Wip CLGC

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
ALFONSO INTEGRATED HIGH SCHOOL
ALFONSO, CAVITE
SENIOR HIGH SCHOOL DEPARTMENT
A DOCUMENTARY REPORT OF WORK IMMERSION

UNDERTAKEN AT MUNICIPAL SOCIAL WELFARE AND
DEVELOPMENT OFFICE
Presented to the
Faculty of Alfonso Integrated High School
Senior High School Department
In Partial Fulfillment
of the Requirements for
Academic Track-Humanities and Social Sciences
Work Immersion- Specialized Subject
CHRISTSHIEN LYZETTE G. COLUMNA
April 2024
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Table of Contents
I. Title Page……………………………….……………………………………….1
II. Table of Contents…………………………….…………………..……....…....2
III. Student’s Profile ……………………….……………………………………..3
IV. Acknowledgement………………………..…………………………………...5
V. Dedication………………………………………………………………….6
Part 1: IMPORTANT POINTS IN WORK IMMERSION

1.1 Introduction………………………………………………………….....……...7
1. 2 Objectives of the Work Immersion……………………………………........7
1. 3 Values and Attributes of a Student in a Work Immersion………………..9
PART 2: THE WORKPLACE

2. 1 Company History ………………………………………………………....…11
2.2 Mission and Vision ………………………………………...………..............12
2.3 Company’s Organizational Chart …………………………………………..13
2.4 Services………………………………………………………………………..14
2.5 Company Location ………………………………………………..………….16
2.6 Logo and Its Meaning………………………………………………………..16
2.7 Code of Discipline (Rules and Regulation)………………………………...16
PART 3: ACTIVITY REPORT

3.1 Daily Accomplishment Report (Week 1)…………………………………....20
3. 2 Weekly Activity Report (Week 1)……………………………………………21
3.3 Daily Accomplishment Report (Week 2)……………………………...…….22
3. 4 Weekly Activity Report (Week 2)……………………………………….......23
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3.5 Work Immersion Highlights…………………………………………………..24

3.6 List of Activities ……………….……………………………………………....25
3.7 Performance Appraisal Report……………………………………………....26
PART 4: REFLECTION
4. 1 Problems Encountered and Solutions Made……………………………....30
PART 5: APPENDICES
5.1 Cerificate of Completion……………………………………………………....31
5.2 Daily Time Record……………………………………………………………..33
5.3 Gallery of Pictures With Captions …………………………………………...34
5.3 Collage of My Senior High School Experience……………………………..38
5.4 Resume/Curriculum Vitae……………………………………………...…......40
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STUDENT’ S PROFILE
Name: Columna, Christshien Lyzette G.

LRN: 107839110023 Grade & Section: 12 HUMSS B MAPAGBIGAY
Address: 139 Zamora St., Poblacion IV, Alfonso, Cavite
Birthday: February 25, 2006 Place of Birth: Trece Martires Hospital
Gender: Female Civil Status: Single
Contact Number: 09668763584 E-mail Address: columnachristshien@gmail.com
Parent/ Guardian: Darlene Angel G. Columna Relationship: Sibling
Contact Number: 09179649790
CHRISTSHIEN LYZETTE G. COLUMNA

Signature over Printed Name
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ACKNOWLEDGEMENT
First and foremost, I would like to thank our Almighty Creator, who gave me the
strength and determination to finish my work immersion, to be able to accomplish all
the tasks and requirements that were given to me, and for guiding me to face the
problems that I've encountered throughout my whole work immersion journey.
I would also like to express my deepest gratitude to Mrs. Jenalyn S. Javier, the
head of senior high school, and Mrs. Nhormie Maan S. Desipeda, who managed our
work immersion and endorsed us to our work immersion sites.
Also, to Ms. Cherry Lyn C. De Ocampo, our adviser, who guided us from the
beginning until the end of our work immersion journey.
I would like to extend my deepest appreciation to Mrs. Gina T. Vedan, who guided
me during my 10 days of work immersion in the MSWDO Office. Also, the MSWDO
co-workers and interns for also patiently guiding me, they are the ones who taught me
the knowledge and skills that I needed and showed me kindness at all times.
Furthermore, I would also like to acknowledge Gabrielle Gift, for whom I will
always be grateful, for mostly motivating and giving me her moral support during until
the end of my work immersion journey.
I would also like to give my dearest gratitude to my friends who are consistently
there to support and motivate me to finish my work immersion and to make it a
successful and enjoyable experience.
And to my family, who are always there physically and emotionally to support me
throughout the beginning until the end of my work immersion.
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DEDICATION
This work immersion portfolio is mainly dedicated to my dear parents, who gave
me major support which I get my inspiration from. For giving me all my needs and for
assuring me that I will get through and accomplish this despite how difficult it is.
This is also dedicated to my friends and to the ones who are around me
throughout the work immersion experience, who are the ones that guided and
supported me.
To all my of my senior high school teachers who guided me throughout my senior

year and who motivated me to always strive harder and do my best on the things that
I needed to do. To the lessons and knowledge they shared with me and the skills that
they taught me.
Above all, to our merciful and loving God that gives strength, our source of
determination.
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PART 1: IMPORTANT POINTS IN WORK IMMERSION
1.1 INTRODUCTION
What is Work Immersion?
Work immersion is a key feature in the Senior High School curriculum and refers
to the part of that consists of 80 hours of hands-on experience or work simulation
which Grade12 students will undergo to expose them to the actual work setting and to
enrich the competencies provided by the school. With the four exits envisioned for
SHS graduates namely, higher education, entrepreneurship, employment or middle-
level skills development. The Grade 12 learners are expected to become full-fledged
contributors to the social development and nation-building. Work immersion is a key
subject under the SHS curriculum that is conducted in different ways and time frame
as needed by SHS learners. The subject provides learners with opportunities to
become familiar with the workplace; for employment simulation, and to apply their
competencies in areas of specialization/applied subjects in authentic work
environments. The said learning experience that the students can get from it will surely
enable and help students as they familiarize themselves with the workplace simulation
and apply their competencies in their particular areas. The completion of work
immersion is a prerequisite to graduation under the K-12 program. It aims to hone
globally competitive citizens, with its specialized curriculum, gearing Filipino students
for further studies, employment or entrepreneurship. Experience is considered to be
one of life’s greatest teachers.Grade 12 can use it as a motivation as to gain expertise
in one’s respective fields. This experience will surely help each and everyone not only
for a life as students but also to future job as professional employees of the country.
1. 2 OBJECTIVES OF THE WORK IMMERSION
One of the goals of the K to 12 Basic Education Program is to develop in

learners the competencies, work ethic, and values relevant to pursuing further
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education and/or joining the world of work. To achieve greater congruence between
basic education and the nation’s development targets, Work Immersion, a required
subject, has been incorporated into the curriculum. This subject will provide learners
with opportunities:
1. To become familiar with the work place;

2. For employment simulation; and
3. To apply their competencies in areas of specialization/applied subjects in
authentic work environments.
To achieve the above objectives, Work Immersion is thus a requirement for

graduation from secondary education. Learners are immersed in actual work
environments such as workshops offices and laboratories in which their prior training
is relevant.
Work immersion will help develop among the learner’s life and career skills, and
will prepare them to make decisions on postsecondary education or employment.
Through partnership building, DepEd hopes that the Partner Institutions will provide
learners with work immersion opportunities, workplace or hands-on experience, and
additional learning resources. It aims to make the learners:
1. Appreciate the importance and application of the principles and theories

learned in school;
2. Enhance their technical knowledge and skills;
3. Enrich their skills in communications and human relations; and
4. Develop good work habits, attitudes, appreciation and respect for work.
By the time learners reach Senior High School, they would have already
acquired almost all the competencies and skills that would prepare them for the
curriculum exits (higher education, employment, middle-skills development, and
entrepreneurship). Work immersion provides them with an avenue to test themselves
and apply what they have learned in a non-school scenario. In work immersion,
learners are not only able to apply their previous training but are also able to
experience the social interactions in a work environment. Their experiences during
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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 schools in:
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 learners that are consistent with
the diverse human resource requirements of partner institutions for work
immersion; and
4. Articulating the scope and limits of work immersion in the context of basic
education when building relationships with work immersion partners.
1.3 VALUES AND ATTRIBUTES OF A STUDENT IN A WORK IMMERSION
In the approved latest draft of the Senior High School (SHS) curriculum,
students that choose to take the Technical-Vocational-Livelihood and the Arts and
Sports tracks are expected to spend 1,404 hours outside campus, doing “Immersion.”
This total is divided into four. In the first half or semester of Grade 11, the
student will spend 270 hours in a company, field, organization, or other workplace. In
the second half or semester of Grade 11, s/he will spend another 270 hours. In the
first half or semester of Grade 12, s/he will do 324 hours.
In the final half or semester of Grade 12, the student will spend practically all
the time (or 540 hours) outside campus (except for a few monitoring or processing
sessions on campus). In effect, for much of three-fourths of his or her time and for a
whole fourth of his or her time in SHS, the student becomes a de facto full-time
employee or worker in a workplace.
Our country has had a lot of experience with on-the-job training (OJT)
programs on the collegiate level. Unfortunately, many (if not most) college OJT
students are assigned only to insignificant jobs in a company (answering the phone,
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making photocopies, making coffee – that sort of thing). Rarely are OJT students
expected to produce the same products that regular employees produce.
CAREER GUIDANCE AND COUNSELLING
IMMERSION can be used as a facilitative tool for career counselling for

students, especially those in professional courses. By placing them in a real-world
work scenario, it gives them an opportunity to explore the kind of tasks and activities
they would like to do. IMMERSION also matches the candidate’s profile with a list of
occupations, which can be used as a reference point for exploring opportunities.
CAREER DEVELOPMENT AND INTERNAL MOBILITY
IMMERSION highlights individuals’ self-awareness and provides a deeper

understanding of their interests and strengths in a work environment. It guides an
individual's career choices by matching their interests and personality with various job
profiles. From an internal mobility perspective, IMMERSION can facilitate people’s
development within a company and encourage those who are looking for growth and
change.
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PART 2: THE WORKPLACE
2. 1 Company History
DSWD has undergone a series of transformations since its inception. It has evolved
from a small entity within the government structure to an independent department
responsible for the social welfare of the nation. Here is a timeline of the department’s
history:
 1915: The birth of the Public Welfare Board (PWB) ushered in an era of
regulation and coordination of all social service entities.
 1921: The PWB was dissolved and replaced by the Bureau of Public Welfare,
functioning under the Department of Public Instruction.
 1939: The Department of Health and Public Welfare came into existence
through Commonwealth Act No. 439.
 1941: The Bureau of Public Welfare joined the Department of Health and Public
Welfare, assuming control of all public child-caring institutions and child welfare
services.
 1947: The Bureau of Public Welfare was abolished by President Manuel A.
Roxas, leading to the creation of the Social Welfare Commission (SWC) under
the Office of the President.
 1948: President Elpidio Quirino birthed the President’s Action Committee on
Social Amelioration (PACSA) to drive socio-economic reforms in rural areas.
 1951: The merging of the SWC and PACSA resulted in the formation of the
Social Welfare Administration (SWA), marking the start of an integrated public
welfare program.
 1968: Republic Act 5416 or the Social Welfare Act of 1968 elevated the SWA
to the Department status, aligning it with other social agencies such as health
and education.
 1976: The Department of Social Welfare was rebranded as the Department of
Social Services and Development (DSSD) by Presidential Decree No. 994,
signed by President Ferdinand E. Marcos.
 1978: The change in the form of government led to the renaming of the DSSD
to the Ministry of Social Services and Development (MSSD).
 1987: The MSSD was restructured and renamed Department of Social Welfare
and Development (DSWD) under President Corazon C. Aquino’s Executive
Order 123. Executive Order No. 292, the Revised Administration Code of 1987,
further defined DSWD’s statutory authority.
 1991: The Local Government Code of 1991 (Republic Act 7160) resulted in the
devolution of DSWD basic services to local government units.
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 1998: President Joseph Ejercito Estrada’s Executive Order No. 15 aimed at

strengthening the repositioning efforts of the DSWD following the
implementation of the Local Government Code of 1991.
 2003: Executive Order No. 221 was issued by President Gloria Macapagal
Arroyo amending Executive Order No. 15, redefining the mandate, roles,
powers, and functions of the DSWD.
Over time, DSWD has adopted and shed various names, roles, and responsibilities in
response to the changing social and political climate. The historical account laid out in
this document traces the development of the agency, offering insights into its journey
and the factors that have shaped its current state.
2.2 Mission and Vision

Mission
To implement social services and social protection programs aimed to uphold the
dignity and rights of human being. To serve in accordance with the set policies and
standards while fostering coordination with other agencies that has something to do
with community development.
Vision
A Municipality where the poor and vulnerable are equipped and empowered to act
as prime movers towards fulfilment of a better life for themselves, their family and
community.
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2.3 Company’s Organizational Chart
Municipal Social Welfare and Development Office (MSWDO)

Organizational Chart
HON. RANDY SALAMAT
MUNICIPAL MAYOR
GINA T. VEDAN RSW

Municipal M
MSWD OFFICER I
Municipal M
JASPER B. ALCEDO RSW
SOCIAL WELFARE
NIDA S. MARDO
OFFICER I
SOCIAL WELFARE ASSISTANT
Municipal M
Municipal M
LEONILA S. ROSANO FELICIOMA P. MANALO MARITES M. FERMA
ADMINISTRATIVE AIDE VI ADMINISTRATIVE AIDE VI ADMINISTRATIVE AIDE VI
Municipal M Municipal M
ANACORETA S. ALCAZAR NIKKI JOYCE JAVIER
SOCIAL WELFARE AIDE ADMINISTRATIVE AIDE IV
Municipal
ARMANDO M
A. ROLLON Municipal
NORA M
S. LIWANAG
UTILITY WORKER DRIVER TICKET CHECKER
Municipal M Municipal M
EFREN E. AURE RAMIL C. HERMINO ROGEL S. VARIAS MARY GRACE G. TUMIAO
JOB ORDER/TRAINING JOB JOB JOB ORDER/4PS SECRETARIAT

TRAINOR ORDER/TRAINING ORDER/SECURITY/DRIVER
TRAINOR Municipal M
Municipal M
GRACE D. AVIÑANTE
Municipal M
NORILYN T. OLOTEO CAROL C. DIMAPILIS
Municipal M
JOB ORDER/SECRETARY JOB ORDER/PDAO SECRETARIAT JOB ORDER/ PDAO SECRETARIAT
Municipal M Municipal M Municipal M

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2.4 Services
1. Family and Community Welfare Program interventions that seek to
restore/develop social functioning of families in different circumstances;
 Livelihood assistance through SEA- Kaunlaran Program and Sustainable
Livelihood Program
 Provision of Pre Marriage-Counselling for soon to-be couples Responsible
Parenthood
 Assessment on Parental Capability
 Solo Parents Program IEC, ID issuance. Augmentation to Pantawid Pamilyang
(assessment and Validation) Pilipino Program
 Financial capacity assessment to indigent families for Universal Health Care
Program
 Parents Effectiveness Seminar (PES)
 Family casework
 Disaster Relief and Rehabilitation
 Assistance to Individuals in Crisis Situation (AICS) financial Assistance for
needy families
2. Women Welfare Program Interventions that focuses on the development of
women empowerment in the daily living;
 Psychosocial services for WEDC
 Women's enhancement activities (Women's Month Celebration And Women
organization activities)
 Provision of financial assistance for women victims/survivors of abuse
 Practical Skills Development Program includes Industrial Sewing Machine
Operation, Basic Tailoring, Shielded Metal Arc Welding NC I, Basic Baking and
Pastries and other TESDA short courses
3. Child and Youth Welfare Program - programs, projects and interventions
rendered to children: abandoned, neglected, foundling abused and 3–5-year-old
for early childhood care services;
 Provision of assistance to Foster Care Services/Adoption processes
 Day Care Program - early childhood education to 3-4 years old Children
 Day Care Centers of Alfonso
 Supplemental Feeding Program-provided to Day Care Children
 Nutrition Month Celebration
 Children's Month Celebration
 Management to Children victims of abuse, children in need of special protection
 Community- Based services for Children at Risk and Children-in- Conflict with
the Law
 Educational Assistance program
4. Person with Disabilities Welfare Program on the 1 intervention for the welfare.
of disabled sector, their rights and privileges and their participation on the
society;
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 PWD Masterlisting
 Organizational development of PWD Federation
 Technical assistance provision to PDAO
 NDPR Week Celebration
 Provision of Assistive Devices Educational Assistance (Sunong Dunong para
sa Mag-aaral na may Kapansanan) to CWDS in school
 Issuance of PWD ID, Medicine and Grocery booklet
 Community Based Rehabilitation
 Augmentation support to Alfonso SPED Center
 Capability building training to PWD Coordinators
 Financial Assistance to indigent PWDs in crisis situation
 Management/placement of taong grasa to mental institution and other services
5. Elderly Welfare Program - assistance and interventions given to 60-year-old
elders and above, and their full participation and functioning in the society: and,
 Senior Citizen database Issuance of OSCA ID, Medicine and Grocery booklet
 Mutual aid benefits
 Elderly week celebration
 Handog kay Lolo at Lola birthday packages
 Financial Assistance to indigent elders in crisis situation
 Social Pension for Indigent Senior Citizens and other special Support services
 Neighborhood support services for Older Persons
 Centenarian awards to 100 y/o Senior Citizens
 Burial Assistance to deceased OSCA members
 Elderly team building and recreational activities
6. Internally Displaced Persons Welfare Program
 Camp Evacuation and Camp Management
 Balik-Probinsya Program
 Food/Cash for Work
 Emergency Shelter Assistance
 Psychosocial Support
 Crisis Intervention
 Assistance to Individuals in Crisis Situation/Financial/Medical Assistance
7. Referrals interventions given to walk-in clients, referrals to other institutions,
agencies and NGOs for different purposes: medical, financial and/or temporary
shelter.
 Provision of Social Case Study Reports, Progress Reports, et. Al. for referrals
to other government agencies, institutions and for court proceedings
 Issuances of Certificate of Indigency (PAO, PSA, Educational Assistance, Skills
Training, Guardianship, Travel Certificate)
 Referrals to other Agencies/Institutions/Organizations
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2.5 Company Location
Municipal Hall, Poblacion II, Alfonso, Cavite
2.6 Logo and Its Meaning
Municipal Social Welfare and Development Office
The DSWD logo of a pair of hands protectively holding a heart (representing the poor
and disadvantaged population) symbolizes the joint responsibility of government (one
hand) and the private sector (the other hand) in alleviating poverty and uplifting the life
of the sectors beneficiaries.
2.7 Code of Discipline (Rules and Regulation)
The Municipal Social Welfare and development Office is responsible for the
implementation of social protection, policies, programs, services and projects. The
agency cater the needs of the individuals, families and communities including sectotal
organizations. Also provides leadership role and advocacy in social protection
programs and services.
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Legal Basis and Ethical Standards

• The guidelines are grounded in Article XI of the 1987 Philippine Constitution, which
states that public service is a public trust and that public officers and employees must
be accountable to the people.
• The guidelines aim to promote a high standard of ethics in public service.
Definitions
• The guidelines provide definitions for various terms used in the document, such as
"Department," "Personnel," and "Public Officials."
• Other defined terms include "Gift," "Receiving any gift," "Family of public officials or
employees," "Conflict of interest," "Relatives," "Whistleblower," "Transparency," and
"Confidentiality."
Expected Norms of Behavior
• The guidelines outline the expected norms of behavior for DSWD personnel.
• Personnel are expected to adhere to core values and principles of conduct, such as
believing in the inherent dignity and worth of all individuals and upholding human rights
and social justice.
• Fidelity to duty is emphasized, requiring personnel to serve the public loyally and with
respect and commitment to the mandate of the DSWD.
• Personnel are expected to perform their duties efficiently, honestly, and without bias
or prejudice.
• They should avoid impropriety, engage in social action, and use office assets and
resources responsibly.
Transparency
• Transparency is emphasized in the guidelines.
• Personnel are expected to provide the public with access to reliable and timely
information about DSWD policies, programs, and services.
• Personnel should generate public participation and make public documents available
upon written request, except for those considered confidential or classified.
Confidentiality
• Confidentiality is an important aspect of the guidelines.
• Personnel are prohibited from disclosing any confidential information obtained in the
course of their employment.
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• They should not use or divulge such information for personal gain or to prejudice
public interest.
Behavior Towards Colleagues, Subordinates, and the Public
• The guidelines address the behavior of DSWD personnel in their relations with
colleagues, subordinates, and the public.
• Personnel are expected to respect and protect the dignity and rights of all individuals,
be polite and helpful, and provide unbiased and impartial service.
• They should avoid inappropriate comments and personal opinions that can be
construed as official.
• Discrimination based on various factors is prohibited.
• The guidelines also emphasize the proper treatment of DSWD clients, including
attending to their welfare and safety, avoiding abuse or neglect, and maintaining
confidentiality.
Outside Employment and Private Practice
• The guidelines provide policies on outside employment and the private practice of
profession.
• Personnel should not accept full-time or part-time employment in another office or
agency while employed with the DSWD.
• Limited engagement in private practice may be allowed with proper authorization and
under certain conditions.
Post-Employment Issues
• The guidelines address post-employment issues.
• Former DSWD personnel should not transact with the Department or join any
organization or institution that deals directly with their former office within three years
of separation from service.
• Exceptions are provided for legal and administrative proceedings, requests for
DSWD assistance, social events, and chance meetings.
Giving and Accepting Gifts, Donations, and Sponsorships
• The guidelines establish policies on giving and accepting gifts, donations, and
sponsorships.
• Personnel are discouraged from accepting gifts that may influence their official
functions.
• They should not solicit gifts or donations for personal gain.
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• Exceptions are provided for tokens of gratitude received as resource speakers or for
official ceremonies.
• All gifts and donations received should be registered, and any gifts exceeding a
nominal amount should be returned or donated.
Full Public Disclosure
• The guidelines emphasize the policy of full public disclosure of DSWD transactions
involving public interest.
• Certain documents may be exempted from disclosure, such as those classified as
confidential or those that may invade personal privacy or pose a danger to security.
Protection of Whistleblowers
• The guidelines address the protection and rights of whistleblowers.
• No administrative action should be taken against them for making protected
disclosures.
• Whistleblowers should be protected from retaliation, and false or misleading
disclosures may result in termination of benefits.
Disciplinary Procedures
• The guidelines provide administrative disciplinary procedures for violations of the
code of conduct.
• No DSWD official or employee should be subjected to disciplinary sanctions without
cause and procedural due process.
Incentives, Rewards, and Recognition
• The guidelines establish a policy on incentives, rewards, and recognition for DSWD
personnel.
• The Department provides various incentives and rewards to motivate and recognize
employees who demonstrate competence, efficiency, integrity, and dedication in their
work.
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PART 3: ACTIVITY REPORT
3. 1. Daily Accomplishment Report (Week 1)

Day Date Daily Work No. Of On-Site
Activities Working Supervisor
Hours Signature
1 February 1. Attend flag 9 hours
12, 2024 ceremony
2. Organize the Gina T. Vedan,
Accomplishing RSW
Applications
3. Organize the
Raffle Tickets for the
Program
2 February 1. Cutting paper 13 hours
13, 2024 hearts for the
Valentine’s Day Gina T. Vedan,
Event RSW
2. Wrap up
handkerchiefs on gift
wrap
3. Cut out some
voting papers for the
Valentine’s Day
Event
4. Accommodate the
guests on the
Valentine’s Day
Event
5. Organize
certificates and
prizes for the
Valentine’s Day
Event
6. Hand out 5kg of
rice to the guests of
the Event.
3 February 1. Organize stack of 9 hours
14, 2024 rice from the Event
2. Organize the cut
outs from the Event Gina T. Vedan,
3. Organize the RSW
paper works from the
Event.
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4 February 1. Paste 1x1 on the 9 hours

15, 2024 Accomplishing
Applications Gina T. Vedan,
2. Organize the last RSW
year’s Masterlist of
Day Care Enrolees
3. Start editing the
pamphlet assigned
5 February 1. Organize the 9 hours
16, 2024 current Masterlist of
Day Care Enrolees. Gina T. Vedan,
RSW
3. 2 Weekly Activity Report (Week 1)
Week No. Date SPECIFIC Learnings

ACTIVITY/ASSIGNED
TASK
1 February 12-16, Organize After the first week

2024 Accomplishing of my work
Applications, immersion, I
accommodate the primarily learnt
guests on the how to properly
Valentine’s Day Event, arrange paper
and organize the last works. Along with
year’s and current patience, I also
Masterlist of Day Care learnt how the
Enrolees. program actually
works.
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4. 3. Daily Accomplishment Report (Week 2)

Day Date Daily Work No. Of On-Site
Activities Working Supervisor
Hours Signature
1 February 1.Paste Flowchart 9 hours
19, 2024 on the wall in the
MSWDO Gina T. Vedan,
2. Polish the RSW
assigned pamphlet
2 February 1. Print the 9 hours
20, 2024 assigned pamphlet
at the office Gina T. Vedan,
2. Print other RSW
assigned paper
works
3 February 1. Organize and 9 hours
21, 2024 folded the assigned
pamphlet Gina T. Vedan,
2. Organize 1x1 of RSW
the Applicants
4 February 1. Prepare for the 9 hours

22, 2024 PowerPoint
Presentation for the Gina T. Vedan,
assigned pamphlet RSW
2. Purchase food
for the meeting in
the Mayor's Office
5 February 1. Hand paper 9 hours

23, 2024 works to the other
offices Gina T. Vedan,
2. Present the RSW
assigned pamphlet
through PowerPoint
Presentation
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3. 4 Weekly Activity Report (Week 2)
Week No. Date SPECIFIC Learnings

ACTIVITY/ASSIGNED
TASK
2 February 19-23, Polish the assigned I've learned a lot

2024 pamphlet, print the after my second
assigned pamphlet week of work
and other paper works immersion, most
at the office, organize of it related to
and fold the assigned using technology
pamphlet, present the tools like printers
assigned pamphlet and computers.
through PowerPoint
Presentation.
3.5 Work Immersion Highlights
Subject Application/ Task

Empowerment  Usage of Microsoft Word to organize the
Technologies for the Masterlist of the Day Care Enrolees.
Strand  Usage of Canvas and Microsoft Word to edit
and polish the assigned pamphlet.
 Usage of types of printer to print the pamphlet.
 Usage of Microsoft PowerPoint to present the
assigned pamphlet.
 Taking documentary pictures
Entrepreneurship  Purchasing food items for the attendees of the
meeting held at the Mayor's Office.
Personal Development  MSWDO co-workers and interns convincing me
to apply to a social work program.
Oral Communication  Accommodating the guests at the Valentine’s
Day Event.
 Communicating and entertaining the interns
and co-workers inside the MSWDO Office.
23
ALFONSO, CAVITE
Philippine Politics and  Presenting my pamphlet about Republic Acts

Governance on Cybercrimes.
Community Engagement,  Collaborating with the workers and interns to
Solidarity and Citizenship set the games, accommodate, and hand out
5kg of rice for the guests of the Valentine’s Day
Event.
24
ALFONSO, CAVITE
3.6 List of Activities
25
ALFONSO, CAVITE
3.7 Performance Appraisal Report
26
ALFONSO, CAVITE
27
ALFONSO, CAVITE
28
ALFONSO, CAVITE
29
ALFONSO, CAVITE
PART 4: REFLECTION
4. 1 Problems Encountered and Solutions Made

The problems that we had encountered during the work immersion at the MSWDO
was the technical difficulties with the printer while printing our pamphlets, I am not very
proficient with technology. However, with the assistance of the interns and MSWDO
co-workers, we were able to fix the problem.
30
ALFONSO, CAVITE
PART 5: APPENDICES
5.1 Certificate of Completion
31
ALFONSO, CAVITE
32
ALFONSO, CAVITE
5.2 Daily Time Record
33
ALFONSO, CAVITE
5.2 Gallery of Pictures With Captions
ORGANIZING THE LAST YEAR’S MASTERLIST OF DAY CARE ENROLEES
ORGANIZING ACCOMPLISHING APPLICATIONS
CUTTING RAFFLE TICKETS PASTE FLOWCHART
34
ALFONSO, CAVITE
EDITING AND POLISHING MY PAMPHLET ABOUT REPLIC ACTS ON

CYBERCRIMES
PREPARATION FOR VALENTINE’S DAY EVENT (FEBULOUS DATE WITH

MAYOR RANDY)
35
ALFONSO, CAVITE
HANDING RICE TO THE GUESTS AFTER THE VALENTINE’S DAY EVENT

(FEBULOUS DATE WITH MAYOR RANDY
PICTURE WITH HON. RANDY SALAMAT AFTER THE VALENTINE’S DAY EVENT
(FEBULOUS DATE WITH MAYOR)
36
ALFONSO, CAVITE
PICTURE WITH MRS. GINA T. VEDAN, OUR SUPERVISOR, AND INTERNS AT

MSWDO
37
ALFONSO, CAVITE
5.3 Collage of My Senior High School Experience
38
ALFONSO, CAVITE
39
ALFONSO, CAVITE
5.4 Resume/Curriculum Vitae
40

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Republic of the Philippines

A DOCUMENTARY REPORT OF WORK IMMERSION

CHRISTSHIEN LYZETTE G. COLUMNA

Part 1: IMPORTANT POINTS IN WORK IMMERSION

PART 2: THE WORKPLACE

PART 3: ACTIVITY REPORT

3.5 Work Immersion Highlights…………………………………………………..24

Name: Columna, Christshien Lyzette G.

CHRISTSHIEN LYZETTE G. COLUMNA

To all my of my senior high school teachers who guided me throughout my senior

PART 1: IMPORTANT POINTS IN WORK IMMERSION

What is Work Immersion?

1. 2 OBJECTIVES OF THE WORK IMMERSION

One of the goals of the K to 12 Basic Education Program is to develop in

1. To become familiar with the work place;

To achieve the above objectives, Work Immersion is thus a requirement for

1. Appreciate the importance and application of the principles and theories

1. Creating flexible work immersion arrangements for their learners;

1.3 VALUES AND ATTRIBUTES OF A STUDENT IN A WORK IMMERSION

CAREER GUIDANCE AND COUNSELLING

IMMERSION can be used as a facilitative tool for career counselling for

CAREER DEVELOPMENT AND INTERNAL MOBILITY

IMMERSION highlights individuals’ self-awareness and provides a deeper

PART 2: THE WORKPLACE

 1998: President Joseph Ejercito Estrada’s Executive Order No. 15 aimed at

2.2 Mission and Vision

2.3 Company’s Organizational Chart

Municipal Social Welfare and Development Office (MSWDO)

HON. RANDY SALAMAT

GINA T. VEDAN RSW

ADMINISTRATIVE AIDE VI ADMINISTRATIVE AIDE VI ADMINISTRATIVE AIDE VI

SOCIAL WELFARE AIDE ADMINISTRATIVE AIDE IV

UTILITY WORKER DRIVER TICKET CHECKER

EFREN E. AURE RAMIL C. HERMINO ROGEL S. VARIAS MARY GRACE G. TUMIAO

JOB ORDER/TRAINING JOB JOB JOB ORDER/4PS SECRETARIAT

Municipal M Municipal M Municipal M

2.5 Company Location

Municipal Hall, Poblacion II, Alfonso, Cavite

2.6 Logo and Its Meaning

Municipal Social Welfare and Development Office

2.7 Code of Discipline (Rules and Regulation)

Legal Basis and Ethical Standards

PART 3: ACTIVITY REPORT

3. 1. Daily Accomplishment Report (Week 1)

4 February 1. Paste 1x1 on the 9 hours

3. 2 Weekly Activity Report (Week 1)

Week No. Date SPECIFIC Learnings

1 February 12-16, Organize After the first week

4. 3. Daily Accomplishment Report (Week 2)

4 February 1. Prepare for the 9 hours

5 February 1. Hand paper 9 hours

3. 4 Weekly Activity Report (Week 2)

Week No. Date SPECIFIC Learnings

2 February 19-23, Polish the assigned I've learned a lot

3.5 Work Immersion Highlights

Subject Application/ Task

Philippine Politics and  Presenting my pamphlet about Republic Acts

3.6 List of Activities

3.7 Performance Appraisal Report

4. 1 Problems Encountered and Solutions Made

5.1 Certificate of Completion

5.2 Daily Time Record

5.2 Gallery of Pictures With Captions