MODULE 1

WORK
IMMERSION

NAME

GRADE & SECTION

CONTACT NO.

Guidelines in Using this Module

1 | HUMSS – WORK IMMERSION
 Dear SHS Learners,

Welcome to this course, WORK IMMERSION. Work Immersion is one of the course requirements
for graduation. A Senior High School student has to undergo Work Immersion in an industry that directly
relates to the student’s postsecondary goal. Through Work Immersion, you students are exposed to and
become familiar with work-related environment related to your field of specialization to enhance your
competence. Specifically, you will be able to: (i) gain relevant and practical industrial skills under the
guidance of industry experts and workers; (ii) appreciate the importance and application of the principles
and theories taught in school; (iii) enhance their technical knowledge and skills; (iv) enrich their skills in
communications and human relations; (v) develop good working habits, attitudes, appreciation, and
respect for work. These prepare you to meet the needs and challenges of employment or higher
education after graduation.

Sincerely Yours,

Work Immersion Coordinator

Part I: Learning Module Information

This part contains the module overview about the standards that learners must meet. Clearly
shown in this section is the alignment of content standards, performance standards and the most
essential learning competencies. The duration of the lessons and completion of different learning and
assessment task is also provided.

Remember, this module is designed for you to work on your own but this that does not mean
that you can hop from one lesson topic to another freely. Assess yourself first if you are ready to
proceed to the next lesson or not.

Part 2: Lesson Exploration

This section of the module is where the discussion, lecturette about the lesson is being
presented. It also provides students activities that will help you arrive at the desired understanding of the
concepts.

Part 3: Assessment Task

This is your deliverables as culmination of this module. You are expected to submit outputs here and
demonstrate necessary understanding of the concepts.

Part 4: Internet Links

The links provided here are supplementary to our major references. You may take a look and peruse
these links for more learning experiences

LESSON 1: UNDERSTANDING WORK IMMERSION

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 Part I. Learning Module Information

The K-12 Program of the Philippine Government aims to develop a framework for
“life-long” learners. The said program envisions learners to be dynamic, efficient
and effective in their chosen fields.
After the tedious training in the academe, it is presumed that the learners shall b e
able to discover their potentials for them to connect to the real world of work as
they will be required to undergo actual work immersion in the different partner
industries and institutions as part of their requirements for graduation in the Senior
High School. It is in this regard that this training module is crafted to help the
schools in facilitating their learners’ work immersion experience.

A. Goal

The goal of this immersion program is to provide the learners a firsthand

experience in the actual field of work in their chosen Senior High School track.

Specific Objectives of the Program:

1. To orient the learners with the kind of environment they are likely to be
working after completing the Senior High School Program;
2. To provide the learners an opportunity to have a simulation on the kind of
work they shall engage in the future;
3. To develop in the learners the proper work ethics needed to become
productive workers.

B. Group Size

The students shall be fielded in the different partner industries in groups with 3 to 5
members per group per office. If a school has 40 or more students scheduled for
work immersion, the students may be fielded to partner industries by batches which
shall be determined by the Immersion Teacher.

Work Immersion composed three stages:

Part I: The Pre-Immersion Stage

Part II: The Immersion Stage
Part III: The Post Immersion Stage

Part I: Pre-Immersion Stage - discusses the preliminary matters undertaken by the

teacher and the would-be partner industry in the Pre-Immersion Stage. These include
Partner’s Conference, Physical Setting, MOA Signing, Learning Competencies and
Teacher’s Immersion Training.

A. Understanding work immersion by discussing:

1. Expected behavior
a. Work ethics
b. Safety in the workplace
c. Workplace rights and responsibilities
d. Confidentiality in the workplace
e. Effective conflict resolution and teamwork skills

2. Work immersion rules and regulations

3. Terms and conditions of the Memorandum of Agreement

B. Appreciating the importance of credentials by:

3 | HUMSS – WORK IMMERSION
1. Writing a résumé
2. Filling out application forms
3. Visiting the concerned offices where the following could be secured:
a. Barangay clearance
b. Police clearance
c. Mayor’s clearance
d. Medical certificate
4. Job Interview skills training

C. Discussion of portfolio

1. Portfolio instructions
a. Portfolio content
i. accomplished forms
ii. pictures of work site and non-written output/ projects with captions
iii. illustrations of activities performed (as needed)
iv. weekly diary (narrative/ account of learnings and achievements, issues faced and
corresponding resolutions)
v. sample written output (if any)
vi. work immersion highlights
vii. other relevant pictures/ documents
b. When to update content
c. Portfolio packaging
d. Portfolio presentation at the end of Work Immersion

Part II: The Immersion Proper Stage - discusses the conduct of the Immersion
Proper which includes Orientation of the Learners with the work environment, and the
things they are expected to d o in the partner industry during the 80-hour work
immersion program.

A. Appreciating management processes by observing, identifying and describing the

following:
1. Nature of the business
2. Description of the products/services
3. Target clientele
4. Organizational structure
5. Company rules and regulations

B. Appreciating business process by observing and participating in safety/ production/

maintenance/ quality control/ quality assurance/ customer satisfaction/
housekeeping/ hygiene and others.

Part III: The Post Immersion Stage - discusses the things to be accomplished in
the Post Immersion Stage. The post immersion activities include evaluation,
submission of portfolio and culmination.

Evaluating the work immersion experience by:

1. Presenting a portfolio with weekly diary entries
2. Comparing and contrasting school and work application of skill, knowledge, and attitudes
3. Writing an updated résumé
4. Reflecting on the work immersion experience

Part II: Learning Explorations

4 | HUMSS – WORK IMMERSION

 What is work Immersion?

Work immersion is one of the necessary subjects for graduating students. Wherein the senior high
school students must undergo practicum that relates to the students course. In this subject, the students
are able to learn and experience things about their courses since; they are exposed with the work-
related environment to their field of specialization. Hence, it will be a great help to enhance their
competency level. They can also develop work ethics such as; good work habits, attitudes, appreciation,
and respect for work, applying all the theories and concept that they’ve learned in school, acquire new
skills and help to develop their communication skills and interpersonal skills through the help and
guidance of industry experts and workers. These will help every student to be prepared to meet the
needs and standards of employment.

So, what do we mean by Work Immersion?

The word “immersion” as it applies to the K to 12 curriculum is defined in the Department of Education
(DepEd) Order No. 40, series of 2015: “Work Immersion refers to the part of the Senior High School
(SHS) Curriculum consisting of 80 hours of hands-on experience or work simulation which the Grades 11
and 12 students will undergo to expose them to the actual workplace setting and to enrich the
competencies provided by the school under the supervision of the School Head and the designated
personnel of the Partner.”

Immersion is done outside the school campus in a “Workplace Immersion Venue,” defined as “the place
where work immersion of students is done. Examples of work immersion venues include offices,
factories, shops and project sites.” What could lead to confusion is that the word “immersion” actually
has two meanings in K to 12. The first meaning refers to a required SHS subject in the curriculum. The
second meaning refers not to a subject but to a preferred mode of delivery of Tech-Voc subjects.

Part III: Assessment Task

ACTIVITY#1: STUDENT PROFILE

STUDENT INFORMATION SHEET

Name: ________________________________________________

Date of Birth: ___________________________________________

Insert 2 x 2 Picture
Place of Birth: __________________________________________

Father’s Name: _________________________________________

Mother’s Name: _________________________________________

Complete Address: _____________________________________________________________________

E-mail Address: _______________________________ Contact Number: __________________________

Religion: ______________________________________________________________________________

Health Issues/Allergies: __________________________________________________________________

Hobbies/Past Time Activities: _____________________________________________________________

Skills/Talents: _________________________________________________________________________

Extra-curricular activities in school: ________________________________________________________

One word or object that describes yourself: __________________________________________________

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How do you feel about school? ____________________________________________________________

What is your most memorable subject/class? Why?

_____________________________________________________________________________________
_____________________________________________________________________________________

What are your plans after Senior High School?

_____________________________________________________________________________________
_____________________________________________________________________________________

What are your dreams and ambitions?______________________________________________________

How do you plan to go achieve your ambitions and goals in life?

____________________________________________________________________________________
____________________________________________________________________________________

What are your expectations and apprehension for work immersion?

____________________________________________________________________________________
____________________________________________________________________________________

ACTIVITY#2: THE WORKER

Work is on your way. Are you prepared to work? Do you have the potential, character, talents, and
skills to take up the vigor of being a worker? What should you possess to become a good worker
and how will you prepare for work immersion?

LESSON 2: WRITING A RESUME

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 Part I: Learning Explorations

WRITING A RESUME
According to Cambridge dictionary, a resume is a written statement of your educational and
work experience. A resume is a means of advertising yourself to get a job that you want and will
give a short impression about you to the employers whether you attain their standards or not.
That’s why writing a good resume is very important.

Here are the following steps and tips on how to write a resume:

STEP 1: I. Contact Information

The contact information section is pretty self-explanatory. This section does not require a
label (Contact Information or Contact Details). When listing your contact details you should
follow this order:

 Name (largest font on page, middle initial is optional

 Mailing Address
 Telephone Number (Check that you have an appropriate voicemail message)
 Email Address (make sure it’s appropriate, don’t use your [email protected]
account.)
 Link to online portfolio (optional, ensure it is relevant to the position)

STEP 2: II. Choose a Resume Introduction

Like formats, job seekers have 3 choices for their resume introduction: a qualifications
summary, career objective, and professional profile. The goals of all three are to gain the attention
of an employer by highlighting your skills and experience that will help their company. However,
the method through which each introduction achieves this goal differs. See below:

 Qualifications Summary

With regards to format, the qualifications summary is a bullet point list (ranging from 4 to 6
points) of your most outstanding career achievements. Avoid using generic statements and try to list
your skills in a way reflects your unique voice.

I should use if:

I am applying to a job that requires a rigid set of abilities.
I have a wealth of experience in the industry.
I possess multiple skill sets.

I shouldn’t use if:

I lack experience.
I am an entry level candidate that lacks specific skill sets.
I lack measurable achievements.

 Career Objective

A resume objective, also referred to as a career objective, is a 2-3 sentence statement that

provides an overview of your skills and experience. This resume introduction is best for entry-level
candidates.

I should use if:

I am an entry-level applicant.
7 | HUMSS – WORK IMMERSION
 I do not have in-depth experience in the industry.
I am a recent college graduate.

I shouldn’t use if:

I have a wealth of industry-specific skill sets.
I am changing career paths.
I am writing a cover letter.

 Professional Profile

The professional profile is a combination of both the career objective and qualifications summary.
It is also the most flexible of the three styles as it can be formatted as short paragraph of bullet-
point list.

I should use if:

I have had major achievement in my past experience
I am applying to a position in the same industry
I have a special area of expertise in my field

I shouldn’t use if:

I am an entry-level applicant
I am recent college graduate
I lack measurable of accomplishments

Finally, when deciding what skills to add to either of the two, try to target skills specific to
the job you are applying for. Don’t just simply copy and paste skills right out of the job
description, but instead try to use words common in the industry.

STEP 3: III. Professional Experience

The section is the core of your resume, where you are tasked with proving the skills you
have listed in the qualifications summary or career objective. When it comes to labeling this
section some use “Relevant Experience,” or “Work Experience” as an alternative to
“Professional Experience.”

Remember to list your work experiences in reverse chronological order and only list experience
that is relevant to the job you are applying for. For each company create a heading including the
company’s name, city & state, your title, and the dates of employment (month and year). If you
are still currently working at a company, you can simply write “month, year-Present” for the
employment dates.

STEP 4: IV. Education

Having a solid education section helps to display the foundation of your knowledge and
expertise. Depending on your professional experience, you may want to consider switching the
order of the professional experience and education sections.

For instance, college or high school students that lack seasoned professional experience
benefit from emphasizing their education by placing it before the professional experience
section. In addition, if you possess a wealth of professional experience then it is appropriate to
keep this section short and sweet.

Here are the main points to include in your education section:

 The names of your university, community college, or technical school(Don’t include

high school unless you did not attend college)
 Location of the schools (city, state)
 Date of graduation (month, year)
 Degree(s)
 GPA (only include if your GPA is above 3.0, round up to the first decimal place , and use
this format: GPA: 3.5/4.0)
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STEP 5:V. Additional Sections

By now you’ve already added the nuts and bolts to your resume and may want to
consider adding to help strengthen it.

Part II: Assessment Task

ACTIVITY #1: MY RESUME

Direction: Create your own resume for your work immersion. Follow the steps above (Part I:
Learning Explorations) as your guide.

JUAN C. DELA CRUZ

Home Address : Zone 4 Taboc, Opol, Misamis

Cellphone Number : 09756438084
E-mail Address : [email protected]
Date of Birth : September 1, 1999
Gender : Male

EDUCATION YEAR GRADUATED

OPOL NATIONAL SECONDARY TECHNICAL SCHOOL
in progress (2019)
Senior High School
BAGOCBOC NATIONAL HIGH SCHOOL
2017
Junior High School
OPOL CENTRAL SCHOOL
2013
Elementary School

Relevant Work Experience Cashier at Phil’s General Merchandise (Summer of 2017)

Computer Skills:
Well verse in Microsoft Word, Microsoft Excel, and Microsoft
PowerPoint
Skills / Qualifications
NCII Certificate:
Proficient in Food and Beverage Services, Commercial Cooking,
Bread and Pastry
 Perfect Attendance Awardee SY. 2017-2018
Special Awards / Honors /
 With Honors Awardee SY. 2017-2018
Certificates
 Loyalty Awardee SY. 2016-2017
 Restaurant Skills (setting tables and chairs; inventory check-
up; wine serving)
Activities & Interests  Kitchen Skills (proper hygiene and food handling)
 Front Office Skills (proper procedure for guests accepting
reservation, check-in and check-out)

9 | HUMSS – WORK IMMERSION

Part III: Internet Links

WEBSITE/ONLINE SOURCES

http://tucp.org.ph/2015/09/immersion-in-k-to-12/
http://dictionary.cambridge.org/dictionary/english/credentials

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 LESSON 3: WORK ETHICS

Part I: Learning Explorations

By definition, Work ethic is a belief that works, hard work and diligence has a moral benefit
and an inherent ability, virtue or value to strengthen character. It is about prioritizing work
and putting it in the center of life. Social ingrainment of this value is considered to
enhance character through hard work that is respective to an individual’s field of work

A strong work ethic is vital for achieving goals. A work ethic is a set of moral principles a
person uses in their job. People who possess a strong work ethic embody certain principles
that guide their work behavior, leading them to produce high-quality work consistently and
the output feeds the individual to stay on track. A good work ethic fuels an individual’s needs
and goals, it is related to the initiative by a person for the objectives. It is considered as a
source of self-respect, satisfaction, and fulfillment. However, a negative work ethic is a
behavior of a single individual or a group that has led to a systematic lack of productivity,
reliability, accountability and a growing sphere of unprofessional/unhealthy relationships
(e.g., power politics, lack of social skills, etc.)

Here are some factors of a good work ethics:

1. Goal-oriented actions: it is not about making plans or the next logical steps; it's
about getting things done so that the work invested wouldn't be counter-productive.

2. Dedicate on priority: focusing on qualitative activities that a person is capable and

where they can make a difference or a high impact based on objectives.

3. Being available and reliable: spending time on the work and building oneself up for
the task.

4. Conscientiousness: a desire to do a task well, being vigilant and organized.

5. Creating a rewarding routine/system: Engaging in tasks that provide strength and

energy which can be transferred to your ultimate goals, creating a habit and a habitat
for success.

6. Embracing positivism: shape a problem with the statement "good, (action)

(problem)", e.g. "I'm tired and it is time for a workout" leads to "Good. Workout tired"

11 | HUMSS – WORK IMMERSION

Bad work ethics:
1. Unproductive workers
2. Lack of social skills
3. Power politics
4. Doesn’t have systematic routine
5. Toxic workmates

A list of work ethics for an employer or a company might be:

 To provide a safe work environment for its staff and employees,

 To treat employees with dignity and respect,
 To provide a fair wage for the services rendered,
 To handle all business transactions with integrity and honesty.

A list of work ethics for the employee might include:

 To show up on time.
 To tend to company business for the whole time while at work.
 To treat the company’s resources, equipment, and products with care,
 To give respect to the company. That means honesty and integrity.

Part III: Assessment Task

ACTIVITY #1: ESSAY

As a student, what do you think are the importance of having credentials in getting a job?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
______________________________________________________________________________

ACTIVITY #2: MAKING ETHICAL DECISIONS

Directions: Identify the ethical issue or problem on the given situations. Determine a course of action
and give alternative action on each case.

12 | HUMSS – WORK IMMERSION

CASE 1: Lorna is an administrative assistant in the Human Resources Department. Her good friend,
Bill, is applying for a job with the company and she has agreed to serve as a reference for him. Bill
approaches her for advice on preparing for the interview. Lorna has the actual interview questions
asked of all applicants and considers making him a copy of the list so he can adequately prepare.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________

CASE 2: Emily works in Quality Control. Once a year, her supervisor gives away the refurbished
computers to the local elementary school. No specific records are kept of this type of transaction and
Emily really needs a computer for her son who is in college. Her supervisor asks her to deliver 12
computer systems to the school.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________

CASE 3: Richard and Conway are talking in the hallway about the employee benefits program.
Conway, who has had some recent financial trouble, explains to Richard how the benefits program
has a loophole that will allow him to receive some financial assistance that he really needs to help
pay health care costs for his mother. Cathy, a fellow worker, overhears the conversation. Later, Cathy
is approached by her supervisor who says he heard a rumor that some people were taking advantage
of the company benefits program.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________

CASE 4: Jennie was recently hired to work as a receptionist for the front lobby. As receptionist, she is
responsible for making copies for the associates. Her son, Bruce, comes in and needs some copies
for a school project. He brought his own paper and needs 300 copies for his class. If he doesn’t bring
the copies with him, he will fail the project. The company copier does not require a security key nor do
they keep track of copies made by departments.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________

13 | HUMSS – WORK IMMERSION

Part IV: Internet Links

WEBSITE/ONLINE SOURCES

https://en.wikipedia.org/wiki/Work_ethic

Daniel T. Rodgers. The Work Ethic in Industrial America, 1850-1920. Univ. of Chicago Press, 1978
2nd edition 2014

"Max Weber and the Protestant Ethic - BBC Radio 4" on YouTube

https://en.wikipedia.org/wiki/Work_ethic

https://lessonplans.btskinner.com/ethics1.html

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 LESSON 4: SAFETY IN THE WORKPLACE

Part I: Learning Explorations

Workplace safety is important. You know that implementing an effective safety program for your
workplace is one of the best decisions a company can make — both for its workers and for its bottom
line.

9 Workplace Safety Tips every Employee and Employers should know to create a workplace
safety environment based on shared responsibility:

1. SAFETY PROGRAMS CREATE PRODUCTIVE WORK ENVIRONMENTS

 Properly managed safety programs show commitment to safety by the management in turn
creating a great safety culture where everyone ‘wants’ to be safe.

2. ABSENTEEISM DROPS WHEN EFFECTIVE SAFETY PROGRAMS ARE INTRODUCED

 Workers want to work in a safe environment; absenteeism drops when effective safety
programs are introduced.

3. WORK PREMISES ARE KEPT TO HIGHER STANDARDS

 Work premises are kept to higher standards for safety, cleanliness, and housekeeping

4. A SAFE WORK ENVIRONMENT PRODUCES HAPPIER EMPLOYEES

 A safe work environment produces happier employees; everyone wants to go home safe each
day.

5. A COMPANY’S MOST VALUABLE ASSET IS PROTECTED — IT’S PEOPLE

6. SAFETY PROGRAMS ENABLE A COMPANY TO WIN AND RETAIN BUSINESS CUSTOMERS

7. SAFETY PROGRAMS CREATE AN ENVIRONMENT WHERE SAFETY IMPROVEMENTS ARE

CONSIDERED, ENCOURAGED AND IMPLEMENTED

 In turn, workers feel like they are part of the safety solution.

15 | HUMSS – WORK IMMERSION

8. SAFE WORK ENVIRONMENTS ENHANCE THE BRAND VALUE AND GOODWILL FOR A
COMPANY

 Enables a company to win and retain business customers. Clients want to work with
companies that are safe (less downtime due to incidents).

9. SAFETY REDUCES BUSINESS COSTS AND DISRUPTION

 Reducing business costs creates productive work environments.

Part III: Assessment Task

ACTIVITY#1: PROS AND CONS

Direction: Write PROS if the statement addresses the safety concern of an employee and write CONS if not.

_____1. Lack of transparency – employees cannot see what is happening with their idea.

______2. When problems are outlined in a suggestion they don’t include recommendation for resolution.

______3. Employees can generate ideas for your organization that can lead to great cost-savings.

______4. They give employees opportunities to participate in decision making at work. As a result, they
feel empowered and assume more ownership of their work.

______5. Employees tend to only generate ideas related to their immediate sphere of influence, and
mostly related to process improvement or personal or selfish needs

______6. Effective employee suggestion programs can increase motivation, encourage teamwork among
employees, and promote loyalty within the workplace.

ACTIVITY#2: SHORT STORY

Direction: Read and understand the story. From the examples given below, create your own short
story of what behavior will you show when at work.

16 | HUMSS – WORK IMMERSION

 Part IV: Internet Links

WEBSTIE/ONLINE SOURCE

http://workforcecompliancesafety.ca/resources/10-reasons-why-workplace-safety-is-important/

http://www.arbill.com/arbill-safety-blog/bid/182469/top-10-workplace-safety-tips-every-employee-
should-know

https://safetyrisk.net/the-safety-suggestion-box/

17 | HUMSS – WORK IMMERSION