The effectiveness of in-campus training in work performances of BSBA OJT trainees: input enhancement program

Abstract

This study was conducted to determine the Effectiveness of In-Campus Training in Work Performance on BSBA OJT Trainees: Input for OJT Enhancement Program. Specifically, it aimed to determine the demographic profile of the respondents in terms of age, gender, and major field, tasks and responsibilities commonly assigned to BSBA OJT trainees during in campus training, and lastly, perceived effect of in-campus training and the improvement of work performance among BSBA OJT trainees. This study was conducted in Capiz State University, Pilar Satellite College. The study used a descriptive research design, sampling 30 randomly selected undergraduate BSBA (Bachelor of Science in Business Administration) students. Data were gathered through a questionnaire and were analyzed by using frequency counts, percentages, and means. The results showed that the trainees are young adults aged 21-22, mainly female, and most are marketing management majors. During in-campus training, trainees are likely to do things like encoding and scanning, sorting and filing, attending workshops, and communicating through emails. The study revealed that the trainees view the in-campus training positively and report considerable progress in the skills and knowledge required for their OJT. High mean scores point to the fact that the training increased participants' communication and interpersonal skills, problem solving capacities, and self-confidence in undertaking the activities. Additionally, the trainees gained hands-on experience, and the environment was positive, conducive to learning, and offered networking opportunities to professionals. Finally, the study showed that the in-campus training of BSBA trainees is a fundamental part of the successful integration of the trainees into their professional career. Some recommendations include continuous evaluation and reshaping of training programs in accordance with the continuously changing needs of the business community, further studies of the long-term effects, expanded collaboration between academic institutions and industry, and systematic assessment tools for long-term effectiveness of in-class training.