CHRISTIAN POLYTECHNIC INSTITUTE OF CATANDUANES, INC

COLLEGE OF CRIMINAL JUSTICE EDUCATION

BACHELOR OF SCIENCE IN CRIMINOLOGY
Francia, Virac, Catanduanes

ON-THE-JOB-TRAINING
NARRATIVE REPORT
At

CHRISTIAN POLYTECHNIC INSTITUTE OF CATANDUANES INC

MAIN BUILDING & SENIOR HIGH SCHOOL BUILDING
JULY 08, 2024-AUGUST 10, 2024

In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Science in Criminology

Submitted by:

RAYMUND P. GUERRERO
Student Trainee

Submitted to:

Mr. ROBERT L. CAMONIAS

Practicum Coordinator

Mrs. TIFFANY LOISE S. TULAY

Practicum Field Supervisor

Ms. GLI-ANN T. ARADOR

Practicum Field Supervisor

First Semester, A.Y 2024-2025

 TABLE OF CONTENTS

I. Title Page
II. Table of Contents
III. Acknowledgement
IV. Dedication
V. Introduction
VI. Company Profile
 History
 Vision and Mission
 Logo
 Organizational Chart
 Constitutional Provision
VII. Narrative Report
 Accomplishment Reports
 Problems Encountered
 Recommendations
 Learnings Acquired and Conclusion
VIII. Appendices
 Duty Detail Order
 Evaluation Sheet
 Attendance Sheet
 Certificate of OJT
 Documentations
 Resume

ACKNOWLEDGEMENT
 My warmest gratitude and appreciation to everyone who did all in their power to to enable me
to complete my on-the-job training.

To my parents, I am grateful for their unwavering love and support, for meeting all of my
material and ethical needs, for tolerance and understanding when I’m too tired to help them with
chores, for their timeless counsel, and for always being there for me.

And to my siblings who serve as an inspiration to me, who never stop telling me to make the
most of things, and who have always been proud and supportive.

To the Christian Polytechnic Institute of Catanduanes, my place of study, where I am gradually

growing as a student pursuing a Bachelor of Science in Criminology, and to our instructors, who
mentor us and provide us with the chance to learn and get real-world experience. My profound
appreciation is also extended to our field supervisor, Ms. Gli-Ann T. Arador, and our practicum
coordinator, Mr. Robert L. Camonias, who is the driving force behind the College of Criminal Justice
Education.

And I would like to extend my deepest gratitude to my fellow intern’s criminology specially to
thank my Team Leader Mr.Trinidad, for the generous support, guiding and with them as my support
system companionship during my OJT. who stayed with me and did everything they could help. I value
my training even more now that I’m surrounded by wonderful people who never stop pushing me to
grow as a person. I shared their expertise with me very generously and I have learned a lot from them.

Thank you once again for all great support in the successful completion of my OJT.
 DEDICATION

I want to dedicate this entire voyage to our all-powerful God, who is always there for us. To my
parents, who have never wavered in their support for me and have gone above and beyond to fulfill all
of my desires. I also want to thank all of my instructors for this OJT experience; they never stop
teaching and imparting their wisdom to us in the hopes that we may one day become qualified
professionals in criminology.

To everyone who has helped me, regardless of the size of the assignment. They kept helping
me out of support, whether it was important or not. Additionally, I dedicate this to those who believe
that I can overcome every obstacle I have met and will face in the future. They consistently show faith
in my ability to achieve and fulfill all of my goals, particularly with regards to my schooling.

INTRODUCTION
 Internship or on the job training is one method that allows us students to apply the
theories and calculations we have learnt in class is through internships. By using our knowledge and
abilities in a real-world job environment, it also helps us. As a part of their curriculum, colleges and
universities mandate their students complete this kind of training in a set number of hours.
For us students, an on-the-job training (OJT) or internship program offers the chance to
experience the genuine procedures of a certain career with real instruments, equipment, and paperwork.
The workplace essentially transforms into growth space where we student trainees can learn more
about our chosen fields and put what we have learned in the classroom into practice.
When it is necessary, on-the-job training is beneficial. Students who are mandated to
complete such hours of training are especially well-positioned to advance their technical knowledge
and proficiency. A supervisor leads the student through tasks and procedures during on-the-job training
so they understand how to complete the assignment and to what standard.
Through this, I am growing, and I am still growing bit by bit. Until now, I am eager to
experience more and discover. Discovering new skills and talents can help us in the near future.

The on-the-job training is one stepping stone to gain experience and a deeper
understanding of the real work. I am grateful that I have experienced this kind of journey to
grow and learn even in a short period of time.

COMPANY PROFILE
History
HISTORY OF CPIC
 The Christian Polytechnic Institute of Catanduanes Inc. (CPIC) was established in 1999 with its
campus at San Roque, Virac, Catanduanes. It initially had 38 students. The original incorporators were
Atty. Arnel C. Sarmiento, Elisa B. Sarmiento, Francisco Sarmiento, Amelia Sarmiento and Castor
Balane.

CPIC also offers Bachelor of Science in Criminology (BSC), Bachelor of Science in Computer
Science (BSCS), Associate in Computer Technology (ACT), Bachelor of Science in Tourism
Management (BSTM) and Bachelor of Technical Teacher Education (BTTE) Major in Food and
Service Management under the Commission on Higher Education (CHED), Food and Beverage
Services NC II (FBS), Bartending NC II (BAR), Electronic Products Assembly and Servicing NC II
(EPAS), and Computer Systems Servicing NC II (CSS) under the Technical Educational and Skills
Development Authority (TESDA). Senior High School is also offered. The courses offered in senior
high school are the following: Accountancy and Business Management (ABM); Humanities and Social
Sciences (HUMSS); Science, Technology, Engineering and Mathematics (STEM); Computer Systems
Servicing (CSS); Electronic Products Assembly and Servicing (EPAS); and Home Economics (Food
and Beverage Services, Bartending, Housekeeping, Front Office Services).

At present, CPIC has 2, 010 enrollees and has its own building in Francia, Virac,
Catanduanes, CPIC building consists of four story’s, 28 rooms, complete with state-of-the-art
equipment and facilities. Tuition fee is ranging from 115.50 to 250 pesos per unit. In BS
Criminology the tuition is 250 pesos per unit; ACT, BSCS, BTTE and BSTM is 212 per unit, and
TESDA is 115.50 per unit. CPIC has a total 56 of faculties employed. Thirty-seven (37) are
teaching and eight (8) are non-teaching. CPIC also has a Pre-School and Elementary located at
Chinese School Compound, Sta. Elena, Virac, Catanduanes in front of Marem’s Pension House.

The Christian Polytechnic Institute of Catanduanes is an institution of higher learning in

Virac, Catanduanes that currently serves approximately 1300 students and the enrollment growth
rate is 11% over the three years period. The fact that the institution has an increasing population, it
aims to continue improving its quality services to be more competitive with other colleges and
university in the Bicol Region and the nation.
CPIC’s VISION
 To develop the student into productive and well-balanced individual proficient in
their chosen field and flexible enough to engage in other related endeavors.

CPIC’s MISSION

To efficiently train the students be providing them high-quality education with

relevant skills, productive ideas positive works habits and Wholesome Christian values.

General Objectives:

To produce graduates with competitive edge in the job market

To provide ample for time students for their hands on computer session.

To uphold the highest standard and Christian values.

CPIC logo
This explains with simplicity through the unifying essence of the following symbols.

DOVE- Represents the love of God which inspire the school.

COMPUTER- Represent the computer age quality education school provide.

1999- Represents the year the school was founded.

CRIMINOLOGY DEPARTMENT LOGO

COLOR YELLOW- It represents the sunshine that gives light and knowledge to the
students that are from the institution

COLOR RED- It represents the determination and courage of students on how to face
the trial of life.

COLOR WHITE- It represents purity.

COLOR GREEN- It represents the nature of learning and knowledge.

SCALE- It represents equality to all students.

CROSSED RIFLES- It represents that this institution is military headstone/ produces

military/police etc.

BOOK- It’s represent to the standard for the desire to pass on knowledge and ideas to
future generation.

MALLET- It represents the will to correctly direct and to have such item in dream which
indicates that we may be attempting to make things happen in particular way.

LEAF- it represents unity

CHRISTIAN POLYTECHNIC INSTITUTE OF CATANDUANES INC.
MAIN BUILDING

CHRISTIAN POLYTECHNIC INSTITUTE OF CATANDUANES INC.

SENIOR HIGH SCHOOL BUILDING
INTERNATIONAL ACADEMY

LAW OFFICE
 Republic of the Philippines
OFFICE OF THE PRESIDENT
COMMISSION ON HIGHER EDUCATION

CHED MEMORANDUM ORDER (CMO)

No.05
Series of 2018

SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR

OF SCIENCE IN CRIMINOLOGY (BS Criminology) PROGRAM

In accordance with the pertinent provisions of Republic Act. (RA) No. 7722, otherwise known as the
“Higher Education Act of 1994”, in pursuance of an outcomes based quality assurance system as
advocated under CMO No. 46, s. 2012, entitled “Policy Standards to Enhance Quality Assurance (QA)
in Philippine Higher Education Through an Outcomes – Based and Typology – Based QA, “and by
virtue of Commission en banc Resolution No. 467-2017, dated July 04, 2017, the following policies,
standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission.

ARTICLE I
INTRODUCTON

Section 1. Rationale

Based on the Guidelines for the Implementation of CMO No. 46, s. 2012, this PSG implements the
“shift to learning competency – based standards/ outcomes-based education.” It specifies the ‘core
competencies’ expected of BS Criminology graduates “regardless of the type of HEI they graduate
from. “However, in “recognition” of the spirit of outcomes-based education and … of the typology of
HEIs, “this PSG also provide “ample space for HEIs to innovate in the curriculum in line with the
assessment of how best to achieve learning outcomes in their particular contexts and their respective
missions ….”

ARTICLE II
AUTHORITY TO OPERATE
Section 2. Government Recognition

All private higher education institutions (PHEIs) intending to offer BS Criminology must first
secure proper authority from Commission in accordance with this PSG. All PHEIs with an existing BS
Criminology program are required to shift to an outcome-based approach based on this PSG. State
universities and colleges (SUCs) and local universities and colleges (LUCs) should likewise strictly
adhere to the provisions of these policies and standard.

ARTICLE III

GENERAL PROVISIONS

Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its
curricular offerings but must comply with the minimum requirements for specific academic programs,
the general education distribution requirements, and the specific professional courses.

Section 3.
The Articles that follow give minimum standards and other requirements and prescriptions. The
minimum standards are expressed as a minimum set of desired program outcomes which are given in
Article IV Section 6. CHED designed curriculum to attain such outcomes. This curriculum is shown in
Article V Section 9 as sample curriculum. The number of units of this curriculum is here prescribed as
the “minimum unit requirements” under Section 13 of RA 772. In designing the curriculum, CHED
employed a curriculum map which is shown in Article V Section 11 as a sample curriculum map.

Using a learner–centered/ outcomes-based approach CHED also determined appropriate curriculum

delivery methods shown in Article V Section 11. The sample course syllabi given in Article 12
show some of these methods.
 Based on the curriculum and the means of its delivery, CHED determined the physical resource
requirements for the library, laboratories and other facilities and the human resource requirements in
terms of administration and faculty. See Article VI.

The HEIs are allowed to design curricula suited to their own contexts and missions provide that they
can demonstrate that the same leads to the attainment of the required minimum set of outcomes,
albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and
in terms of specification and deployment of human and physical resources as long as they can show
that the attainment of the program outcomes and satisfaction of program educational objectives can
be assured by the alternative means they propose.

They HEIs can use the CHED Implementation Handbook for Outcomes– Based Education
(OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions for
Sections 16, 17, and 18 of Article VII.
 NARRATIVE REPORT
Accomplishment Reports
Week 1:

Monitoring every person In and Out

Posting in the bulletin board of the list
in the school.
of TES Grantees.

Week 2

Carrying six boxes of uniform to Arranging curtains inside the

the 2nd floor. cashier and record office
Week 3:

Returning the enrollment form and other

Arranging the chairs inside from the form from information disk to the
2nd floor.
record’s office

Week 4:

Transfer all the things in 2nd floor B5 to Cleaning and sweeping in the 2nd and 3rd floor.
ground floor as per instruction of Ma’am
Nelia Tadoy.
Week 5:

Cleaning and sweeping in

Monitoring every person In and Out in
ground floor.
the school.
 Problems Encountered

During my On-The Job Training (OJT) I encountered several problems that tested my
skill and my determination. One of the main problems I encountered during my On-The-Job Training
(OJT) was restricting parking in front CPIC main building that motorcyclists cannot be reprimanded
and maintaining the line to receive their TES GRANTEES does not follow the line because others do
not listen to what you say so the is not followed. Despite these challenges, I learned to adapt and
overcome the problems I encountered during my OJT. I sought guidance from other knowledgeable
colleagues, improvised solutions to technical issues, and worked to find common ground with those I
had conflicts with. Looking back, I realize that the problems I encountered during my OJT were not
only learning experiences but also opportunities for personal growth and development. They taught me
resilience, problem-solving skills, and the importance of effective communication in the workplace.
These lessons will undoubtedly benefit me as I continue my journey.
In conclusion, encountering problems during my OJT may have been challenging at times, but
it ultimately helped me to become a more resourceful, adaptable, and resilient individual. I am grateful
for the experience and for the valuable lessons it has taught me.
 Recommendations

For the new OJT students always follow all rules and guidelines set forth by the company.
Demonstrate sufficient responsibility for any assigned work. When working, exercise a lot of patience.
Maintain a professional demeanor both in your look and work attitude. You should be disciplined and
diligent in your task. The workplace ought to have as few distractions as possible. The opportunity for
learners to practice newly acquired skills in a real-world setting with real tools and equipment is one
benefit on-the-job training (OJT). However, this benefit could quickly turn into a drawback if the real-
world work environment is too distracting for learning to occur.

Providing accommodations for on-the-job trainees can be advantageous for both the school offering this
kind of learning and the trainees themselves. The front lines contain wisdom. The school may find that investing
in this kind of training will pay off in the long run. This is another reason why interns should consider their
internships seriously, as they can develop into valuable resources and even a source of referrals for them when
they make the transition from students to career professionals.

In order to maximize results, on-the-job training must be carefully implemented and facilitated. It may
be an excellent training technique, giving an employee a wealth of real-world ability and information.