THE COMMON PROBLEMS ENCOUNTERED BY HOSPITALITY INDUSTRY MANAGEMENT STUDENTS DURING THEIR ON-THE-JOB TRAINING

BACCAY, ROMALYN
FABRO, MARIJENN
FERNANDO, JUSTINE MAE
MANZANO, MARIA SHIRLENE
PAGULAYAN, HAIDIE
TUMBALI, JEROME

CHAPTER I

INTRODUCTION

In a classroom, the learning process takes place for how many long hours of sitting and discoursing about anything related to academics. But college life doesn’t wind-up by just learning the theories; we apply them through a training that will present us the picture of our chosen career- On-the Job Training
On the job training is the preliminary application of the programs we have learned from school, it also serves as an evaluation for ourselves on how much we know about our preferred future line of work and the skill we need to acquire. It serves as an opportunity for us to improve and reinvent ourselves, growing better for the challenges of the future.
This piece of research is important, considering that all Hospitality Industry Management students will undertake On-the-job Training. Realizing the value of On-the-job training, and what it can do to the individual. The researcher felt that it was necessary to look into what difficulties are being encountered by students on the duration of their internship.

CONCEPTUAL FRAMEWORK

Colleges and universities require their students to undergo On-the-job 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, equipment 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 learned from school. 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.

OJT’s 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 trainee’s should take their internship seriously as it can become a powerful tool and possibly even source of recommendation when they take that big lift from being students to career professionals. The most effective method to develop the competence and skills of students is through hands-on training. This process exposes the students to the different fields. Moreover, it allows the students to become familiar and made known to the actual operation of the business and the state of art of the facilities, equipment and technology used. Morale, productivity, and professionalism will normally be high in those individuals that employ a sound OJT program. As per required by the Commission on Higher Education (CHED), students of College of Hospitality Industry Management (HIM) undergo On-the-job training with a required time. This would be a stepping stone for the trainees to develop themselves to become professionals in their own field of specialization and acquire new learning through experience during trainings. It is a very essential component of the learning process, geared toward preparing students future careers. However, trainees along the way encountered uncertainties and problems that would one way or another will affect their OJT performance. At present, OJT in the locality is becoming a great challenge. It is a fact that the benchmark for excellence in the hospitality industry is changing, in which Tuguegarao City hotels, restaurants and many other customer service related establishments are having a hard time to muddle through. This result to a widening gap between the standards in principles taught to them in school and the real state of affairs in our locality.
Hospitality Industry Management students who reach fourth year definitely experience OJT, either local or international. A lot of problems arise before or during the training program. Time conflicts, complaints and demands from guests, working relations, sanitary practices of establishments and other related difficulties that may be encountered.

STATEMENT OF THE PROBLEM

The primary concern of this study was to make an in-depth research on the common problems encountered by Hospitality Industry Management students during their On-the-Job Training, specifically the study hope to answer the following questions.

1. What are the common problems encountered by the HIM students on their local and international OJT?
2. How did the respondents handle those common problems during their OJT?

3. What are the possible ways to minimize or lessen those common problems that affect performance of the respondent?

DEFINITION OF TERMS

* OJT-on-the job training- a required training for students enable For them to enhance their skills and knowledge by applying what they learned in their particular courses and will bring the students into the real world of the Hospitality Industry and will equip them with knowledge, skills and expertise in order for them to become competent and globally competitive

* Local On-the-job training- training conducted within Tuguegarao City

* International On-the-job training - Training conducted outside the country (Singapore) to provide highest level of opportunities for the students to gain more knowledge, heighten their skills and attitudes, competencies and to enhance travel experience exposure and acculturation on hotels in foreign establishments that observe international standard services.

* Common Problems – these are some problems encountered by the trainees while conducting their on- the- job-training

RESEARCH PARADIGM

Independent Variable Dependent Variable * Difficulties during on-the-job training * Possible ways to minimize or lessen the difficulties Local on-the-job Training of Him Students

International on-the-job Training of Him Students

This illustration shows the dependent variable which is the difficulties during on-the-job training and possible ways to minimize or lessen the difficulties and the dependent variable which is the local and international on-the job training of HIM students. SCOPE AND DELIMITATION

The proposed study aims to derive. Solutions to burdens of 4th year BS HIM students who are engage in their on-the-job training and will focus on issues from within the premises of academic learning to the various obstacle s they faced during OJT.
These problems include the efficiency and effectiveness of teaching they acquire, the availability of establishment for OJT and the same up of total gainful knowledge they acquired.
The study will be limited only to issues pertinent to the concentration of the research and any other matter deemed appropriate to be part of it.
It shall be conducted only among 150 BSHIM students who took p OJT in local and 50 students on International. Conduct of research to other campuses is not possible due to lack of financial capabilities. This will be conducted from August to October 2012.

SIGNIFICANCE OF STUDY

CHED

The proposed study will serve as a learning paradigm of the curriculum in the tertiary level to review the OJT program and look for alternative solution to enhance the students’ knowledge and skills. This is but a small contribution to the tertiary education framework that not only education be learned by today’s student but acquisition of learning skills and knowledge for gainful employment and full participation in country’s society.

HOSPITALITY INDUSTRY MANAGEMENT The proposed study will serve as the basis of the students if what will be their experience upon taking their OJT in local or either international training. This study may help them avoid the difficulties encountered by the students who had already taken their OJT. This will give students a brighter understanding and deeper awareness to the different factors that would affect their on- the- job- training performance.

Practicum Coordinator of the Participating Training Establishment

The proposed study will serve as the basis of the Practicum Coordinator to plan for the student’s schedule of practicum work in the institution. In order for them to let the students know the practicum training institutions.

Chapter II

Review of Related Literature and Studies

This chapter presents relevant literature and studies that helped the stand of this particular study. It includes both local and foreign studies and literature.

(White 1982) OJT has been one of the best forms of training because it placed the employee in a learning situation to develop confidence and a sense of productivity. Training has been applied to improve the skills to a higher level or correct a skill deficiency.

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.

Your attitude in the workplace can be one of the most - if not the most - telling aspect of how others in the company look at you and feel about you as a coworker stated by Mueller (2006). Your attitude therefore will definitely define you. Personality according to psychology is made up of the characteristic patterns of thoughts, feelings and behaviors that make a person unique. In addition to this, personality arises from within the individual and remains fairly consistent throughout life. Experience and academic research has shown that an individual’s personality has a strong influence on how they work within an organization. One's image in the eyes of other people is important. If one is to represent a company and indeed one's self, an image of orderliness is vital, to win confidence.

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. Planned progression is a technique that gives managers a clear idea of their path of development. It may be perceived by trainees as a smooth path to the top, but it really is a step-by-step approach which requires that task to be done well at each level. Trainees learn about different enterprise functions by job rotations. They may rotate through: non-supervisory work, observation assignments (observing what managers do, rather than managing themselves) and therefore has positive aspects and should benefits the trainees. “Assistant - to” positions are frequently created to broaden the viewpoint of trainees by allowing them to work closely with experienced managers who can give special attention to the developmental needs of the trainees.

On-the-job training is a never-ending process. Patience and wisdom are required of superiors, who must be able to delegate authority and give recognition and praise for jobs well done. Effective coaches will develop the strength and potentials of subordinates and help them overcome their weaknesses. As mentioned by on-the-job training is one of the oldest and most used types of informal training. It is considered informal because it does not necessarily occur as part of a training program and because managers or peers can serve as trainers. He further stated that if on-the-job training is too informal, learning will not occur. On-the-job training has several advantages over other training methods. It can be customized to the experiences and abilities of trainees. Training is immediately applicable to the job because OJT occurs on the job using actual tools and equipment. As a result, trainees are highly motivated to learn. There are several disadvantages in the OJT approach. Managers and peers may not use the same process to complete the task. They may pass on bad habits as well as useful skills. Also, they may not understand that demonstration, practice and feedback are important conditions for effective on-the-job training. Effective OJT program include:
1. A policy statement that describes the purpose of OJT and emphasizes the company’s support for it.
2. A clear specification of who is accountable for conducting OJT.
3. A thorough review of OJT practices at other companies in similar industries.
4. Training of managers and peers in the principles of structured OJT.
5. Availability of lesson plans, checklists, procedure manuals, learning contracts and progress report forms for use by employees who conduct OJT.
6. Evaluation of employees’ level of basic skills before OJT.

Principles of On-the-Job Training Preparing for Instructions
1. Break down the job into important steps.
2. Prepare the necessary equipment, materials and supplies. 3. Decide how much time you will devote to OJT and when you expect the employees to be competent in skill areas.

Actual Instruction
1. Tell the trainees the objective of the task and ask them to watch you demonstrate it.
2. Show the trainees how to do it without saying anything. 3. Explain the key points or behaviors. (Write out the key points for the trainees, if possible.)
4. How the trainees how to do it again.
5. Have the trainees do one more single parts of the task and praise them for correct reproduction (optional).
6. Have the trainees do the entire task and praise them for correct production.
7. If mistakes are made, have the trainees practice until accurate reproduction is achieved.
8. Praise the trainees for their success in learning the task.

According to Cristobal the OJT program is a good program for augmenting the knowledge skills and competencies of the task and activities included in the OJT are routine that do not really require the application of the higher knowledge, skills and competencies learned in the classroom. Initially the respondents are not familiar and have difficulties in using the modern devices and equipment used in their OJT.

Mendoza as cited by Bahian (2008) asserted that the students level of achievement in significantly related to the on the job training what the students learn from the classroom is what the students apply during OJT. The school provided related instruction and related skills; the role of industries is to sharpen the student’s competencies ad activities. Thus, cooperating industries should provide the student trainees the necessary reserves needed to improve their performance level of proficiency and specific skills and field of specialization.
Mamadra (2005), also conducted a study to find out the impact of the on-the-job training programs on the skills and values development of students in the four areas of specialization such as automotive, electronics technology, computer technology and electrical technology as well as the students’ values development in terms of work attitude, self-reliance, self-discipline, resourcefulness, honesty and patience among selected vocational-technical tertiary institutions in Mindanao. In her study it was found out that the impact of the on-the-job training program on skills and values development of the students depend on the approaches of the skilled mentors to supplement the student – trainees’ competence in the classroom as well as the concepts that both the school and the industries work together in the training of technological students as future industrial workers
In the statistical analysis in the study of Sirota (2005) showed that a level of achievement has six primary sources:
1.) Challenge of the work itself - The extent to which the job uses an employee’s intelligence, abilities and skills.
2.) Acquiring of new skills;
3.) Ability to perform – having the training, direction, resources authority, information and cooperation needed to perform well.
4.) Perceived importance of the employees’ job – the importance to the organization, to the customer and to the society;
5.) Recognition received from performance – non- financial (such as a simple “thank you” from the boss or a customer) and financial (compensation and advancement that are based on performance.); and
6.) Working for a company of which the employee can be proud – because of its purpose, its products (their quality and their impact on customers and society), its business success, its business ethics (treatment of customers, employees, investors, and community), and the quality of its leadership. The quality of interaction in organization is obviously greatly affected not just by friendliness and mutuality of interest, but also by co – workers’ competence and cooperation.

Chapter III
METHODOLOGY
This chapter discusses the procedures of research employed by the researchers to gather the needed data. It includes research design, research procedure, instrumentation, respondents, and statistical treatment.

RESEARCH DESIGN The research employed the descriptive method which is defined as a process of gathering facts concentrating nature and status of anything that is of interest and importance. This study is focused on the difficulties of HIM students during their local and international OJT in Andrews’s campus.

INSTRUMENTATION This research will use questionnaires as our primary source of data. Part I, determines common problems encountered by HIM students during their On-the-job training using a 5 points scale with the following description. Scale | Description | Code | 4.10-5.00 | Very True To Me | VTTM | 3.40-4.19 | True To Me | TTM | 2.60-3.39 | Sometimes True To Me | STTM | 1.80-2.59 | Sometimes Not True To Me | SNTM | 1.00-1.79 | Not True To Me | NTTM |

Part II, determines the possible ways to minimize or lessen the problems encountered during On-the-job Training using a 5 point scale with the following description. Scale | Description | Code | 4.10-5.00 | Very Much Recommended | VMR | 3.40-4.19 | Moderately Recommended | MR | 2.60-3.39 | Moderately Not Recommended | MNR | 1.80-2.59 | Not Recommended | NR | 1.00-1.79 | Undecided | U |

Part III. Determines how trainees handle the problems during On-the-job Training using a ranking scale from 1-10 according to order of priority.

RESPONDENTS This study aims to have a closer look on the difficulties of HIM students during their local and international OJT. The researchers utilized one hundred (100) respondents of fourth year HIM students of Cagayan State University, Andrews Campus.

STATISTICAL TREATMENT OF DATA The data collected was analyzed using frequency counts and weighted means.

DISCUSSION OF FINDINGS
This chapter presents the analysis and interpretation of the data to answer the problem of the study.

FOR LOCAL TRAINEES

COMMON PROBLEMS ENCOUNTERED DURING LOCAL ON-THE-JOB TRAINING
Table 1. Time conflicts between classes and on-the-job training schedule

RATING | FREQUENCY | PERCENTAGE | Very true to me | 28 | 18.7 | True to me | 48 | 32.0 | Sometimes true to me | 37 | 24.7 | Sometimes not true to me | 9 | 6.0 | Not true to me | 28 | 18.7 | TOTAL | 150 | 100 |

As reflected in the table above, 18.7.0% or 28 out of 150 respondents really experience a conflict between their classes and their on-the-job training, while 32.0% or 48 trainees say that it also happened to them. 24.7% 0r 37 say that it also occurred to them several times, while 6.0% 0r 9 said that they just seldom encounter such issue. The remaining 18.7% or 28 said that they never encountered time conflict.

Table 2. Getting along with all members of the organization

RATING | FREQUENCY | PERCENTAGE | Very true to me | 33 | 22.0 | True to me | 55 | 36.7 | Sometimes true to me | 45 | 30.0 | Sometimes not true to me | 11 | 7.3 | Not true to me | 6 | 4.0 | TOTAL | 150 | 100 |

Data above shows that majority of the respondents got along well with other members of the organization, with 22.0% or 33 saying that it was very true to them and 36.7% or 55 saying it was also true to them. 30.0% 0r 45 said they also got along well with others though at several times only. 7.3% or 11 experienced getting along, occasionally. While the remainder 4.0 or 6 said they did not have good working relations.

Table 3. Guests’ complaints and demands

RATING | FREQUENCY | PERCENTAGE | Very true to me | 33 | 22.0 | True to me | 49 | 32.7 | Sometimes true to me | 49 | 32.7 | Sometimes not true to me | 15 | 10.0 | Not true to me | 4 | 2.7 | TOTAL | 150 | 100 |

As shown in the table above, 22.0% or 33 out of 150 respondents indeed encountered guests’ complaints and demands utterly. While 32.7% or 49 said they also experienced handling guests’ complaints. Another 32.7% or 49 from the respondents encountered complaints, but infrequently.10.0% or 15 stated that it occurred to them rarely. While 2.7% or 4 said they never faced such problems during their on-the-job training.

Table 4. Supervisor/Manager complaints and demands

RATING | FREQUENCY | PERCENTAGE | Very true to me | 25 | 16.7 | True to me | 63 | 42.0 | Sometimes true to me | 38 | 25.3 | Sometimes not true to me | 15 | 10.0 | Not true to me | 9 | 6.0 | TOTAL | 150 | 100 |

On supervisor/manager complaints and demands, 42.0% or most of the respondents said they encountered a hard time dealing with their managers. 16.7% or 25 also said they had serious-minded supervisors. 25.3% or 38 of the respondents said they encounter the same problem irregularly. While 10.0% or 15 said they can get along with their supervisors sometimes. And the remainder 6.0% or 9 exclaimed that they had good working relations with their supervisors/managers. Table 5. Lack of cleaning materials and equipment to maintain | the cleanliness and orderliness of the establishment | RATING | FREQUENCY | PERCENTAGE | Very true to me | 54 | 36.0 | True to me | 50 | 33.3 | Sometimes true to me | 26 | 17.3 | Sometimes not true to me | 7 | 4.7 | Not true to me | 13 | 8.7 | TOTAL | 150 | 100 | |
As indicated in the table above, 36.0% or 54 of the respondents claimed that their designated establishments undeniably lack cleaning materials and equipment. 33.33% or 50 said that their establishment did not have ample cleaning materials. 17.3% 23 of the respondents claimed that their establishment had shortcomings in supplying cleaning paraphernalia. 4.7% or 7 say it occurs rarely. And 8.7% or 13 say that their establishment is doing good in waste management and sanitary practices.

Table 6. There is no orientation conducted | before on-the-job training |

RATING | FREQUENCY | PERCENTAGE | Very true to me | 42 | 28.0 | True to me | 43 | 28.7 | Sometimes true to me | 26 | 17.3 | Sometimes not true to me | 15 | 10.0 | Not true to me | 24 | 16.0 | TOTAL | 150 | 100 |

As shown in the table, 28.0% or 42 out of the 150 respondents claimed that they never really had any orientation before their OJT commenced, likewise according to 28.7% 0r 43 of the respondents who also claim the same. 17.3% or 26 say that they only had short briefings, as the same to what 10.0% or 15 of the respondents also claim. While 16.0% or 24 say that they had formal orientations before commencing OJT.

Table 7. Lack of sanitation practices | in the establishment |

RATING | FREQUENCY | PERCENTAGE | Very true to me | 35 | 23.3 | True to me | 56 | 37.3 | Sometimes true to me | 40 | 26.7 | Sometimes not true to me | 9 | 6.0 | Not true to me | 10 | 6.7 | TOTAL | 150 | 100 |

As to sanitation practice, most of the respondents as reflected by 23.3% or 35 and 37.3% or 56 who answered very true and true respectively claimed that their establishment had a poor performance in sanitation practice. 26.7% or 40 and 6.7% or 9 who answered sometimes true and sometimes not true, respectively, claimed that their establishment had some flaws in implementing sanitation practices. While 6.7% or 10 exclaimed that their establishment had a good practice in sanitation.

Table 8. The establishment has an unorganized | organizational structure |

RATING | FREQUENCY | PERCENTAGE | Very true to me | 38 | 25.3 | True to me | 44 | 29.3 | Sometimes true to me | 39 | 26.0 | Sometimes not true to me | 16 | 10.7 | Not true to me | 13 | 8.7 | TOTAL | 150 | 100 |

As portrayed in the data above, 25.3 % or 38 of the respondents said that their establishment had no clearly defined organizational structure. Close to their claim are 29.3% or 44 of the respondents who also exclaimed the same problem they encountered. 26.0% or 39 said that there are only parts of the organizational structure which is not clearly demarcated. Close to their claim also are another 10.7% or 16 of the respondents who had the same point of view. 8.7% or 13 on the other hand said that their establishment had a clear organizational structure.

Table 9. There is no lounge or room provided for trainees | during break time |

RATING | FREQUENCY | PERCENTAGE | Very true to me | 32 | 21.3 | True to me | 42 | 28.0 | Sometimes true to me | 41 | 27.3 | Sometimes not true to me | 16 | 10.7 | Not true to me | 19 | 12.7 | TOTAL | 150 | 100 |

Shown in the table above, is 21.3% or 32 out of 150 respondents claiming that they did not have any lounging area during their break time. 28.0% or 42 also said that they had same experience. 27.3% or 41 claimed that they only had temporary lounging areas; likewise to 10.7% 0r 16 who also claimed that they had only experience the convenience of a lounging area for quite some time. And 12.7% 0r 19 exclaiming that they had lounging rooms in their establishment.

Table 10. There is no proper garbage disposal

RATING | FREQUENCY | PERCENTAGE | Very true to me | 31 | 20.7 | True to me | 31 | 20.7 | Sometimes true to me | 39 | 26.0 | Sometimes not true to me | 21 | 14.0 | Not true to me | 28 | 18.7 | TOTAL | 150 | 100 |

For proper garbage disposal, both for ‘very true’ and ‘true’ had the same percentage of 20.7% or 31 from the respondents as they claim that their establishment had no proper garbage disposal. 26.0% or 39 said that there are times that waste disposal was not properly monitored. 14.0% or 21 also said that waste management had some flaws. While 18.7% or 18 exclaimed that their establishment had proper garbage disposal.

Table 11. Overview for common problems encountered by local trainees

On the overview of the common problems encountered by local trainees, ‘Time conflicts between classes and on-the-job training schedules’ had a weighted mean of 3.26, which means that it is generally “Sometimes True” for the respondents.
‘Getting along with all members of the organization’ had a weighted mean of 3.65, which denotes that it is generally “True” for the respondents.
‘Guests’ complaints and demands’ had a weighted mean of 3.61, which indicates that it is also generally “True” for the respondents.
‘Supervisor’s/Manager’s complaints and demands’ had a weighted mean of 3.53, which signifies that it is generally “True” for the respondents.
‘Lack of cleaning materials and equipment to maintain cleanliness and orderliness in the establishment’ had a weighted mean of 3.83, which means that it is generally “True” for the respondents.
‘There is no orientation conducted before on-the-job-training’ had a weighted mean of 3.43, which denotes that it is generally “True” for the respondents.
‘Lack of sanitation practices in the establishment’ garnered a mean of 3.65, which indicates that it is generally “True” for the respondents.
‘The establishment has an unorganized organizational structure’ garnered a mean of 3.52, which signifies that it is generally “True” for the respondents.
‘There is no lounge or room provided for trainees during break time’ garnered a mean of 3.35, which means that it is generally “Sometimes True” for the respondents. Since a fraction of the respondents did experience having a lounging area or at least experienced having one.
‘There is no proper garbage disposal’ garnered a mean of 3.11, which implies that it is generally “Sometimes True” for the respondents. Noting that still a number of training establishment strictly comply waste management standards.
Additionally, these common problems encountered by local trainees had an average weighted mean of 3.49. This implies that as a whole, it is generally “True” for respondents. The individual encounter on these problems may vary from one person to another, depending on a given condition at a certain time. What may be “true” to one, is “not true” to all.

POSSIBLE WAYS TO MINIMIZE OR LESSEN THESE PROBLEMS DURING ON-THE-JOB TRAINING

Table 1. Identify the possible problems that | may be encountered |

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 93 | 62.0 | Moderately recommended | 39 | 26.0 | Moderately not recommended | 10 | 6.7 | Not recommended | 7 | 4.7 | Undecided | 1 | 0.7 | TOTAL | 150 | 100 |

As shown in the table, 62.0% or 93 out of 150 respondents agreed that identifying possible problems that may be encountered is very much recommended, 26.0% or 39 said it is only moderately recommended, 6.7% or 10 believed it is moderately not recommended, 4.7% or 7 thought it is not recommended and 0.7%or 1 said he was undecided regarding the solution. Table 2. Department should plan ahead of time before letting | students undergo on-the-job training |

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 81 | 54.0 | Moderately recommended | 50 | 33.3 | Moderately not recommended | 10 | 6.7 | Not recommended | 8 | 5.3 | Undecided | 1 | 0.7 | TOTAL | 150 | 100 |

On the second method that the college department should plan ahead of time before letting students undergo on-the-job training. 54.0% or 81 of the respondents believed it is very much recommended, 33.3% or 50 thought it is moderately recommended, 6.7% or 10 supposed it is moderately not recommended, 5.3% or 8 stated that it is not recommended and 0.7% or 1 said he was undecided.

Table 3. Trainees should always have self-esteem

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 85 | 56.7 | Moderately recommended | 39 | 26.0 | Moderately not recommended | 15 | 10.0 | Not recommended | 10 | 6.7 | Undecided | 1 | 0.7 | TOTAL | 150 | 100 |

On the recommendation that trainees should always have self-esteem, 56.7% or 85 of the respondents agreed that it is very much recommended, 26.0% or 39 believed it is moderately recommended, 10.0% or 15 thought it is moderately not recommended, 6.7% or 10 exclaimed it is not recommended and 0.7% or 1 said he was undecided.

Table 4. Trainees should always be physically fit

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 79 | 52.7 | Moderately recommended | 48 | 32.0 | Moderately not recommended | 13 | 8.7 | Not recommended | 9 | 6.0 | Undecided | 1 | 0.7 | TOTAL | 150 | 100 |

As reflected in the table, 52.7% or 79 of the respondents said that it is very much recommended that trainees should always be physically fit. 32.0% or 48 said it is moderately recommended, 8.7% or 13 believed it is moderately not recommended, 6.0% or 9 thought it is not recommended and 0.7% or 1 said he was undecided.

Table 5. Trainees should know how to deal with any kind of problem | he/she may encounter |

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 83 | 55.3 | Moderately recommended | 41 | 27.3 | Moderately not recommended | 16 | 10.7 | Not recommended | 9 | 6.0 | Undecided | 1 | 0.7 | TOTAL | 150 | 100 |

As reflected in the table, 55.3% or 83 of the respondents believed that it is very much recommended that trainees should know how to deal with any kind of problem he/she may encounter. 27.3% 41 think it is moderately recommended, 10.7% or 16 said it is moderately not recommended, 6.0% or 9 supposed it is not recommended and 0.7% or 1 said he was undecided.

Table 6. The trainer should set a positive example | for trainees to follow |

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 80 | 53.3 | Moderately recommended | 41 | 27.3 | Moderately not recommended | 16 | 10.7 | Not recommended | 11 | 7.3 | Undecided | 2 | 1.3 | TOTAL | 150 | 100 |

On the method suggested that Trainers should set a positive example for trainees to follow, 53.3% or 80 believed that it is very much recommended, 27.3% or 41 thought it is moderately recommended, 10.7% or 16 said it is moderately not recommended, 7.3% or 11 exclaimed that it is not recommended and 1.3% or 2 said that they are still undecided.

Table 7. Trainees must be optimistic

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 79 | 52.7 | Moderately recommended | 50 | 33.3 | Moderately not recommended | 16 | 10.7 | Not recommended | 4 | 2.7 | Undecided | 1 | 0.7 | TOTAL | 150 | 100 |

On the table above, 52.7% or 70 of the respondents believed that being optimistic for trainees is very much recommended. 33.3% or 50 said that it is moderately recommended, 10.7% or 16 thought it is moderately not recommended, 2.7% or 4 suggested it is not recommended and 0.7% or 1 believed he is still undecided.

Table 8. Trainees must possess strong personality

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 85 | 56.7 | Moderately recommended | 51 | 34.0 | Moderately not recommended | 11 | 7.3 | Not recommended | 3 | 2.0 | Undecided | 0 | 0.0 | TOTAL | 150 | 100 |

On the method suggested that trainees must possess strong personality, 56.7% or 85 of the respondents agreed that it is very much recommended, 34.0% or 51 said it is moderately recommended, 7.3% or 11 thought it is moderately not recommended, and 2.0% or 3 percent exclaimed that it is not recommended.

Table 9. The position assigned to trainees must be | suited to their skills |

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 79 | 52.7 | Moderately recommended | 56 | 37.3 | Moderately not recommended | 11 | 7.3 | Not recommended | 3 | 2.0 | Undecided | 1 | 0.7 | TOTAL | 150 | 100 |

On the table presented above, 52.7% or 79 of the respondents agreed that positions assigned to trainees must be suited to their skills is very much recommended. 37.3% or 56 said it is moderately recommended, 7.3% or 11 believed that it is moderately not recommended, 2.0% or 3 thought it is not recommended and 0.7% or 1 said he is undecided.

Table 10. Proper handling of complaints | and demands |

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 77 | 51.3 | Moderately recommended | 48 | 32.0 | Moderately not recommended | 18 | 12.0 | Not recommended | 6 | 4.0 | Undecided | 1 | 0.7 | TOTAL | 150 | 100 |

As reflected on the table, 51.3% or 77 of the respondents agreed that proper handling of complaints and demands is very much recommended. 32.0% or 42 believed that it is moderately recommended, 12.0% or 18 thought it is moderately not recommended, 4.0% or 6 said it is not recommended and 0.7% or 1 said he is still undecided.

Table 11. Possible ways to minimize or lessen the problems encountered during on-the-job training

As the table reflects, ‘Identify the problems that may be encountered’ had a weighted mean of 4.44, which denotes that it is generally “Very Much Recommended” for the respondents.
‘Department should plan ahead of time before letting students undergo OJT’ had a weighted mean of 4.35, which signifies that it is generally “Very Much Recommended” for the respondents.
‘Trainees should always have self-esteem’ had a weighted average 4.31, which implies that it is generally “Very Much Recommended” for the respondents.
‘Trainees should be physically fit’ had a weighted average of 4.30, which indicates that it is generally “Very Much Recommended” for the respondents.
‘Trainee should know how to deal with any kind of problem he/she may encounter’ had a weighted average of 4.31, which signifies that it is generally “Very Much Recommended” for the respondents.
‘Trainer should set a positive example for trainees to follow’ had a weighted mean of 4.24, which implies that it is generally “Very Much Recommended” for the respondents.
‘Trainees should be optimistic’ had a weighted average of 4.35, which conveys that it is generally “Very Much Recommended” for the respondents.
‘Trainees must possess strong personality’ had a weighted average of 4.45, which means that it is generally “Very Much Recommended” for the respondents.
‘The position assigned to trainees must be suited to their skills’ had a weighted mean of 4.39, which expresses that it is generally “Very Much Recommended” for the respondents.
‘Proper handling of complaints and demands’ had a weighted average off 4.29, which suggests that it is generally “Very Much Recommended” for the respondents.
Additionally, all these possible ways are cogitated as indispensable for a local internship. The justification why the respondents preferred to rate them as “Very Much Recommended”.
Table 11. How did the respondents handle the problems during their On-the-job Training

Respondents were asked to rank from 1-10 in order of priority a set of given possible approaches they could use in order to handle the problems they encountered during their On-the-job Training. After tabulating for the highest frequency in every ranking for each approach, respondents’ order of priority is as follows:

1) By taking risk and accepting the consequences 2) By asking the guidance and advice from coordinators 3) By admitting mistakes and making changes 4) By setting priorities so I can handle difficulties 5) By being patient and diligent in performing assigned tasks 6) By being knowledgeable regarding the tasks assigned 7) By staying calm and focused 8) By being optimistic 9) By focusing on the problem at hand and think for possible solutions 10) By overcoming all your weaknesses

FOR INTERNATIONAL TRAINEES

COMMON PROBLEMS ENCOUNTERED DURING INTERNATIONAL ON-THE-JOB TRAINING

Table 1. Suffers homesickness during | On-the-job Training | | | | RATING | FREQUENCY | PERCENTAGE | Very true to me | 31 | 41.3 | True to me | 20 | 26.7 | Sometimes true to me | 19 | 25.3 | Sometimes not true to me | 1 | 1.3 | Not true to me | 4 | 5.3 | TOTAL | 75 | 100 |

As shown in the table, 41.3% or 31 out of the 75 respondents said they really suffered from homesickness during the duration of their internship. 26.7% or 20 also believed they also suffered homesickness, 25.3% or 19 also thought they suffered homesickness, buut not all the time. 1.3% or 1 said that he only misses home rarely, while 5.3% or 4 exclaimed that they never felt being home sick.

Table 2. Getting along with all members | of the organization | | | | RATING | FREQUENCY | PERCENTAGE | Very true to me | 18 | 24.0 | True to me | 20 | 26.7 | Sometimes true to me | 26 | 34.7 | Sometimes not true to me | 8 | 10.7 | Not true to me | 3 | 4.0 | TOTAL | 75 | 100 |

24.0% or 18 out of 75 respondents said that they got along really very well with all members of the organization. 26.7% or 20 believed that they also did well in getting along with their co-workers. 34.7% or 26 stated that they got along well also, but had some few moments of misunderstandings. 10.7% or 8 affirmed that they only got along well with other co-workers occasionally. And the remaining 4.0% or 3 confirmed that they never got along well with other members of the organization.

Table 3. Guests' complaints and demands | | | | | RATING | FREQUENCY | PERCENTAGE | Very true to me | 15 | 20.0 | True to me | 18 | 24.0 | Sometimes true to me | 28 | 37.3 | Sometimes not true to me | 10 | 13.3 | Not true to me | 4 | 5.3 | TOTAL | 75 | 100 |

In terms of guests’ complaints and demands, only 20.0% or 15 out of the 75 respondents did encounter frequently such matter. 24.0% or 18 also said that they faced complaints and demands but not as much as the former group. 37.3% or 28 stated that they ocassionally encountered such matter. 13.3% or 10 affirmed that they only face complaints and demands rarely. While the remaining 5.3& or 4 confirmed that they never encountered any guests’ complaints and demands.

Table 4. Supervisor/Manager complaints | and demands | | | | RATING | FREQUENCY | PERCENTAGE | Very true to me | 8 | 10.7 | True to me | 31 | 41.3 | Sometimes true to me | 21 | 28.0 | Sometimes not true to me | 8 | 10.7 | Not true to me | 7 | 9.3 | TOTAL | 75 | 100 |

10.7% or 8 out of the 75 respondents declared that they seriously encountered manager’s complaints and demands. 41.3% or 31 said that they also encountered complaints and demands from their managers/supervisors. 28.0% or 21 stated that they only had encounters with their managers infrequently. 10.7% of the group of 8 affirmed that they seldom hear any complaint and demand. While 9.3% or 7 confirmed that they never encountered such issue during the duration of their internship.

Table 5. The distance of the establishment | is too far from my lodge/hostel | | | | RATING | FREQUENCY | PERCENTAGE | Very true to me | 23 | 30.7 | True to me | 25 | 33.3 | Sometimes true to me | 12 | 16.0 | Sometimes not true to me | 4 | 5.3 | Not true to me | 11 | 14.7 | TOTAL | 75 | 100 |

On the issue of distance, 30.7% or 23 out of 75 respondents declared that they really had a unsmiling issue on the distance of their workplace from their lodge/hostel. 33.3% or 25 also had the same experience but not as grave as the former group. 16.0% or 12 said that they also encountered the same problem normally, due to the fact that they are being assigned to different places of work regularly. 5.3% or 4 stated that they seldom experience such issue because they have only been moved into different working places rarely. While 14.7% or 11 confirmed that there was never an issue on distance for them.

Table 6. Too much work load assigned to me | | | | | RATING | FREQUENCY | PERCENTAGE | Very true to me | 15 | 20.0 | True to me | 26 | 34.7 | Sometimes true to me | 8 | 10.7 | Sometimes not true to me | 9 | 12.0 | Not true to me | 17 | 22.7 | TOTAL | 75 | 100 |

As seen on the table, 20.0% or 15 out of the 75 respondents believed that they were given too much work load during their internship. 34.7% or 26 also said that they were given above the normal work load/ 10.7% or 8 stated that sometimes they also encounter the same experience. 12.0% or 9 affirmed that they rarely tried working more than the normal work load. And the remaining 22.7% or 17 declared that they just had the right and just work load.

Table 7. Inadequate knowledge regarding the | task assigned to me | | | | RATING | FREQUENCY | PERCENTAGE | Very true to me | 17 | 22.7 | True to me | 25 | 33.3 | Sometimes true to me | 19 | 25.3 | Sometimes not true to me | 7 | 9.3 | Not true to me | 7 | 9.3 | TOTAL | 75 | 100 |

As reflected on the table, 22.7% or 17 out of 75 respondents said that they really lack knowledge about their tasks. 33.3% or 25 also stated that they had insufficient idea on their assigned task. 25.3% or 19 exclaimed that some of their tasks are alien to them. 9.3% or 7 affirmed that they rarely have a task uncommon to them. While another 9.3% or 7 said that they had ample knowledge of their tasks.

Table 8. Trainees experienced communication/ | language barriers | | | | RATING | FREQUENCY | PERCENTAGE | Very true to me | 13 | 17.3 | True to me | 18 | 24.0 | Sometimes true to me | 23 | 30.7 | Sometimes not true to me | 9 | 12.0 | Not true to me | 12 | 16.0 | TOTAL | 75 | 100 |

On communication/language barriers, 17.3% or 13 out of 75 respondents stated that they had difficulty communicating with both co-workers and guests and learning their native language. 24.0% or 18 also said that they did encounter problems on communicating with co-workers and guests. 30.7% 23 declared that they encountered communication problems only with some customers and colleagues. 12.0% or 9 affirmed that they rarely face difficulties communicating, while the remaining 16.0% or 12 confirmed that they never had communication/language barriers with co-workers and customers.

Table 9. Copping up with the new | Environment | | | | RATING | FREQUENCY | PERCENTAGE | Very true to me | 16 | 21.3 | True to me | 16 | 21.3 | Sometimes true to me | 19 | 25.3 | Sometimes not true to me | 10 | 13.3 | Not true to me | 14 | 18.7 | TOTAL | 75 | 100 |

21.3% or 16 out of 75 respondents stated that they had a hard time copping up with their new environment. Another 21.3% or 16 also felt the same. 25.3% or 19 said that it was not totally hard for them to adjust to the surrounding. 13.3% or 10 exclaimed that they only made small adaptations so they could fit in. and the remaining 18.7% or 14 confirmed that they never had difficulties adjusting to the new environment.

Table 10. Culture shock due to the changes | in the environment, food, lifestyle, etc. | | | | RATING | FREQUENCY | PERCENTAGE | Very true to me | 8 | 10.7 | True to me | 6 | 8.0 | Sometimes true to me | 26 | 34.7 | Sometimes not true to me | 14 | 18.7 | Not true to me | 21 | 28.0 | TOTAL | 75 | 100 |

On the issue on culture shock, 10.7% or 8 out of 75 respondents were shaken by the unfamiliar culture of the foreign land. 8.0% or 6 also felt stunned by the customs and norms of the new environment they have. 34.7% or 26 believed that they were a bit surprised by the way of living and culture of the people. 18.7% or 14 stated that they only felt quite dazed by the change of environment, food and lifestyle. And the remaining 28.0% or 21 affirmed that they were not affected by the changes.
Table 11. Overview of the common problems encountered by international trainees

On the overview of the common problems encountered by international trainees, ‘Suffering from homesickness during On-the-job Training’ had a weighted mean of 3.97 which means that it is generally “True” for the respondents.
‘Getting along with all members of the organization’ had a weighted mean of 3.56, which denotes that it is generally “True” for the respondents.
‘Guests’ complaints and demands’ had a weighted mean of 3.40, which indicates that it is also generally “True” for the respondents.
‘Supervisor’s/Manager’s complaints and demands’ had a weighted mean of 3.33, which signifies that it is generally “Sometimes True” for the respondents. Although a portion of the respondents experienced such difficulty, apparently, majority of them had good working relationships with their supervisors/managers.
‘The distance of the establishment from my lodge/hostel’ had a weighted mean of 3.60, which means that it is generally “True” for the respondents.
‘Too much workload assigned to me’ had a weighted mean of 3.17, which denotes that it is generally “Sometimes True” for the respondents. Considering that a portion of the respondents affirmed that they had above normal workload, still more trainees were given with normal-to-bearable workload.
‘Inadequate knowledge regarding the assigned task to me’ garnered a mean of 3.51, which indicates that it is generally “True” for the respondents.
‘Trainees experience communication/language barriers’ garnered a mean of 3.15, which signifies that it is generally “Sometimes True” for the respondents. Though infrequently, a big percentage of the respondents experienced such problem,
‘Copping up with the new environment’ garnered a mean of 3.13, which means that it is generally “Sometimes True” for the respondents. Since a fraction of the respondents uncommonly needed to adjust to the changes, together with a number who needed to adapt in detail.
‘Culture shock due to changes in the environment, food, lifestyle and etc.’ garnered a mean of 2.55, which implies that it is generally “Sometimes Not True” for the respondents. Taking into note that only a few categorically suffered cultural astonishment, and majority were geared up to the variation in food, lifestyle, environment and etc.
Additionally, these common problems encountered by international trainees had an average weighted mean of 3.34. This implies that as a whole, it is generally “Sometimes True” for respondents. The individual encounter on these problems may vary from one person to another, depending on a given condition at a certain time. What may be “true” to one, is “not true” to all.

POSSIBLE WAYS TO MINIMIZE OR LESSEN PROBLEMS ENCOUNTERED DURING INTERNATIONAL ON-THE-JOB TRAINING

Table 1. Identify the possible problems that | may be encountered |

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 51 | 68.0 | Moderately recommended | 18 | 24.0 | Moderately not recommended | 5 | 6.7 | Not recommended | 0 | 0.0 | Undecided | 1 | 1.3 | TOTAL | 75 | 100 |

68.0% or 52 out of 75 respondents agreed that identifying the possible problems that may be encountered is “Very much recommended”. 24.0% or 18 said that it is “Moderately recommended”. 6.7% or 5 stated that it is “Moderately not recommended”. And 1.3% or 1 was still undecided on this matter.

Table 2. Department should plan ahead of time before letting | students undergo on-the-job training |

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 52 | 69.3 | Moderately recommended | 20 | 26.7 | Moderately not recommended | 3 | 4.0 | Not recommended | 0 | 0.0 | Undecided | 0 | 0.0 | TOTAL | 75 | 100 |

69.3% or 52 out of 75 respondents very much recommended that the department should plan ahead of time before letting students undergo On-the-job Training. 26.7% or 20 stated it is not highly recommendable. And 4.0% or 3 respondents exclaimed that it is not really recommended.

Table 3. Trainees should always develop self-esteem

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 55 | 73.3 | Moderately recommended | 16 | 21.3 | Moderately not recommended | 4 | 5.3 | Not recommended | 0 | 0.0 | Undecided | 0 | 0.0 | TOTAL | 75 | 100 |

73.3% or 55 out of 75 respondents strongly believe that trainees should always develop self-esteem. 21.3% or 16 affirmed that it is needed in combating problems during the training. While 5.3% or 4 had reservations in recommending it.

Table 4. Trainees should always be physically fit

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 55 | 73.3 | Moderately recommended | 16 | 21.3 | Moderately not recommended | 4 | 5.3 | Not recommended | 0 | 0.0 | Undecided | 0 | 0.0 | TOTAL | 75 | 100 |

On physical fitness, 73.3% or 55 out of 75 respondents confirmed that it is a must to be physically fit during On-the-job Training. 21.3% or 16 stated that it is somehow required. While 5.3% or 4 had uncertainties in recommending it.

Table 5. Trainees should know how to deal with any kind of problem | he/she may encounter |

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 53 | 70.7 | Moderately recommended | 20 | 26.7 | Moderately not recommended | 0 | 0.0 | Not recommended | 2 | 2.7 | Undecided | 0 | 0.0 | TOTAL | 75 | 100 |

In this approach, 70.7% or 53 out of 75 respondents very much recommended that a trainee should know how to deal with any kind of problem he may encounter. 26.7% or 20 moderately recommended the solution. On the other hand, 2.7% or 2 respondents don’t believe in the idea.

Table 6. The trainer should set a positive example | for trainees to follow |

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 52 | 69.3 | Moderately recommended | 19 | 25.3 | Moderately not recommended | 4 | 5.3 | Not recommended | 0 | 0.0 | Undecided | 0 | 0.0 | TOTAL | 75 | 100 |

When asked about how a trainer should be, 69.3% or 52 respondents exclaimed that it is highly recommended; a trainer should set a positive example for trainees to follow. 25.3% or 19 temperately recommend the idea. And 5.3% or 4 barely believe in the approach.

Table 7. Trainees must be optimistic

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 51 | 68.0 | Moderately recommended | 17 | 22.7 | Moderately not recommended | 5 | 6.7 | Not recommended | 2 | 2.7 | Undecided | 0 | 0.0 | TOTAL | 75 | 100 |

Survey shows that 68.0% or 51 out of 75 respondents believe that optimism is a must for trainees. 22.7% or 17 judiciously recommend about being optimistic. 6.7% or 5 are thinks unlikely of optimism. And 2.7% or 2 resist recommending the idea.

Table 8. Trainees must possess strong personality

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 51 | 68.0 | Moderately recommended | 18 | 24.0 | Moderately not recommended | 4 | 5.3 | Not recommended | 2 | 2.7 | Undecided | 0 | 0.0 | TOTAL | 75 | 100 |

On strong personality, 68.0% or 51 out of 75 respondents greatly recommend having a strong personality for trainees. 24.0% or 18 thoughtfully advice having such. 5.3% or 4 are uncertain of the idea. While 2.7% or 2 doesn’t agree with the idea of having a strong personality for trainees.

Table 9. The position assigned to trainees must be | | suited to their skills | |

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 44 | 58.7 | Moderately recommended | 23 | 30.7 | Moderately not recommended | 3 | 4.0 | Not recommended | 5 | 6.7 | Undecided | 0 | 0.0 | TOTAL | 75 | 100 |

58.7% or 44 out of 75 respondents sturdily recommend that positions assigned to trainees must suit their skills. 30.7% or 23 reasonably recommend the idea. 4.0% or 3 are not quite sure to indorse the conception. While 6.7% or 5 doesn’t consider the option.

Table 10. Proper handling of complaints | and demands |

RATING | FREQUENCY | PERCENTAGE | Very much recommended | 49 | 65.3 | Moderately recommended | 19 | 25.3 | Moderately not recommended | 5 | 6.7 | Not recommended | 2 | 2.7 | Undecided | 0 | 0.0 | TOTAL | 75 | 100 |

65.3% or 49 out of 75 respondents stated that proper handling of complaints and demands is extremely recommended. 25.3% or 19 believe that it is only temperately recommended. 6.7% or 5 doesn’t totally contrive with the idea. While 2.7% or 2 are unconvinced with this approach.

Table 11. Overview of the possible ways to minimize or lessen the problems that may be encountered during On-the-job Training

As the table reflects, ‘Identify the problems that may be encountered’ had a weighted mean of 4.57, which denotes that it is generally “Very Much Recommended” for the respondents.
‘Department should plan ahead of time before letting students undergo OJT’ had a weighted mean of 4.65, which signifies that it is generally “Very Much Recommended” for the respondents.
‘Trainees should always have self-esteem’ had a weighted average 4.68, which implies that it is generally “Very Much Recommended” for the respondents.
‘Trainees should be physically fit’ had a weighted average of 4.61, which indicates that it is generally “Very Much Recommended” for the respondents.
‘Trainee should know how to deal with any kind of problem he/she may encounter’ had a weighted average of 4.65, which signifies that it is generally “Very Much Recommended” for the respondents.
‘Trainer should set a positive example for trainees to follow’ had a weighted mean of 4.64, which implies that it is generally “Very Much Recommended” for the respondents.
‘Trainees should be optimistic’ had a weighted average of 4.56, which conveys that it is generally “Very Much Recommended” for the respondents.
‘Trainees must possess strong personality’ had a weighted average of 4.57, which means that it is generally “Very Much Recommended” for the respondents.
‘The position assigned to trainees must be suited to their skills’ had a weighted mean of 4.41, which expresses that it is generally “Very Much Recommended” for the respondents.
‘Proper handling of complaints and demands’ had a weighted average off 4.53, which suggests that it is generally “Very Much Recommended” for the respondents.
Additionally, all these possible ways are cogitated as indispensable for an international internship. The justification why the respondents preferred to rate them as “Very Much Recommended”.

Table 12. Handling Problems

Respondents were asked to rank from 1-10 in order of priority a set of given possible approaches they could use in order to handle the problems they encountered during their On-the-job Training. After tabulating for the highest frequency in every ranking for each approach, respondents’ order of priority is as follows: 1.) By taking the risk and accept the consequences 2.) By being knowledgeable regarding the tasks assigned 3.) By overcoming all your weaknesses 4.) By staying calm and focused 5.) By asking guidance and advice from coordinators 6.) By setting priorities so I can handle difficulties 7.) By being patient and diligent in performing assigned task 8.) By being optimistic 9.) By admitting mistakes and making changes 10.) By focusing on the problem at hand and think for possible solutions

CONCLUSION

Local On-the-Job Training

Trainees have come across some difficulties on the duration of their internship, minor issues; time conflicts when dealing with OJT schedule versus class schedule are evident to some. Another, regarding on the workplace, a fraction of them happen to work on an establishment that doesn’t provide a fitting employees’ lounge. And garbage disposal is quoted as another minor issue apparent to a few trainees.
Significant problems include working relations with colleagues, complaints and demands from both guests and managers, sanitation practices of establishment and availability of cleaning paraphernalia, and inadequate formal orientation before the training commences.
All ten (10) enumerated possible ways to lessen or minimize the problems are highly recommended by trainees, and they also employed measures to curtail or resolve these issues during their OJT.

INTERNATIONAL ON-THE-JOB TRAINING

International Trainees were challenged by different issues during their internship. Minor issues included workload dispensed to them, communication difficulties and adaptation to the society of the foreign land.

Significant problems composed of homesickness, working relations, complaints and demands from both guests and managers, distance of establishment from home, and insufficient knowledge on tasks given.
The given measures to decrease the occurrence of these problems are greatly endorsed by trainees. They also exercised necessary actions to manage these issues.

RECOMMENDATIONS

For Local OJT Trainees

1.) Class schedules must be flexible, or if allowed, make-up classes should be conducted to cover up the lessons. 2.) Trainee must develop the value of camaraderie in the work place, he/she must be purposeful, focused and determined to work together with others. 3.) Trainee must closely comply with standards in order to render unsurpassed total quality customer service. And must be geared up for any circumstance that may transpire. 4.) Trainee must ensure a good working relationship with his/her manager and must convey professionalism at all times. 5.) Teachers and trainers must compel trainees to exude competence both in the academe and the training establishment. They must take part in closely guiding trainees to in attaining excellence 6.) Formal orientation must be conducted prior to trainings and timely evaluation of accomplishment must be sustained. 7.) Establishments must conform meticulously to waste management procedures and sanitation standards. They must also keep an eye on the morale of its employees/trainees, 8.) School Administration/College Department must deliberately reevaluate and implement the OJT program in order for students to obtain and experience the optimal training needed for the course.

For International Trainees

1.) Trainees must be categorically ready in all facets to confront the challenges of foreign culture. 2.) Trainees must strive to upgrade communication skills. 3.) Trainees must learn to acclimatize his/herself in the ways of a foreign society 4.) Trainee must exude professionalism and sustain dignity not only for oneself but also for the name of the school. 5.) Foreign establishments should be on a par in treating foreign employees/trainees and trainers must strictly impose the benchmark of standard needed in rendering total quality service 6.) OJT program coordinators must maintain an open communication with the trainees for updates and assistance to trainees 7.) School Administration/College Department must deliberately reevaluate and implement the OJT program in order for students to obtain and experience the optimal training needed for the course.