Northern Luzon Adventist College

Artacho, Sison, Pangasinan

SCHOOL OF BUSINESS EDUCATION

A NARRATIVE REPORT ON
ON-THE-JOB TRAINING
UNDERTAKEN AT

Northeast Luzon Adventist College Inc.

Mabini, Alicia, Isabela

Submitted to:
The Faculty of the School of Business Education
Northern Luzon Adventist College
Artacho, Sison, Pangasinan

In Partial fulfillment of the Requirements for the Course

PRACTICUM (OJT)

Submitted by:
Heart Lissie M. Santos
Bachelor of Science in Accountancy III

January 2025

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 ACKNOWLEDGMENT

First and foremost, I would like to express my heartfelt gratitude to the management of
Northeast Luzon Adventist College Inc. for providing me with the opportunity to immerse myself in a
real-world setting that fostered both learning and growth. The organization’s commitment to
cultivating a conducive learning environment for interns was palpable, and I am truly grateful for the
chance to learn from such a dedicated team of professionals.

I am especially thankful for my immediate supervisor, Ruth Zarate, whose guidance and
mentorship were invaluable throughout my internship. Their insights into the industry, coupled with
their patience and willingness to share knowledge, made my experience not only educational but also
enriching. I was regularly encouraged to engage with complex tasks that allowed me to stretch my
capabilities and foster my competencies in numerous areas.

I must also acknowledge my professors and academic advisor at Northern Luzon Adventist
College who prepared me for the demands of the professional world. Their teachings equipped me
with the theoretical knowledge and critical thinking skills necessary to navigate real-life challenges
effectively. Their continuous support and encouragement motivated me to forge ahead, ensuring I
made the most out of my training period.

Lastly, I would like to thank my family and friends for their unwavering support and
encouragement throughout my academic pursuits. Their belief in my potential offered me the
motivation to work diligently, ensuring my success in both my studies and my OJT.

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 TABLE OF CONTENTS

Page No.
PRELIMINARIES
Title Page ………………………………………………………………………………….…..i
Acknowledgment …………………………………………………………………...……….ii
Table of Contents ……………………………………………………………………………iii

Chapter I – OJT BACKGROUND

Introduction ………………………………………………………………………………….1
Course Syllabus ………………………………………………………………………………2

Chapter II – THE INDUSTRY/AGENCY

History ………………………………………………………………………………………..3
Philosophy, Mission, Goals and Objectives ………………………………………………6
Corporate Profile …………………………………………………………………………….7
Organizational Structure/Chart …………………….……………………………………..8
Chapter III – PERSONAL OBSERVATIONS/IMPRESSIONS

About
The Host Training Establishment ………………………………………...………..9
Services ………………………………………………………………………………10

The nature of OJT’s work/responsibilities/work environment

Comments
Difficulties about the work ………………..……………………………………….11
Challenges about the work ………………..……………………………………….12
Recommendations/possible solutions in the
existing problems of your work ………………..………………………………….13

Appreciation of the work at hand

The things that I learned ………………..………………………………………….14
The things that I don’t want to adopt ………………..………………………..….15
My insights ………………..………………………………………..……………….16

APPENDICES:
Attachments ………………………………………….……..……………………………………….17

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A.
Application Letter
Reply Letter
Endorsement Letter
Parent’s Consent
Student Information Sheet
Curriculum Vitae
Internship Contract Agreement
Memorandum of Agreement
Student Internship Exit Survey
Certificate of Completion
B. Pictorial in and out of work premises with captions ……..…………………………….32
C. Daily Time Record …………………………………………………………………………40
D. Daily/ Weekly Journal of Internship & Attendance sheet…..…………………………52

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 INTRODUCTION

On-the-job training is an important aspect of a college curriculum designed to teach and orient
students about their work and potential careers. It is a process of skill development wherein a worker
learns how to complete a task through hands-on experience. On-the-job training is one approach by
which students are exposed to various job situations to provide them with expertise and the
opportunity to use the theories and computations they have studied in school. It also assists students
in acquiring essential knowledge and skills through hands-on experience in the workplace.

OJT is essential not only for teaching students about their chosen careers but also for showing
them the realities of working. Students will be exposed to practical work linked to their study subject.
It also allows folks with no prior expertise to work while learning. On-the-job training allows the
student to learn more about his chosen area and apply what he has studied in school. It aids in the
development of the trainee's competence. Of course, when a student is competent, he will be able to
complete tasks satisfactorily. This training improves one's professionalism in dealing with others. After
the training, the learner will be able to manage circumstances appropriately and understand how to
converse effectively with his coworkers. He will also be able to work well with others and collaborate
well. OJT also improves the student's critical thinking skills and discipline while he trains in a company.
His capacity to make informed decisions and assess relevant factors will improve.

Having good on-the-job training helps to prepare prospective professionals for their future
positions. Even little details gained during on-the-job training can be implemented after students begin
working. Students will be instructed both intellectually and socially. They will no longer have difficulty
working and communicating with others. It also allows the trainee to immerse himself in his chosen
sector, get experience, and learn the skills required for the industry he is interested in. Working with
experienced employees allows one to observe how the job is done successfully.

On-the-job training necessitates dedication and earnestness. A trainee should take the OJT
seriously because it can be a valuable tool in preparation for the next chapter of their professional lives.
It may serve as a recommendation as they transition from students to career professionals in the future.

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 COURSE SYLABBUS

Description. This course is one of the capstone courses for the Business Education program.
Learners are deployed to industry partners and partner communities for a supervised internship.
Learners, working under the supervision of an industry representative and faculty coordinator, are
expected to acquire the necessary skills, attitudes and values needed in the workplace by completing
the required minimum number of hours of internship and submitting an individual reflection journal
on their experiences. It covers job orientation and industrial ethics, skills enhancement, and corporate
awareness and exposure.
Course Objective:

General: The main objective of this training is to apply in the workplace the knowledge, skills,
values and attitudes learned by the students in the classroom.

Specifically, at the end of the training course, the students should be able to:

1. Acquire proper work attitudes, values and inter-personal skills necessary in the workplace
to become an adaptive and disciplined professional with a healthy work ethics and
disposition.
2. Enhance their knowledge and skills in the development, maintenance, operation and
management of information systems toward a highly skilled business technology.
3. Increase their general corporate awareness and exposure.
Course Requirements:

Student Interns are required to submit their narrative report and other requirements supporting
their actual training and must get a satisfactory rating from the supervisor/manager or HR head of
the HTE and the faculty adviser in accordance with the grading system provided in the plan.
Grading System:

Host Training Establishment's Rating 50%

Faculty Adviser/OJT Coordinator 50%

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 HISTORY

Northeast Luzon Academy (NELA) started to operate in 1948. It began as a church school at
Divisoria, Santiago, Isabela. The school building was made with a grass roof, and the earth served as
its hard floor. The school had an enrollment of only 22 first-year high school students, and most of them
came from Divisoria Elementary School.

The next year, 1949, 70 students were enrolled, and a subsidy from the Philippine Union Mission
made it possible for the academy to offer second- and third-year courses.

In the 1949/1950 school year, the number of teachers increased from four to seven, including the
principal. Both Maria Feliciano and Pilar Nicolas, who later became Mrs. Pilar Corpuz, taught the same
grades. Laura C. Carino taught grades five and six. In the high school department, the advisers of first
year, second year, and third year in succession were Jeremias Ocampo, Servando Corpuz, and Rosendo
Diagan, who later continued his studies to become a medical doctor.

The faculty increased to eight for the 1950/1951 school year, when the academy was permitted to
operate as a full-fledged secondary school. Enrollment was up to 102. The teachers in the elementary
department were Aldine Jusay Escara, Luz L. de la Cruz, and Juana T. Donato. The different advisors
in the high school level were Gorgonia M. Coloma for the freshmen, Servando G. Corpuz for the
sophomores, Priscilla V. Arafiles for the juniors, and Bonifacio Donato and Juan A. Bangloy for the
seniors. In April 1951, Northeast Luzon Academy graduated its first 20 students.7

After 12 years of operation in Divisoria, the school needed to expand, so a larger piece of land was
purchased.8 During the years that the new facility was being built, Victor C. Cabansag acted as the
principal while at the same time directing the construction of the new buildings in Mabini, Alicia,
Isabela.9 In the school year 1960/1961, Northeast Luzon Academy was relocated to the new facility in
Mabini on 24 hectares (57.5 acres) of land.10

Academic programs were also strengthened with extracurricular activities. A Ministerial

Association was organized, and members were assigned to visit nearby SDA churches during
Wednesday nights and Sabbath. Spelling bees and talent nights were also conducted for students.
Athletic intramurals were also held.11

NELA’s pioneering years of successful operation in the new site were directed and supervised by
the Northeast Luzon Mission president, Jose O. Bautista, and the administrative officers Felix Dela
Cruz, Pedro Diaz, and Juan Revita.

In the school year 1981/1982, P. J. Barayuga applied for government approval for the college
program. NELA then offered preparatory college education courses. However, Amos Simorangkir, the
Education director from the Far Eastern Division office, came to the campus with some union personnel
and advised that the church was not in favor of opening NELA as a college. Instead, they suggested
that NELA become an extension campus of the Philippine Union College (now the Adventist

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University of the Philippines). Thus, the school’s name was changed to Philippine Union College-
Northeast Luzon Campus (PUC-NELC).12

On August 1, 1996, the Commission on Higher Education granted PUC the long-awaited
university status, and the name of that institution changed from Philippine Union College to
Adventist University of the Philippines (AUP).13 Thus, this extension campus became Adventist
University of the Philippines-Northeast Luzon Campus (AUP-NELC).

AUP-NELC was recognized as a full-fledged school of technology and renamed in 2001 as

Northeast Luzon Adventist School of Technology (NELAST). NELAST was the first Adventist technical
school in the Philippines, which allowed the school to offer additional postsecondary technical and
vocational courses, and it has continued to do so.

NELAST belongs to a chain of more than 7,500 Seventh-day Adventist schools around the world
commissioned to train, to win, and to hold the young people of the Church. The Northeast Luzon
Adventist School of Technology is accredited by the Board of Regents of the General Conference of
Seventh-day Adventists and by the Association of Christian Schools, Colleges and Universities-
Accrediting Agency, Incorporated (ACSCU-AAI).

In 2003, a very challenging time came to the school when strong typhoons and other calamities
struck the area. Buildings and other facilities were destroyed, tearing down the school to the point that
it even lost its accreditation status at that time. The school was in a state of ho-hum and doldrums. In
the midst of the debacles and calamities that arose, the Lord’s guidance and goodness were still
manifested.14 The lost status was regained in July 2017. The Level 1 accreditation was granted by
ACSCU-AAI.15

The alumni of the school who migrated to the U.S.A. were conscious of the needs of their alma
mater. The Northeast Luzon Academy Alumni Association (NELAAA) North America joined their
resources and initiated the construction of the school’s auditorium in 2006. The alumni organization
donated 75 percent of the funding for this project, while 25 percent was raised locally.

Again, in 2010, a two-story building was donated by loving donors and alumni, and in 2014 the E.
A. Manalo Foundation constructed a building for the school. These projects signify the endless love of
our donors, alumni, and friends to the institution in the valley.

Eventually, this technical and vocational school offering short-term courses became one of the
assessment centers in Isabela for young people pursuing their National Certificate 1 and 2 in
Electronics, Driving, and Automotive. Technical Education Skills and Development Authority
(TESDA) became a partner of the school.

The Northeast Luzon Academy Alumni Association in North America, with Francisca Manalo
Diaz as the president, assisted in the physical metamorphosis, enhancing competency through some
teachers upgrading programs. She said, “We collectively resolved to continue exploring, developing,
thriving and working until our beloved Alma Matter evolved into a full-fledged college.”16

In 2014, the first class of education majors graduated. One hundred percent of these education
graduates passed the Licensure Examination for Teachers.

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 In the March 2017 Licensure Examination for Teachers, Ferdinand A. Juan placed first and Venus
C. Ancheta placed in the top 10 at the regional level. Both are bachelor in elementary education
graduates.

NELAST is now a part of the Northeast Luzon Mission, which was inaugurated in December 2016.
The mission’s headquarters is temporarily located inside the school campus.

The NELAST song, composed by Gorgonia Coloma-Jimeno, will always ring in the heart of every
NELA graduate. Through God’s help and with the supervision and continual support of the North
Philippine Union Conference and Southern Asia-Pacific Division, and the efforts of the whole
Northeast Luzon Adventist Alumni Association, Northeast Luzon Adventist School of Technology will
continue to shine and be known as “The School That Trains for Service.”

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 INSTITUTIONAL PHILOSOPHY

True education restores the lost image of the Creator God in humanity through the harmonious
development of the whole person.

INSTITUTIONAL MISSION

A Christ-centered institution of learning providing balanced education of excellent instruction,

integrated work experiences, biblical values community-related outreach anchored in the principle of
love to God and to humanity.

INSTITUTIONAL GOALS

Reaffirm personal relationship with God

Expressive critical and creative thinking
Develop healthy, holy and happy lifestyle
Exemplify character formation and personal discipline
Emulate ethical and moral values
Manifest duties and rights of citizenship

INSTITUTIONAL OBJECTIVES
“The school that trains for service”

S - SOCIABILITY
The quality of liking to meet and spend time with other people.

E – EXEMPLARY
Serving as a desirable model and representing the best of its kind.

R – RESILIENCY
The capacity to recover quickly from difficulties and hard situations.

V – VERSALITY
Ability to adapt or be adapted to many different functions or ability.

I – INTERDEPENDENCE
The quality or condition of being mutually reliant on each other.

C – COURAGE
Strength in the face of pain or grief.

E - EMPATHY
The ability to understand and share the feelings of another.

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 CORPORATE PROFILE

Name: Northeast Luzon Adventist College Inc.

Established: 1948
Postal Address: Mabini, Alicia, Isabela, 3306 Philippines
Affiliation: Seventh-day Adventist Church

Overview
Northeast Luzon Adventist School of Technology, formerly Northeast Luzon Academy, is a boarding
Seventh-day Adventist educational institution offering kindergarten to grade 12, technical/vocational
courses, and a few college courses.

Mission
A Christ-centered institution of learning providing balanced education of excellent instruction,
integrated work experiences, biblical values community-related outreach anchored in the principle of
love to God and to humanity.

Vision
Preparing students to reach their full potential in meeting the challenges of life and qualifying them
for Christ soon return.

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ORGANIZATIONAL STRUCTURE/CHART

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 THE HOST TRAINING ESTABLISHMENT

During my time as an on-the-job trainee at Northeast Luzon Adventist College, I was

deeply impressed by the school's commitment to comprehensive education and community
building. The atmosphere was filled with a feeling of purpose, with academic rigor smoothly
linked with ideals of integrity and compassion, reflecting the college's objective of delivering a
complete education that included both instruction and character development. The instructors
and staff's warm manner immediately put me completely at ease, creating an environment
conducive to learning and personal growth.

I felt a sense of belonging and purpose when I walked into the bustling workplace. The
colleagues I worked alongside treated me not merely as an intern, but as an integral part of
their team, sharing their knowledge and wisdom with open hearts. Witnessing their
dedication and love for their profession fueled my desire to pursue my goals with the same
devotion.

This transformative experience has filled me with gratitude and a renewed passion for
my field, reinforcing my belief that the right environment can cultivate both personal growth
and professional development in the most beautiful ways.

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 SERVICES

My experience with Northeast Luzon Adventist College's services has been magnificently
incredible, revealing a community dedicated to providing a compassionate and supportive
environment for all students. From the moment I arrived, I was struck by the professors and staff's
real hospitality, as they continuously went above and beyond to ensure that every student's needs
were fulfilled with affection and concern. The harmonious integration of academic assistance,
spiritual guidance, and extracurricular activities resulted in a comprehensive educational experience
that not only increased my knowledge but also promoted personal growth.

Every connection with the faculty and staffs was defined by politeness and genuine concern for
my well-being, making me feel valued and encouraged throughout my journey. The welcoming
environment fostered an overwhelming sense of community, encouraging students to freely
participate in meaningful conversations and seek help without hesitation. This compassionate
environment established in me an overwhelming appreciation for the institution's commitment to
creating a diverse and service-oriented culture, reminding me that education flourishes in spaces
built on mutual respect, encouragement, and meaningful connections.

The welcoming atmosphere strengthened my training experience, imparting knowledge to me

not only concerning the complexities of the business office but also about the value of empathy and
dedication in all career opportunities.

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 DIFFICULTIES ABOUT THE WORK

During my on-the-job training (OJT) as an accountancy student at Northeast Luzon Adventist

College, I was assigned various responsibilities related to the management of accounts receivable, one
of which included the aging of accounts receivable process. This experience was not only insightful
but also fraught with challenges that tested my understanding of data analysis and effective
communication within the finance team.

One of the significant difficulties I encountered was the complexity of categorizing accounts into
different aging buckets. The aging of accounts receivable involves analyzing outstanding invoices
and grouping them based on how long they have remained unpaid. I occasionally struggled to read
the data and verify the exact placement of each account, leading to some early discrepancies that
needed to be corrected. Throughout this process, I learned the power of paying careful attention to
detail, as errors could have an influence on cash flow estimates and financial reporting.

Overall, I acquired valuable experience working on accounts receivable aging. The challenges
helped me strengthen my analytical skills, technical competency, and communication skills. This
experience helped me gain a better grasp of receivables management and its critical significance in an
organization's financial health. This journey enriched me with practical insights and skills that I will
apply to my future accounting profession.

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 CHALLENGES ABOUT THE WORK
Several problems tested my determination and flexibility. However, it was through these trials
that I discovered immense personal growth and a strong sense of belonging within the team. My
colleagues' compassion and support helped translate my hardships into great life lessons.

One of the most difficult problems I experienced was adjusting to the fast-paced nature of working
in an organization's office. Initially, I struggled to manage many things at once, which sometimes
resulted in feelings of overwhelm. I felt a rush of worry wash over me as I recalled a particularly hectic
day when numerous deadlines coincided. However, I was fortunate to have a mentor in my superior,
who acknowledged my difficulties. They took the time to sit with me and devise a priority system that
would enable me to efficiently manage my duties. Their support and constructive feedback boosted
my confidence and revealed the route ahead, transforming a potentially difficult circumstance into an
exhilarating learning opportunity.

In addition, I struggled to communicate properly with my supervisor and colleagues about my

workload. I was first hesitant to voice my feelings of overwhelm or need for assistance, worried that it
would reflect negatively on what I am capable of. When someone openly discussed their issues, I could
see my coworkers' genuine compassion for one another. Inspired by this open dialogue, I gained the
courage to express my problems. My boss and team responded with care and compassion, telling me
that seeking assistance was a show of strength, not weakness. This event taught me the value of open
communication and vulnerability in developing a supportive workplace environment.

To put it simply, my OJT time at the business office was full of hurdles that ultimately served as
stepping stones to personal development and connection. My coworkers' kindness and support turned
my fears into long-term friendships and priceless life lessons. These experiences have taught me a
strong appreciation for collaboration, interaction, and determination, shaping me into a more confident
and capable individual.

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 RECOMMENDATIONS/POSSIBLE SOLUTIONS IN THE EXISTING PROBLEMS OF
YOUR WORK

During my internship, one of the biggest barriers I faced was the financial records' reliance on
paper-based recordkeeping. This method frequently resulted in lost paperwork, inefficiencies, and
delays in transaction processing. In addition to wasting time, the ongoing requirement to comb through
physical archives made it challenging to swiftly obtain crucial historical data.
To address this problem, I recommend transitioning to a digital document management system.
Simplifying the documentation process with a cloud-based solution would enable safe file storage and
convenient file retrieval. Collaborative access and version control are two features that would make it
easier for team members to collaborate effectively. Aside from that, training sessions must to be held
to acquaint all employees with the new system, guaranteeing a seamless transition and reducing
resistance to change.

Throughout my internship, I discovered that miscommunication might occasionally result in

misconceptions about task assignments and due dates. Miscommunications of this nature led to
duplication of effort, unclear roles, and eventually decreased workplace productivity.
I suggest holding frequent team meetings to foster collaboration and give updates on ongoing projects
to increase communication. Team members would be encouraged to communicate freely during these
sessions, which would facilitate the explanation of duties and expectations. Additionally, using project
management tools, like Trello or Asana, would make it easier to assign and define tasks, monitor
progress, and preserve team transparency. Encouraging an environment of open communication will
enable team members to voice any difficulties they face.

The office can significantly improve its operations by putting the above-mentioned suggestions
and solutions into practice, which range from boosting communication to switching to digital
documents. These adjustments would improve the work experience for the next interns and promote a
culture of excellence and accountability in financial management, in addition to having positive
impacts on the current employees.

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 THE THINGS THAT I LEARNED

My on-the-job training (OJT) experience at the school's business office was a life-changing
experience that greatly improved my comprehension of accounting concepts and the practical
applications of my academic knowledge as a Bachelor of Science in Accounting (BSA) student. Working
on numerous responsibilities in the business office allowed me to build necessary abilities, gain hands-
on experience, and comprehend the operational complexities of a financial environment.

One of the most important skills I gained knowledge from my OJT was the value of attention to
detail and accuracy in financial documentation. I processed cash receipts recording, product costing,
inventory management, and reconciled accounts, which required a rigorous approach to verify that all
transactions were documented correctly. This event reaffirmed my belief that even tiny errors might
result in substantial differences, highlighting the significance of thoroughness in my future accounting
career.

I also learned vital skills in financial analysis and reporting. I got the opportunity to assist with
budget preparation and aging of accounts receivable, which allowed me to critically assess financial
data and understand the impact of financial decisions on school operations. Participating in these
processes taught me how to read financial statements and use them for strategic planning,
demonstrating the value of academic knowledge in real-world applications.

Furthermore, this experience taught me how to use accounting software and tools crucial in today's
accounting practices. I learned how to use these tools effectively to automate procedures, generate
reports, and keep correct financial records. This technical agility is critical in today's fast-
changing company situation, and it has encouraged me to continue improving my digital accounting
and financial skills.

In conclusion, my OJT experience in the school's business office has significantly enriched my
education and prepared me for my future career in accounting. I gained practical skills in financial
accuracy, analysis, communication, and technology, all essential for a successful accounting
professional. As I reflect on my journey, I am satisfied with the opportunity to use my academic
knowledge in a real-world setting, and I am eager to build on these experiences as I continue my
education and future professional goals.

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 THE THINGS THAT I DON’T WANT TO ADOPT

My on-the-job training (OJT) experience in the school’s business office was not only educational in
terms of practical accounting skills but also a revealing exploration of workplace culture, the one thing
that I don’t want to adopt is the practice of working overtime. As a student pursuing a Bachelor of
Science in Accountancy (BSA), I know the benefits of hard effort and devotion in the workplace. Still,
I also want to avoid the negative effects of working long hours. During my tenure in the office, I
observed several detrimental effects on health, work-life balance, productivity, and general morale.

The severe toll that working overtime can take on one's physical and emotional health was one of
the most startling things I learned from my experience. I saw certain employees who often worked
overtime, which frequently resulted in obvious signs of fatigue as well as stress.

Furthermore, it was especially alarming how excessive hours affected people's ability to manage
work and life. During my on-the-job training, I saw individuals miss significant personal and family
occasions because of their long workdays. Instead of trying to follow this pattern in my own work, I
want to establish a positive work-life balance that permits me to realize my personal goals in addition
to my professional obligations.

In conclusion, my OJT experience in the business office of the school had a significant impact on
how I saw the practice of working extra. After learning about the possible negative effects on work-life
balance, health, and productivity, as well as the negative cultural ramifications, I have resolved to
pursue a more courteous, balanced, and fruitful approach in my future professional endeavors. As I
pursue my accounting studies and get ready to start working, I'm committed to supporting sustainable
work methods that advance both individual satisfaction and business success.

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 MY INSIGHTS

My internship at Northeast Luzon Adventist College Inc. was a transformative experience that
substantially enhanced my grasp of both accounting principles and business operations. This work
enabled me to put my academic knowledge into practice, develop critical skills, and get useful insights
into various aspects of financial management in an educational setting. During this time, I acquired
valuable things that would help me succeed in my future job.

One of the most significant insights I gained during my internship was the importance of accuracy
and attention to detail in financial operations. Working with numerous financial papers, such as
invoices, receipts, and budget reports, I rapidly realized that even minor errors might have major
consequences. For example, a missed decimal point on an invoice could result in improper payments
and budgeting disparities, causing problems with financial planning. This understanding emphasized
the importance of rigorous accounting methods, confirming my commitment to maintaining high levels
of accuracy in all financial transactions.

Effective communication emerged as another key insight during my tenure as an intern. Working
in the business office required frequent interactions with coworkers, teachers, and staffs. I discovered
that presenting financial information simply and concisely is critical for facilitating decision-making
processes. For example, when writing financial reports, I found the need of customizing my
communication approach to the audience, whether it was offering extensive explanations to other
accountants or clarifying complicated topics for non-financial workers. This experience taught me that
effective communication skills are critical for building collaboration and ensuring that all stakeholders
understand financial issues, resulting in more informed decision-making.

Finally, my internship experience demonstrated the value of teamwork in accomplishing company

goals. I was able to collaborate with a varied range of people in the office, each with their own set of
abilities and viewpoints. Through team initiatives and collaborative efforts, I realized that everyone
has a critical part in driving success and can provide significant insights to enhance processes. This
collaborative setting helped me appreciate different points of view and showed me the value of each
team member's efforts.

Reflecting on my internship in the school business office, I am glad for the numerous insights I
learned throughout the program. This internship has shaped my professional development,
emphasizing the importance of accuracy in financial operations, effective communication, adaptability,
and teamwork. I am confident that the knowledge and skills I gained will help me succeed in the ever-
changing accounting and finance landscape.

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APPLICATION LETTER

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REPLY LETTER

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ENDORSEMENT LETTER

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PARENT’S CONSENT

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STUDENTS INFORMATION SHEET/CURRICULUM VITAE

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INTERNSHIP CONTRACT AGREEMENT

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MEMORANDUM OF AGREEMENT

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STUDENT INTERNSHIP EXIT SURVEY

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CURRICULUM VITAE

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CERTIFICATE OF COMPLETION

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PICTORIAL IN AND OUT OF WORK PREMISES

Putting stickers on Properties

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Product costing of Soya and Tofu

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Transaction Posting using Sunplus System

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Promoting and Advertising products during NELM-wide Sportsfest

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Inventory Management on School Canteen

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Assisting Students during Enrollment

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Preparation of Aging of Accounts Receivable Schedule

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Promoting Institution to various churches

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DAILY TIME RECORD

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DAILY/WEEKLY JOURNAL

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