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On-the-job training (OJT) is a training that takes place while trainees are actually
working. It is also the training at the place of work while he/she is doing the actual job. It
means that skills can be gained while trainees are carrying out the jobs. OJT benefits both
trainees and host company. The trainee learns in the real work environment and gain
experience dealing with the task and challenges that will meet during a normal working
day. The host company benefits by ensuring that the training is specific to the job and
also does not have to meet the additional costs of providing off-the-job training or losing
work time.
Moreover, OJT focuses on the acquisition of skills within the working
environment generally under normal condition. The acquired general skills of the trainees
from training can be performed from one task to another while the specific skills can be
shown uniquely to a particular job.
At present, School and Universities included to the OJT in the curriculum to meet
the demand of the growing IT industry. Cavite State University (CVSU) - Naic is one of
those universities offering programs that include OJT in the curricula. The school
requires the students undergo such training and documents the training experience termed
narrative report. This report documents and compiles the training experiences and
progress of the student trainees after the OJT.

Objectives of On-the-Job Training

To meet the IT industrys demand for technically competent and well-rounded IT
graduates, the OJT program aims to:
a. enable the students gain experience, relate and apply the theories he/she learns
in school to real industrial and problems;
b. enable the students to apply and appreciate the relevance of classroom
learning to the actual work setting;
c. give the students an insights of the various operations, processes, techniques
and controls presently used in industry;
d. develop and instill a positive attitude, self-confidence and self-motivation
require of a responsible professional in handling tasks; and
e. impress on the students the importance of human relations in the working
place or environment.
Significance of On-the-Job Training
The significance of the OJT is that the students learn discipline, organization, and
people skills while they train out in workforce. Since OJT is supervised by real
employees in real-life work situations, anything can happen, and student must learn on
their feet. This method of learning can be quite beneficial because of the following: first,
students will gain invaluable experience that they can they with them as they move
forward with future careers and education; second, it enhance knowledge and skills
acquired in the classroom in order to become more responsive to the demands of
Information Technology (IT) Profession; and it applies the relevant of IT Profession and
Code of Ethics into practice.
Time and Place of On-the-Job Training

The trainee conducted her OJT at Information Technology Department of CvSUNaic Campus located in Bucana, Naic, Cavite. The trainee went to her training center
before 7:00 a.m and left the said establishment on or after 6:00 p.m. The trainee started
her OJT on May 2016 and ended on July 2016.


Background/Profile of the Establishment

The Cavite school of Fisheries was created under Republic Act No. 2661,
sponsored by Cong. Justiniano Montano, the congressman for the lone district of Cavite,
with initial appropriation of P 200,000.00, which was approved by congress on June 18,
1960. Its implementation in 1961 seems to have a very slim chance due to financial
constraints of the National Government. It was due to the efforts of Dr. Perdo G. Guiang,
the Asst. Director of Public Schools, who made representation to the budget commission
to revert some reserve funds of other fishery schools that an initial amount of P40, 000.00
was made available for Cavite School of Fisheries.
Plans and budgetary Proposals were prepared in July 1961. The item of one
principal, three fishery Technologist and one clerk were created. The amount of P22,
000.00 was set aside for the construction of the school building and the balance for
supplies, materials and equipment. Initial operation of the school begun in June 4, 1962,
with an enrollment of one hundred and seventy five first year students under Secondary
Fishery education Curriculum and with an additional appropriation of P100, 000.00
Classes were initially conducted in the old municipal building located right in the heart of
the town of Naic. After a year, the school was transferred to its present site Bucana, a

coastal Barangay of Naic, Cavite School of Fisheries was converted to college in 1970,
offering two and a half-year Technical Education Curriculum with fifty students enrolled.
Since then, there was a continuous marked increase in enrollment, number of
teaching and facilitative personnel, equipment and other instructional facilities in both
secondary and Technical fishery Education Curricula. At the start of school year 1974-75,
the three year Fishery Education Curriculum leading to a diploma in Fishery Technology
was offered, then on June 30, 1975, DECS approved the offering of the four-year
Technological Curriculum leading to a Bachelor of Science in Fisheries (BSF).In SY
1992-93 additional short term courses were offered, namely; the two year Food and
beverage Preparation Services and the six month Basic Seaman Training Course. In
1997-98 additional two courses were approved by CHED, namely: Associate in Hotel and
Restaurant Management and Associate in food Technology, both laderized programs
leading to Bachelors degree. The bachelor of Secondary education (BSE) with three
major areas of specialization was approved in the same school year.
The year 2001 marks another milestone in the history of college when it was
officially integrated to the Cavite State University (CvSU) System through RA #8292; by
virtue of Board Resolution # 2 dated February 6, 2001. The integration of the college,
present known as CvSU-Naic campus, marks a new beginning. It has a broaden its
perspective to include Research, extension and production in addition to the lone
instruction function the campus has been used to. Likewise new opportunities were
opened for the campus to offer more courses, improve its faculty and staff, improve its

facilities, develop and improve its RD and E endeavor in response to the growing demand
of the society

Location of the Establishment

The trainee conducted her On-the-Job Training at Information Technology
Department in Cavite State University-Naic located at Bucana, Naic, Cavite.

Figure 1. The location map

Vision and Mission Statements of the Establishment

University Vision
The Premier University in historic Cavite recognized for excellence in the
development of globally competitive and morally upright individuals.

University Mission
Cavite State University shall provide excellent, equitable, and relevant
educational opportunities in the arts, sciences and technology through quality instruction
and responsive research and development activities.
It shall produce professional, skilled and morally upright individuals for global

Goals and/or Objectives of the Establishment

Cavite State University - Naic shall endeavor to achieve the following goals:
1. Produce technically competent and scientifically oriented graduates who are
imbued with strong entrepreneurial spirit; possess strong social consciousness;
and guided by positive values and high ethical standards;

2. Conduct relevant research and development activities along fisheries,

education, business, information technology, arts and sciences that would
contribute to sustainable development in its service areas;
3. Implement effective training and outreach programs that emphasize self-help,
critical thinking and life-long learning;
4. Manage fishery and other enterprise projects to promote economically viable
and environment-friendly approaches and techniques; and

Establish strong linkage with non-governmental organizations, other

government entities and the basic sector for the realization of common goals.


Over-all Organizational Structure and Function of the Establishment

Over-all Organizational Structure


Figure 2. Over-all Organizational Structure

Function of the Establishment

Guided by the Universitys vision and mission, CvSU shall be true to the client it
has vowed to serve. One of the major functions of the university is community service to


entrepreneurs, farmer, rural women, fishers and out-of-school youth. It shall produce
professional, skilled and morally upright individuals for global competiveness.
Responsibilities of the Management
Department Chairpersons and unit heads shall:
a. Take charge of planning, development and supervision of their respective
b. Prepare budgetary estimates of their respective units in coordinate with
college deans/division directors; and
c. Propose new and appropriate rules and regulations affecting their respective


Organizational Structure and Function of the Department


Organizational Structure



Campus Dean

Director, Curriculum and Instruction

ITD Chairman

BSCS Adviser

BSIT Adviser

ACT Adviser

Faculty Member


Faculty Member


Faculty Member


Faculty Member

Faculty Member


Faculty Member

Figure 3. Organizational structure

Function of the Department
The following are the function of Information Technology Department:
1. Proficient in designing and developing solutions;
2. Conduct relevant researches and development activities in the field of
computer science and allied fields.


3. Promote the development and transfer of appropriate information technology

4. Practice the principles of good governance and professional and ethical
standards in the workplace.
5. Well versed on application, installation, operation, development,
maintenance and administration of computers;
6. Conduct relevant researches and development activities in the field of
information technology and allied fields;
7. Promote the development and transfer or appropriate information technology
8. Practice the principles of good governance and professional and ethics
standards in the work place.




Technology Department
Office Building

Figure 5. Information Technology Department-Faculty



Figure 6. Information Technology Department Computer and Printer

Standard Operating Procedures (SOPs)

System management
System management SOP introduces users and management to the features of the
IT system they work with on a daily basis. Documentation also addresses the
infrastructure of an IT system and defines the data structures used to process information.


This type of SOP also explains concepts of system preventive maintenance, system
modes (batch versus real-time processing) and daily management resources.
This is the SOP that address IT security provides information pertaining to
security of system application and access to those resources by personnel. In the training
area the faculty and staff are given password for them to access wifi connection and the
students are not allowed to use the computers assigned to the department to secure
important files intended for the faculty and staff only.
Data Recovery
The data recovery SOPs document procedures used for data recovery in the event
of a system crash. This type of SOP lists the different kinds of data recoveries (full,
incremental or selective) and the utility programs used to perform the recovery. Backup
of data using system devices (tape, CD-ROM or disk drive) can be included in the SOP as
a data recovery procedure.


Task Performed / Specific Activities Assigned

On-the-Job training (OJT) benefits students by creating first-hand experiences on
the environment of their profession. It cultivates the students into becoming future


The student trainee in Information Technology Department (ITD) learned how to

take responsibility on specific activities assigned to her. Also she learned how to value
time on task performed.
The trainee assigned to do some different tasks such as encoding, sorting files
manually and by the use of computer, how to use the binder correctly, binding
documents, filing, printing, scheduling and how to assist the enrollment.
Trainee learned how to fulfill their work in their duty hours, as well as how to
perform multiple tasks at once.
OJT assists trainees in learning how to properly manage their work. The level of
expertise and professionalism the trainees learned will be beneficial to them when they
apply companies in the future.

Observed Strengths and Weaknesses of the Training Area

The strengths of the training area are the other faculty staffs are very nice and
hardworking. They follow the rules and regulations of the school.


The weaknesses of the training area are lack of school supplies like bond paper,
slow internet connection, paper jam, poor ventilation, malfunctioning of computers, and
sometimes unclear explanation of task to be performed.
The 23-days experience of the trainees in their On-The-Job training became
effective. They learned to socialize with other and respect them, learned to understand the
importance of having a career and for being a competent individual. She observed the
strengths and weaknesses. Working is not just simply doing the specific task that really
matters. In this training, the trainee learned how to manage the situation between the
office staff and co-workers formally. Trainee learned to improve herself for a better future
to achieve her goals.
a. Problem encountered
The trainee has a problem in internet connection, because the internet
connection is getting low. She also encountered the lack of school supplies, the
malfunctioning of computers.

b. Suggestions for Self-improvement

The trainee would like to suggest to herself to focus on what she doing;
avoid using facebook in time of work.
c. Suggestions for Program Development


The trainees suggest that the campus must provide enough storage for
their documents and must be systematic in arranging the documents for easy
d. Suggestions for Institutional Development
They must provide a better internet connection, lot of school supplies and
a better computer.



On-the-Job training is one of the requirements of the university for the students
who are taking up non-degree and degree courses. It is a program that the students need
to accomplish. The students need to finish the 200 hours on their training area.
This narrative report is based on the students on-the-job training experience at
Cavite State University-Naic, Information Technology Department.
The narrative report is composed of introduction, acknowledgement, compilation
and documentation of progress report and appendices of the trainee.
The trainee gained many experiences during the period of her training in the
office. She developed patience and confidence on how to deal with the daily task. She
learned proper attitude, good coordination with their superiors as well as the other faculty
staff. She learned to love every task that the superior gave to her, and finish the task
correctly. It made her realize that the experience is the most important learning tool and
she gained more knowledge about the real office work.
The knowledge and experience she gained can help her to be an effective and
responsible worker. It is also help the trainee to achieve a better future.



Online References
Google Maps (2016).Location map of CvSU-NaicCampus.Retrieved May 12, 2016, from
Cavite State University-Naic (2013).Cavite State University Background. Retrieved May
12, 2016 from http://www.cvsunaic.edu.ph/index.php?
Cavite State University-Naic (2013).Cavite State University Mission, Vision and
Objectives.Retrieved February 1, 2016 from http://www.cvsunaic.edu.ph/index.php?option=com_content&view=article&id=73&Itemid=66
Trainingindustry.com (2016) Importance of On-the-Job Training.Retrieved from
Reference for Business (2012).On-the-Job Training.Retrieved from
Scrib.com (n,d). On-the-Job Training Objectives.Retrieved May 12, 2016 from



Appendix 1.Application Form



Appendix 2. Resume



I am looking for a suitable On-the-Job Training where I could practice my knowledge and
developed my personality as a career person while utilizing my skills.

Date of Birth:
Place of Birth:
Civil Status:
Language/s Spoken:

September 12, 1997
80 kg
Roman Catholic
English, Filipino


Dedicated and hardworking individual

Willing to render overtime
Willing to learn
Well-groomed appearance
Polite, respectful, and courteous manners



Leadership Training and Team Building Seminar

January 14-15, 2016
Cavite State University
Naic, Cavite

Adobe Magic Using Creative Cloud

August 28, 2015
Cavite State University
Naic, Cavite


Oriented in Microsoft Office application such as:

Microsoft Office Word
Microsoft Office Excel
Microsoft Office PowerPoint.
Capable of editing pictures, files and presentation using different windows applications.

Proficient in HTML, CSS, Microsoft Visual Studio and NetBeans IDE 8.0.


Cavite State University

2013 -

Bachelor of Science in Information Technology
Naic, Cavite

Amaya School of Home Industries

2009 -

Sahud-Ulan, Tanza, Cavite

Naic Elementary School

Naic, Cavite

2003 -


Appendix 3. Waiver


Appendix4. Recommendation Letter


Appendix 5. Location and Linkage Establishment


Appendix 6. Certificate of Completion


Appendix 7. Accomplishment Evaluation Form


Appendix 8.Daily Time Record

Appendix 9. Daily Journal


Day 1: 3 May 2016

It is my first day on my training at Information Technology Department (ITD). I
had no idea on what I need to do on my training. I feel so nervous, until, Mrs. Rossian V.
Perea oriented me on what I was supposed to do. After the orientation, I assist all the
students of BSCS, BSIT and ACT students for their enrollment of their petition and
checking their checklist. After assisting students, I placed it in the table where the
enrollment took place.
Day 2: 4 May 2016
It was my second day on my OJT. In the morning, Mr. Rolando Paares assigned
me to print out the official diploma of students of Cavite State University Naic. While I
was printing diploma, I also helped assisting the enrollees. In the afternoon, I continued
to printing diploma.
Day 3 Day 8: 5 May 2016 17 May 2016
I assisted the enrollment. I also get the pre-registration form and checklist form in
the registrar. While assisting in the enrollment, I bound the grading sheet according to the
year, semester, subjects and course. I also encoded the petition letter, recommendation
letter for the practicum and other documents. Those were my daily task from day 3 to day

Day 9: 19 May 2016


I organized the files and checklist. I sorted the checklist manually, according to
the year, section and course. After I sorted it, I placed back it in the drawer. I went to
Multi-Purpose Hall to give examination in Object Oriented Programming.
Day 10- Day 14: 23 May 2016- 31 May 2016
Mrs. Rossian V. Perea assigned me to file all the IPCR and Classroom
Observation of all the instructor of Information Technology Department. After filing all
the documents, I prepare a PowerPoint for IQ test and I assist students for their OJT.
Day 10- Day 14: 23 May 2016- 31 May 2016
From day 10 to day 14 Mrs. Rossian V. Perea assigned me to file all the IPCR and
Classroom Observation of all the instructor of Information Technology Department. After
filing all the documents, I prepare a PowerPoint for IQ test and I assist students for their
Day 15: June 1 2016
In this day, Mrs. Rossian V. Perea assigned me to print the IPCR for instructors.
After I print all the IPCR, I went to office of Mrs. Catherine Diones to borrow and to
have a copy of past IPCR of Information Technology instructors and placed it to a new
folder for IT Department copy.
Day 16- Day 19: 1 June 2016- 8 June 2016
From day 16 to day 19 I filed all the QCE of instructors. After that Mr. Mac John
Poblete asked to check all the exams of Object Oriented Programing students. After
checking exams, I assist students for their interview.


Day 20- Day 24: 9 June 2016- 16 June 2016

From day 20 to day 24 I encoded the inventory and compute the sales. After that I
went to Accreditation Office to help Mrs. Antiojo to encode the schedule for instructors.
After encoding schedules, Mrs. Rossian assigned to transfer files from CD to computer.

Appendix 10. Training Program



Appendix 11. Photo Documentation

Figure 8. The Trainee While Sorting and Filing the File


Figure 8. The trainee while encoding

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