Experiential Learning in Workplace: On-the-Job Training

Ho Thi Thao Nguyen Tran Vi Anh Nguyen Thi My Linh

Universiti Teknologi PETRONAS FPT University FPT University
Perak, Malaysia Hanoi, Vietnam Hanoi, Vietnam
+[Link] +84 34 7173980 +84 38 7355845
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ABSTRACT courses, On-the-Job Training, and specialization. On-the-Job

As the first University founded by a private enterprise in Vietnam, Training (OJT) is the work placement program in which FPT
one of the main focuses of FPT University is on the practical University students go to work in companies for up to six months,
knowledge and skills to help students perform well in the after the semester 5 (phase 2, foundation courses). This is to help
workplace. Thus, since its early days, the University has them to apply the knowledge and skills they have gained in the
emphasized the importance of work-based training, and has been first two phases of the program to gain practical experience to
implementing a sandwich model of the curriculum which includes prepare for the final phase, which also includes the completion of
a compulsory work placement period called On-the-Job training a graduation thesis/project.
(OJT). This study therefore seeks to evaluate and analyze the As a result, OJT has been an important component of the training
current implementation of OJT at FPT University. Based on the program at FPT University and one of the elements that sets the
findings, it is recommended that further effort should be made for University apart from competitors.
the continuous improvement of the OJT, particularly in terms of
supporting activities by the University’s functional departments, The scope of study is that the statistic data is collected during the
faculty, and also by the industry. OJT implementation period at FPT University, Hanoi Campus in
2018.
CCS Concepts The purpose of this paper is thus to answer the following
Applied computing → Collaborative learning
questions:
Keywords i. What is the current status of implementation of On-the-Job
Experiential learning; On-the-Job training; Work-based learning. training at FPT University?
1. INTRODUCTION ii. What has been the impact of On-the-Job training at FPT
FPT University (FPTU), a member of FPT Corporation and the University?
tertiary institution under FPT Education, was established in 2006
and was the first university in Vietnam to be founded by a private 2. LITERATURE REVIEW
enterprise. The University’s vision is summarized in the acronym For over 40 years, experiential learning theories and methods have
iGSM, which is short for industry-relevant, global, smart seen widespread use in the formulation of curricula and
education, and mega university. The University currently has over implementation of undergraduate programs and courses [1].
11,000 students, with a presence in the four major cities and Indeed, the benefits of experiential learning have been pointed out;
economic hubs of Vietnam such as Hanoi, Ho Chi Minh City, Da according to Slavich & Zimbardo (2012), it helps students to get
Nang, and Can Tho. As a member of FPT Corporation, the hands-on experience of theoretical knowledge, leading to more
pioneering, leading company in technology in Vietnam, FPTU profound insights of the course concepts and its practical
shoulders the great responsibility of providing students with an application [2]. When actively taking part in problem solving of
education that meets the needs of society based on state-of-the-art the activities, the students can improve their memory of the
education technology. lessons learnt, and form meaningful personal insights, i.e.
awareness of one’s own perspectives as well as others’ experience.
Therefore, in order to meet the vision and mission of the For the students, it is also considered more interesting compared
University, the programs offered are implemented following a to didactic teaching methods [3].
sandwich model in four phases: English preparation, foundation
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ICDEL 2020, May 22–25, 2020, Beijing, China ion (AC) (RO)
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DOI: [Link] Figure 1. Kolb learning cycle

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In the literature, the most widely used model of experiential skills, as well as providing them with a chance to use their
learning is the one proposed by Kolb (1984) [4], which presents a theoretical knowledge and apply it in practical situations; in
continuous cycle of learning called the “Kolb Learning Cycle”. addition, lecturers have reported on the importance of WBL in
According to Fry, Ketteridge, & Marshall (2009) [5], in this enhancing the motivation and skill set of students [6]. Studies
model, four types of abilities/activities are required for successful which look into the specific effects of OJT in the curriculum have
experiential learning to take place, as demonstrated in Figure 1 also noted the contributions of OJT to students’ skills and
above. competencies, like the study conducted by Valdez et. al (2015) [8]
into the effects of OJT program on the skills and competencies of
In the first step, the learners take part in new experiences in a free tourism graduates, or the study by Vairis, Loulakakis, & Petousis
and complete manner (CE). Then, based on different viewpoints, (2013) into the role of internships on students of a technological
they have to be able to reflect on what they have experienced. In university [9].
the next part of the process, the learners must formulate, re-
formulate and process the ideas to make them their own, and WBL has also been subject to some criticism. According to Lester
integrate the ideas into sound theories (AC). In the last step, with & Costley (2010) [10], there are some areas of concern in the
an improved understanding, the students can solve problems, implementation of WBL in higher education. First, there is often
make decisions, and apply knowledge and skills in unfamiliar no established academic practice (i.e. no curriculum, assignments,
situations (AE). Experiential learning is the foundation for other or exams) for WBL, so it is sometimes not highly regarded as an
types of teaching and learning methodologies, one of which is educational method. The second area of concern is on the
work-based (placement) learning. According to the New changing role of the educational institution as the provider of
Engineering Foundation (NEF) (2007), work-based learning knowledge. Furthermore, WBL can potentially have limited
(WBL) may be defined as the process of recognizing, creating and effects if the work does not match the learner’s aspirations and
applying knowledge through, for and at work which forms part skills. There is also the risk of ineffective university – employer
(credits) or all of a higher education qualification [5]. WBL is relationship, especially when commitment is low.
typically a part of a student’s undergraduate course in a sandwich
model and work experience modules, and can last from a few 3. METHODOLOGY
months to a year [5]. 3.1 Case Study
According to Fry, Ketteridge, & Marshall (2009) [5], a successful 3.3.1 Program Structure Oriented to Industry
work placement program includes the following stages and In 1999, realizing that a highly qualified workforce is absolutely
elements: essential for the development of FPT Corporation and of the
whole information technology industry, we sought the partnership
- Find the placement, by building and maintaining industry links of Aptech Limited, a global education and training company
so that students are offered quality work experience headquartered in Mumbai, India. In 2006 FPT went a step further,
- Work in partnership among the enterprise, the university, and the opening its own university and initially focusing on software
student, in which the university should maintain a communication engineering major. FPT University’s mission was to establish a
channel between all relevant parties. new model for information technology education in the twenty
first century, integrating the program with real life practice and
- Educational institutions should ensure the health and safety of tailoring it to fit the requirements of industry. FPT University has
students. provided high quality training and human resources skilled in
- The students must be prepared before the work placements, by information technology and other fields related to the business
being informed of the various aspects related to the workplace and objectives of FPT Corporation and other multinational technology
the program corporations.

- Throughout the duration of the work placement, contact between FPT University’s vision is portrayed in iGSM [Industry Relevant
the student and the university must be maintained. – Global – Smart Education –Mega]: To become a Mega
internationalized education system, to meet the needs of the
- Lastly, the process of assessment must be clear, while it should society, and to base on state of the art education technology.
be clear that there are nontraditional means of assessment, for Therefore, during the stage of developing and implementing
example through a portfolio or personal reflection. curricula, FPT University always closely connects and involves in
industries.
In the context of FPT University, this type of work-based learning
is specifically called On-the-Job Training (OJT). Generally, OJT At first, the development of the program outcomes involves key
has the purpose of providing employees with knowledge and tasks stakeholders, including the School Management Board, the
in a specific work task and/or area [6]. Consistent with the stages Academic and Science Council, Curriculum Development
above, Laguador (2013) [7] asserts that the institution must Division for Higher Education Programs, faculty, alumni and
strengthen the linkages with companies by joining professional industries. The expected learning outcomes for each program
organizations and actively participating in their activities. The were developed based on the combination of 3 educational pillars
same recommendation was made by Vairis, Loulakakis & and 5 arrays of knowledge since the university established. The 3
Petousis (2013, p.7), who further emphasized the importance of educational pillars are (1) Corporate demands, (2) National
academic supervision during the process. Moreover, information regulations, and (3) International standards. 5 arrays of
sessions and workshops should be organized before students join knowledge include (1) Industry Oriented Practice, (2) Foreign
the OJT to improve their awareness. Ultimately, a strong Languages, (3) Personal Development, (4) Social Awareness, and
commitment is the key for meaningful OJT programs. (5) Specialized knowledge. These are combined to develop our
academic programs and deliver courses. Moreover, Curriculum
OJT in particular and WBL in general has been considered as Development Division for Higher Education Program also
being beneficial to students’ general and personal transferable collaborate with the professional from industries to design and

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review the learning materials in order to ensure what students the remaining semesters. As a result, most of outstanding and
learn and experience at school are closely linked to what happens good students have been employed before their graduation.
in the business contexts.
(4) Specialization (Capstone Project): After completing OJT
FPT University applies both Trimester Model (3 semesters x 4 phase, students will come back to school and continue to pursue
months/year) and Sandwich Model. In Sandwich model, there are their desired majors and complete the capstone projects in the last
four phases as follows: semester. What they get from OJT phase is precious for both
specialization phase and further phase. In particular, students are
(1) Preparation for English: the phase lasts from 1 to 3 semester clearly oriented and confident to select the majors matching with
based on the students’ scores after taking the placement test. FPT their future career paths. At the same time, what students
University equipped students with English with proficiency in 4 experience and perform in the workplace helps them create the
skills such as Speaking, Listening, Reading and Writing. When proposals for the capstone projects in the last semester.
they master in English, they can be confident and comfortable
with teaching and learning activities in English as well as have 3.3.2 On the Job Training (OJT) Procedure
competitive advantages to seek jobs after graduation.
(2) Foundation: In this phase, Students will study fundamental Make estimated lists of students qualified for OJT
and core courses from semester 1 to semester 5. In this phase, Organize the orientation for students
students have opportunities to get familiar with the real Phase 1 Prepare the company database for OJT students
workplaces through the company tours, field trips and talk shows.
Besides, FPT University attracts the representatives of industries
Arrange the company sites for students
to become Professional Qualification (PQ) lecturers to instruct the
advanced courses because these courses are focused on Make official lists of students qualified for OJT
Phase 2 Devolve students
professional skills, applicable knowledge required and guide the
code of professional conduct for the future employees.
(3) On-the-job training (OJT): After completing 5 semesters, Monitor the OJT process of students: Change the
company sites (if possible) and Deal with
the university has to send all students to partner companies to
Phase 3 emerging issues
conduct OJT phase. OJT at FPT University are really different
from other universities in Vietnam for the following aspects:
(a) OJT is a compulsory course and applied for all students in all
programs rather than an optional course in other universities; Receive the final evaluation reports
Phase 4
(b) Student Relations Office (SRO) must be in charge of
conducting OJT through signing MOUs/MOAs with companies
rather than students look for companies by themselves in other Get the students' feedback on the OJT
universities; and Make the OJT certificates
Phase 5
(c) In common, other universities let students do OJT in 4 months;
however FPT University will allow students to last OJT from 4
months to 8 months. For particular cases, students get the good
evaluation at the end of the OJT phases as well as got the offers to Figure 2. OJT Procedure at FPT University [11]
work as full time employees in companies. FPT University will Figure 2 demonstrates the recent OJT procedures at FPT
make good conditions for students to keep their jobs and pursuing University.

Table 1. Description of 5 phases in OJT Procedure

Phase Purposes/Requirements Outputs Implementation time
- Six weeks before OJT
Estimated checklist of students achieving 90% credits of
at the latest (x-6)/The
pre-OJT phase (excluding the military training) and
latest is week 9 of the
assume that these students pass courses.
semester
Six weeks before OJT at
All students are invited to attend OJT workshop and get
The estimated checklist of the latest (x-6)/The latest
1 the OJT documents. On that workshop, there must be
students qualified for OJT phase is week 9 of the
participations of industries.
semester.
Student Relations Office (SRO) has already signed MOUs
among FPT University (FPTU) and companies. Besides,
x-4
SRO organizes the workshops to guide students how to
prepare their CVs.
Ensure 100% students have OJT fitting with their majors. Company sites for each student x-1
2 After having full results
Students achieving 90% of credits of pre-OJT phase Official checklist of students
of the semester before
(excluding military training). qualified for OJT
OJT (x-1)

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 Phase Purposes/Requirements Outputs Implementation time
The students do OJT no later than the first day of the
The memo of student devolution x
semester.
3 Conduct student feedback on the workplaces Student feedback forms on the At the beginning of the
workplaces second month of OJT
The student feedback rate on OJT workplace is at least At the final week of the
The OJT evaluation forms
60%. month
To request the periodical evaluation of companies about the student performance during the OJT phase following the mutual
agreement and determined criteria (once per month).
4 OJT results summary/ Student’s
All students receive the final evaluation reports from their The final month of OJT
OJT reports having the
companies accordingly. phase
company’s approval.
5 Student feedback forms on the Within 1 week right after
Student feedback rate on OJT sites is at least 60%.
OJT sites OJT phase
OJT certificates and the record
book detailing the delivery of 3 months after
100% students are given OJT certificates
OJT certificates with students’ completing OJT Phase
signatures
Note: x is the date as OJT students start working at the OJT companies

Table 1 gives a brief description about how SRO and others 4. FINDINGS
related FPTUs' departments implement the OJT procedure. In 3 continuous semesters of 2018 (Spring, Summer, and Fall),
Five stages of OJT Procedure are implemented as follow: 659 students participated in the OJT at approximately 50 different
employers.
Step 1: The Academic Affairs Department works with each
faculty to review and consider students are qualified and approved After the OJT time, the employers evaluated the student
for OJT. The Student Affairs also collaborates with the faculty to performance based on the grade scale of 10. Among them, 6% of
organize the orientation workshop before the OJT. At the same them were evaluated fewer than 8, about 23% were under 9, and
time, the Student Affairs have signed MOUs annually and has list the rest of them (nearly 71%) were evaluated from 9 to 10 (as
of available companies to provide OJT for students per semester. demonstrated in Figure 3 below). Through interacting and
Finally, Student Affairs will collect the student’s resumes. monitoring, students were good at problem solving, time
management, and code of conduct compliance.
Step 2: The Student Affairs Department arranges the company
sites for students matching their majors. In this step, the Academic
Affairs Department finalizes official lists of students qualified for
OJT stage. Finally, the Students Affairs Department devolves
students for selected companies during OJT stage.
Step 3: The Student Affairs Department monitors the OJT process
through the weekly reports from the companies as well as the
feedback forms from the students. The Student Affairs
Department shall change the company sites in the case students
raise acceptable reasons for their changes. More than that, the
Student Affairs Department always follows up to deal with any Under 8 Under 9 From 9 to 10
emerging issues in OJT stage.
Step 4: Students submit the final OJT reports with the approval of Figure 3. Employers' evaluation for OJT students in 2018
companies at the end of OJT stage to the Academic Affairs
Department and related faculties. Suitability Level
Step 5: In this step, the Student Affairs Department gets the Co-workers' Supports
students’ feedback on the OJT sites. At the same time, the Working environment
Academic Affairs Department makes the OJT certificates then Company scale
delivers for students in 3 months after they complete OJT. 0% 20% 40% 60% 80% 100%
3.2 Data Collection Satisfied Normal Unsatisfied
To understand the practice of OJT implementation at FPT
University, Hanoi Campus and evaluate its effectiveness partly,
the paper analyzed the collected data related to OJT evaluation Figure 4. Students' satisfaction on employers
from both students and employers required by OJT procedure. Besides, the students also had opportunities to feedback on the
The paper also showed about student comments on OJT employers and showed their levels of satisfaction with the
implementation derived from the Alumni Survey and Employer employers, the assigned tasks, and the level of compatible
Satisfaction Survey. between the assigned tasks with their disciplinary knowledge and
professional skills. Interestingly, around 60% of students
demonstrated that they were quite satisfied with their

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