Professional Documents
Culture Documents
CHAPTER II
CONCEPTUAL FRAMEWORK
This chapter presents the foreign and local related literature and studies,
conceptual framework and definition of term.
Review of Related Literature and Studies
The research included the following related literature and studies which
also tackled regional approach, curriculum and instrumental development which
reiterate the researchers study.
Related Literature. According to Cabrera (2012) education has been
regarded as a means toward economic stability and progress. The increase
productivity of the workforce is due mainly to the increase in the education and
training of the people. The success and development of the country would greatly
depend in the productivity of its human resources- which is considered as one of
the vital asset of the nation. And to have a good and competent manpower
resource; quality education and intensive training are necessary for the students
to become skilled and productive workers when they become part of the labor
force.
According to Dominguez and Romero (2009) employers believed that
applicants who have undergone job training are assumed to be more
knowledgeable and production. Also, they are competent enough in connection
to the job for there are respondents who had a problem with their co-workers in
terms of their differences in terms of principles and ideas which are expected in
an agency.
According to GOPINOY.com provide a list of good work habit to develop
such as: 1.) Set up a goal or a mission and apply a strong work ethic to provide
you that sense of direction needed to accomplish quality tasks in the shortest
time possible. 2.) Think positive. Do not think of the complexities of your job
instead, consider these difficulties as a challenge. Deal with the problem, do not
avoid them. Youre going to have to face the same problem eventually. 3.) It is a
good work habit to give importance to good attendance and punctuality. Doing so
can get you off to agood start and it can be a positive asset on your part. 4.)
Apply neatness, orderliness and speed by cleaning up and getting organized. It
allows you to work faster since it's easy to find things when the workplace is
clean and sorted out properly. 5.) Plan your day ahead of time. This is one of the
most important among the good work habits you should develop. List things that
you should prioritize to work the next day. This could guide you whenever you get
side tracked and forget what your original purpose was.
6.) Work smarter, not harder. Manage your time well; segregate activities into
time wasters or maximum use of time. Time wasters such as telephone calls and
dealing emails can just be kept short and on topic as well as keeping email
accounts separate for personal and work use. Focus on the list of priorities you
make and set limits for each task. 7.) Become self-employed psychologically.
Think of yourself as your own boss. You would want to make things happen in
the business, do good quality output and receive bigger income from it. Putting
yourself on the situation can motivate you to do great results. 8.) Play the inner
game of work. Know your purpose at work and do it with your own best innate
desires and abilities. These will help you to acquire all the ideas, successful
habits and best practices you will need in accomplishing tasks. 9.) Reduce
procrastination by motivating yourself with rewards or punishments. Postponing
or delaying one's work can cause career sabotage so be aware of its
consequences and try to be more positive.
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 ad related skills; the role of industries is to sharpen
the students 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.
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-thejob 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
10
11
12
13
14
Mamadra (2005), also conducted a study to find out the impact of the onthe-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.
The study of Decena (2005), entitled On the job training program of the
two year trade Technological University in Iba,Zambales give emphasis to some
items in the assessment instruments where the response of cooperating trainees
ad student trainees are not different such as: a. For objectives (to enable the
students to work a sophisticated equipment ad to prepare students for social ad
personal). b. For the assessment instrument on linkage (Inform the head of
educational institution of developments in the establishments whether positive or
negative). c. For the assessment instruments on industrial policies (Help student
trainees for advancement opportunities in the cooperating establishments); and
(Observe general rules and regulations of the company such as filing of leave,
working hours, use of uniform, good grooming, safety housekeeping). d. On
15
monitoring of trainees (OJT coordinators meet with industrial trainer and student
trainees during work site visitation); (Keeps records of all activities related to
industrial training); and (Participates in the evaluation of student trainees). e. On
problems encountered (tools are just enough for regular workers). f. On remedies
of problems (Requested some regular workers to bring extra hand tools)
Sony and Kim (2005) conducted study entitled Changes in attitude toward
work and workers identity in Korea. They summarize the conceptualization of
work ethic to the fact that the concept of work ethic has multiple meanings and
implication, pertaining to a variety of aspects related to work, including work
commitment, work value, attitude toward work, occupational value, organizational
commitment, perception of career development, ad work achievement.
According to the General Accounting Office (GAO) conducted a nationwide survey of Title III JTPA programs between 1982 and 1985. The survey
indicated that 80 percent of program participants received job search assistance,
compared with only 26 percent who received classroom training and 16 percent
who received on-the-job training. The low proportion of participants actually
receiving training resulted from the fact that trainers were largely funded on the
basis of job placement, not long-term labor market preparedness or earnings
improvement. Based on the General Accounting Office survey and an additional
year of study, the U.S. Department of Labor recommended greater emphasis on
job training to meet the needs of specific employers and particularly on on-thejob rather than classroom training.
16
In the statistical analysis in the study of Sirota et. al (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 employees 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 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.