MODULE IV
WORK IMMERSION REPORT
Module 3
What this module is about?
Personality Development and Work Immersion
JESS JAY M. SAJISE
Work Immersion Program was also conceptualized. Basically, it aims to expose the
students to the harsh realities of environment in a workplace. This exposure also aims to develop
and enhance the work ethics and habits of senior high school students. It would also serve as an
assessment tool on the affectivity of the module designed for the purpose.
All Work Immersion Program exposures shall observe strict compliance of all Philippine
Laws and other Guidelines and Orders issued by proper government agencies to ensure that the
exposure program would protect the interest and welfare of the students engaged in Immersion
Work Program.
Department of Labor and Employment (DOLE) Advisory No.9- , students are allowed to
immerse themselves in a workplace between 8:00 a.m. until 5:00 p.m. every day for a
minimum of 80 hours or a maximum of 240 hours per term. Students below 15 years old need
to have parent’s consent and shall be at the workplace for at most four hours a day.
Department of Education, DepEd Order No. 30 series of 2017 - Guidelines for Work
Immersion apply not only to both public and private senior high schools, but also to technical-
vocational institutions offering the different academic strands.
Republic Act 9231 “Special Protection of Children against Child Abuse, Exploitation and
Discrimination Act”
Department of Labor and Employment DepEd Order No 149 - provides guidelines for
assessing hazardous work areas for working students under 18 years old.
According to Department of Education Order No. 30 s. 2017, one of the goals of the
K to12 Basic Education program is to develop in learners the competencies, work ethics and values relevant to
pursuing further education and or joining the world of work. In order that the nations development target will be
realized and to achieve greater congruence with the basic education, work immersion is a required subject that has
been incorporated in the curriculum.
Under Annex A of Work immersion Curriculum Guide and According to Trade Congress of the
Philippines (2015) the word "immersion" as it implies to the K to 12 curriculums is defined in
the Department of Education DepEd Order No. 40, series of 2015:
It was emphasized that through work immersion, students are exposed to and become familiar with work
related environment related to their field of specialization to enhance their competence .This is for the purpose that
the students can relate directly to their postsecondary goal. Based from these facts, this study claim on the focus of
the objectives of work Immersion that by the time learners reach senior High School, they would have already
acquired almost all the competencies and skills that would prepare them for the curriculum exits (higher education,
employment, middle-skills development and entrepreneurship) Work immersion provides them with an avenue to
test themselves and apply what they have learned in a non-school scenario. In work immersion, learners are not
only able to apply their previous training but are also able to experience the social interactions in a work
environment. Their experiences during work immersion will develop many skills and values that would help them
as they transition from high school to real life. In addition, DepEd. Order No. 40,s.2015 believed that in order to
achieve its desired goals and objectives work immersion needs to establish partnerships for work immersion
opportunities for students among others. There are many different delivery models offered by Dep. Ed to be
chosen according to learners purposes, needs and partnership arrangement yet great challenges are being faced by
many internal stakeholders.
Many authors and legal basis has similar concepts of work immersion (Baldoz, 2016, DepEd. 2017) 16-18
years old students should undergo at least 80 hours for work immersion. However, many challenges cropped in its
implementation which the internal stakeholders like school, teachers, parents ,students and partner institutions
concern on the achievements of the objectives remains a challenge. To achieve greater congruence between
basic education and the nation's development targets, Work Immersion, a required subject, has
been incorporated into the curriculum. This subject will provide will provide learners with
opportunities relevant to pursuing further education and/or joining the world of work.
Taking this fact into consideration, the researcher shared common vision and is challenge to this new
thrust of DepEd as the need of the society to create employment opportunities through
immersion. He believes that the learners have the potential to create these opportunities.
Apparently, it is the responsibility of the immersion teachers to inculcate knowledge and skills,
proper attitudes and values towards work and develop self-reliance and confidence to be able to
make decision by him. Eventually, these attributes and immersion know-how shall be a stepping
stone in creating economic opportunities for themselves and for the society at large. Finally,
immersion seeks to nurture among young minds the qualities from which the immersion spirits
develops.+9
"Immersion is done outside the school campus in a 'Workplace Immersion Venue,"
defined as "the place where work immersion of students is done. Examples of work immersion
venues include offices, factories, shops and project sites.
What could lead to confusion is that the word "immersion" actually has two meanings in
K to 12. The first meaning refers to a required SHS subject in the curriculum. The second
meaning refers not to a subject but to a preferred mode of delivery of Tech-Voc subjects. Let us
take the first meaning – immersion as a subject in the curriculum. In the Curriculum Guides
posted on the DepEd website, the word "immersion" occurs in the specialized subject of the
tracks (Academic, Technical-Vocational-Livelihood or TVL, Sports, and Arts and Design).
The importance of work-text book for immersion must be a vital point of giving students
as a guide or to assess to be able for them to guide, evaluate and understand venue to improve
them through experiencing real stuff firsthand. This is the very highlight of the senior high
school immersion work-text book. It helps students to acquire knowledge and experience that
can help them grow as professional individuals. The K-12 Curriculum envisions “holistically
developed learners with 21st century skills” (DepEd Primer, 2011). At the core of this basic
education program is “the complete human development of every graduate”. This further means
that every student would have an understanding of the world around him and passion for life-
long learning while addressing every student’s basic learning needs: “learning to learn, the
acquisition of numeracy, literacy, and scientific and technological knowledge as applied to daily
life”. Experience in work immersion is considered to be one of life's greatest teachers. As
trainees they can use it as an inspiration as they gain expertise in their respective fields. This
experience will surely help them not only for their present jobs as a student but also for their
future job as professional employee of this society.
PRE-ASSESSMENT FORM
TEST A - SELF-EVALUATION & WORK ATTITUDE
The following items are designed to help you assess your knowledge at work, attitude towards given job
to determine your entry knowledge and skills before the actual on-the-job training (OJT) program.
Decide whether you agree, disagree, or somewhat agree. Check the column corresponding to your
answer.
ITEMS AGREE SOMEWH DISAGREE
AT AGREE
1. I follow the instructions of my superior when
working on a given task.
2. I contribute ideas when asked to do so when
working with others on a group task.
3. I frequently think of ideas and activities when
an assignment is given to me.
4. I enjoy developing and implementing new
ideas.
5. I spend my free time reading for ideas
6. I usually enjoy doing my assignment.
7. I always like to start a task by myself when
given a chance to do so.
8. I usually enjoy doing my work.
9. When I recall past failures, I usually think of
what I have to do next time something similar
happens
10. I usually prefer knowing the results of my
work
11. I over estimate my abilities when challenged
12. I feel I am better than other people in terms of
general abilities & talents.
13. I am happy when people look up to me for
idea, advice or leadership.
14. Given the choice I prefer to lead a group and
be responsible for them.
15. I make realistic decisions comfortably at my
age
TEST B - SELF-EVALUATION & WORK ATTITUDE
This is to determine the ability of the trainee/s to communicate effectively and persuasively by
organizing their thoughts and ideas in short simple sentences.
1. In five short sentences, introduce yourself in writing (50 points)
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2. Explain your expectation as a student trainee (25 points)
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3. How can you contribute to the company productively (25 points)
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TEST C – 1. PERSONAL
1.1 TELL ME ABOUT YOURSELF
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1.2 WHAT MAKES YOU UNIQUE
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1.3 WHAT GOALS HAVE YOU SET FOR YOURSELF?
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1.4 TO WHOM DO YOU OWE YOUR SUCCESS
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1.5 WHAT IS YOUR FAVORITE HOBBY AND WHY?
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1.6 WHAT MOTIVATES YOU
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2. PEOPLE SKILLS
2.1 HOW WOULD YOU LIKED TO BE ADDRESSED BY OUR CUSTOMERS?
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2.2 HOW WILL YOU HANDLE A CUSTOMER WHO BECOMES ANGRY.
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2.3 DESCRIBE THE SITUATION THAT BEST DEMONSTRATES YOUR LEADERSHIP SKILLS.
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2.4 DESCRIBE A TYPE OF TRAINER YOU PREFER.
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2.5 HOW DO YOU TAKE DIRECTIONS.
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3 . WORK HABITS & ANALYTICAL SKILLS
3.1 WHAT ACCOMPLISHMENTS ARE YOU MOST PROUD OF.
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3.2 DESCRIBE THE PROJECT / SITUATION THAT BEST DEMONSTRATES YOUR CODING SKILLS.
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3.3 GIVE AN EXAMPLE OF YOU SOLVED AND THE PROCESS YOU USED
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3.4 TELL ME A PROJECT YOU INITIATED.
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4. QUESTIONS THAT SET THE STAGE FOR SELLING YOURSELF
4.1 WHY ARE YOU INTERESTED IN OUR ORGANIZATION?
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4.2 WHAT TYPE OF POSITION ARE YOU SEEKING?
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4.3 WHAT MAKES YOU THINK YOU CAN HANDLE THE POSITION?
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4.4 WHAT SHOULD MY COMPANY BE INTERESTED IN YOU?
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4.5 WHAT CHALLENGES ARE YOU LOOKINF FOR IN A POSITION?
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DAILY JOURNAL – WEEKLY REPORT
Name: __________________________________ Strand:________________
Name of Establishment: ______________________________________________________
Department/ Areas Assigned __________________________________________________
Inclusive Date of Immersion: From :_______________ To:___________________________
Total Number of Hours Rendered:______________________________________________
I am being trained as : _______________________________________________________
DATE TASKS WHAT I LEARNED
RESUME Picture
2X2
A. PERSONAL INFORMATION
Name : ____________________________ Birthdate:___________________
Address:___________________________
Contact Number :_____________________ Email Add:___________________
Gender:________________Civil Status :______________________________
Father’s Name: _________________________________________________
Mother’s Name:_________________________________________________
EDUCATIONAL ATTAINMENT
Strand:
____________________________Track:______________________
Grade / Year LeveL _________________________________________
Name of School:___________________________________________
School Address:___________________________________________
ON THE JOB TRAINING - WORK EXPERIENCES
NATURE OF WORK/ INCLUSIVE
COMPANY/SCHOOL
POSITION DAYS
SEMINAR/S ATTENDED
DATE &VENUE SEMINAR ORGANIZER / HOST
MEMBERSHIP AND AFFILIATIONS
STUDENT ORGANIZATION/S POSITION
TESDA CERTIFICATION / NATIONAL CERTIFICATE (TESDA)
NAME Of NATIONAL CERTIFICATION LEVEL I ( NC )
INCLUSIVE YEAR
I hereby certify that the above mentioned information is certified true and correct.
Signature Over Printed Name
PARENTAL CONSENT/ WAIVER
ATTACHED HEREWITH YOUR WAIVER
CERTIFICATE OF PRE-IMMERSION SEMINAR
ATTACHED HEREWITH YOUR CERTIFCATE
EVALUATION FORM
ATTACHED HEREWITH YOUR EVALUATION RESULT
CERTIFICATE OF COMPLETION
ATTACHED HEREWITH YOUR CERTIFICATE OF COMPLETION
PICTURES OF WORK SITE AND NON-WRITTEN OUTPUT/PROJECTS WITH
CAPTIONS-
COMPANY PROFILE
(COMPANY BACKGROUND, PRODUCTS/SERVICES, HISTORY)
BUSINESS PROCESS FLOW CHART- ORGANIZATIONAL
WORK IMMERSION HIGHLIGHTS- REFLECTION PAPER
