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ABSTRACT

The goal of this study was to ascertain the BTVTED FSM students'

experiences throughout their Supervised Industrial Training during the pandemic

at the Abra State Institute of Sciences and Technology. It answered the following

questions: What are the experiences of the participants in the Supervised Industrial

Training during the pandemic? What are the challenges encountered by the

participants in the Supervised Industrial Training during the pandemic? and What

are the coping mechanisms of the participants as to the challenges encountered in

the Supervised Industrial Training during the pandemic?

An online questionnaire was formulated by the researchers to gather the data

related on their training experiences and was provided through the messenger

application. In gathering the data, the researchers administered the questionnaires

to the fifteen (15) fourth-year BTVTED-FSM students of Abra State Institute of

Sciences and Technology.

The thematic analysis of research was used to describe and evaluate the

overall experiences of the participants gathered during their Supervised Industrial

Training. The different experiences gathered were used to determine the

challenges encountered and the coping mechanisms of the participants during

their Supervised Industrial training in the new normal. This study delimited only

to fourth-year students of Bachelor of Technical Vocational Teacher Education

major in Food and Service Management.

 Through the results and discussion, the researchers have concluded that

during the Supervised Industrial Training (SIT), the BTVTED-FSM students

experienced the following: awareness on safety protocols, complications in the

workplace, personal and professional development, personal matters and social

interaction.

Since the participants’ training was conducted during the pandemic, they

are likely to adjust and depend on the health restrictions imposed by Inter Agency

Task Force (IATF) and this was the main reason why they encountered more

challenges that caused them more difficult to do their jobs. These challenges were

physical exhaustion, workplace adjustment and financial issues.

However, there were coping mechanisms utilized by the participants to

help adjust with the situation. These were optimistic attitude, social support,

financial and time management and spirituality in the workplace. These coping

mechanisms served as their adjusting strategy to overcome the challenges they

encountered in the work.

To thoroughly understand the variety of experiences among the BTVED-

FSM students in their Supervised Industrial Training during the pandemic, the

following recommendations are proposed. Students may value the importance of

work ethics when working in an establishment to avoid conflict in the workplace

and for the benefit of them. The College of Teacher Education (CTE) may

conduct a full orientation on Supervised Industrial Training (SIT) for them to be

more ready and familiar with the process in the field. The school may conduct

a post on the job evaluation to address concerns to issues experiences in

the workplace. This study may serve as basis for future researchers to conduct

parallel studies to find out how to maintain and sustain the performance of

Supervised Industrial Trainees to become globally responsive and competitive.

 Chapter 1

THE PROBLEM

Background of the Study

Students are given the chance to apply the theories and calculations they

have learnt in school through supervised industrial training (SIT). Additionally,

performing in a real-world workplace scenario aids students in acquiring pertinent

knowledge and abilities. As part of the curriculum, colleges and universities

mandate that students participate in such training for a predetermined amount of

hours.

A Supervised Industrial Training (SIT) gives students the chance to

practice real-world job operations with authentic tools, equipment, and

paperwork. In fact, a student who trains to learn more about his or her chosen

industry and put what they have learned in school into practice turns the

workplace into a location of development. On the other side, businesses that hire

trainees can also profit from a successful Supervised Industrial Training (SIT)

program.

A key component of school-based vocational education training was

workplace learning. However, different perspectives on the composite field of

workplace learning demanded a development of the idea as it related to this study.

Depending on the various work tasks, students' experiences with workplace

learning vary (Ministry of Knowledge, 2006).

Future professionals in various fields of specialty benefit greatly from exposure to

the real working environment. This helps a number of colleges and universities

prove they are able to offer Supervised Industrial Training (SIT) programs that are

integrated into some of their curriculum options. Covid-19 pandemic has spread

around the world since the outbreak in Wuhan (China) in December 2019. Covid-

19, which first exploded in China, and after that, it serenaded around the world. As

a result, all institutions, including universities, are also closed around the world.

Following this situation, the Philippine government also decided to close

all educational institutions. However, without controlling the Covid-19 situation,

the government decided to take classes at educational institutions online. But,

university students in the last year did not complete their internship online

because an internship means that students must be specifically present at an

institution to gain experience.

The Bachelor of Technical Vocational Teacher Education (BTVTED)

degree program is offered by the College of Teacher Education (CTE) of the Abra

State Institute of Sciences and Technology. The curriculum includes on-the-job

training. Students are placed in various businesses to complete their five hundred

eighty (580) hour practical or OJT.

The purpose of this study is to examine and assess the performance of

BTVTED-FSM IV students who participated in Supervised Industrial Training

(SIT) at their individual On-the-Job Training (OJT) locations Additionally, the

study will offer important data that could be used for improving the Supervised
Industrial Training (SIT) Program's efficiency of delivery as well as other

curricular programs of the University-Campus.

Theoretical Framework

This study focused on the Supervised Industrial Training of BTVTED-

FSM IV students’ during the pandemic. To support this study, the researchers

reviewed some related literature. These documents were useful in providing the

necessary background on how to go about this study. Moving on, a review on the

different studies pertaining to this research is hereby presented:

It has been dubbed a "pandemic" as the COVID-19 epidemic is wreaking

havoc and alarm throughout all nations, expanding exponentially, crossing

boundaries, and spreading across continents. The populace are successfully made

uneasy, confused, and afraid by this new viral virus. This illness is special in that it

manifests little to no symptoms at first, and many people are unaware they have it.

The infected person does not experience any significant symptoms or changes,

allowing him to seek medical help as soon as possible. By the time infected

individuals become aware of their condition, they may have unknowingly and

foreseeably spread the illness to a significant number of individuals. Therefore,

effectively halting the disease's spread among people will be the primary tactic in

the fight against COVID-19. In the context of COVID-19, the WHO has produced

guidelines for public health and social measures in the workplace.

 This contained the requirements for all workplaces as well as the

particular standards for medium-risk and high-risk vocations and workplaces. The

advice recommended adapting the crucial preventive measures for all workplaces,

such as practicing hand hygiene, respiratory hygiene, physical distance (avoid

direct physical contact by hugging, touching, or shaking hands), reducing and

managing work-related travel, routinely cleaning and disinfecting the environment,

communicating risks, providing training and education, and managing individuals

with COVID-19 or their contacts. Additionally, additional safety precautions for

medium-risk vocations and workplaces included regular disinfection and cleaning

of touched objects and surfaces (fomites). Staggered activities, reducing face-to-

face and skin-to-skin contact, making sure employees work side-by-side or facing

away rather than face-to-face, and assigning staff to the same shift teams are all

mitigating measures that should be taken to reduce the risk of transmission

between employees, clients or customers, contractors, and visitors in such

locations where physical distancing of 1 meter cannot be maintained for a

particular activity. Additionally, for high-risk work activities and professions, such

workspaces must be well-ventilated with natural air or artificial ventilation without

re-circulation of air. The WHO has recommended that individuals look for

opportunities to halt operations or follow hygiene precautions before and after

contact with or suspicion of COVID-19. In these circumstances, employees are

required to wear medical masks, workers must wear protective gear when coming

into touch with COVID-19 patients, their respiratory secretions, bodily fluids, or

highly contaminated waste, including disposable gowns, gloves, and eye

protection. To tackle these circumstances, HCWs must get training in infection

prevention and control procedures and the usage of PPE (54, 55).

(https://www.frontiersin.org/articles/10.3389/fpubh.2020.00482/full).

The following "Revised Guidelines for Student Internship Program in the

Philippines (SIPP) for All Programs," amending CHED Memorandum Order

(CMO) No. 23, "Guidelines for Student Internship Program in the Philippines

(SIPP) for All Programs with Practicum Subject," are in accordance with the

relevant provisions of RA 7722, also known as the "Higher Education Act of

1994," and were issued in accordance with Commission en Banc (CEB)

(www.ched.gov.ph)

Cooperative education and internships were frequently linked to the notion

of experience; this association was seen as a logical fit for the experiential

component of these programs. According to John Dewey (1938), experiences are a

crucial component of learning. He believed that humans learn best when the things

under study are really experienced, coining the phrase "learning by doing."

According to Genry (1990), "students must be participating in the process."

Experiential learning is not passive; it is active. In other words, each student's

experience offered up fresh perspectives that gave them fresh insight into future

encounters. According to Lucas, Cooper, Ward, and Cave (2009), earning a degree

in a student's field may also provide them with the best idea of subject-related

career options from a career development viewpoint. Canter (2000) emphasizes the

importance of the workplace in assisting individuals in developing the skills

necessary for employment, and Calway and Murphy (2002) suggest that placement
students have a higher level of success in both finding employment after

graduation and advancing in their careers than non-placement students. According

to Piquart et al. (2003), better industry knowledge and comprehension aid in the

transition from education to job. Work experience in the sector aids students in

gaining the interpersonal communication and teamwork skills necessary in the

workplace as well as an understanding of the realities of an organization's

operations. Importantly, the chance to learn is provided so that people can test and

practice their skills. Students who have expertise develop the ability to evaluate

their own abilities and have confidence in their capacity to carry out the task that

will be required of them in the future. In other words, they increase their

confidence in their ability to perform duties in the workplace.

In order to ensure that students have relevant experiences and up-to-date

information when they enter the workforce, course designers might look into

incorporating workplace chances for students within their curriculum.

Additionally, students demand more depth and complexity in the offered material

and do not want broad-brush approaches to the subject's content. They do not want

to rehash what they have already studied and choose courses that will fulfill their

needs while allowing them to use what they have learned. A review of the material

covered in a course is necessary to make sure that the material is explored in

appropriate depth, and it should not be repeated for students in more advanced

courses.
 In addition to Sofian (2008), this study sought to determine if vocational

trainees who participated in supervised work experiences gained a higher degree of

employability skills than trainees who did not.

We are not a part of this experience. Students can use their skills in the

workplace with greater awareness and voluntarily fit into the company's culture.

Students who gain job experience can apply their skills in the real world of work,

dealing with issues that arise there.

Additionally, school-based assessment has been extensively researched

globally in numerous studies based on the categorization of the APL in different

nations (Per Andersson &Stenlund, 2012; Harris, Breier, & Wihak, 2011).

Numerous studies examine the department's role and the political background of

APL, including how it relates to employability, lifelong learning, and other

economic, social, and cultural goals (Andersen & Laugesen, 2012; Halttunen,

Koivisto, & Billett, 2014, p. 315). Different definitions exist for "previous

learning" (Billett, Bound, & Lin, 2014). Bohlinger (2013) asserts that using formal

requirements as the benchmark to highlight particular issues: "Qualifications are

understood and expertise that can be fairly defined and are valuable," according to

the basic basis for defining limitations and capabilities. In contrast, the idea of

expertise encompasses a wide range of aspects, including people's abilities and

skills as well as their unique personalities, motivations, and tenacity. While

understanding acquired via life and job experience may be as significant as formal,

academic learning, (Cooper and Harris, 2013) managed this topic with regard to
higher level education and pointed out that these two forms of knowledge are not

the same.
Conceptual Framework

INPUT PROCESS OUTPUT

INPUT

Experiences of Questionnaires/
BTVTED FSM IV Pamphlet
Students Interview

Figure1: The Research Paradigm

The figure above describes the conceptual framework of the study

wherein the input is consisting of the experiences of the BTVTED FSM IV

students throughout their Supervised Industrial Training during the pandemic.

On the on other hand, the process being used is through questionnaire and

interview via messenger. While the output contains pamphlet. That involves the

responses and documentation of the participants.

Statement of the Problem

The purpose of this study was to determine the experiences of the

BTVTED FSM students of Abra State Institute of Sciences and Technology in

their Supervised Industrial Training during the pandemic. It answered the

following questions:

1. What are the experiences of the participants in the Supervised Industrial

Training during the pandemic?

2. What are the challenges encountered in the Supervised Industrial Training

during the pandemic?

3. What are the coping mechanisms of the participants in the Supervised

Industrial Training during the pandemic?

 Chapter 2

DESIGN AND METHODOLOGY

This chapter explains the procedures and methods used by the research

team to carry out the study. The population, data collection tool, and data

collection process are all included in this section.

Research and Design

This study's research methodology was qualitative descriptive. The

researchers chose this strategy because they were convinced it was the best

option for evaluating and interpreting the data they had gathered and would

ultimately lead to more accurate results, interpretations, and recommendations.

Population and Locale of the Study

The participants of this study were the fifteen (15) of the fourth year

BTVTED-FSM students of Abra State Institute of Sciences and Technology

Bangued Campus during the school year 2021 – 2022, first semester.

Data Gathering Instrument

This study determined the different experiences of the BTVTED-FSM IV

students of Abra State Institute of Sciences and Technology during their

Supervised Industrial Training in the different food establishments in Bangued,

Abra in the new normal. An online questionnaire was formulated by the

researchers to gather the data related on their training experiences and was

provided through the messenger application.

Data Gathering Procedure

The Dean and a few faculty members from the College of Teacher

Education at the Abra State Institute of Sciences and Technology provided the

required authorization and permissions prior to the study's conduct so that ethical

concerns may be taken into consideration. The surveys were distributed to the

chosen individuals after receiving consents and permissions. The data collection

was used to test the research tool's validity and dependability and as a foundation

for future improvements. The last investigation with BTVTED-FSM IV students

was conducted using the same methodology.

Mode of Analysis

Six stages of thematic analysis were used to examine the data gathered

from the varied experiences of the BTVTED-FSM IV students during their

Supervised Industrial Training (SIT) in the new normal: 1) familiarization with

the data (started when the transcription process began and was reinforced

by reading them again and making early notes for prospective codes), 2) creating

codes, and 3) looking for themes (the coded data were reviewed and the first

efforts began in searching for themes; every code was written down in a different

piece of paper; codes considered to match under the same theme were put

together; theme-stacks were created), 4) reviewing themes (two stages of analysis

were applied: a) reviewing at the stage of the coded data extracts, where all the

adduced extracts were scanned for evaluating their appropriateness for a specific

theme and b) validating every theme in relation to the entire data set to observe if
they were pertinent representatives of the data array as a whole), 5) defining and

naming themes (accurate and dynamic titles were given to every theme, leading

the reader immediately to realise their content in a distinctive way) and 6) the

production of the report.

 Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The presentation, analysis, and interpretation of the information gathered

from the fourth-year BTVTED-FSM students in the Teacher Education

Department of the Abra State Institute of Sciences and Technology, Bangued

Campus are the main topics of this chapter. These data provided answers to the

questions posed in the study. The data were presented using coding,

categorization, and thematic organization.

SOP 1. What are the experiences of the participants in the Supervised

Industrial Training in the new normal?

Through a careful reading and analysis of the data gathered, there were

themes emerged as the different experiences of the BTVTED-FSM students on

their Supervised Industrial Training in the different food establishment in the

province of Abra. These are the: Awareness on Safety Protocols, Complication in

the Workplace, Personal and Professional Development, Personal Matters, and

Social Interaction.

Awareness on Safety Protocols

The first experience of the SIT students is on the awareness on safety

protocols. This describes that the participants had to observe and adjust with the

safety protocols; they had to double precaution and had to be careful with things

and the people; and they were required to have a regular hand washing,
 wearing of facemasks, and social distancing in order not to get infected with the

virus. It also emphasizes their feeling of being afraid to socialize because of the

fear that they might get infected with COVID-19. On the other hand, it explains

their difficulty in communicating due to public standards. They also had heard bad

words due to the implementation of health restrictions, and even overcoming

depression made by the pandemic which caused complexity in their work.

As expressed by the participants, they stated:

Participant 8: “My SIT in the new normal was quite difficult because I have the

feeling of being afraid to socialize with many people because of the virus.

Especially I am assigned in the food establishment where a lot of people

are there.”

Participant 7: “Doing Supervised Training in the new normal is hard. You can’t

interact fully with other people because of health restrictions. Secondly,

it’s hard to communicate with others because we always had to wear

facemask.”

Participant 13: “My training on that time wasn’t that easy, for it happened that

our world is suffering under difficulties and adjustment in everything

we’ve used to because of the pandemic. As a trainee, you need to adjust yourself

and follow the protocols, such as wearing facemask and everything in

order to avoid the spread of viruses. Wearing those gives uneasiness to me

because you can’t breathe normally.”

 With these responses, the researchers included a supporting study: In the

context of COVID-19, the WHO has produced guidelines for public health and

social measures in the workplace. This includes requirements for all workplaces

as well as particular standards for places of employment and jobs with moderate

and high levels of risk. The advice recommended adapting the crucial preventive

measures for all workplaces, such as practicing hand hygiene, respiratory hygiene,

physical distance (avoid direct physical contact by hugging, touching, or shaking

hands), reducing and managing work-related travel, routinely cleaning and

disinfecting the environment, communicating risks, providing training and

education, and managing individuals with COVID-19 or their contacts.

(https://www.frontiersin.org/articles/10.3389/fpubh.2020.00482/full)

Complications in the Workplace

The second experience of the participants is on the complications in the

workplace. This states that some of the participants experienced dealing with

impatient customers, entertaining uneasy to approach customers, being with

insecure employee, and being with customers who are good at complaining.

Furthermore, there were participants whose experiences were challenging; they

had to adjust to things and circumstances; they were not able to move comfortably

in doing their tasks; and they had to overcome their weaknesses to perform their

job better. One of the participants also experienced difficulty of being a service

crew and difficulty to do their job properly. This theme also addresses the

participants’ statements that they are required to master all the tasks given to them,

to do multitasking, and have a sort of work during their training. At the same time,
they were also needed to double their time and effort during. They had to work

overtime, and they did time management.

As mentioned by participant 13, she stated that: “The biggest challenge

that I have encountered is that on how to mingle and handle every customer that

enters the establishment. Especially if that person is not following the safety

protocol of the store, you need to politely remind them about that. There are times

that I’ve encountered attitude customer who doesn’t want to be reminded or

follow the safety protocol. So, as an employee or trainee I need to be polite and be

friendly despite the situation.”

Participant 1 also stated that: “Since it is in the new normal, my

experiences during my SIT was hard because of transportation, money and time. I

had to double my time and effort in doing such things like paperwork. Due to

pandemic, it is hard to communicate to other when we have things to do.”

This statement is also supported by the statement of participant 5, she

mentioned that: “In my own point of view, new normal education is ineffective

because our new set up is a big adjustment for me. At my young age, I am lacking

experiences that’s why I need a mentor to mold my skills, talents, and capabilities

to help me discover my inner me.”

In response to these statements, the researchers added this study:

According to Tom Place (2019), complications in the workplace are the result of

human work, and it is natural. It is difficult for a business to fully adapt

complexity because it is natural, organized, and unpredictable. On the other hand,

the best way to handle these complications is through issue management; it is the
process of identifying and remedying challenges in the workplace, it involves

planning and executing a protocol to resolve problems when they arise. This

process is important for ensuring you can remedy issues efficiently and

satisfactory to maintain your work progress.

(https://www.vital-learning.com/blog/causes-of-workplace-conflict)

Personal and Professional Development

The third experience of the SIT students focuses on the personal and

professional development during their training which expresses excitement and

they were happy and enjoyable despite the pandemic. They even mentioned that

their confidence was boosted. They gained knowledge and their different skills

were enhanced. They learned to associate with the staffs, even their

communicating skill was also enhanced. They learned something new from their

different customers, and they built new circle of friends.

This is confirmed by the statement of participant 10, which says: “As a

student, my skills in work ethics were developed. I, students experience real work

and at the same time I gained more knowledge. My communicating skills,

specially I build my confidence through exposing in the environment.”

This is also evidenced by the statement of participant 5, she mentioned

that: “I have experienced acting fast in my duty, I experienced how to responsible

in tasks, and I’ve also experienced how teamwork can dominate even more.”

Participant 15 have also supported this statement, she stated that: “Having

my training in the new normal I learned to appreciate the importance of time

management. I learned how to interact with other people effectively, and also, I

learned the real meaning of teamwork. I met different types of employee and

customer that I need to get along.”

According to the study Personal and Professional Development (PPD): The

Ultimate Guide, professional development entails growing personally and

professionally inside your position so that you fully comprehend what you do and

how to get better. It entails developing the abilities required to do your profession

as successfully as possible, and it is something that you will do throughout your

career. Keeping your knowledge and comprehension of your field of expertise for

your job at the highest level is essential for effective personal and professional

development at the highest potential level. It involves learning new things in order

to enhance your job, but it also involves some aspects of personal growth.

(https://profiletree.com/personal-and-professional-development/)

Personal Matters

The fourth experience centers on personal matters and complexity. With

this experience, the participants declared that during their training, the

transportation fare was raised. They were lacking of financially, and they tried

being thrifty just to save money. They also mentioned that they experienced losing

themselves, being tired at work, fatigue and fever, and even appendicitis due to

improper time for lunch break.

 Based from participant 6, he mentioned: “I’ve experienced also

appendicitis because of no rest after meal. I’ve heard bad words from my

Customer.”

Another participant also mentioned that: “I experienced resentment, I’ve

experienced losing myself, and I experienced lack of financial.”

In connection with the participants’ responses, the researchers concluded it

through a study which states that: This observation raises the possibility that

workplaces that place a high demand on workers' skills through the adoption of

complex job design may also be workplaces that support skills development. The

workplace is not only a place where skills are demanded, but it is also a place

where skills formation takes place (Heckman, 2000). (Gibbs et al., 2010). In

actuality, this may have complicated effects on both the individual and the

company, such as diversions that might result in workplace accidents, subpar

performance or productivity, not to mention stress and its effects on one's health.

Human resource departments are currently struggling with this issue and must

decide what specific techniques to use to address it. One common way businesses

support the investment in human capital is by offering training, which could

supplement the learning opportunities provided by complicated job design. Self-

reflection on mistakes while learning on the job may be necessary (Luthans et al.,

2006). If mistakes in less complex jobs are, on average, less expensive to the

company than mistakes in complex jobs, organizations may offer career paths

whereby people will first master less complex jobs before being promoted to more

complex ones (Jovanovic et al., 1995).

Social Interaction

The last SIT experience is on social interaction which explains that in the

workplaces where the trainees were assigned, they met people with diverse

personality, then encountered easy to approach and friendly customers, and they

met new friends as well.

This is proven by the statement of participant 15, she mentioned that: “I

learned how to interact with other people effectively. I met different types of

employee and customer that I need to get along.”

Participant 12 also mentioned that: “I met a lot of people with diverse

personality. I got to interact with them and learn from them as well.”

On the other hand, the importance of social relationships in wellness has a

favorable impact on employee engagement. Higher employee engagement levels

were associated with lower business costs, better performance results, lower staff

turnover and absenteeism, and fewer safety issues (Gallup, 2015). In collaborative

team settings or between senior and younger workers, social interaction can result

in knowledge and productivity spillover, especially in low-skilled jobs and

occupations. For instance, Mas and Moretti (2009) discovered that when

employees were paired with quicker, more experienced coworkers, production

increased. Employees who are content with the relationships they have at work in

general are likely to be more loyal to the company.

SOP 2. What are the challenges encountered in the Supervised Industrial

Training in the new normal?

With the researchers’ thorough reading and analysis of the data gathered,

there existed themes as the different challenges encountered by the BTVTED FSM

IV students in their Supervised Industrial Training in the different food

establishments in the province of Abra. These are as follow: Physical Exhaustion,

Workplace Adjustment, and Financial Issues.

Physical Exhaustion

The first challenge encountered by the participants covers the physical

exhaustion. This implies the adversity of the participants in dealing with people in

the workplace. It includes dealing with strict managers, gossipy co-workers, and

difficult costumers. It also emphasizes the feelings of the participants of being

scared to engage at work due to lack of experience, confidence and knowledge in

the workplace. This also denotes the tiredness of participants from the workplace

physically and mentally. This includes waking up early in the morning,

insufficient rest breaks, eating at the wrong time, going home late in the evening

and lack of sleep.

As stated by one of the participants, she specified:

Participants 3: “I had to deal with waking up early in the morning,

customers’ complaints, gossipy co-worker, having meal in an improper meal

break, and strict managers.”

 As also proven by participant 1, she responded: “The challenges I

encountered are lack of sleep because of the shifting schedule of duty, lack of

financial support, having hard time in work and a lot of paper works to do.”

It is then approved by the statement of participant 2, she said that: “My

bad experiences during my SIT was: dealing with strict managers, gossipy co-

workers, and difficult costumers.”

As supported by the study according to Tomasz Gigol, Barbara (2019), he

explains how, among other things, the strategy and behavior of managers affect

employees' views toward conflicts and conflict management tactics in firms.

Research has looked into the relationship between leadership and interpersonal

disputes in light of this factor. Employee perceptions of the causes and impacts of

conflicts and superior leadership have been demonstrated to be inversely

correlated. The study identifies important effects of authentic leadership

characteristics on the chosen active strategies for managing interpersonal conflict

in an organizational setting.

Workplace Adjustment

The second challenges of the SIT students are on the workplace stressors.

This theme shows the difficulty of participants in performing tasks and struggle in

engaging at work and also reveals the unawareness and ignorance of the

participants in utilizing tools, utensils and equipment in the workplace.

As mentioned by one of the participants, she stated:

Participant 5: “One of the most challenges I have experienced in my SIT is

when they assigned me to the kitchen as a line cook. Honestly, I didn’t know how
to cook, it was hard for me to adjust at that time because first of all I don’t know

how to use their tools and equipment as well as I’m not familiar with their recipes.

But I have the eagerness to learn it all, so that step by step I can keep on learning

them.”

As also mentioned by participant 1, she specified that: “Due to the new

normal, I am challenged to: double my time in doing my part, adjust and learn

new things, perform my task because I’m still new to that certain things, and work

more to show you have learned something.”

Based on Davis, Eshelman, Mckay and Fanning (2006), they stated that

employees’ health and productivity are hampered by subtle, frequently ignored

workplace stressors. It has an impact on employees as well as having a big impact

on how successful a company is as a whole. To build a more wholesome, secure,

and effective workplace, employers should start addressing this alarming issue.

Understanding the reasons of the stress in any given organization will be crucial to

developing a stress management strategy.

Financial Issues

Last is on the financial issues. This theme reveals the dilemma of the

participants with regards to money such as lack of financial support and fare hike.

As expressed by two of the participants, they mentioned that they are challenged

to financial problems:

Participant 4 and 12: “financial problems”

Another participant also mentioned that one of the challenges he

encountered islack of financial support :

 Participant 10: “lack of financial support”

Based on Boss (1988) he stated that when a person begins to exhibit signs

of disturbance due to stress, whether it be financial or familial, it becomes

troublesome. This disruption could be a sign of a crisis. The inability to carry out

regular duties or functions and the incapacity to decide and solve problems are two

distinct signs of a family crisis. Financial stress is the pressure or tension that

arises from personal, family, and other financial circumstances on an individual.

The perceived sufficiency of the existing financial status or the projected financial

condition, as well as adjustments to changes in the financial situation, are all

influencing factors. These factors are adapted from Voydanoff’s (1984).

SOP 3. What are the coping mechanisms of the participants in the Supervised

Industrial Training in the new normal?

With the researchers’ thorough reading and analysis of the data gathered,

there existed themes on the different coping mechanisms as to challenges

encountered by the BTVTED FSM interns in their Supervised Industrial Training

in the different food establishments in the province of Abra. These themes are the

following: optimistic attitude, social support, financial and time management, and

spirituality in the workplace.

Optimistic Attitude

The first coping mechanism of the participants is the Optimistic Attitude.

This coping mechanism of the participants as to the challenges they encountered

during their SIT was to stay and think positive whatever happens, keep believing

in yourself, be patient, be obedient, and be brave at all times. These helped them

finish and survive their Supervised Industrial Training. The theme also

emphasizes the flexibility of the participants in the workplace.

The statement of participant 13 has proven this. According to him: “Since

CoVid-19 pandemic seems like impossible to end soon, not only me but all of us

must accept the situation and the fact that this is the new normal, everything that

we used to have changed. By accepting the present situation, I have adapted it

slowly and learned to go with the flow. I adjusted myself to what is in the present.

With that, you’ll see how the pandemic change you and the world.”

Participant 8 also proves this statement, she stated: “we should adapt the

current situation, find a way to solve every challenge we encounter, always think

positive, don’t stop working to achieve your goals, and put in mind that the way

you are dealing with difficulties today is equal to success for tomorrow.”

Another participant also shared that the coping mechanisms he used were to:

Participant 6: “Have patience, be honest, and be obedient all the time.

Also be brave and loving you work.”

According to the study of Balzer (2010), he affirmed that a positive

attitude at work is crucial to increasing productivity. People with a positive

outlook tend to be more interested in all they do and how they accomplish it.
Employees with the correct attitude toward their jobs will naturally consider their

work and make an effort to offer it their best effort. They thus produce high-

caliber work with few errors. The net result is increased output and employee

productivity. However, in order for the workforce to have a positive attitude, the

company must consciously create favorable working circumstances, acknowledge

employee effort, and demonstrate to workers their value as assets of the company.

Social Support

The second coping mechanism of the SIT students is on the social support.

This theme implies the coping mechanisms of the participants as they used to talk

to their supervisor and to their manager/staff if they have a problem at work, some

were asking help of their teacher’s advice and talk to their family about their

problems on coping up in this new normal.

This is confirmed by participant 6, she mentioned: “The help of other

teacher and supervisor who supervised us during our Supervised

Industrial Training is a big coping mechanism.”

Participant 9 also stated that: “I used to talk to my supervisor/manager

and the store staffs.”

One of the participants also enumerated that one of his coping

mechanisms was: Participant 3: “to call for help from my family”

Based on the study of Adu-Oppong & Agyin-Birikorang, (2014), it is

acknowledged that a workplace's ability to communicate effectively is one of the

most important success criteria. Communication is the process that takes place

when information is conveyed, a problem is resolved to reach an agreement, and

there is mutual understanding among employees to create excellent working

relationships.

Financial and Time Management

Third coping mechanism is the financial and time management. Under this

theme, the participants mentioned that they needed to manage their time wisely

and needed to save money and be thrifty to themselves in order to cope up with

the challenges of financial especially in this new normal.

Participant 14 has verified this, according to her: “One of my coping

mechanisms is by being thrifty just to save money.”

Participant 4 also mentioned that: “I learned to save money by planning

and thinking for my future expenses.”

According to Marvin Dumont, the financial industry has developed into a

fiercely competitive field. Any financial professional wishing to boost

productivity and spend more time with their loved ones outside of work should

consider effective time management as a competitive advantage. There are

numerous distractions, though, that may cause you to stay at work later than

required. Planning ahead, multitasking, and inbox management are therefore

essential in this new normal during a pandemic.

Spirituality in the Workplace

 The last coping mechanism of the participants addresses itself to the

spirituality in the workplace. This denotes that the coping mechanisms of the

respondents are as follow: to have a meditation if you are stressed and drained at

work and if it is hard, learn to pray. These coping mechanisms are a big help in

facing circumstances in life especially in the workplace.

As proven by one of the participants, she stated:

Participant 5: “My coping mechanism on the job training is to meditate in

prayer for I know it’s the best weapon I can use in every problem I may

encounter.”

Another participant stated that his first coping mechanism as to the

challenges she encountered was to:

Participant 3: “to pray to God”

According to Petchsawang and Duchon (2009), experiencing an aware

inner consciousness in the pursuit of meaningful work and that facilitates

transcendence is the definition of workplace spirituality.

It simply refers to finding drive, significance, and value in one's work

outside of performance. It is about people discovering a sense of unity and

camaraderie inside a company as a whole. Beginning in the early 1920s, a

grassroots movement to live one's faith or spiritual values at work was known as

"spirituality in the workplace." Organizations are starting to recognize the value

of workplace spirituality. People today also accept that work can have a positive

impact on their lives.

Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter discusses the summary of the study, the salient findings, the

conclusions that were drawn from the findings as well as the recommendation

offered by the researchers.

Summary

This research was undertaken to determine the different experiences of the

fourth-year BTVTED-FSM students of Abra State Institute of Sciences and

Technology in their Supervised Industrial Training in the new normal during the

first semester, school year 2021-2022.

The thematic analysis of research was used to describe and evaluate the

overall experiences of the participants gathered during their Supervised Industrial

Training. Through the online questionnaire, the different experiences gathered

were used to determine the challenges encountered and the coping mechanisms of

the participants during their Supervised Industrial training in the new normal. This

study was delimited only to fourth-year students of Bachelor of Technical

Vocational Teacher Education major in Food and Service Management.

Conclusions

Through the results and discussion, the researchers concluded that:

1. The experiences of the participants in the Supervised industrial training

in the new normal are awareness on safety protocols, complications in the

workplace, personal and professional development, personal matters and social

interaction.

2. The challenges encountered by the respondents during their Supervised

Industrial Training are physical exhaustion, workplace adjustment and financial

issues.

3. The coping mechanisms utilized by the participants to help them adjust

with their challenges or situation are optimistic attitude, social support, financial

and time management and spirituality in the workplace. These coping

mechanisms served as their adjusting strategy to overcome the challenges they

encountered in the work.

Recommendations

Based from the conclusions made, the following recommendations are

proposed:

1. Students may value the importance of work ethics when working in an

establishment to avoid conflict in the workplace.

2. The College of Teacher Education (CTE) may conduct a full orientation

on Supervised Industrial Training(SIT)before deployment for them to be

more ready and familiar with the process in the field.

3. The school may conduct a post on the job-training evaluation to address

concerns on the workplace.

4. This study may serve as basis for future researchers to conduct parallel

studies to find out how to maintain and to sustain the performance of

Supervised Industrial trainers to become globally responsive and

competitive.