introduced

his crew and their position in the bureau. The supervisor assigned his crew to

discussed the equipment and gears used in firefighting. In the afternoon one of the

crew discussed the Fire Code of the Philippines where all the laws about fire

prevention and investigation is based. Then, the crew taught the student on how to

throw a fire hose and the proper way of folding it. A scenario like firefighting is done.

DAY 2 (November 18, 2017)

The student went to the immersion site at exactly 8:20 in the morning. The

student is went to the Sport Complex. The task was given by group to apply what

they learned about fire hose throwing and folding, and using the nozzle. The objective

of the simulation is to take down the three standing mono-block chair from a distance

using the water ejected from the nozzle with the student geared-up like a firefighter.

The student finished second fastest group to finish the task. The simulation is done;

the student went back to the station and task to make an essay about what they

observed inside the station. The task is done and the students are dismissed from the

immersion site at exactly 5:00 in the afternoon.

DAY 3 (November 24, 2017)

The student arrived at the work immersion at exactly 8:10 a.m.. The

supervisor introduced FO2 Reagan Blanza who is task to continue the lectures about

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the Fire Code of the Philippines. FO2 Blanza discussed the laws about fire, after the

discussion the student is given 5 minutes to review all the discussed topics about the

Fire Code. Then, the students are given a ten items quiz regarding the Fire Code. The

students are dismissed in the immersion site at 5:00 p.m..

DAY 4 (December 01, 2017)

The student went to the work immersion site at 8:10 in the morning. The

student is do housekeeping works inside the station and around it. The supervisor

discussed about the history of Bureau of Fire Protection in the Philippines. He said

that fire response team began to organize when the London fire incident where many

people died because of lack of fire suppression knowledge. Then, the insignia and

rank of every officers and the rules and procedures for promoting an officer into a

higher rank. The supervisor discussed the evolution of firefighting procedures. The

student is dismissed at the immersion site at exactly 5:00 p.m..

DAY 5(December 02, 2017)

The student arrived at the immersion site at 7:15 in the morning. The student

went to the riverside and cleaned all the fire hose, fire coat, boots, trouser. The student

together with the crew ate along the riverside and SFO1 Renate Lungub informed the

students that the other team headed by FO3 Ronilo Alejandro will be the one in-

charge for the rest of the days in the immersion for the year 2017. The students

returned to the station and dismissed at exactly 5:00 p.m..

DAY 6 (December 08, 2017)

The student arrived at the immersion site at exactly 8:20. The students conduct

a housekeeping activity within the immersion site. The student is informed about the

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task to be done on that day. The task is to inspect a business establishment located at

Magdalena, Cabatuan. The bureau received a call from Nueva Era that a storage

facility is a blaze. The crews respond to the fire site and leave the inspection form to

the students to fill it up. The student went to JMB Food Products. The student is

assisted by the crew during the inspections. The students returned to the station and

fill the remaining details about the inspection the students and conclude about the

findings done. The student is dismissed at exactly 5:00 p.m..

DAY 7(December 15, 2017)

The student arrived at the immersion at 8:30 in the morning. The supervisor

lectures the student about different knot tying and its purpose. The supervisor

performed the procedures in knot tying then the student performed it by himself. In

the afternoon the supervisor announced a graded performance about the knot tying

done in the morning. The student finished the task then, FO1 Aquino taught the

students about different types of knot tying for rappelling from a high building. The

student is dismissed at exactly 5:00 in the afternoon.

DAY 8 (December 16, 2017)

The student went to the immersion site at 8:04 a.m. The supervisors inform the

students to inspect the Excel Grains Rice Mill. The task was given by group to inspect

the rice mill; the crew assisted the students in inspecting the rice milling section, the

storage section, the generator section. The student went back to the station and

finalizes all the details in the inspection. The student is dismissed at 5:00 in the

afternoon.

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DAY 9 (January 05, 2018)

The student went to the immersion site at 8:00 in the morning. The

team of Sir Lungob are in duty that day. They discussed to us the parts of a ladder

used in rescuing. The other student are called in municipal hall to assist on collecting

fire safety inspection fee of business establishment within the locality. The students

are dismissed from the immersion site at 5:00.

DAY 10 (January 12, 2018)

The students arrived at the station at exactly 8:15 in the morning. The student

is informed about the final examination on all topics discussed throughout the

immersion. So that, Sir Lungob give us chance to review all the things that they

discussed and demonstrated to us. In the afternoon, the student had our final written

exam. The student are dismissed at 5:00 in the afternoon.

DAY 11 (January 19, 2018)

The student arrived at the bureau at 8:10 in the morning. The supervisor is

scheduled to interview the student and give remarks on his performance throughout

the work immersion. The student is interviewed and given remarks. Then, the student

is dismissed at 5:00 in the afternoon.

E. PROBLEMS ENCOUNTERED

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 The student had difficulties in doing some task in the bureau because the

strand of the student is not appropriate to the deployment site.

 The student is not well given a time and information about the works related to

their strand.

 Time management within the immersion site is not properly implemented.

F. SUMMARY AND CONCLUSION

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SUMMARY

The students are assisted by their immersion teacher in going to the immersion

site. The student is deployed at the Bureau of Fire Protection, Cabatuan Station. The

supervisor oriented the student about the mission, vision and officers inside the

bureau. The supervisor present and discussed all the equipment used by firemen in

responding to the fire incidents site and taught the student on proper hose throwing

and folding. The student also does firefighting simulation and geared up like a

firefighter. The student also does housekeeping activities within and outside the

station. The student also inspected industrial and mercantile businesses in the

municipality and assisted in paying fire inspection fee for taxpayers. The student

enjoyed the work immersion with the uniformed personnel in the Bureau of Fire

Protection Cabatuan Station. The students appreciated the time and accommodation of

Bureau of Fire Protection Cabatuan Station.

CONCLUSION

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 The student concludes that the administration did not deploy the student on the

right immersion site that will give them the right view of their future jobs. The

student concludes that the partner agency is not well informed and ready for the

activities to be done. But the student concludes that immersion is a success in

terms of the lessons and activities done in the immersion site. The student enjoyed

the activities and actual simulation of the work done by the Bureau of Fire

Protection.

G. RECOMMENDATION

For the administration:

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 1. The administration should deploy the student on the partner agency that will

ensure that the students can apply his learnings from the school.

2. The administration should strictly monitor the student in the immersion site in

terms of time of entry and exit, lessons taught, and activities conducted.

3. The administration should give immersion plan that are appropriate for the

student and his chosen strand.

4. The administration should schedule the immersion in a continuous not once a

week but continuous for two weeks.

For the partner agency:

1. The partner agency should classify the student according to their strand and

teach them different lessons that are related to their strand.

2. The partner agency must conduct activities that will ensure that the student can

enhance his skills.

For the future immersion students:

1. The student must inform the administration where they think they can use their

skills learned.

2. The student should go to the immersion site earlier than the set time and leave

the immersion site at exact time.

3. The student should give feedbacks to the immersion supervisor about the

topics discussed and activities.

4. The student should assign an attendance officer before the immersion started.

H. PICTORIALS

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DAY 1 (NOVEMBER 17, 2017)

The supervisor assigned his crew to discussed the equipment and gears used in

firefighting. Then, the crew taught the student on how to throw a fire hose and the

proper way of folding.

22
DAY 2 (NOVEMBER 18, 2017)

The student went to the sport complex to apply what they learned about fire
hose throwing and folding.

23
DAY 3 (NOVEMBER 24, 2017)

The supervisor discussed the laws about fire and lectures about fire code.

24
DAY 4 (DECEMBER 01, 2017)

The supervisors discussed about History of Bureau of Fire Protection in the

Philippines.

25
DAY 5 (DECEMBER 02, 2017)

The student went to the riverside and cleaned all the fire hose, fire coat, boots,
and trouser.

26
DAY 6 (DECEMBER 8, 2017)

The student went to JMB Food Products to assisted by the crew during the
inspection.

27
DAY 7 (DECEMBER 15, 2018)

The supervisor performed the procedures in knot tying then the student
performed it by himself.

28
DAY 8 (DECEMBER 16, 2017)

The student went to the Excel Grains Rice Mill to inspect the rice milling
section, storage section, and generator section. The task was given by group.

29
DAY 9 (JANUARY 05, 2018)

The supervisor discussed to us the parts of ladder used in rescuing.

30
DAY 10 (JANUARY 12, 2018)

The student is informed the final examination so that the supervisor discussed
all topic throughout the immersion.

DAY 11 (JANUARY 19, 2018)

31
The student give remarks on his performance throughout the work immersion.

32
A pictures with the whole Bureau of Fire Protection OJT students.

33