CITYUNIVERSITY OF PASAY

Pasadeña Street, FB Harrison, Pasay City

Bachelor of Science in Office Administration

AN ASSESSMENT OF ON THE JOB TRAINING OF 2ND YEAR BACHELOR

OF SCIENCE IN OFFICE ADMINISTRATION

ACADEMIC YEAR 2018-2019

ENHANCEMENT OF ON THE JOB TRAINING PROGRAM

A Thesis Presented to
Dr. Rosemarie Junio

In Partial Fulfillment of the Requirements for

the Degree Bachelor of Science
in Office Administration

Presented by:
MENDOZA. JUDELYN
GUIAL, EDELYN
TENEFRANCIA, ANNA GRACE
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

On-the job training is one of the identified earliest formalized

approaches to train and equip individuals and most probably the

students in various skills for a better and more satisfying job

performance. The goal of this study is to test the effectiveness of

training and development of the every student to capable and fit in on

their profession. To lead students in a proper process and legal terms

when it comes entering to the corporate world.

Any organization that wants to succeed, and to continue to

succeed, has to maintain workforce consisting of people who are

willing to learn and develop continuously. Training and developing

human capital are tremendously important in the effective

management and maintenance of a skilled workforce. Training is one of

the ways of improving organization’s effectiveness. In order to

implement right training methods, organization should be aware of the

training methods and their effectiveness. Study provides conceptual

framework of determining which methods to use when developing

training program. Training is widely understood as communication

directed at a defined population for the purpose of

developing skills, modifying behavior, and increasing competence.

Generally, training focuses exclusively on what needs to be known.

Education is a longer-term process that incorporates the goals of

training and explains why certain information must be known.

Education emphasizes the scientific foundation of the material

presented. Both training and education induce learning, a process that

modifies knowledge and behavior through teaching and experience.

The research model described here pertains to both training and

education. Therefore, in this document, “training” refers to both

processes.

The students of Office Administration in City University of Pasay

were deployed in different companies to render their Practicum or OJT

which lasted for two hundred (200) hours.

The purpose of the on-the-job training session is to provide employee

with task-specific knowledge and skills in work area. The knowledge

and skills presented during on-the-job are directly related to job

requirements. Job instruction technique, job rotation, coaching and

apprenticeship training are the common forms of on-the job training

methods. Fully on-the-job training theoretically does not involve any

off-the-job training. However, it is very rare for 100% of training to

take place as part of the productive work of the learner.

BACKGROUND OF THE STUDY

Being the students of the City University of Pasay from the

College of Office Administration, as we took our on the job training

(last semester in academic year 2018-2019) experience some difficulty

and delay of requesting letter. That’s the big reason why student

postpone their on the job training in the appointment date.

Because of this situation many students having a struggle to manage

their schedule especially working students that affect the academic

performance and productivity.

In this generation, most of the exclusive universities are offering

international on the job training for the better growth and

development of the students. The problem in the College of Office

Administration is having three On the Job Training which definitely not

necessarily needed. Basically, it divides the attention of the students

to study harder and excel in the academics.

STATEMENT OF THE PROBLEM

This study indicates the consequences of hindrances on

submitting of process letters to the academic and corporate

performance of the students in the College of Office Administration.

The research wanted to answer the following question:

 1. How may the profile of the respondent be described in terms of:

1.1 Age

1.2 Gender

2. How does the students assess the on job training program in

terms of:

2.1 Work attitude

2.2 Work habit

2.3 Competence

2.4 Personality and Appearance

2.5 Training Evaluation

2.6 Problem Encountered

3. Is there significant relationships with profile variables and the

topic?

4. What are the problems encountered by the students during on

the job training?

5. What plan or program may be proposed?

6.

SIGNIFICANCE OF THE STUDY

The study will be valuable and significant to the students of

Office Administration for future research purposes.

 Future Researchers. The results of this study can be a basis

for other researchers’ future references. It will also give them idea

about the study of on the job training.

Students. They will benefit from this study because they are the

main people addresses the on the job training program.

SCOPE AND LIMITATION

This study was mainly concerned and limited with students who

was taking already the on the job training last semester year 2018-

2019 specifically the College of Office Administration.

THEORITICAL FRAMEWORK

Malcolm Knowles (1978, 1990) was the theorist who first

brought the concept of adult learning to a prominent position. Knowles

(1990) contends that adults need to control their learning, as well as

feel that what they learn has immediate utility, and is focused on

issues that directly concern them; adults need to anticipate how they

will use their learning, and to expect performance improvement to

result from their learning. Knowles’s (1998) work was among the most

guiding one with its six principles of adult learning being summarized

as follows:
Need to know – adults need to know why they should learn something,

that is why they need to learn something and how it will benefit them.

Self concept – adults fight against others imposing their will on them,

but having been conditioned through the national school system of a

dependent learner, they need to be moved into a self directed learner

where they are responsible for their own learning and the direction it

takes.

Role of experience – adult’s experience should be used in their new

learning and the technique should include ways to include the adult’s

knowledge as a tool that they can draw upon and also provide

engagement by acknowledging them for their experience.

Readiness to learn – adults seek out learning as a way to better cope

with real life task and problems.

Orientation to learn – the new learning should clearly define how the

new learning will apply to their life in some fashion.

Motivation to learn – internal motivators are important than the

external motivators that adults may receive for more learning. These

internal motivators can come in the form of increased job satisfaction,

self esteem and quality of life.

In similar vein, Birkenholz (1999) asserted that adults with more

education have a stronger tendency to participate in adult educational

activities rather than those who have less education since as people

expand their knowledge base, they also increase awareness of what

they do not know

The theories of this study is varies from different authors related

to On the job training.

According to Kraiger and Ford (2014) and Sessa and Condon

(2014), training and development cannot be differentiated. All training

interventions should be carefully planned, designed and evaluated in

support of organizational goals and objectives. Several authors

suggest that most organizational training and development initiate that

has occurred in the last decade have been strategic because they have

emphasized knowledge management, continuous learning and

development programs to help organizations increase their ability to

detect change , adapt and anticipate trends. Before implementing any

training program, the company should assess the needs of the training

with respect to needs assessment, the emphasis is on aligning training

systems with the organizations business strategy and operating

constants. Further the training design is on the development of

systems on interventions to support knowledge as well as skills

acquisition and transfer, rather than on design and implementation of

discrete training activities or methods, evaluation is therefore focused

on demonstrating an organizational impact of training investments.

An important strategic issue is whether an organization should assume

responsibility for training or outsource its responsibility for the

students to do the n the job training outside.

According to Leonard and Sensiper (2016) the sharing and

creation of knowledge are increasingly believed to be the key source of

competitive advantage it emphasize the ability to explore and exploit

knowledge through social relationship is the fundamental means

through which human resources contribute to a company’s competitive

advantage . They suggest that social interacting between to the

employees are the most important.

Researches have argued that attentions should be paid to factors

beyond the formal learning experience to enhance transfer. ( Baldwin

2015) Training effectiveness is grounded in the proper design an

delivery of the formal learning experience yet training should not be an

isolated classroom activity, if benefits are to be fully realized.

 CONCEPTUAL FRAMEWORK

INPUT

Data on Assessment of
students regarding the
different factors of the PROCESS
on the job training as OUTPUT
An assessment of
to:
on the job
Work Attitude training of BSOA
2nd year in Enhancement of on
Work Habit academic year the Job training
2018-2019
Competence

Personality and
Appearance

Training Evaluation

Problems Encountered
by the students in their
On the Job Training

DEFINITION OF TERMS OF VARIABLES

On the job Training Program– designated to help employees gain

hands on knowledge in the work place.

Assessment – refer to the wide variety of methods or tool that

educators use to evaluate.

Recommendation Letter – is a document in which the writes assess

the capabilities of the person.

Students – a person who is studying.

Training – the action of teaching a person.

Evaluation - the making of a judgment about the amount, number, or

value of something; assessment.

College of Office Administration and Computer Technology. A

four year degree program designed to provide students with

knowledge and skills in business management and office processes

needed in different workplaces

Enhancement Program- is a one-semester program offering first-

year students the opportunity to learn and practice academic habits

associated with success in college. ... Students are required to

participate in a workshop held weekly.

Competency. The ability to do something successfully or efficiently.

CHAPTER 2

REVIEW OF RELATED LITERATURE

FOREIGN LITERATURE

LOCAL LITERATURE

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.

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 it is a good work habit to give importance

to good attendance and punctuality. Doing so can get you off to a start

and it can be a positive asset on your part.

 According to Koontz (2007) many opportunities for development

can be found on the job. Trainees can learn as they contribute to the

aims of the enterprise. However, because this approach requires

competent higher – level managers who can teach and coach trainees,

there are limitations to do on the job training.

RELATED STUDIES

Training has been defined as "The systematic development of

the knowledge, skills and attitudes required by an individual to

perform adequately a given task or job".1 Training has also been

defined in the Glossary of Training Terms (Manpower Services

Commission, U.K.) as "a planned process to modify attitude,

knowledge or skill behavior through learning experience to achieve

effective performance in an activity or range of activities. Its purpose

in the work situation is to develop the abilities of the individual and to

satisfy current and future manpower needs of the organization". It

clearly implies that the role of training is to improve the overall

performance of the organization. The term 'performance' is, therefore,

interwoven with training.

Wenig and Wolansky (46), after examining available data on industrial

training methods, concluded that most training of skilled and semi-

skilled industrial workers (excluding apprenticeship) is informal on the

production line with instruction given by the foreman or another

worker. Perlman (26), in a study of OJT in 150 Milwaukee firms (132

of them manufacturing firms), found that while all of these firms

reported that they used OJT, 96 percent had only informal or

unstructured programs. Perlman (26, p. 7) reports, "The typical

pattern of company training followed by most-of the firms in the study

is not one of on-the-Job training, if that term implies teaching a

worker new broad skills at the plant site. Rather, it is a form of

instruction that can perhaps be described by the term 'as-you-work

training'. This expression implies that when an opening for a job

requiring some skill arises and is to be filled by a promoted worker,

the process of learning and practice (training) does not proceed the

assignment but begins with the worker's taking his new place in the

production process."

This literature review presents the current state of research on

structured on-the-job training (S-OJT) and proposes a research

agenda for future research activities on this form of workplace

learning. In the past three decades, S-OJT has emerged as an integral

part of human resource development practice. The literature review

seeks to identify the nature of S-OJT as it is described in the literature,

categorize the existing research and practices of S-OJT, provide

overview of three dimensions (audience, location, and conclusion) of

each study involving S-OJT, and develop a conceptual framework for

conducting research on S-OJT. Online databases including Business

Source Premier & Complete, Academic Source Premier, Scopus, Primo

Articles, JSTOR, and ERIC were used for the reviews. The results of

this literature review provide a theoretical framework for

understanding S-OJT as a means to promote future research and

theory building.

SYNTHESIS

On the Job Training, also known as OJT, is a hands-on method of

teaching the skills, knowledge, and competencies needed for the

students to perform a specific job within the workplace. Students learn

in an environment where they will need to practice the knowledge and

skills obtained during their training.

On the job training uses the existing workplace tools, machines,

documents, equipment and knowledge to teach the students on how to

effectively do their job.

. The related studies and the present study aims to identify the

effectiveness and enhancement of the participants in the on the job

training program. The studies different in terms of the method of

identifying the skills and knowledge. The studies went through

programs to classify the skills and knowledge of the participants

while the present study used a different approach by distributing a

questionnaires to the students.

Chapter 3

METHODOLOGY

This chapter presents the methodology and techniques used in

this study. It include research design, research locals, sampling

techniques, instrumentation, procedure and statistical analysis.

RESEARCH DESIGN

The research design used by the group was the descriptive

approach. According to Mccombes (2019), a descriptive research

design can use a wide variety of quantitative and qualitative methods

to investigate one or more variables. Unlike in experimental research,

the researcher does not control or manipulate any of the variables, but
only observes and measures them. Descriptive research is an

appropriate choice when the research aim is to identify characteristics,

frequencies, trends, correlations, and categories. It is useful when not

much is known yet about the topic or problem. Before you can

research why something happens, you need to understand how, when

and where it happens.

RESEARCH LOCALS

In accordance with its long-term plan to make its students

competitive in the media industry, the Department of Communication

of Far Eastern University (FEU) found the need to evaluate its on-the-

job training (OJT) program to determine if its Mass Communication

students are equipped with competencies such as knowledge, skills,

and proper attitude in the workplace from the perspective of their OJT

supervisors. Extracting data from the practicum evaluation report and

applying the measure of central tendency, complemented by

interviews with OJT supervisors, the study found out that FEU Mass

Communication students rated excellent on all three competencies, but

they need improvement in terms of technical knowledge, assertiveness

and self- confidence. It is recommended, as one of the first steps, that

the measurement tool being used by the Department be reviewed and

revised to make it more responsive to the demands of the industry and

curriculum.

SAMPLES AND SAMPLING TECHNIQUES

The sampling technique used for the research is the purposive

sampling technique. Purposive technique is the most effective method

for the study as this method considers the respondents in the study.

The descriptive approach is also used to describe the

characteristics of the population that is being studied in the present

research.

INSTRUMENTATION

To be able acquire the information needed for the study on the

assessment of on the job training, the researchers focused in the

students in the College of Office Administration from the City

University of Pasay.
 Questionnaire. The questionnaire is created after consulting

with the researchers’ adviser. The questionnaire is made up of two

parts: the five areas in the assessment on the On-the-Job and the

problems encountered by the students during their on-the-job training.

PROCEDURE

For the data gathering procedures, the questionnaires were

distributed to the respondents, 3rd year students in the College of

Office Administration. The researchers also provided three days for the

collection of the information needed. The questionnaires were

distributed by the researchers and was able to acquire the data on the

same day of the distribution.

STATISTICAL ANALYSIS OF THE DATA

Upon retrieving the gathered data from the survey, the results

are tallied and analyzed to determine the students’ assessment

regarding the on-the-job training in the College of Office

Administration at the City University of Pasay.

For the assessment of the students, the scaling method used is

point Likert scaling technique. The following interpretation is used to

describe the scaling technique:

Range Interpretation

5 Strongly Agree

4 Agree

3 Neutral

2 Disagree

1 Strongly Disagree
 The researchers used the Weighted Mean to compute and

interpret the data on the respondents’ assessment on their on-the-job

training. The following formula is used:

WM = TWF / N

Where:

WM – weighted mean

TWF – weighted frequency

N - total number of respondents

To test if there is a significant difference between the professors’

assessment from the students’ computer competency assessment, the

t-test technique is used by the researchers using the formula below:

T= X2 – X1
√SS1 + SS2 1 1
N1+N2-2 N1 N2

X1 = mean of the first variable

X2 = mean of the second variable

SS1 = sum of squares of first variable

SS2 = sum of squares of second variable

 N1 = number of samples of first variable

N2 = number of samples of second variable

For the second part of the questionnaire, the scale used to

determine the problems encountered by the respondents in their

computer subjects in the College of Office Administration are the

following:

Scale Weighted Mean Interpretation

5 4.50-5.00 Strongly Agree

4 3.50-4.49 Agree

3 2.50-3.49 Neutral

2 1.50-2.49 Disagree

1 1.00-1.49 Strongly Agree

CHAPTER 4

RESULT AND DISCUSSIONS

This chapter tackles the results and discussions of the data

gathered, the statistical analysis and the interpretation of findings. The

following results are presented in tables following the sequence of the

research problem regarding the Assessment of students in the College

of Office Administration at the City University of Pasay.

ASSESSMENT OF THE STUDENTS IN THE DIFFERENT FACTORS

OF THE ON-THE-JOB TRAINING

The tables below presents the weighted mean and the

interpretation of the factors in the assessment of On-the-Job training.

Table 1

Assessment of Students in Work Attitude

Indicators WM VI

1. Students are interested and 4.12 Agree

enthusiastic in performing the task
assigned.
2. Students are patient and diligent in 3.5 Agree
performing assigned tasks.

3. Students are always taking initiative. 3.86 Agree

4. Students deal with supervisor and 3.94 Agree

other officemates with courtesy.

5. Students work harmoniously with the 4.04 Agree

officemates.

Average Weighted Mean 3.89 Agree

The table above presents that the indicator “1” has the highest

weighted mean of 4.12 and interpreted as “Agree” and the lowest

weighted mean is 3.5 from the indicator “2” interpreted as “Agree” as

well. The total average weighted mean for this area in 3.89 interpreted

as “Disagree”.

Table 2

Assessment of Students in Work Habit

Indicators WM VI

1. Students always come in the office 3.98 Agree

time.
2. Students observe proper break time 4.3 Agree
period.
3. Students utilize office hours to do 3.82 Agree
school assignment, reports etc.
4. Students always see to it that the 4.12 Agree
works , and report are neat
presentable and correct.

5. Students perform assigned task within 3.9 Agree

the assigned time.

Average Weighted Mean 4.02 Agree

The table above presents that the indicator “1” has the highest

weighted mean of 4.12 and interpreted as “Agree” and the lowest

weighted mean is 3.9 from the indicator “5” interpreted as “Agree” as

well. The total average weighted mean for this area in 4.02

interpreted as “Agree”.

Table 3

Assessment of Students in Competence

Indicators WM VI

1. Students readily understand instruction. 3.94 Agree

2. Students performed the task even the 4.04 Agree

supervisor is not around.

3. Students usually come up with sound 3.88 Agree

suggestions.
4. Students show strength and stability. 4.02 Agree

5. Students cooperate with all other 3.9 Agree

members of the organization.
6. Students are being resourceful 4.06 Agree

Average Weighted Mean 3.97 Agree

The table above presents that the indicator “6” has the highest

weighted mean of 4.06 and interpreted as “Agree” and the lowest

weighted mean is 3.9 from the indicator “5” interpreted as “Agree” as

well. The total average weighted mean for this area in 3.97 interpreted

as “Agree”.

Table 4

Assessment of Students in Personality and Appearance

Indicators WM VI

1. Students report to the office neatly 4.26 Agree

and well-groomed.

2. Students possess emotional 4.08 Agree

maturity always.
3. Students show self-confidence. 4.9 Strongly
Agree
4. Students has the knowledge of on 4.2 Agree
the job assigned.
 Average Weighted Mean 4.36 Agree

The table above presents that the indicator “1” has the highest

weighted mean of 4.26 and interpreted as “Agree” and the lowest

weighted mean is 4.2 from the indicator “4” interpreted as “Agree” as

well. The total average weighted mean for this area in 4.36

interpreted as “Agree”.

Table 5

Assessment of Students in Training Evaluation

Indicators WM VI

1. The grading system used of OJT. 4.16 Agree

2.The practicum should be aware of the 3.9 Agree

different aspects to be evaluated by the
immediate boss.
 Average Weighted Mean 4.03 Agree

The table above presents that the indicator “1” has the highest

weighted mean of 4.16 and interpreted as “Agree” and the lowest

weighted mean is 3.9 from the indicator “2” interpreted as “Agree” as

well. The total average weighted mean for this area in 4.03 interpreted

as “Agree”.

Problems Encountered by the Students

After collecting the gathered information from the respondents,

the next table shows the result and the interpretation of the problems

encountered by the students in their On-the-Job training.

Table 6

Problems Encountered by the BSOA Students in their Computer

Subjects
 Indicators Weighted Verbal
Mean Interpretation

1. Students are lack of self-confidence. 3.36 Neutral

2. Students time conflicts between 3.34 Neutral

classes and on the job training
schedule.

3. Students distance of the 3.54 Agree

cooperation firm is too far from
school to the house.

4. Students inadequate knowledge 3.36 Neutral

regarding the task assigned.
Average Weighted Mean 3.4 Neutral

The table above presents that the indicator “3” has the highest

weighted mean of 3.54 and interpreted as “Agree” and the lowest

weighted mean is 3.34 from the indicator “2” interpreted as “neutral”

as well. The total average weighted mean for this area in 3.4

interpreted as “neutral”.
 CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter explains the summary of the findings interpreted in

the study based from the statement of the problem in Chapter 1. This

study assesses and addresses the assessment and the problems of

students in their On-the-Job training.

SUMMARY OF FINDINGS

The following problems are organized to the specific questions

used in the statement of the problem. The following are the findings of

the study.

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

of the following variables:

1.1 Age

1.2 Gender

1.3 Civil Status

2. How does the students assess the different factors of the

On-the-Job training such as:

2.1 Work Attitude

The researchers found out that the students agree in

the factors indicated in this area.

2.2 Work habit

The researchers found out that all of the respondents

answered agree in all the factors indicated in this area.

2.3 Competence

The researchers found out that all of the respondents

answered agree in all the factors in this area.

2.4 Personality and Appearance

In question number 3, some of respondents are strongly

agree in some factors in this area.

2.5 Training Evaluation

Researchers found out that all of the participants answered

agree in all the factors of this area.

3. Is there a significant difference as how the students rate

the extent of the factors affecting their on the job training

in terms of demographic profile?

 All the indicators in the four areas of computer competency

are considered strengths except for knowledgeable in computer

basic troubleshooting (WM=3.18), can type without looking at

the keyboard (WM=3.36), can identify the home keys and follow

the correct/finger placement on the keyboard (WM=3.1), can

follow the proper sitting position while typing (WM=2.72) and

can use other keyboard keys such as Ctrl, Alt, Shift, Function

keys etc. (WM=2.68).

4. What are the problems encountered by the students

during on the job training?

The distance of the cooperating firm from the school/home

is the major problem that the students encounter during their on

the job training which gains the highest weighted mean of 3.54.

5. What factors of on the job training should need

improvement?

CONCLUSIONS

Training is a substantial organizational investment getting a

satisfactory return on investment means linking the training
function and activities to the company’s overall business activity. The
investment in people, both in developing and
maintaining the appropriate skills, is vital part of the organization’s
strategy for the future. Like any investment,
investment in training should produce an effective and measurable
payback. Effective training enhances the knowledge,
skills, attitudes and behavior of people and hence their performance.
The improved performance of individuals leads
directly to profit. Such a payback can be rapid and significant, yet it is
rarely measured or presented in financial terms.
If an organization wants highly motivated, up to date, creative and
productive workforce, they need to start and build a
strategy for the future. This strategy has to recognize that corporate
performance is totally dependent upon the
performance of the organization’s people. This leads to a clear
commitment to invest in these people through training.
The results of this study showed that on the job training has positive
affect on managers’ creativity, achieving
organizational objectives, economical benefits. With such advantages
that training dedicates to organizations, any
organization those have high ambitions, have to conduct such training
for achieving those benefits.
Organization which implements training gives emphasis on; what
percentage of employees have individual challenge,
growth and learning plans, the number of hours of training that the
average worker gets each year.
A training program is not complete until you have evaluated methods
and results. A key to obtaining consistent success
with training programs is to have a systematic approach to
measurement and evaluation. Recognition of the training
methods and measurement techniques are crucial for the
organization’s training success

Based on the findings of this study, the following conclusions

were drawn:

1. Conlusion in problem 1

2. Conlusion in problem 2
RECOMMENDATIONS

The following recommendations are made based on the findings

of the study:

1. Recommendation in problem 1

In problem 1, in terms of work attitude ,the researchers

recommend that students must have their interest and

enthusiasm in performing task that will be given to them, to

have a better result, and for the commendation.

2. Recommendation in problem 2

In table 2, in terms of work habit, the researchers recommend

that students must assure that the works and the reports are

presentable, neat, correct, and organize, according for what the

company wants.

3. Recommendation in problem 3

In problem 3, in terms of competence, researchers recommend

that students must be resourceful and be creative. This will help

them in their future work professions to achieve goals.

4. Recommendation in problem
 In problem 4, aligned with personality and appearance,

researchers recommend that students must also prioritize their

proper attire in reporting to their offices.

5. Recommendation in problem 5
BIBLIOGRAPHY
References:

Essays, UK. (November 2018). Types and importance of on the job

training. Retrieved from

https://www.ukessays.com/essays/management/types-and-

importance-of-on-the-job-training-management-essay.php?vref=1

1. https://www.ukessays.com/essays/management/types-and-

importance-of-on-the-job-training-management-essay.php

2. https://www.convergencetraining.com/blog/job-training-ojt-intro

3. https://apps.dtic.mil/dtic/tr/fulltext/u2/a102558.pdf

4.https://www.researchgate.net/publication/319468158_A_Review_of_the_Literature_on_Str

uctured_On-the-Job_Training_and_Directions_for_Future_Research
5.https://www.researchgate.net/publication/41891743_A_Study_of_on_the_Job_

Training_Effectiveness_Empirical_Evidence_of_Iran

6.

APPENDICES
 Appendix A

SURVEY FOR STUDENTS

Survey made for students in the Assessment of on the job training

program in the College of Office Administration.

Name:_____________ (Optional) Age: ____________

Civil Status: ________________ Gender: ___________

Direction: Please put check (/) on each item under each description of
your action, behavior or opinion.

Rating Scale:

5 – Strongly Agree 4 – Agree 3 – Neutral

2 – Disagree 1 – Strongly Disagree

I. Assessment to the on the job training

program.

Work Attitude 5 4 3 2 1

1. Become interested and

enthusiastic in performing
the task assigned.
2. Become patient and
diligent in performing
assigned task.
3. Always taking initiative.
4. Dealing with supervisor
and other officemates with
courtesy.
5. Working harmoniously with
the officemates.

Work Habit

1. Always go to the office on

time.

2. Always observe proper

break time period.

3. Utilizing office hours to do

school assignment, report
and etc..
 4. Always see to it that
the works, and reports
are neat, presentable
and correct.
5. Performing assign task
within the assign time.
Competence 5 4 3 2 1
1. Become readily
understand instruction.
2. Performing the task
even the supervisor is
not around.

3. Usually come up with

the suggestions.
4. Showing a strength
and stability.

5. Being Cooperative with

the other members of
the organization.
6. Being a resourceful.
Personality and 5 4 3 2 1
Appearance

1. Always report to the office

neatly and well groomed.

2. Always possess emotional

maturity.
3. Showing a self confidence
in the office.

4. Having a knowledge in the

job assigned.

Training Evaluation

1. The system of grading

used of OJT.
 2. the practicumer should
be aware of the
different aspects to be
evaluated by the
immediate boss.
Problems Encountered

1. Lack of self confidence.

2. Having time conflicts

between classes and on
the job training
schedule
3. Distance of cooperating
firm is too far from
school and house.
4. Having a lack of
knowledge regarding
the task assigned.

COMPUTATION OF WEIGHTED MEAN

(STUDENTS)

Summary Numbe Weight

r of ed
Respo Mean
ndents
50

Tally Tally
by
 weight
Computer
Operations
Indicator 1
Indicator 2