Schools Division Office

SOUTH EAST ASIA

INSTITUTE OF TRADE AND TECHNOLOGY

SENIOR HIGH SCHOOL

Crownlink 1 Regalado Ave. Greater Lagro, Quezon City

A DOCUMENTARY REPORT OF WORK IMMERSION

UNDERTAKEN AT RICKRUDE TAKOYAKI AND COFFEE COMPANY

Presented to Ms. Kyla Katrisse Mendiola

In Partial Fulfillment of the Requirements for

the Science, Technology, Engineering, and Mathematics

MERGAL, DAVE BENEDICK M.

MAY 2024

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 TABLE OF CONTENTS
Title Page………………………………………………………………………………………………………………………………………1
Recommendation Letter …….…………………………………………………………………………………………………..………3

Acknowledgement…………….…………………………………………………………………………………………………………...4

PART1: IMPORTANT POINTS IN WORK IMMERSION…………....…………………......5

Introduction………………………………………..…………………………………………………………………………………………5
Objectives of the Work Immersion…………………………………...……………………………………………………………..6
Values and Attributes of a Student in a Work Immersion…..….……...…………………….…………………….…...…7
Career Guidance And Councelling……………………………………………………………………………………………………………7
Career Development And Internal Mobility…………………………………………………………………………………………….8

PART 2: THE WORKPLACE………………….………………………………..…...…….……..8

Company Profile…………………………………………………………………………………………………………………….………8

Company History…………….…………………………………………………………………………………………..…………………9

Department’s Mission and Vision……………..…………………….……………………………………………………..…………9

PART 3: MEMORANDUM OF AGREEMENT (MOA)……………………….….…….10

PART 4: ACTIVITY REPORT…………………………………….……………….……………11
Training Plan Outline…………………………………………………………………………………………………….………………11

Daily Accomplishment Report…………………………………………………………….………………………………………….14

Weekly Activity Report…………………………………………………………………………………………………………….……18

Work immersion highlights…………………………………………………….………………………….………………………….19

APPENDICES…………………………………………………..……………………………………..19
A. Summary of work immersion duty………………………………….…………………………………………………..……..19

B. Daily time record……………………………………………………………….……………………………………………..……..21

C. Certificate o. Completion…………………...……………………………………….…………………….……..………….…..22

D. Gallery of pictures with captions…..…………………………………………………………..………..…………………….23

E. Application letter………………………...…………………………………………………………………..…………………..….26

F. Updated resume/curriculum vitae…………...……………………………………………………….………………..………27

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 RECOMMENDATION LETTER
Date: March 22, 2024

To: Rey G. Coridor

Owner
Rickrude Takoyaki and Coffee
718 Llano Road Del Mundo Avenue, Caloocan City

Dear Sir,

Greetings!

In cognizance of the vital role that hands-on experience plays in the acquisition and reinforcement of
knowledge, the curriculum of South East-Asia Institute of Trade and Technology for our K TO 12 program
requires our senior high school graduating students to render a minimum of 80 hours of practicum. This
will enable them to utilize and put into action the values, disciplines and theories that they have learned.
We believe that your institution can provide our students the valuable learning and insights that they
need to round training in the said field. We shall be grateful for whatever assistance you can accord
them.

We look forward in being a partner of your future endeavors and be the means in bringing to them wide
range of job opportunities here and abroad.

For inquiries and clarification, please feel free to contact us in this number: 09636613458

Allow us to reiterate our heartfelt appreciation for exposing our students to the actual work environment.

Yours truly,

Ms. Annie Grace B. Mercado

Central Career Advocate-Head

ROWENA IRISH B. CAMISERA

OJT Coordinator

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 ACKNOWLEDGEMENT

I would like to seize this opportunity to express my gratitude and recognition to the individuals
who provided tremendous assistance and stood by my side throughout my working immersion, which is
an essential component of the DepEd's curriculum.

To Ms. Kyla Katrisse Mendiola, Thank you for unwavering dedication during our On-the-Job
Training. Her commitment to our learning and growth has been exemplary and deeply valued. Thank you
for your guidance, support, and passion for teaching.

To Mr. Rey Coridor, our esteemed Boss and the Owner of this company. Mr. Coridor's leadership,
vision, and unwavering dedication have been instrumental in shaping the success of our enterprise.

To Ms. Rachel Joy Pasana my general director/mentor, for Letting me to learn and experience
what a working area feels like, and teaching me some of the useful knowledge that I will probably use in
continuing my journey

To My family and Friends That unwavering support and invaluable guidance throughout my
journey. Your endless encouragement has been a beacon of strength, guiding me through both triumphs
and challenges.

To all the staffs that made up the Rickrude Takoyaki and coffee whom where am I deployed, the
moments and experiences that had shared while I am on your care will always be treasured in our hearts

I also want to thank all our teachers for being compassionate and sympathetic throughout those
period of time

I also want to express our Gratitude to my loving and considerate parents for supporting us
wholeheartedly during my work immersion Period until I finished it. All your efforts and sacrifices will
surely not be put in vain

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 PART1: IMPORTANT POINTS IN WORK IMMERSION

INTRODUCTION
A keystone of the Philippine educational system, work immersion is a life-changing event that
closes the knowledge gap between the classroom and practical application. Work immersion, which is
included into the K–12 curriculum, offers kids a special way to immerse themselves in professional
settings and get practical experience as well as priceless insights into a variety of sectors.

2012 was a turning point in Philippine history when the country enacted the 'K to 12' Program, a
thorough overhaul of its basic education (Republic Act No. 10533). In order to make students' high school
years last from ten to twelve years overall as second level students, this program purposefully added two
extra years. The Department of Education and the government want to enhance the minds of the
students by giving more talented students an additional two academic years to acquire the fundamental
skills needed for lifetime study and work.

In addition, OJT under the K–12 program facilitates a smooth transition for students from school
to the workplace by acting as a link between education and employment. Students can expand their
professional networks, obtain significant industrial experience, and improve their employability after
graduation by engaging in practical training. By matching their interests and abilities with possible work
prospects, students are also better equipped to make educated judgments about their future career
routes thanks to this practical exposure.

In order to make wise judgments regarding their future educational and professional pathways,
students can also benefit from work immersion by exploring their interests, strengths, and career
ambitions. Students can gain a deeper understanding of the relevance of their academic studies and the
significance of lifelong learning by getting firsthand experience with the realities of the working world. All
things considered, work immersion is essential for preparing students for the opportunities and
challenges of the industry and giving them the information, confidence, and abilities they need to be
successful in their chosen fields of work. It is a priceless opportunity that advances their development on
both a personal and professional level and molds them into well-rounded people prepared to contribute
significantly to society.

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 OBJECTIVES OF THE WORK IMMERSION
One of the goals of the K to 12 Basic Education Program is to develop in learners the
competencies, work ethic, and values relevant to pursuing further education and/or joining the world of
work. To achieve greater congruence between basic education and the nation’s development targets,
Work Immersion, a required subject, has been incorporated into the curriculum. This subject will provide
learners with opportunities:

1. To become familiar with the work place;

2. For employment simulation; and
3. To apply their competencies in areas of specialization/applied subjects in authentic work
environments.

To achieve the above objectives, Work Immersion is thus a requirement for graduation from
secondary education. Learners are immersed in actual work environments such as workshops offices and
laboratories in which their prior training is relevant.

Work immersion will help develop among the learner’s life and career skills, and will prepare
them to make decisions on postsecondary education or employment. Through partnership building,
DepEd hopes that the Partner Institutions will provide learners with work immersion opportunities,
workplace or hands-on experience, and additional learning resources. It aims to make the learners:

1. Appreciate the importance and application of the principles and theories learned in school;
2. Enhance their technical knowledge and skills;
3. Enrich their skills in communications and human relations; and
4. Develop good work habits, attitudes, appreciation and respect for work.

By the time learners reach Senior High School, they would have already acquired almost all the
competencies and skills that would prepare them for the curriculum exits (higher education, employment,
middle-skills development, and entrepreneurship). Work immersion provides them with an avenue to test
themselves and apply what they have learned in a non-school scenario. In work immersion, learners are
not only able to apply their previous training but are also able to experience the social interactions in a
work environment. Their experiences during work immersion will develop many skills and values that
would help them as they transition from high school to real life. To assure the achievement of the above
objectives of Work Immersion, this policy serves to guide schools in:

1. Creating flexible work immersion arrangements for their learners;

2. Providing options for work immersion that are relevant to learners’ purposes and needs;
3. Organizing work immersion opportunities for learners that are consistent with the diverse
human resource requirements of partner institutions for work immersion; and
4. Articulating the scope and limits of work immersion in the context of basic education when
building relationships with work immersion partners.

VALUES AND ATTRIBUTES OF A STUDENT IN A WORK IMMERSION

In the dynamic landscape of modern education, work immersion programs stand as

transformative experiences, bridging the gap between academic learning and real-world application. At
the heart of a successful work immersion journey lie a set of values and attributes that not only shape
students' professional conduct but also serve as guiding principles for their personal and professional

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growth. These values and attributes, ranging from professionalism and responsibility to resilience and
adaptability, form the cornerstone of excellence in the workplace.

Professionalism stands as a foundational pillar in the realm of work immersion. Students who
embody professionalism demonstrate a commitment to excellence, integrity, and respect in their
interactions with colleagues and supervisors. By adhering to standards of professionalism, such as
punctuality, reliability, and effective communication, students cultivate a positive work ethic and lay the
groundwork for building trust and credibility in professional settings.

Responsibility emerges as another crucial attribute essential for success in work immersion.
Taking ownership of assigned tasks, demonstrating accountability, and seeing projects through to
completion with diligence and timeliness reflect a sense of responsibility. Students who embrace
responsibility not only contribute to the success of their teams but also develop essential skills in time
management, organization, and prioritization that are invaluable in the professional world.

Furthermore, adaptability emerges as a defining trait in navigating the complexities of the

workplace. Work immersion experiences provide students with opportunities to adapt to new
environments, tasks, and challenges, fostering resilience and agility. Students who embrace adaptability
demonstrate a willingness to learn, grow, and thrive in diverse and ever-changing work environments,
laying the foundation for success in their future careers. In essence, by nurturing values such as
professionalism, responsibility, and adaptability, students can maximize their potential, seize
opportunities, and emerge as competent and ethical professionals poised for success in the dynamic
landscape of work.

CAREER GUIDANCE AND COUNSELLING

Immersion can be a highly effective method in career counseling for students, particularly those
enrolled in professional courses. By immersing individuals in authentic job situations, it provides them
with a chance to investigate the specific tasks and activities that they would find pleasurable. Immersion
also correlates the candidate's profile with a compilation of vocations, which may be used as a
benchmark for investigating potential options.

However, it is crucial for students to have freedom in work immersion in order to expose
themselves to various jobs and responsibilities inside the firm during their immersion period. Flexibility is
essential as you are required to cycle among different departments or perform numerous types of work.
Internal Mobility provides learners with a comprehensive understanding of the business and its
operations, while also enabling students to identify their skills and enhance their professionalism. These
two instruments are essential for achieving a successful future.

CAREER DEVELOPMENT AND INTERNAL MOBILITY

Immersions highlight people's self-awareness and provide a more profound understanding of

their passions and areas of strength in the workplace. It guides people's career choices by matching their
personality and interests to various work profiles. In terms of internal mobility, Immersion can encourage
people to move up the corporate ladder and inspire those who want to develop and improve.

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 PART 2: THE WORKPLACE COMPANY PROFILE

RICKRUDE TAKOYAKI AND COFFEE

Rickrude takoyaki and coffee is a business company that offer food to people located in
barangay 167, Caloocan city. As of today, Rickrude takoyaki and coffee has 3 branches in different
barangay in Caloocan city.

SALES RECORD:
According to their assessment, they estimate their monthly earnings to fall within the range of
approximately 70,000 to 100,000 thousand pesos, indicating a significant income potential within a
month
Location
Main branch location
718 Del Mundo Avenue, Llano Del Mundo Village, Barangay 167, Caloocan City, Metro Manila
Opening Hours
8:00am – 12:00 Midnight Every Week Days
1:00 Pm – 12:00 Midnight Every Week End

COMPANY HISTORY

Rickrude Takoyaki and Coffee, owned by Mr. Rey Corridor, started its operations in 2020 with a small
cart on Del Mundo Avenue. Interestingly, they were already selling Takoyaki even before the pandemic. Over
time, Rickrude Takoyaki and Coffee made a strategic decision to transition into a physical storefront, offering
a variety of beverages and providing a dining area for up to 20 customers. This transformation took place on
June 2, 2023. As a result, Rickrude Takoyaki and Coffee embarked on an ambitious expansion plan, opening

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branches in different barangays in Caloocan City. Currently, they proudly operate three branches, with plans
for an additional branch in the future.

COMPANY’ S MISSION AND VISION

MISSION
Our mission is to provide customers with

affordable and delicious takoyaki and beverages,

while fostering a warm and inclusive

environment for all

VISION
We strive to be the preferred destination for

exquisite takoyaki and refreshing drinks, renowned for our

commitment to excellence, affordability,

and exceptional customer service.

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 PART 3: MEMORANDUM OF AGREEMENT (MOA)
This Memorandum of Agreement is entered into this_____22nd____of___March __2024 in Quezon
City, by and between:

The SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY with School Identification Number 407647
a private high school, with, Lot-11, Regalado represented in this Agreement by its School Principal, Rizalyn O.
Santelices, Filipino, of legal age, and hereinafter referred to as the SCHOOL;

-and-

Rickrude Takoyaki and Coffee, a duly registered PRIVATE COMPANY operating under the law as of the
Philippines, with principal address at 718 Llano Road Del Mundo Avenue, Caloocan City represented in
this Agreement by Owner, Rey G. Coridor of legal age, herein after referred to as the "COMPANY"

WITNESSETH:

WHEREAS, the Department of Education of the Philippines, hereinafter referred to as the "DepEd", is the
primary government instrumentality mandated to formulate, implement and coordinate policies, plans,
programs and projects in the areas of formal and non-formal basic education; supervise all elementary and
secondary education institutions, including alternative learning systems, both public and private, and provide
for the establishment and maintenance of a complete, adequate, and integrated system of basic education
relevant to the goals of national development;

WHEREAS, DepEd has introduced the K to 12 basic education reform programs that includes Senior High
School, hereinafter referred to as the "SHS", with the major objective of ensuring that graduated of basic
education is ready for employment, entrepreneurship and higher learning;

WHEREAS, SHS curriculum can be customized at the local levels to take into consideration the needs of
local industries and the labor market;

WHEREAS, DepEd believes that for the effective delivery of SHS instruction, there is a need for school-
industry partnership that will provide the school the necessary expertise and venue for practical, on-the- job,
enterprise-based training for SHS learners;

WHEREAS, DepEd will start full implementation of SHS in School Year 2023-2024

Rey G. Coridor
Owner
Rickrude Takoyaki and Coffee

Rowena Comisera
Head OJT coordinator
South East-Asia Institute Of Trade and Technology

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 Rizalyn Santelices
School Principal
South East-Asia Institute Of Trade and Technology

PART 4: ACTIVITY REPORT TRAINING PLAN OUTLINE

PLACE OF TRAINING: Rickrude Takoyaki and coffee

PROPOSED DURATION OF TRAINING: april1, 2024 - may 2, 2024
DAYS & TIME: Mondays- Fridays from 8amto 5pm
NO. OF HOURS TO FINISH: 80 Hours

Overall Program Objective

Work immersion plays a crucial role in the development of essential life and career skills for
learners. It prepares them to make informed decisions regarding their postsecondary education or future
employment. DepEd aims to collaborate with Partner Institutions to provide learners with work immersion
opportunities, hands-on experience in the workplace, and access to additional learning resources. The
ultimate goal is to equip learners with the necessary skills and knowledge to thrive in their chosen paths
and become well-rounded individuals.

 Appreciate the importance and application of the principles and theories learned in
school;
 Enhance their technical knowledge and skills;
 Enrich their skills in communications and human relations; and
 Develop good work habits, attitudes, appreciation and respect for work.

Why immersion is necessary

Work Immersion is a compulsory component for high school students to complete before
graduation. It involves students undergoing practical training in a business organization or establishment
that aligns with their chosen specialization. This immersive experience allows students to be exposed to
and gain familiarity with the real-world work environment that is relevant to their field of specialization.

Secretary of Education Leonor Briones emphasizes the significance of work immersion in the
senior high school curriculum, stating that it can be implemented in various ways based on the learners'
specific goals and needs. The duration of work immersion can range from 80 to 320 hours, providing
students with the opportunity to become acquainted with the workplace, participate in simulated work
scenarios, and apply their acquired skills in their chosen areas of specialization.

What specific skills and knowledge the trainee will acquire during the
work immersion and how will they be taught
 One of the primary objectives of the K to 12 Basic Education Program is to equip
learners with the necessary competencies, work ethic, and values that are essential for

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 their future educational pursuits and entry into professional environments. Work
immersion plays a vital role in achieving this goal by providing learners with specific
skills and knowledge. By integrating Work Immersion as a required subject in the
curriculum, the education system aims to align basic education with the nation's
development goals. This subject creates opportunities for learners to:

 To become familiar with the work place;

 For employment simulation; and
 To apply their competencies in areas of specialization/applied subjects in authentic
work environments.
 To achieve the above objectives, Work Immersion is thus a requirement for graduation
from secondary education. Learners are immersed in actual work environments such as
workshops offices and laboratories in which their prior training is relevant.

Work immersion will help develop among the learner’s life and career skills, and will prepare
them to make decisions on postsecondary education or employment. Through partnership building,
DepEd hopes that the Partner Institutions will provide learners with work immersion opportunities,
workplace or hands-on experience, and additional learning resources.and how will they be taught

The areas in which the trainee will receive instruction in conjunction

with the specific task and responsibility to be assigned to the tra1inee
in each department.
As the trainee, I have been assigned various tasks within the shop. Under the guidance of Ms. Rachel Joy
Pasana, my on-site supervisor, I will receive instruction and guidance in conjunction with each specific
task and responsibility. These tasks include:

 Cooking Takoyaki: I will receive training on the proper techniques and procedures for cooking
Takoyaki. This will involve learning the correct cooking time, temperature, and ingredients to
achieve the desired taste and texture.
 Making drinks: I will be trained on how to prepare a variety of drinks, such as coffee, tea, or
other specialty beverages. This will include learning the recipes, understanding the specific
measurements and techniques, and presenting the drinks in an appealing manner.
 Taking orders: I will learn how to interact with customers, take their orders accurately, and
provide exceptional customer service. This will involve understanding the menu, processing
payments, and ensuring customer satisfaction.
 Fixing errors in the sales system: I will be responsible for identifying and resolving any errors or
discrepancies in the daily sales system. This may require troubleshooting technical issues,
reconciling sales figures, and ensuring accurate recording of transactions.
 Restocking ingredients: I will assist in monitoring and maintaining the inventory of ingredients
and supplies needed for the shop's operations. This will involve restocking items when necessary,
checking for expiration dates, and organizing the storage area.
 Encoding the daily sales: I will be responsible for accurately entering and recording the daily
sales data into the system. This includes categorizing different sales types, inputting sales
figures, and generating relevant reports or summaries. Throughout my work immersion
experience, Ms. Rachel Joy Pasana will provide me with instructions, guidance, and supervision to
ensure that I learn and develop the necessary skills and knowledge in each assigned task.

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Method of Evaluation and Certification

PURPOSE:
Your evaluation is requested to guide the work immersion coordinator in determining a fair grade to
be given to the student-trainee assigned in your company. It is also intended to make the student-trainee
aware of his/her strengths and areas of improvement.

DAILY TIME RECORD/DTR:

To enable us to monitor the progress of the student-trainee, it is requested that an evaluation be
done after the 80 hours of training and after the completion of his/her assignment in your company.

PROCEDURE:
1. It is suggested that the student-trainee’s immediate superior evaluates his/her performance.

2. The evaluator should accomplish the evaluation form then rate the student as objectively as
possible.

3. After filling in the form, the evaluator should discuss the results of his/her evaluation with the
student-trainee.

4. The accomplishment evaluation form should then be awarded to the immersion coordinator.

Using the scale below, write the number that corresponds to your trainee on the space provided on
the right hand side:

5– OUTSTANDING 3 - GOOD 1 – NEEDS IMPROVEMENT

4– VERY GOOD 2 – FAIR

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DAILY ACCOMPLISHMENT REPORT

Presented by: Dave Benedick M. Mergal

Day 1 (April 1, 2024):

On my first day as a work immersion student at Rickrude Takoyaki and Coffee, I was excited and eager
to learn. The orientation provided me with a clear understanding of my responsibilities and the important
aspects of the work immersion experience.

Day 2 (April 2, 2024):

I arrived early at the shop, and the business owner allowed me to make the opening at 8 am. This early
start gave me the opportunity to prepare for the day ahead. My mentor guided me on how to handle
customers and ensured that I felt supported in my tasks.

Day 3 (April 5, 2024):

During the morning shift, the sales were not as high as expected. However, I took this as an opportunity
to learn other essential tasks. I learned how to clean the coffee machines, restock supplies, and became
more familiar with the ingredients used in different products.

Day 4 (April 11, 2024):

I had the chance to delve deeper into the workings of the shop's system. Understanding how the sales
are managed and recorded gave me valuable insights into the business operations.

Day 5 (April 12, 2024):

Making a variety of drinks for customers was a highlight of the day. Seeing their satisfaction and
enjoyment when they tasted the drinks I prepared was incredibly fulfilling. I did forget a few recipes, but
luckily, I had notes pinned in front of me as a helpful reminder.

Day 6 (April 18, 2024):

My mentor was absent on this day, which meant I had more responsibility. I took charge of making
Takoyaki and efficiently took orders from the customers. It was a challenging yet rewarding experience to
handle these tasks independently.

Day 7 (April 19, 2024):

I felt more confident in taking orders and interacting with customers. Their positive reviews and feedback
made me realize that I was improving and making a positive impact on their experience at the shop.

Day 8 (April 26, 2024):

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My mentor encouraged me to be more independent during my shifts. This allowed me to fully immerse
myself in the work and learn from any mistakes I made along the way. Understanding that mistakes are
a natural part of the learning process helped me grow and develop my skills further.

Day 9 (April 29, 2024):

I was entrusted with the task of restocking ingredients and materials. I took great care in arranging
everything neatly and efficiently. The praise I received from my mentor for my organizational skills was
truly motivating and made me feel appreciated.

Day 10 (April 30, 2024):

The shop experienced a surge in customers during after-hours, particularly students. I was given the
responsibility of making drinks for this large influx of customers. Despite the pressure, I managed to
handle the task promptly, ensuring that the customers were satisfied with their drinks.

Day 11 (May 2, 2024):

As my last day at Rickrude Takoyaki and Coffee, I prepared sales reports for my mentor. The words of
appreciation and recognition I received from my mentor were incredibly heartwarming. It made me
realize that my hard work and dedication throughout the work immersion had paid off.my mentor made a
word for me that makes me so appreciated.

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 DAILY ACCOMPLISHMENT REPORT
Student trainee: Dave Benedick M. Mergal
Company: Rickrude Takoyaki And Coffee

DAY DATE DAILY WORK NO. OF ON SITE

ACTIVITIES WORKING SUPERVISOR
HOURS SIGNITURE
Monday April 1, -making drinks for 8 Rachel Joy Pasana
2024 the customers
- taking orders
-encoding sales
- preparing for
opening
Tuesday april 2, -making drinks for 8 Rachel Joy Pasana
2024 the customers
- taking orders
-encoding sales
- preparing for
opening
Friday April 5, -making drinks for 8 Rachel Joy Pasana
2024 the customers
- taking orders
-encoding sales
- preparing for
opening
Thursday April 11, -making drinks for 8 Rachel Joy Pasana
2024 the customers
- taking orders
-encoding sales
- preparing for
opening
Friday April 12, -making drinks for 8 Rachel Joy Pasana
2024 the customers
- taking orders
-encoding sales
- preparing for
opening
Thursday April 18, -making drinks for 8 Rachel Joy Pasana
2024 the customers
- taking orders
-encoding sales
- preparing for
opening
Friday April 19, -making drinks for 8 Rachel Joy Pasana
2024 the customers

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 - taking orders
-encoding sales
- preparing for
opening
Friday April 26, -making drinks for 8 Rachel Joy Pasana
2024 the customers
- taking orders
-encoding sales
- preparing for
opening
Monday April 29, -making drinks for 8 Rachel Joy Pasana
2024 the customers
- taking orders
-encoding sales
- preparing for
opening
Tuesday April 30, -making drinks for 8 Rachel Joy Pasana
2024 the customers
- taking orders
-encoding sales
- preparing for
opening
Thursday May 2, -making drinks for 8 Rachel Joy Pasana
2024 the customers
- taking orders
-encoding sales
- preparing for
opening

17
 WEEKLY NARRATIVE REPORT

WEEK NO. DATE SPECIFIC LEARNINGS

ACTIVITY/
ASSIGNED TASK
1 April 1, 2 & 5 - Creating This week, I learn how to
drinks creat drinks and make some
- Learning how Takoyaki. I also learn how to
to take orders encode. And take orders.
- Cooking
Takoyaki
- Encoding sales
- restocking
2 April 11 & 12 - Creating I learn how to be patient
drinks and listen carefully to the
- Learning how customers
to take orders
- Cooking
Takoyaki
- Encoding sales

restocking
3 April 18 & 19 - Creating I learn how our system
drinks works and how does they
- Learning how record their sales
to take orders
- Cooking
Takoyaki
- Encoding sales

restocking
4 April 26 - Creating I learn what are the
drinks essentials of being a good
- Learning how employee and what are the
important attitude to show
to take orders
when dealing to customers
- Cooking
Takoyaki
- Encoding sales

restocking
5 April 29, 30 & - Creating Since this is my last week
may 2 drinks here in company. I learn
- Learning how some techniques and life
lessons from my mentor and
boss.

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 to take orders
- Cooking
Takoyaki
- Encoding sales

restocking

WORK IMMERSION HIGHLIGHTS

During my work immersion at the rickrude Takoyaki and coffee shop, I had the opportunity to work as a
drinks creator. Here are some of the highlights from my experience:

- Learning new skills: Throughout my time at the Rickrude Takoyaki and coffe, I had the chance to
learn new things. One of the most exciting aspects was learning how to use the coffee machine. It
was a valuable skill that allowed me to create a variety of delicious beverages for customers.
- Making money: Another highlight of my work immersion was the opportunity to earn money. By
working at the rickrude Takoyaki and coffee, I was able to contribute to the sales and generate
income for the business. It was a rewarding experience to see the direct impact of my efforts on the
shop's success.
- Sales encoding: As part of my role, I also learned how to encode sales. This involved accurately
recording and documenting customer transactions. It was a valuable skill that helped me understand
the importance of attention to detail and organization in a business setting.

Overall, my work immersion at the rickrude Takoyaki and coffee,was a valuable experience. I gained new
skills, contributed to the business's success, and learned the importance of accuracy and organization in sales
encoding.

APPENDICES
A. SUMMARY OF WORK IMMERSION DUTY
My work immersion experience at Rickrude Takoyaki and Coffee, spanning from April 1, 2024, to May
2, 2024, has been a truly transformative journey. Throughout these eleven days, I have grown both
personally and professionally, gaining valuable knowledge, skills, and insights that will undoubtedly shape my
future endeavors.

From the very beginning, I was eager to learn and make the most out of this opportunity. The
orientation session on my first day provided me with a solid foundation, outlining my responsibilities and
setting the stage for the immersive experience that awaited me. As each day unfolded, I embraced new
challenges, improved my skills, and expanded my understanding of the inner workings of a busy coffee shop.

One of the most rewarding aspects of my work immersion was the chance to interact with
customers. From taking orders to crafting beverages, I learned the importance of providing exceptional
service and the joy that comes from seeing satisfied customers. Their positive reviews and feedback served
as a testament to my growth and motivated me to continually strive for excellence.

Moreover, the mentorship I received throughout this journey was invaluable. My mentor guided me,
offering insights, constructive feedback, and encouragement. Their trust in my abilities allowed me to take on
more responsibilities, fostering a sense of independence and self-confidence. I am grateful for their guidance
and the opportunities they provided me to develop my skills further.

As my work immersion drew to a close, I reflected on the knowledge and experiences I had gained.
Preparing sales reports on my final day served as a culmination of my efforts, showcasing the progress I had

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made during my time at Rickrude Takoyaki and Coffee. The words of appreciation and recognition from my
mentor were a testament to my dedication and hard work, leaving a lasting impression on my heart.

Looking ahead, I am confident that the lessons learned and the skills acquired during this work
immersion will serve as a solid foundation for my future endeavors. The importance of attention to
detail, effective communication, and a strong work ethic are invaluable traits that will guide me in
any professional setting. I am grateful for the opportunity to have been a part of the Rickrude
Takoyaki and Coffee team and for the growth and development I experienced during this immersive
experience.

In conclusion, my work immersion at Rickrude Takoyaki and Coffee has been a transformative
journey filled with growth, learning, and memorable experiences. I am grateful for the knowledge, skills, and
mentorship I received, and I am confident that this experience has equipped me with the tools necessary for
success in my future endeavors. I will carry the lessons learned and the memories made with me as I
continue to pursue my educational and professional goals

B. DAILY TIME RECORD

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 C. CERTIFICATE OF COMPLETION

D. GALLERY OF PICTURES WITH CAPTIONS

I start Learning on How to use This site for encoding sales.

They use this website to track their sales and see if they earn
a profit or not. On this picture, their sales on last June was
7800 pesos, that is for just one day. Today they are earning
around 10000 perday because they had two three branches.

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1st customer for today’s dutyyyy. I was touched when they said that they love the drink that I made.

I put stamp on the cups during my free time. It was so

satisfying since I did it as my 1st time.

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A birthday celebrant, the Birthday girl decided to celebrate her birthday at
our shop. It was so fun, we sing for her and give her a free large takoyaki

Since our branch is near at the school, a lot of students

eating at our shop. They are interested in the taste of our
Takoyaki, they make this as their snack after their school
hours.

I made this drink and it look delicious, it is called black jelly.

It has a sweet and creamy taste, the main ingredient of this drink was
milk.

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At this image, my boss bring necessary ingredients for the bar, I immediately arrange this and restock
some of our container.

I cooked a lot of Takoyaki here because there is a lot of

E. APPLICATION

Dave Benedick M. Mergal

Blk 4 Lot 10 Celina Homes 2, Barangay 167 Caloocan City
[email protected]
09097489029

Rey C. Corridor
Rickrude Takoyaki and Coffee

Dear Mr. Corridor,

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I am writing to express my interest in the OJT training program at Rickrude Takoyaki and Coffee, as
advertised. As a Grade 12 STEM student, I am eager to gain practical experience in the field and believe
that Rickrude Takoyaki and Coffee would provide an excellent learning environment for me to develop my
skills and knowledge.

Throughout my academic journey, I have acquired a strong foundation in science, technology,

engineering, and mathematics. I am particularly passionate about applying these principles in a real-
world setting, and I am confident that the OJT program at RickRrude Takoyaki and Coffee will allow me
to do just that.

I am impressed by the reputation of Rickrude Takoyaki and Coffee and its commitment to delivering high-
quality products and services. I am eager to contribute to the success of your team and learn from
experienced professionals in the industry.

Please find attached my resume for your review. I am available for an interview at your earliest
convenience and can be reached at 09097489029 or via email at [email protected].

Thank you for considering my application. I look forward to the opportunity to discuss how I can
contribute to the success of Rickrude Takoyaki and Coffee as an OJT trainee.

Sincerely,

DAVE BENEDICK M. MERGAL

F. RESUME

Dave Benedick Mirabueno Mergal

B4 L10 Celina Homes 2, Kabatuhan, Caloocan
[email protected]
09097489029

OBJECTIVES

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 To secure a challenging position in a reputable organization to expand my learnings,
knowledge, and skills. And also to bring my strong sense of dedication, motivation, and
responsibility to your company.

EDUCATIONAL BACKGROUND

School Year 2022-2024 South East Asia-Institute of Trade and Technology

Fairview, Quezon City
Senior High School
Science Technology Engineering and Mathematics (STEM)

School Year 2018-2022 Commonwealth National High School

Llano High School
High School
Completer, June, 2022

School Year 2012-2018 South Central Elementary School

Manuel Luis Quezon Elementary School
Elementary
Graduated, 2018

PERSONAL INFORMATION

▪ AGE: 18 years old

▪ BIRTHDATE: July 20, 2005

▪ BIRTHPLACE: Mandaluyong City

▪ SEX: Male

▪ CIVIL STATUES: Single

▪ RELIGION: Roman Catholic

SKILLS

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 ▪ Champion in Math hataw - Grade 8

▪ Top 1 - Grade 8.

▪ With honors - Grade 7 - Grade 12

AWARDS RECEIVED

Champion in Math hataw - Grade 8

Top 1 - Grade 8.
With honors - Grade 7 - Grade 12

CHARACTER REFERENCE

REY CORIDOR
BUSINESS OWNER
09603998686

Kyla Katrisse Mendiola

Work Immersion Teacher
09636613458

I hereby certify that the above- mentioned information is true and correct with the best
of my knowledge.

Dave Benedick M. Mergal

Signature over printed name

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