1. Personality and appearance .

This pertains to the totality of the practicumers personal

and social traits such as character, behavior, conduct and the like. Practicumers . This
refers to the student trainees who are currently enrolled BSCriminology
students of the University of Manila in their practicum course. Problems Encountered.
These are the common problems faced by the practicumers while conducting their on-
the-job training. Training Evaluation . This refers to the performance rating provided by
the school and where grade is accomplish by the immediate boss of the practicumers.
Work Attitude . It is the characters possesses and showed by the practicumers towards
training like resourcefulness, dependability and initiative. Work Habit. This refers to the
acts used to be done by the practicumers in the duration of the training program such as
punctuality and regularity in attendance.

According to Cristobal the OJT program is a good program for augmenting the
knowledge skills and competencies of the task and activities included in the OJT are
routine that do not really require the application of the higher knowledge, skills and
competencies learned in the classroom. Initially the respondents are not familiar and
have difficulties in using the modern devices and equipment used in their OJT.
Mendoza as cited by Bahian (2008) asserted that the students level of achievement in
significantly related to the on the job training what the students learn from the classroom
is what the students apply during OJT. The school provided related instruction ad
related skills; the role of industries is to sharpen the students competencies ad
activities. Thus, cooperating industries should provided the student trainees the
necessary reserves needed to improve their performance level of proficiency and
specific skills and field of specialization.
The results in the previous three sections concentrate on the overall effects of job
training programs. However, an important question is whether the effects vary for
different population groups -- for example, if they are greater for men versus
women, or for adults versus youth, or for whites compared to black or Hispanic
individuals, or for those who are the most employment-ready compared to those
who have multiple barriers to employment. If it were possible to find certain groups
for whom job training programs work better than for others, it would be possible to
target resources to those groups and increase the overall effectiveness of the limited
resources available for job training, or to provide different kinds of services to
different groups. (Riccio, Friedlander, and Freidman, 1994, Table 4.6).
The early evaluations (e.g., in Table 3) were often interpreted as supporting the
greater effectiveness of on-the-job training over classroom training (e.g., Taggart,
1981, p. 282)

This conclusion is also supported in Fischer's (1995) meta-analysis of job training
programs.