ojt-narrative report

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INTRODUCTION

On the job training or OJT is one method by which students is given a chance to apply the theories and computations that they have learned from the school. It also helps the students to acquire relevant knowledge and skills by performing in actual work setting. Colleges and universities require their students to undergo such training within a specific number of hours as part of the curriculum. For the students, an OJT or internship program provides opportunities to go through the actual methodologies of a specific job using the real tools, equipments and documents. In effect, the workplace becomes a development venue for a student trainee to learn more about his chosen field and practice what he has learn from academy. On the other hand, an effective OJT program also benefits the companies who accept trainees. First OJT or intern provides additional manpower for a lesser labor cost than a regular employee. Most of them are all eager to learn the ropes so chances are high that they will cooperate. Employers can use this internship strategy as a method in recruiting new employees. Since the trainer or the supervisor can follow the trainees progress, he can gauge based on performance, behavior and attitude if the trainee will make a good recruit after the completion of his internship.

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OJTs can bring fresh ideas into the organization. Given the opportunity to speak their minds freely and without fear, they maybe able to contribute significantly in brainstorming sessions or research and eventually help improve the organizations productivity. While training the interns, employers are in fact also teaching their employees to process of guiding the trainees stretches their patience, develops teaching skills and makes them more sensitive to the needs and mind set of the younger generation. The course of supervision also teaches them how to share what they know and be receptive to questions. Hence, the internship also becomes an avenue in training for future managers of the company. Accommodating on-the-job trainees can truly be beneficial not only to the trainees but also to the companies that provide opportunities for this type of learning. There is wisdom in the front lines. Such training can be an investment that will be valuable to the company later on. This is also why trainees should take their internship seriously as it can become a powerful tool and possibly even a source of recommendation when they take that big lift from being students to career professionals.

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CHAPTER I PERSONAL PROFILE

This chapter presents the personal data of the student-trainee highlighting the college of her origin, as well as her field of specialization.

BATANGAS STATE UNIVERSITY

The Batangas State University has an enduring and eventful history of service to the people particularly to the youth in the province of Batangas. The BSU traces its history from 1903 when it was established as a manual training engaged in tracing the youth for gainful occupation particularly in woodworking. The American educators at that time so the need to trainmen as builders and carpenters to help develop towns and business centers.

In 1905, the manual training school was recognizes. It was named Batangas Trade School and was transferred to its present site. Its emphasis was on wood arts and building construction courses. Later, the course in machine shop was introduced,

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The Batangas Trade School was renamed Pablo Borbon Memorial Trade School in honor of Honorable Pablo Borbon, a Batangueno who held position in three branches of government, namely as governor, member of Philippine Senate and Judge of the court of the first instance. He contributed much for the cause of vocational education in the province.

During World War II, the school was temporarily closed. It was reopened on September 10, 1945. The presence of many American Army surplus jeeps (the American Army was based in Batangas City for 2 years) prompted the opening of another vocational course, auto mechanics. The school became coeducational in the school year 1948 to 1949 with offering of girls trade coursefood trades, cosmetology and handicraft. Enrollment gradually increased reaching its peak in school year 1951 to 1952 when construction in the Caltex Refinery in Bauan, a nearby town, was started.

By virtue of RA 741, the PBMIT became a national school supported by funds from the national government for its operation and maintenance. At this period, industrial electricity and forging were offered in addition to existing courses in response to the need for more electricians and welders brought about by the establishment of several big industrial plants in the area.

On July 1, 1957 RA 4769 converted the institution into a school of Arts and Trades and was named Pablo Borbon Memorial Regional School of Arts and Trades. For the first, time the school offered the technical education curriculum.4

Co-courses in radio mechanics and electronics were introduced. The ensuing years saw the unprecedented increase in the number of building constructedmodernistic structures with spacious rooms for the radio mechanics, electricity, trade drawing, forging, building construction, and machine shop classes.

This rapid growth includes the organization classes, which were offered for the first time in 1963. Unemployed out of school youth and adults and even those already employed enrolled in this evening opportunity classes is acquire new occupational skill or upgrade previous the acquired jobs, skills and competencies.

Awake of the increasing demands for vocational trained manpower, the school administrators secured for the approval for the introduction of teacher education courses leading to the degree of Bachelor of Science in Industrial Education in 1965. A significant mile stone in the history of the institution came about in 1968 by virtue of RA 5270 the school was converted into the Pablo Borbon Memorial Institute of Technology giving it corporate existence with selfgoverning board. The college is mandated by its charter to provide higher vocational, professional, technical and technological instruction and in trades and industrial education. From 1971-1973 mechanical, electrical and civil engineering courses were introduced. The institution of graduate corses in 1974 followed this development. There are two programs on the masteral level; Master of Arts in Industrial Education, with specialization in administration and supervision and Master of Arts in Teaching Science, Mathematics and Vocational Education. In5

1978, there was a felt need for management courses in the graduate level. A consortium with the UP college of Public Administration was established and the classes in MMP under UP CPA-PBMIT consortium started.

On March 22, 2001 President Gloria Macapagal Arroyo signed into law RA 9045, which officially created the Batangas State University with the Pablo Borbon Memorial Institute of Technology (PBMIT) as the nucleus. Under this law, the state situated in Batangas City including its campuses in Barangay Alangilan and those in the Municipalities of Balayan, Bauan, Lobo, San Pascual, Rosario, Taysan, Padre Garcia, Lemery, Calaca, Taal, Tanauan, and Lipa City as well as the Jose P. Laurel Polytechnic college in Malvar, the Apolinario R. Apacible school of Fisheries in Nasugbu and the campus of the Polytechnic University of Sto. Tomas are integrated into University to be known as the Batangas State University.

The Batangas State University will work even harder to enrich and expand each curricular program, formulate and pursue a more meaningful research agenda and implement more vigorously pro-active extension services.

Creation of Batangas State University

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President Gloria Macapagal Arroyo signed law RA 9045 last March 2001 officially created the Batangas State University with the Pablo Borbon Memorial Institute of Technology as a nucleus.

University Vision A university which shapes a global Filipino imbued with moral courage nurtured through the values and excellent education.

University Mission Batangas State University is committed to implement its mandates of quality and excellence, relevance and responsiveness, access and equity and excellence, relevance and responsiveness, access and equity, and efficiency and effectiveness through instruction, research, extension, and production to meet the growing needs of the country and the world for globally competitive and morally upright professionals, scientists, technologists, technicians, skilled workers and entrepreneurs.

University Core Values

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Peace and Spirituality Human Dignity and Empowerment Transparency, Honesty and Accountability Teamwork and Harmony Concern for the Environment

Goals of College of Engineering, Architecture, Fine Arts and Computing Sciences

The College of Engineering, Architecture, Fine Arts and Computing Sciences (CEAFACS) aims to develop a well-rounded graduate attuned to the promotion of a national identity imbued with the moral integrity, spiritual vigor, utmost concern for environmental protection and conservation, and credible and relevant ideals in the pursuit and furtherance of the chosen profession.

It seeks to promote a standard of excellence in the education of competent young men and women who can assume active leadership and/or meaningful participation in the fields of engineering, architecture, fine arts and computing sciences.

MECHANICAL ENGINEERING8

Mechanical engineering continues to play a key role in developing, operating and manufacturing new machines, devices and processes to benefit mankind. Mechanical engineers apply their creative imaginations and

professional skills to combine both theory and practice in a variety