my experience in work immersion essay

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Work Immersion for SHS Students: Sharing my story!

Whether you like it or not, you will need to survive that SHS work immersion. For every student, it can be considered as the much-awaited activity before graduation.

It could be exciting YET frustrating at the same time. At least in my experience, that’s what happened. I’d like to share with you what exactly happened during this phase.

If you want to set your expectations, you’re on the right page!

What is work immersion?

Work Immersion is similar to what college students experience during their On-the-Job Training (OJT). In this experience, you will be hired as an actual employee with different tasks to accomplish.

You will not just discover new skills but most importantly, you will learn new social skills. You have to cooperate with your co-workers and adapt to  the new environment. In short, it will let you experience what a real job feels like.

Furthermore, this is a very crucial requirement for every graduating student of senior high. So, you are expected to experience a tiring and fun chapter of your life.

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How did I start my work immersion?

I must admit that the first step, or finding a vacant position, could be the hardest stage of work immersion.

During the 1st week of March, I spent looking for companies that would accept SHS students. It was a mess! We didn’t know where to start, and HOW we would do it. Our professor came to the rescue and provided us options for the work immersion.

Our school offered us to handle everything for us. From documentation to hiring to finding the right company, they would do it. The second was to teach us independence by coordinating with everything. I wanted to challenge myself so I chose the latter.

So, I did team up with my other classmates who also chose the same option and started applying nonstop. It was very exhausting. We attended several interviews with the hopes of getting tired. Exhausted, hungry, and body fatigue, you name it!

As much as we wanted to continue with our choice, we then asked help for our school to find the best OJT place.

Shared File: Job Interview Course

Which organization accepted me for my work immersion?

My beloved alma mater! 🙂

Fast forward, I was able to enter Philippine School of Social Work (PSSW) and University Community Outreach Program (UNICORP) . The same group handled both departments so we served for the two organizations.

If you’re curious on what I did, here were the tasks:

• Date encoding. Lots of them!
• Sorting files. Get your organization skills keep going.
• Arranging exclusive books.
• Other admin tasks!

Yep! Obviously, your boss will not give your tasks involving technical work. You won’t need to solve problems or attend serious meetings.

Forget about big projects because you need to learn the foundation of working. During your work immersion, your tasks will start from what new hires do.

Here’s what I missed the most during this unforgettable experience…

The big bosses! 

I missed how they took care of us with love and care. During breaktime, they treated us with food. I didn’t feel like someone who just got hired for a short time.

They even advised us and shared a little secret about social work. Don’t you know social work profession really pays well? This is most applicable even when you work abroad. However, I’m not going to tell you how much their salary is.

If you’re a future social worker, you have to discover it yourself!

Unfortunately, the pandemic cut short our experience. It was supposed to be for the whole month, but lockdown happened. You see, I still feel VERY lucky to have experienced it.

I wonder how they do work immersion right now that work from home is prevalent. But, for sure, you will learn so much!

Watch these related videos on YouTube!

10 Tips for Work Immersion! (SHS)

Work Immersion

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My Expectations In Work Immersion Essay For Students

Work immersion is an essential part of the learning experience, providing students with a unique opportunity to apply theoretical knowledge in a real-world context. As I prepare for my upcoming work immersion, I am filled with anticipation and expectations. This essay outlines my personal expectations, which include gaining practical skills, understanding workplace dynamics, enhancing my interpersonal skills, and preparing for future career opportunities.

Table of Contents

Essay On My Expectations In Work Immersion

Acquiring practical skills.

One of my primary expectations during this work immersion is acquiring practical skills. While classroom learning provides a strong foundation, it often lacks the hands-on experience necessary to fully understand the nuances of our chosen field. I hope to perform tasks that allow me to practice and improve the skills I have learned in class. This could range from technical abilities specific to my field of study, to more general skills such as time management or problem-solving.

(adsbygoogle = window.adsbygoogle || []).push({}); Understanding Workplace Dynamics

Workplaces have their own unique cultures and dynamics that can greatly differ from the academic environment. During my immersion, I expect to gain a deeper understanding of these dynamics. This includes learning about hierarchies, communication protocols, decision-making processes, and teamwork. By observing and participating in these dynamics, I hope to become better prepared to navigate future professional environments.

Enhancing Interpersonal Skills

Interacting with colleagues, superiors, and clients requires a different set of interpersonal skills than interacting with classmates and teachers. I anticipate that my work immersion will give me the chance to develop these skills. Through collaboration and networking, I aim to improve my communication, negotiation, and conflict resolution abilities. These skills are invaluable in any professional setting, regardless of the specific industry or job role.

Preparing for Future Career Opportunities

Finally, I view my work immersion as an opportunity to prepare for future career opportunities. This involves not only honing my practical and interpersonal skills, but also building professional relationships and gaining industry insights. I expect to meet professionals who can provide guidance, offer career advice, and potentially open doors to future job opportunities. Moreover, by observing the industry first-hand, I can better understand its trends and challenges, which will be beneficial when making my career decisions.

In conclusion, my expectations for my work immersion are centered around learning and growth. I anticipate acquiring practical skills, understanding workplace dynamics, enhancing my interpersonal skills, and preparing for future career opportunities. While I recognize that challenges may arise, I am confident that this experience will equip me with valuable tools and insights as I embark on my career journey. Ultimately, I view this work immersion not merely as a requirement to fulfill, but as a stepping stone towards my professional development and success.

Hello! Welcome to my Blog StudyParagraphs.co. My name is Angelina. I am a college professor. I love reading writing for kids students. This blog is full with valuable knowledge for all class students. Thank you for reading my articles.

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Home — Essay Samples — Life — Work Experience — The Importance and Role of the Skills and Experience in Life

The Importance of Work Experience in Life

• Categories: Work Experience

About this sample

Words: 762 |

Published: Sep 1, 2020

Words: 762 | Page: 1 | 4 min read

Works Cited

• Barkhuizen, N. (2017). Communication skills for engineers. Springer.
• Bolton, R. N., & Lane, M. D. (2012). Individual entrepreneurial orientation: Development of a measurement instrument. Education+ Training.
• Carter, M. Z., & West, M. A. (2013). Reflexivity, revolution, and innovation in work teams. Human Relations.
• Goudreau, J. (2018). 7 Time Management Skills You Need to Be Productive (Proven by Science). Forbes.
• Hoch, J. E., & Kozlowski, S. W. (2014). Leading virtual teams: Hierarchical leadership, structural supports , and shared team leadership. Journal of Applied Psychology.
• Jaiswal, N., & Dhar, R. L. (2015). Transformational leadership, innovation climate, creative self-efficacy and employee creativity: A multilevel study. International Journal of Hospitality Management.
• Johnston, C. S., Taing, M. U., & Wheeler, L. (2018). Teamwork and interpersonal communication in interprofessional education: A qualitative exploration of students’ and faculty’s perceptions. Journal of Interprofessional Education & Practice.
• Kumar, R., & Meena, M. L. (2018). Effect of teamwork on employee performance: A review of literature. International Journal of Engineering and Management Research.
• Schein, E. H. (2010). Organizational culture and leadership (Vol. 2). John Wiley & Sons.
• Wittmer, A., & Honold, L. (2018). Successful leadership in virtual project teams. International Journal of Project Management.

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Work Immersion Journals: Ten Days with My Dream Job

Story By Maridel Hubahib

Photos By ABM Grade 12 Students

One of the best parts of my senior high school days was the Work Immersion Program. Why not? Work immersion gave me the opportunity to experience my dream job for 10 days and it gave me a pre-taste of what working actually feels like?

When I was a kid, I would often wonder what life would be like if I were working in a bank. That short 10 days gave me a chance to satisfy a part of my curiosity.       I experienced working in one of the country’s biggest and most trusted finance institution together with amazing people. Proudly, I can now say that the Philippine National Bank (PNB) is on my resume.

It was a cloudy day when our Day 1 started. We were a bit late when we came to the bank. Briefly, I scanned the place and saw the branch manager Mrs. Maria Osilla Molina busy reading important documents. The hesitation in our smiles was erased when she smiled back. We were after all, a combination of nerves and excitement.

After calling each of our names for attendance check, Mrs. Molina told us that she has always believed in the old maxim that first impression lasts. She counseled that if we were to apply for a job, we need to looks and dress for that job. Expensive clothes are not necessary but, at least, any applicant must look decent.

Our first day started with that simple lesson.

I actually expected that all students in the Immersion Program just had to sit down all day, chill and observe the surroundings. It turned out, however, that our manager had another plan in mind. Mrs. Molina assigned us to the Annual Confirmation of Pensioners Department.

We took charge of updating the profile of pensioners, surviving beneficiaries or spouses. We made sure that their accounts and documents get updated before the cut off. Sometimes, we would hear heartrending stories of pensioners who were not able to receive their pension because their updates didn’t make it to the cut off. Mostly, they would use the money for their medications.

Some of them, already old and grey, travelled from distant places like Canlaon City, Calatrava or even from Cebu towns for the ACOP. Part of my fulfillment from the Immersion Program was that I know I have at least assisted them.

Another aspect of my experience that I love so much was the bank staff and employees who are all friendly and approachable. They may not speak much during their work hours but they always made sure that at the end of the day they could at least have time for us and share lessons on banking and career in general.

Life lessons were included, too.

Some of the life lessons were given was about the value of action over words. They also taught us about the importance of having a positive attitude in the workplace because it is not intelligence that will give the authority to control and manage but attitude and behavior. Positive vibes always attract a good following.

Most importantly, our banking mentors taught us that putting God first and accepting His will and plan for us is the best career strategy.

We also got the chance to tour the whole bank, except of course for the restricted areas. PNB in San Carlos City may be an old building that has gone through several transformations, but it’s fully alive because of its management and staff.

The days passed with the speed of light. I realized that once our Work Immersion Program teacher told us that we were the “Lucky 6” because we were assigned at PNB. Our teacher is indeed right. But beyond lucky, we were blessed with an immersion assignment at PNB San Carlos because it is a formidable banking institution and its army of bankers is inspiring and nurturing to young aspirants like us.

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WORK IMMERSION EXPERIENCES OF THE SENIOR HIGH SCHOOL STUDENTS: AN IMPLICATIONS TO PROGRAM ENHANCEMENT

2019, IIMRJ

Work Immersion Program gives an avenue for the Technical-Vocational and Livelihood Track Students to bridge the gap between the theories and concepts and enrich the competencies that were being taught inside the classroom into the actual workplace setting. Anchored on Vygotsky's Socio-Cultural Theory and Bandura's Social Learning Theory, this qualitative research utilizing the narratology approach is intended to explore the problems encountered by the Grade 12-TVL students during their immersion along with their major learnings, concerns, and recommendations. A purposive and convenience sampling technique of 22 TVL-Electrical Installation and Maintenance (EIM) and Electronic Products Assembly and Servicing (EPAS) students of Concepcion L. Cazeñas Memorial School were covered by the study. Data were gathered through documentary analysis, narrative inquiry, and interviews. The study revealed that TVL students have encountered problems before, during and after their immersion. Principles and practical concepts that were taught on their major subjects were all applied. Their skills were enhanced. Their major concerns include limited designated tasks and no variation in the equipment to be repaired that will help them acquire the necessary skills and competencies. It was concluded that schools must look for more immersion partner institutions, strengthen their field monitoring and evaluation, and institutionalize their documentation practices in the preparation of immersion reports.

Related Papers

Jomarie P Salvador

The Work Immersion program of the Department of Education, under the newly established educational curriculum – K to 12, is one of the key features of this educational innovation. The researcher of this study would like to evaluate the effectiveness and its impacts to the students of John J. Russell Memorial High School, Sibul Springs, San Miguel, Bulacan. The study used the semi-structured interviews with the help of the researcher-made instrument. The said instrument is merely made by open-ended questions; this type of questions will open a wider space for the students to express their feelings and to voice out their insights regarding the problem. Researcher-made instruments were given to the chosen respondents by means of random sampling under the probability or unbiased category. This kind of sampling procedure is one of the simplest form of collecting data. The researcher used thematic analysis as a means to gain insight and knowledge from data gathered. The method enables the researcher to develop a deeper appreciation for the group or situation he is researching. Thus, the conclusion made by means of this analysis offered a wider, specific, attainable and reasonable recommendations.

Journal of World Englishes and Educational Practices

Sean Catelo

The researcher proposed intervention plan that will provide specific program that will address the problems in Work Immersion Delivery Model and to improve and provide step by step procedure to fill the needs found on the assessment of the work immersion program. It is in this context, the researcher assessed the work immersion program with corresponding variables and proposed intervention program that aims to cater teacher, industry partners and students in the Division of Pasay City to enhanced the better implementation of the work immersion program.

Psychology and Education: A Multidisciplinary Journal

Psychology and Education

The study aimed to evaluate the skills of grade 12 Technical-Vocational-Livelihood Students of Santa Cruz North Cluster in work immersion during pandemic. The performance of work immersion students was assessed in terms of technical skills, interpersonal skills, entrepreneurial skills, and behavioral skills. The study also determined problems encountered by the work immersion students regarding resources needed, workplace, and execution of skills. An investigation of the relationship between work immersion performance and problems faced by students during work immersion was also included. The TVL teachers and a team of specialists in the skills were among those who responded. In addition, there were fifty-four (54) Grade 12 work immersion students who acted as study participants. The study revealed that the work immersion program is effective, showing that students gained good performance ratings in technical, interpersonal, behavioral, and entrepreneurial skills. Hence, communication skills and entrepreneurial skills are the least mastered skills among students. The study also found that students encountered problems in the workplace, resource requirements, and skill execution. There was no significant association between skills and challenges in work immersion during the pandemic, according to data obtained by the computed p-value. As a result, the researcher did not reject the null hypothesis. Thus, there are still skills to be developed and challenges to be solved. The objective of education is to prepare graduates for the tasks they will perform on the job. These findings will eventually teach the curious minds of work immersion students what kind of workplace they expect after graduation.

This study aims to determine the implementation of the Technical Vocational Livelihood (TVL) Work Immersion Program of senior high schools in the Divisions of Marikina City, Pasig City, and Makati City during the school year 2022-2023 as correlate of students' employability competencies and satisfaction. The method of research used was the descriptive correlational type with the survey questionnaire as the data gathering instrument. The respondents of the study included 44 work immersion teachers, 327 students, and 57 industry partners. The statistical tools used to treat the data were the percentage, weighted mean, one-way ANOVA, z-test, Pearson r, correlated t-test, and Tukey pairwise comparison. Based on the statistical analysis, the study found out that there were no significant differences in the perceptions of the students, teachers and industry partner respondents on the implementation of the TVL work immersion program as evidenced by the computed F values of 3.00, 1.19, 2.25 and 2.87, respectively, but there were significant differences in the perceptions of the three groups of respondents on the implementation of the TVL work immersion program with regard to students' progress and performance and work immersion supervision as revealed by the computed F values of 7.39 and 6.85. Thus, there was no significant difference between the perceptions of the two groups of respondents on the level of employability competencies of the students pertaining to basic and common competencies as evidenced by the computed Z value of 0.45 and 0.93, respectively but there was a significant difference between the perceptions of the teachers and the industry partners as evidenced by the computed Z value of 4.15 and 3.81, respectively, which are higher than the critical z value of 1.96. Hence, there was a moderate significant relationship between the extent of work immersion implementation, however, there was a high significant relationship between the extent of work immersion implementation and the administrative concerns on the basic employability competencies as shown by its Pearson r of 0.7 with computed t value of 11.34; for the core employability competencies of the two subjects, Bread and Pastry Production and Food and Beverage Services, there was a weak significant relationship in terms of objectives, curriculum implementation, delivery process, students' progress and performance, and work immersion supervision as reflected by their Pearson r's from 2.27 to 3.36 and computed t values from 2.80 to 3.86; for Food and Beverage and Services competencies, there was a moderate significant relationship on delivery process, students' progress and performance, and work immersion supervision as shown by the Pearson r's, 0.40 to 4.9 and computed t values from 5.18 to 5. 77, higher than the critical t value of 1.98; for Bread and Pastry Production and Food and Beverage Services, there was a Very Low Correlation or almost negligible relationship, hence, a nonsignificant relationship exists as evidenced by the Pearson r's of 0.10 to 0.01 and computed t value of 0.10 and 1.01; the level of students' satisfaction has a moderate relationship with the extent of implementation of the TVL work immersion in terms of objectives, curriculum implementation and compliance, delivery process, students' progress and performance, work immersion supervision, and administrative concerns as evidenced by their Pearson r's from 0.42 to 0.59 and the computed t values from 8.34 to 13.17. The study suggested Work Immersion Implementation Exemplars to further enhance the implementation of the TVL Work Immersion Program.

Psychology and Education , JEFFRY M O R I L L A SARO

Education is a valuable possession in the society that people live in today, and many strive hard to acquire it. Education is essential for everyone to lead fulfilled lives. This study aimed to assess and investigate the perceptions and lived experiences of Grade 12 TVL strand students from San Luis National High School, particularly in the Senior High School Department, during the school years 2021 to 2022 of the new normal education system. The study used a qualitative type of research design, particularly a phenomenological study method approach to analyze and questions were defined by the researchers from a phenomenological standpoint in the TVL strand. The Grade 12 TV students are currently dealing with a variety of obstacles brought on by the pandemic. The viral threat is not the only problem the students are facing; they're also having academic difficulties. Based on their personal experiences, the participants turn to their fellow students to help them overcome obstacles in the new normal education system. Due to the nature of the learning environment, the students develop their support network digitally, allowing them to interact socially. On the basis of the respondents' responses, it is possible to surmise that there is a difference in the student's performance and experiences when participating in traditional learning and new normal learning. According to their responses, it may be inferred that the students preferred the traditional educational setting.

Zenodo (CERN European Organization for Nuclear Research)

Jover jabagat

PSU Multidisciplinary Research Journal

Dr. Liza L. Quimson PSU

The URSP Research Journal

Jerwin M . Mahaguay

This paper aims to determine the difficulties encountered by the students in their work immersion concerning family support, supervisory support, work habit, and competence. The research was conducted during the academic year 2018-2019 in Vicente Madrigal National High School. Descriptive research is employed since its purpose is to determine the difficulties encountered by the students in their work immersion. The study employed the learning theory of Thorndike on the Law of Exercise and Law of Effects. There are 50 respondents further, questionnaire checklist is the instrument used while data were treated using percentage, rank, weighted mean, and two-way ANOVA. The study revealed that the difficulties encountered by work immersion students with work immersion supervisors have no relationship with their sex, while work habit and competence were significant. In terms of monthly family income, there was no significant difference in the different aspects. The study concluded that the majority of the respondents were male and belonged to 9,000-below family income. Work immersion students received financial and emotional support from the family; work immersion supervisors guided the students in accomplishing tasks. However, visitation on the venue is limited and tasks given were not all strand related. The value of volunteerism is not very evident from the respondents as well as the knowledge on basic troubleshooting of hardware and software, monthly family income and sex were not a determining factor of difficulties.

Asian Journal on Perspectives in Education

Donnie Marc Louie Roble

A huge number of high school and college graduates lack the important knowledge and skills to be effective members of the workforce. This study aimed to describe the socio-demographic profile of TVL (Technicalvocational and livelihood) Senior High School students in a private school in the Philippines-their competency level, work immersion performance, and expectations of employers in terms of the competencies set by regulators. A descriptive correlational method of research was used to get the responses of 18 employers and 84 TVL students. Results suggest that there is no significant difference between the students' competency level and their employers' expected competencies in terms of collaboration, critical thinking, entrepreneurship, environmental literacy, information technology, learning and innovation, lifelong learning, and occupational health. In contrast, a significant difference exists between the two groups in terms of communication and occupational health. No significant difference was found in their work immersion performance when grouped according to sex and socioeconomic classification, but a significant difference was found when grouped according to strand and specialization. The result of this study provides valuable insights for educational institutions, policymakers, and business owners in the Philippines on bridging the gap between the vocational training offered in schools and the needed competencies in the industry.

This study analysed on Internal Stakeholders' Involvement in Senior High School Work Immersion Program of private secondary education institution. Specifically, the study focused on internal stakeholders' parental involvement as characterized by parenting, communicating, volunteering, learning at home, decision making and collaborating with the community; and internal stakeholders' involvement in the senior high school work immersion program. This study utilized the descriptive research design employing mixed methods of research. The descriptive model involves collection of data in order to test hypothesis. It includes survey approach and focus group discussion (FGD). Utilizing the data, the study revealed that teachers manifest high involvement in facilitating parental involvement in learning at home and school, parents are moderately involved in the practices while school administrators showed high involvement in facilitating parental involvement. The data collected also revealed that the school administrators, teachers, students and parents were adversely involved in the work immersion program. The school administrators work conscientiously in providing the much needed support during the pre-immersion, immersion and post-immersion stage.

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