Michelle Jean C. Villanueva, MAEd
Human Resource Head
John B. Lacson Colleges Foundation – Bacolod, Inc.

"Respect is not something you demand, it’s something you build. A healthy workplace thrives when everyone feels safe to speak, create, and contribute. It does not just happen by accident; it is built intentionally through everyday acts of kindness, accountability, and mutual respect.”

Rationale

John B. Lacson Colleges Foundation – Bacolod, Inc. is committed to maintaining a safe, respectful, inclusive, and harmonious work environment for all employees. As an educational institution, the school recognizes that every employee deserves to work in a workplace where dignity, professionalism, and mutual respect are upheld at all times.

Workplace bullying, harassment, intimidation, and other forms of abusive behavior can negatively affect the well-being, morale, and productivity of employees. Such behaviors may also disrupt teamwork, weaken employee engagement, and affect the overall working relationship within the institution.

The adoption of the Employees’ Anti-Bullying Policy was undertaken as a proactive measure to strengthen workplace discipline, promote respect among personnel, and provide a clear mechanism for addressing bullying and other abusive conduct. This best practice also supports the institution’s continuing commitment to employee welfare, ethical conduct, and a positive organizational culture.

Basis of the Best Practice

The Employees’ Anti-Bullying Policy was developed based on the recommendation from the research study entitled “Unveiling Workplace Bullying: Understanding Experiences, Impacts, and Mediating Actions,”conducted by Irene Mamon and Michelle Jean C. Villanueva.

The policy is also aligned with relevant national laws and regulations, including Republic Act No. 11058 or the Occupational Safety and Health Standards Law, the Labor Code of the Philippines, Republic Act No. 11313 or the Safe Spaces Act, Republic Act No. 7877 or the Anti-Sexual Harassment Act, Civil Service Commission rules, and applicable Department of Labor and Employment guidelines.

Department’s Best Practice

The Human Resource Office developed and adopted the Employees’ Anti-Bullying Policy to provide clear guidance on preventing, reporting, handling, and resolving workplace bullying incidents. To achieve this, the policy aims to define what constitutes workplace bullying, establish clear procedures for reporting and addressing incidents, and protect employees from retaliation while ensuring strict confidentiality. Furthermore, it seeks to promote a culture of respect, professionalism, and accountability among all personnel, ultimately aligning institutional practices with national labor, safety, and human rights standards.

Implementation Process

To ensure the effective implementation of the newly adopted Employees’ Anti-Bullying Policy, the Human Resource Office has established a comprehensive framework comprising six key measures. First, a thorough policy integration recommends embedding the policy into the formal Employee Handbook and all new employee orientation programs, ensuring all personnel are legally and culturally informed of their rights and expected conduct from day one. This foundation is reinforced through continuous awareness and capacity-building activities, such as mandatory seminars and training orientations focused on workplace respect, gender sensitivity, and professional behavior to proactive strengthen employee knowledge.

Simultaneously, an information dissemination campaign utilizes visible posters and strategic reminders across the workplace to maintain a constant presence promoting a bullying-free environment. Effective reporting requires trust; thus, a safe and trusted reporting mechanism is established, where employees are strongly encouraged to report incidents without any fear of retaliation, with absolute guarantees that all reports are handled with confidentiality, fairness, and strict due process. Complaints are not left vague but are instead managed by a dedicated committee, ensuring a standardized, neutral body that evaluates and manages delicate situations involving harassment or abuse. Finally, ongoing monitoring and follow-up are critical, with HR actively tracking all reported concerns and coordinating with other departments to ensure appropriate actions are enforced and that the working environment remains healthy, supportive, and respectful for all staff.

Benefits Derived from the Best Practice

The adoption of the Employees’ Anti-Bullying Policy has helped strengthen the Human Resource system by providing a clear and structured approach to addressing workplace concerns. It promotes fairness, accountability, and professionalism among employees. This best practice has contributed to:

  *  Greater awareness of respectful workplace behavior;

  *  Clearer procedures for reporting and handling complaints;

  *  Stronger protection for employees against bullying and retaliation;

  *  Improved employee confidence in raising workplace concerns;

  *  Promotion of a positive and harmonious working environment; and

  *  Strengthened compliance with labor, safety, and human rights standards.

Through this initiative, the institution continues to build a workplace culture where employees feel safe, valued, respected, and empowered.

Stakeholders’ Feedback

The Employees’ Anti-Bullying Policy benefits all employees of JBLCF-Bacolod by providing them with a safer and more supportive work environment. Feedback from employees and stakeholders reflects the importance of having a clear policy that protects personnel, promotes respectful communication, and strengthens trust in the institution’s grievance and intervention mechanisms. The policy also supports department heads and supervisors by guiding them in addressing concerns in a fair, confidential, and professional manner.

Suggestions and Recommendations

To further strengthen the implementation of the Employees’ Anti-Bullying Policy, the following recommendations are proposed:

1. Continue regular orientation and re-orientation of employees on the policy;
2. Include anti-bullying awareness in employee development and values formation programs;
3. Strengthen documentation and monitoring of workplace concerns;
4. Encourage department heads to promote respectful communication and proper conflict management within their respective offices;
5. Conduct periodic employee feedback surveys to assess workplace climate; and

Review and update the policy when necessary to ensure its continued relevance and effectiveness.

Acknowledgment

The Human Resource Office acknowledges the support of the Administration, department heads, faculty, and staff in promoting a safe, respectful, and inclusive workplace. Appreciation is also extended to those who contributed to the research study and to the development of this policy as part of the institution’s commitment to employee welfare and organizational excellence.

Through this best practice, JBLCF-Bacolod continues to uphold its commitment to a workplace culture anchored on respect, dignity, professionalism, and care for every employee.

"Digitization is the bridge between the heritage of the past and the accessibility of the future, turning static pages into living, global resources. We are not changing the story of knowledge; we are simply giving it wings to fly beyond the physical shelf."

Rationale

The initiative From Print to Pixel: Exploring the Adoption of Library Scanning Services was conceived in response to findings from an institutional audit that highlighted the need to improve access to library resources and strengthen the library’s support for digital information services. The audit revealed gaps in the provision of timely and convenient access to printed materials, particularly for users who required electronic copies for academic, research, and instructional purposes. It also identified opportunities for the library to enhance resource accessibility, optimize service delivery, and align its operations with evolving technological and educational demands.

Prior to the implementation of the scanning service, library users relied heavily on physical access to printed resources, which often posed challenges such as limited availability of materials, time constraints, and difficulties in accessing information outside library hours. Feedback from students, faculty members, and researchers further underscored the growing demand for digital formats that support remote learning, research productivity, and flexible access to information. The increasing integration of digital technologies in education has also emphasized the need for libraries to modernize traditional services and provide innovative solutions that meet contemporary user expectations.

Recognizing these concerns, the library adopted a scanning service as a strategic response to the audit recommendations. The service aimed to transform selected print-based resources into digital formats while adhering to copyright and institutional policies. By enabling users to request scanned copies of library materials, the initiative sought to improve information accessibility, enhance user satisfaction, promote resource sharing, and support the institution’s digital transformation efforts. Ultimately, the adoption of library scanning services represents a proactive approach to addressing identified service gaps and ensuring that the library remains responsive, relevant, and accessible in an increasingly digital learning environment.

Objectives

This undertaking aims to improve access to information resources and enhance library service delivery by adopting a library scanning service that converts print-based materials into accessible digital formats.

Specifically, it seeks to:

1. Enhance accessibility to library resources

2. Promote efficient utilization and sharing of library collections.

3. Support teaching, learning, and research activities through timely access to information.

4. Contribute to the preservation of print materials by reducing physical handling.

5. Support institutional digital transformation initiatives and contribute to Sustainable Development Goal 4 (Quality Education).

Theoretical Underpinnings

This innovation is anchored on the Diffusion of Innovations Theory of Everett Rogers (2003), which explains how new technologies and practices are adopted within organizations to address emerging needs and improve performance. The adoption of the Library Scanning Service reflects the library's initiative to introduce an innovative technology-enabled service that enhances access to information resources and improves service delivery.

The innovation is further supported by the Technology Acceptance Model (Davis, 1989), which posits that the successful adoption of technology depends on users' perceptions of its usefulness and ease of use. The scanning service provides convenient and efficient access to library materials, thereby encouraging utilization among students, faculty members, and researchers.

Additionally, the initiative is guided by Ranganathan's Five Laws of Library Science, particularly the principles of saving the reader's time and recognizing the library as a growing organism. Through digitization and electronic document delivery, the library enhances accessibility, promotes user-centered services, and adapts to the evolving information needs of its academic community.

Innovative Practices

The Library Department adopted and developed a Library Scanning Service, a technology-enabled document delivery initiative that converts requested portions of print-based library resources into digital formats. The service utilizes scanning equipment, cloud-based storage platforms, and electronic communication channels to provide users with convenient access to information resources while ensuring compliance with copyright regulations and institutional policies.

The innovation was inspired by benchmarking activities and professional learning experiences. Digitization initiatives implemented by institutions such as Central Philippine University and West Visayas State University served as reference models in conceptualizing the service. Furthermore, participation in professional development activities, including the National Archives Congress and related digitization seminars, enhanced librarians’ competencies in scanning workflows, file management, metadata organization, and digital preservation practices.

The Library Scanning Service was developed to improve access to information resources by enabling students, faculty, researchers, and other library users to obtain digital copies of needed materials in a timely and convenient manner. Specifically, it aims to address service gaps identified during the audit, enhance access to resources, support teaching, learning, and research activities, reduce barriers to physical access to library collections, increase user satisfaction, and promote efficient use of library resources. Furthermore, the service contributes to the preservation of print materials by minimizing physical handling while extending the reach and availability of the library's collections.

Process Flow

The Library Scanning Service follows a structured workflow designed to ensure efficiency, quality, accessibility, and compliance with institutional policies, audit findings, and fair use. The digitization workflow begins by selecting frequently used materials based on circulation reports, academic requirements, faculty recommendations, and user requests. Next, these selected resources are inspected and prepared to ensure they are suitable for scanning and compliant with copyright and institutional policies, and then digitized using the ScanSnap SV600 scanner to produce high-quality electronic copies. Following digitization, scanned files are assigned standardized file names to facilitate efficient organization, retrieval, and management, and the digital outputs are reviewed to ensure completeness, readability, accuracy, and image quality before storage. Once approved, the scanned files are securely stored in the library’s OneDrive repository to support preservation, backup, and future access. Finally, all scanned files are uploaded to a password-protected Flipbook platform to ensure security and compliance with copyright laws, and a unique QR code is then generated to provide authorized users with convenient access to the digital resource.

Benefits

The implementation of the Library Scanning Service has significantly enhanced library operations and user experiences. The following are its perceived benefits:

Feedback from Stakeholders

The adoption of the Library Scanning Service has received positive feedback from stakeholders, particularly during quality assurance and compliance assessments. Stakeholders recognized the library’s initiative as a commendable effort to improve access to learning resources, address audit findings, and advance the institution’s digital transformation goals. The following statement reflects their appreciation of the library’s noteworthy efforts:

"We commend the library for its initiative in adopting the ScanSnap SV600 OCR scanner to digitize frequently used and reserved learning resources. This innovation has significantly improved access to information by providing electronic copies of materials, making them more readily available to students, faculty, and researchers. The effort demonstrates the library’s commitment to continuous improvement, digital transformation, and responsive service delivery.

We also recognize that this initiative effectively addresses the IMS Audit Finding regarding the requirement to maintain reserved and frequently used books in both print and electronic formats. By implementing this practice, the library has strengthened compliance with CMO No. 22, s. 2021 and ISO 21001:2018 Clause 5, while enhancing the accessibility, preservation, and utilization of its learning resources."

Recommendations

To sustain and further improve the Library Scanning Service, the following recommendations are proposed:

1. Strengthen compliance monitoring with copyright laws and institutional policies to ensure ethical and legal use of digitized materials.

2. Develop or adopt a centralized institutional repository to improve long-term storage, retrieval, preservation, and management of digital resources.

3. Conduct regular user satisfaction assessments and utilization studies to identify emerging needs and continuously improve service quality.

4. Provide continuous professional development opportunities for library personnel in digitization technologies, metadata management, digital preservation, and emerging information technologies.

5. Explore integration with library management systems and online service platforms to further streamline access and document delivery processes.

Acknowledgment

The Library Department gratefully acknowledges the administration of John B. Lacson Colleges Foundation–Bacolod for its support of innovation, technological advancement, and initiatives to enhance library services. Appreciation is likewise extended to the faculty members, students, researchers, and library users whose feedback and participation contributed to the development and continuous improvement of the Library Scanning Service.

Special recognition is also given to the librarians and library staff whose commitment, professional development efforts, and dedication to service excellence made the successful implementation of this initiative possible. Their collective efforts have enabled the library to enhance information accessibility, strengthen service delivery, and contribute meaningfully to the institution’s mission of providing quality education.

Dr. Emeliza Estimo
Research Coordinator
JBLCF-Bacolod

"Data without direction is just a file on a shelf. The true measure of an institution's leadership isn't how much feedback it collects, but how quickly that feedback is transformed into measurable change."

Higher education institutions regularly gather feedback from stakeholders through institutional surveys. However, one persistent challenge is ensuring that these valuable sources of information are translated into concrete actions rather than remaining as reports filed away after presentation. While survey findings and research recommendations often identify areas requiring improvement, departments may struggle to systematically evaluate previous interventions, monitor progress, and formulate evidence-based action plans that directly address stakeholder concerns.

Recognizing the need for a more structured approach to institutional responsiveness, JBLCF-Bacolod has adopted the Institutional Feedback Review and Action Planning Workshop. The initiative was designed and held annually to strengthen accountability, promote evidence-based decision-making, and ensure that stakeholder voices are meaningfully incorporated into departmental planning and improvement efforts. The workshop serves as a mechanism to close the feedback loop by translating survey results and research findings into actionable, measurable, and verifiable interventions.

Source of the Best Practice

The best practice was developed internally by integrating principles of continuous quality improvement, outcomes-based management, stakeholder-centered governance, and research utilization. It was further informed by institutional assessment processes that emphasize evidence-based planning and systematic evaluation of action plans. The workshop design reflects the institution's commitment to using stakeholder feedback and research findings as drivers of organizational learning and continuous improvement.

What Was Adopted or Developed?

The Research and Development Office developed and facilitates the Institutional Feedback Review and Action Planning Workshop, a two-day collaborative activity that brings together department heads and institutional leaders to review survey results, evaluate the effectiveness of previously implemented action plans, and formulate new interventions based on current stakeholder feedback and research findings. The workshop reports and addresses feedback resulting from the institutional surveys conducted at JBLCF-Bacolod: Stakeholders’ Satisfaction and Dissatisfaction Survey, Employees and Students Engagement Survey, Core Values Survey, and Diversity, Equity, and Inclusion Survey. It also covers action planning based on the research findings and recommendations consolidated from the previous year’s studies.

For What Purpose?

The workshop was designed for the following objectives:

How Does the Best Practice Work?

Using MS Teams as a platform for reviewing the data in their digital format, the workshop follows a structured review-and-action cycle. First, participants examine the results of institutional surveys, including stakeholder satisfaction, dissatisfaction, engagement, core values, and DEI assessments. They are encouraged to approach feedback objectively and view stakeholder comments as opportunities for growth and improvement rather than personal criticism.

Second, departments evaluate the status and effectiveness of action plans implemented in response to previous survey findings and research recommendations. This allows departments to determine which interventions have been completed, which require refinement, and which concerns remain unresolved.

Third, participants formulate SMART action plans based on current stakeholder feedback. To promote consistency and measurability, departments are guided in developing concise, attainable, and verifiable action plans that can later be supported by evidence of implementation.

Finally, departments prepare implementation plans and expected outcomes, ensuring that recommendations from stakeholders are directly linked to specific institutional actions. The process transforms feedback into a cycle of review, action, evaluation, and continuous improvement.

Benefits Derived from the Best Practice

The Institutional Feedback Review and Action Planning Workshop has generated several significant benefits for the institution.

First, it has strengthened accountability by requiring departments to evaluate the outcomes of previously implemented action plans before proposing new interventions. This minimizes the likelihood that stakeholder concerns will be overlooked or repeatedly addressed without measurable results.

Second, the workshop has enhanced evidence-based decision-making. Rather than relying on assumptions, departments formulate interventions grounded in survey data, stakeholder feedback, and research findings.

Third, the initiative has improved cross-departmental collaboration by bringing together leaders from different departments to discuss common concerns, share best practices, and align institutional priorities.

Finally, the workshop has reinforced a culture of continuous quality improvement by embedding feedback review, action planning, and evaluation into the institution's annual planning cycle.

Feedback from Stakeholders

Feedback from participants has been positive, particularly regarding the workshop's structured and collaborative approach. Department heads appreciated the opportunity to systematically review stakeholder concerns, assess the effectiveness of prior interventions, and formulate evidence-based, actionable solutions. The process also promoted greater awareness of institutional survey results and encouraged departments to take collective responsibility for improving services and stakeholder experiences.

Moreover, the workshop provided a practical mechanism for utilizing institutional research findings and stakeholder feedback in departmental planning. By directly linking recommendations to action plans, the institution strengthened its responsiveness to stakeholder needs while improving the traceability and accountability of improvement initiatives.

Acknowledgment

The success of the Institutional Feedback Review and Action Planning Workshop would not have been possible without the support and active participation of the institution's Administrator, department heads, faculty members, staff, and stakeholders, whose feedback serves as the foundation for continuous improvement. Special recognition is given to the Research and Development Office for facilitating the collection, analysis, dissemination, and utilization of institutional feedback and research findings, thereby helping cultivate a culture of evidence-based decision-making and quality enhancement throughout the institution.

2/O Nestor A. Herpacio Jr.

Onboard Training Supervisor

"The true measure of an educational institution is not how efficiently it processes students, but how effectively it prepares them for the realities that await beyond its gates."

In maritime education, preparation is everything. Long before a cadet steps onto a vessel, stands watch on the bridge, or enters the engine room, a crucial journey of preparation takes place behind the scenes. It is a journey shaped by guidance, mentorship, systems, and experiences designed to bridge the gap between academic learning and life at sea.

At John B. Lacson Colleges Foundation (Bacolod), Inc., the Onboard Training Office recognized that fulfilling this responsibility required more than compliance with regulations. It required innovation. It required collaboration. And most importantly, it required a commitment to continuously improve the way students are prepared for their transition from learners to maritime professionals. This commitment gave rise to a transformative initiative aptly titled "Innovate, Integrate, Elevate: Transforming Cadet Preparation Through Digitalized Onboard Training Management." More than a collection of programs and procedures, the initiative represents a shift in mindset—one that views every orientation, every document processed, every student interaction, and every operational improvement as an opportunity to create a better experience for future seafarers.

What began as an effort to address challenges in student engagement, process efficiency, and clerical operations evolved into a comprehensive system of innovations that transformed how the Onboard Training Office serves its stakeholders. Through immersive learning programs, streamlined processes, collaborative leadership, and digital transformation, the office has successfully redefined what student preparation can look like in a modern maritime institution.

Beyond Compliance: Creating Experiences that Matter

Like many educational offices, the OTO faced familiar challenges. Student participation during orientations was often passive. Administrative procedures required continuous refinement. Clerical tasks consumed significant time and effort. While the office consistently met regulatory requirements, its team believed there was room to make the entire process more engaging and efficient. A simple question arose. What if orientation and seminars could become an experience rather than just a requirement? That question became the catalyst for change.

Instead of conducting the Onboard Training Orientation and Pre-Employment Seminar in a traditional classroom setting, the office transformed the event into an immersive off-campus experience. Students entered professionally prepared venues complete with thematic designs, interactive learning spaces, and program segments that encouraged active participation. What was once a routine seminar evolved into an event students looked forward to attending.

Learning Through Interaction

The redesigned program introduced a refreshing approach to student engagement. Industry practitioners, maritime professionals, and resource speakers shared insights about life at sea, employment opportunities, and professional expectations. Rather than relying solely on lectures, the event incorporated interactive discussions and panel sessions, allowing students to ask questions and engage directly with speakers.

Perhaps one of the most memorable features was the introduction of interactive booths. Students moved beyond passive listening and became active participants in activities that reinforced learning and fostered camaraderie among future seafarers. The atmosphere was energetic, collaborative, and distinctly different from traditional orientations and seminars. For many students, it was their first glimpse of the professional environment they would soon enter.

Improving the System Behind the Service

While students experienced the visible changes, another transformation was taking place behind the scenes. The OTO began reviewing its internal procedures and documentation systems to identify opportunities for improvement. New tools such as the Debriefing Checklist, Validation and Remediation Forms, and Procedure and Endorsement Forms were developed to provide structure and consistency in office operations. These improvements ensured that students received clear guidance regarding their requirements and training records. More importantly, they enabled supervisors to evaluate and assist students through a standardized, transparent process. By refining these systems, the office reduced uncertainty and improved service delivery, benefiting both students and personnel.

The Power of Teamwork

Innovation rarely succeeds through individual effort alone. One of the defining strengths of the Onboard Training Office is its culture of collaboration. Supervisors and staff members work closely together, sharing ideas, reviewing procedures, and continuously seeking better ways to serve students. This collaborative environment enabled the office to implement changes more effectively and sustain improvements over time. Rather than viewing challenges as obstacles, the team embraced them as opportunities to innovate. Their collective commitment became the foundation upon which many of the office’s successful initiatives were built.

A Digital Solution to an Old Problem

Among all the innovations introduced by the office, perhaps none has had a greater operational impact than the development of the Centralized Enrollment Data System (CEDS). Before CEDS, staff members spent countless hours manually encoding student information, transferring data between forms, and preparing official documents. The process was repetitive, time-consuming, and vulnerable to human error.

Recognizing the need for a smarter solution, the office designed a digital workflow that simplified the entire process. Students now submit information directly through online forms. Data is automatically organized into a centralized database where office personnel can access, verify, and utilize records as needed. Official forms can then be generated efficiently using integrated templates.

The results were immediate. Clerical workload was significantly reduced. From 30 minutes of processing per student, it impressively dropped to 5 minutes. Data became more organized and secure. Processing time improved. Staff members were able to focus more on student support and less on repetitive encoding tasks. What once required multiple layers of manual work could now be accomplished with greater speed and accuracy.

Beyond improving efficiency, CEDS has also enhanced the quality of decision-making within the office. With student information readily available in a centralized, searchable database, personnel can quickly retrieve records, monitor enrollment trends, and generate accurate reports as needed. The system has improved data consistency, minimized record duplication, and strengthened accountability in handling student information. More importantly, it has fostered a culture of innovation and continuous improvement, demonstrating how a simple yet strategic digital solution can transform routine administrative processes into a more responsive, reliable, and student-centered service.

Preparing Future Mariners for an Ever-Changing Industry

The maritime industry continues to evolve, and maritime education must evolve with it. The innovations implemented by the Onboard Training Office demonstrate how even simple, practical improvements can create meaningful change. Through creative programming, strengthened processes, collaborative leadership, and digital transformation, the office has enhanced both operational efficiency and student experience. More importantly, these initiatives reflect a deeper commitment to preparing future mariners not only for compliance requirements but for successful careers at sea.

As the office continues to refine its programs and systems, its guiding principle remains clear: Innovate. Integrate. Elevate. Three goals that capture a continuing journey toward excellence—one that ensures every maritime student is better prepared, better supported, and better equipped to navigate the challenges of the profession they have chosen. For the Onboard Training Office, innovation is not simply about changing processes. It is about creating opportunities, empowering students, and shaping the next generation of Lacsonian seafarers.

This best practice examined the implementation and impact of the New Testament Course as a values-formation initiative among university scholars at John B. Lacson Foundation Maritime University (Arevalo), Inc. during the School Year 2023–2024. Anchored on holistic education, the initiative aimed to strengthen students’ spiritual formation, enhance mental and social well-being, and promote discipline and ethical behavior alongside academic development. A descriptive research design was employed, involving twenty-eight (28) university scholars selected through purposive sampling. A researcher-made questionnaire, validated by experts and tested for reliability using the Kuder–Richardson Formula 20 (KR-20), was utilized. Data were analyzed using frequency and percentage distribution.

Results revealed that the New Testament Course had a positive impact across social, mental, and spiritual domains. Socially, scholars reported improved self-control, responsible behavior, and motivation for social engagement. Mentally, the course fostered inner strength, hope, peace, and motivation. Spiritually, it deepened students’ relationship with God and others, encouraged forgiveness and compassion, strengthened resilience during challenging times, and reinforced values that regulate lifestyle choices. Thematic analysis yielded three core outcomes: strengthening faith in God, holistic well-being, and discipline in everyday life.

The findings affirm that the structured integration of the New Testament Course is an effective unit best practice that contributes to holistic student development. The initiative is recommended for sustained implementation, institutionalization, and possible expansion to other student groups to further support values-based and transformative education.

Dean, College of Business and Education

JBLCF-Bacolod

Background

In response to the demands of 21st-century learning, the College of Business and Education conducted a seminar-workshop titled "Transforming Education through Technology." This initiative, under the department’s Annual Operational Plan (AOP), aimed to equip faculty with digital tools and teaching innovations to enhance pedagogical effectiveness and student engagement.

Aligned with the institution's commitment to outcome-based education (OBE) and lifelong learning, the seminar fostered digital competence, enhanced teaching methodologies. It supported the integration of technology across customs administration, hospitality, and technical vocational education. The seminar-workshop further supports the Philippine higher education agenda and aligns with Sustainable Development Goal 4 (SDG 4) to improve learning outcomes and promote lifelong learning opportunities. The integration of educational technology reaffirms the College of Business and Education's mission to prepare adaptive, globally competent professionals.

During the session, faculty members explored Mentimeter, Quizizz, and Google Classroom as effective tools to enhance teaching, learning, and student engagement.

Using the Mentimeter

Integrating Mentimeter as a teaching and learning strategy transforms the classroom into an interactive hub, empowering teachers to create engaging, student-centered experiences. By incorporating Mentimeter, educators foster active participation through polls, word clouds, and Q&A sessions, promoting real-time feedback and collaborative learning activities. This enhances digital literacy, encourages critical thinking, and allows students to express ideas confidently, ultimately making lessons more dynamic and inclusive.

Utilizing Quizziz for Assessments

Utilizing Quizizz as a teaching and learning strategy transforms assessments into engaging, gamified experiences. By incorporating Quizizz, educators make learning fun and interactive while reinforcing concepts through self-paced challenges and real-time feedback, fostering a student-centered environment. This approach not only tracks student progress and boosts motivation but also supports differentiated instruction, meeting diverse learning needs and promoting a deeper understanding of the subject matter. As such, Quizizz becomes a valuable tool in both formative and summative assessments, enhancing overall student engagement and performance.

Enhancing Student Engagement through Google Classroom

Implementing Google Classroom as a teaching and learning strategy transforms the educational environment into a digitally organized and collaborative space. This platform equips students with the skills to access materials, submit assignments, receive feedback, and efficiently collaborate, promoting digital literacy and self-directed learning. By streamlining instructional delivery and enhancing communication, Google Classroom allows teachers to create a more accessible, responsive, and personalized learning experience that supports blended or fully online models, ultimately fostering a digitally fluent and engaged student body prepared for the demands of modern education and beyond.

Capacitating Pedagogical Skills through Technology

We aim for training that equips educators with the skills to enhance student engagement and improve learning outcomes in a technology-driven world. Integrating digital tools creates more interactive and personalized learning experiences aligned with 21st-century demands, supporting outcome-based education and fostering innovation. This tech-driven approach envisions a future where online platforms facilitate blended and remote learning, enhancing digital literacy, teacher productivity, and student success while preparing students to thrive in a rapidly evolving, interconnected global environment. This ensures they are adaptable, competent, and ready to excel.

The "Transforming Education through Technology" seminar-workshop has unleashed the potential of the College of Business and Education faculty to deliver more innovative instruction, empowered by the use of technology. Now, educators are better prepared to create dynamic, engaging and digitally literate learning environments utilizing platforms such as Mentimeter, Quizizz, and Google Classroom. Not only does this initiative reaffirm the college's commitment to offering a quality, outcome-based education, but it also champions its graduates as leaders poised to flourish in an ever-evolving global ecosystem driven by digital transformation.

Dean, College of Business and Education

JBLCF-Bacolod

Background

In today's interconnected world, developing global competence among students is essential for success in a competitive job market. The Student Internship Abroad Program (SIAP) is a strategic initiative designed to enhance students' cross-cultural skills and professional experiences, preparing them to excel in international settings. Implementing such programs requires adherence to guidelines established by the Commission on Higher Education (CHED), specifically those outlined in CHED Memorandum Order No. 22, Series of 2013, as well as coordination with immigration authorities in countries such as Thailand, France, and the USA. The Student Internship Abroad Program was established to meet the growing demand for globally competent graduates who can adapt to diverse cultural and professional environments. For Hospitality Management students, international exposure enhances their understanding of global service standards and practices, aligning with the College of Business and Education's goal of producing future global leaders in the industry.

This program provides students with meaningful learning experiences that extend beyond the classroom, reinforcing academic excellence and internationalization. Integrating global internships into the BSHM curriculum improves graduate employability and supports the college’s commitment to innovation and sustainability through firsthand exposure to international best practices.

Successfully complying with CHED’s guidelines and managing immigration processes for countries like Thailand, France, and the USA reflects the department’s strong commitment to quality education. Through strategic coordination with CHED and international partners, the program sets a precedent for academic units aiming to pursue similar global initiatives.

Challenges Encountered

Despite its benefits, SIAP faces several challenges, including strict compliance with CHED Memorandum Order No. 22, Series of 2013, as well as the preparation of extensive documentation, such as Memoranda of Understanding (MOUs), student agreements, and compliance reports. Legal and immigration requirements, particularly for countries such as Thailand and France, add further complexity.

Establishing strategic partnerships with international host institutions and coordinating with regulatory bodies, such as CHED Regional and Central Offices, requires sustained effort and alignment with academic goals. Financial constraints also pose a challenge, as students and institutions must shoulder travel, accommodation, insurance, and other related expenses. Additional concerns include addressing cultural and language barriers, ensuring risk management and student safety abroad, and supporting student adaptation and well-being. Lastly, implementing an effective feedback and evaluation system is crucial for monitoring student progress and measuring the program’s overall impact.

Objectives

The objectives of the program are multifaceted and strategically designed to benefit Bachelor of Science in Hospitality Management (BSHM) students at JBLCF-Bacolod. Firstly, the program aims to provide students with the opportunity to acquire practical knowledge, skills, and desirable attitudes through internships at recognized foreign host establishments or Organizations (FHEs/Os). Secondly, it seeks to enhance the students' work values, competencies, and discipline as they relate to others within a multicultural work environment. Thirdly, the program aims to promote the global competitiveness of students through their training, exposure, and acculturation in a foreign country. Fourthly, it endeavors to strengthen and enrich the Bachelor of Science in Hospitality Management degree program, with a major in Cruise Ship Services, ensuring that it delivers the necessary levels of knowledge and skills for success in a dynamic and competitive world. Lastly, the program is committed to protecting and safeguarding students participating in internships abroad from harassment, exploitation, substandard training conditions, and any other circumstances that contravene or undermine the purpose of the internship.

Theoretical Underpinnings

The Seven Pillars Model of Global Competency supports the study "Empowering Global Competence: Innovating Student Internships for a Sustainable Future" by emphasizing the importance of cross-cultural experiences, global collaboration, and international fieldwork (Javidan & Bowen, 2020). Applied to the Student Internship Abroad Program (SIAP), this model strengthens students’ cultural intelligence and adaptability.

Innovative Best Practice: The Student Internship Abroad Program (SIAP)

Through international exposure at Foreign Host Establishments (FHEs), SIAP aligns with the model’s goal of cultivating a global mindset—an essential trait for BSHM students preparing for careers in international hospitality. The program is structured in three phases: preparation, deployment, and post-internship assessment.

The process of applying for the Student Internship Abroad Program (SIAP) begins with Higher Education Institutions (HEIs), such as the John B. Lacson Colleges Foundation, submitting a notarized Letter of Intent to the Commission on Higher Education (CHED) at least 15 working days or one month before the intended departure date. The submitted documents undergo a thorough evaluation by CHED to ensure they meet all program requirements. If the documents are complete and satisfactory, CHED grants approval and officially notifies the HEI that the student trainees are eligible to be included in the list of SIAP participants. However, if deficiencies are found, CHED issues a written notification detailing the missing or insufficient documents that must be addressed before approval can be granted.

The preparation phase involves securing CHED endorsements, compliance with documentation requirements, and establishing legal agreements with foreign host establishments. Key documents include the school’s government recognition certificate, Autonomous Status certificate, PACUCOA Level III certificates, curriculum accreditation, Memoranda of Agreement (MOA) with international partners, and verification of student trainees’ eligibility. The deployment phase requires close coordination with CHED Regional Offices VI and IV, as well as Metro Manila and immigration authorities for visa processing, medical clearances, insurance, and travel logistics. Student trainees are then sent to their host establishments, where they gain hands-on experience aligned with global hospitality standards.

Previously, several of our student trainees completed their six-month training programs in France, with some returning for employment opportunities, reflecting the effectiveness of the internship experience. As part of the post-internship assessment phase, their performance, skills acquired, and overall experience were evaluated to ensure that the training objectives were met and to identify areas for improvement in future deployments.

Currently, three student trainees are undergoing a six-month internship at The Peninsula Bangkok. At the same time, another group of three has been approved for internships in France, specifically at Le Strasbourg and Le Couvent Des Minimes Hotel. Their progress and experiences will also be assessed after completion to ensure the program continues to enhance their skills, boost their employability, and maintain high standards of training under the Student Internship Abroad Program (SIAP).

For the 2025-2026 school year, the College of Business and Education, within the Bachelor of Science in Hospitality Management (BSHM) program, has actively facilitated student trainees' participation in the Student Internship Abroad Program (SIAP). The distribution of applicants is as follows: 19 students, representing 32.8%, are currently processing their applications for internship placements in the United States; 27 students, accounting for 46.6%, are preparing for internship opportunities in France; and 12 students, comprising 20.7%, are seeking placements in Thailand. During their training, all student trainees will receive stipends to support their internship experience and enhance their learning outcomes.

Benefits Gained by Students from the Program

The Student Internship Abroad Program (SIAP) offers student trainees invaluable opportunities that contribute to their personal and professional growth.

Industry-Relevant Experience. Students gain hands-on training in real-world work environments, allowing them to apply theoretical knowledge to practical situations. This direct engagement with industry practices provides a deeper understanding of their field, bridging the gap between academic learning and professional application.

Skill Enhancement. SIAP facilitates the honing of technical skills specific to their industry. It enables students to develop essential soft skills such as communication, teamwork, problem-solving, and time management, which are vital for success in any professional setting.

Professional Networking. Through SIAP, students build connections with industry professionals and potential employers, expanding their professional network. This can lead to future job opportunities and valuable mentorship relationships.

Increased Employability. Completing an international internship significantly enhances a student's resume and increases their attractiveness to potential employers. The experience demonstrates adaptability, initiative, and a global perspective.

Cultural Competence and Adaptability. SIAP exposes students to different cultures and work environments, fostering cultural competence and adaptability. This prepares them to thrive in diverse, globalized workplaces and become effective cross-cultural communicators.

Financial Incentives. Many SIAP programs offer stipends or compensation, providing students with financial assistance to cover living expenses and reducing the financial burden of participating in an international experience.

Confidence and Independence. Living and working abroad promotes personal growth by building confidence and independence. Students learn to navigate new environments, solve problems independently, and become more self-reliant.

Pathway to Career Advancement. The combination of industry experience, skill enhancement, and cultural competence gained through SIAP provides a strong foundation for career advancement. Students are better equipped to assume leadership roles and excel in their chosen fields.

Benefits Gained by the College

The College of Business benefits from the SIAP program in multiple ways, enhancing its curriculum, reputation, and industry linkages:

Curriculum Enhancement. Feedback from SIAP experiences informs curriculum development, ensuring it remains relevant and aligned with industry needs. The College can update its courses to reflect current best practices and emerging trends.

Industry Collaboration. SIAP fosters strong partnerships with international organizations, providing opportunities for collaborative research, guest lectures, and curriculum co-development.

Increased Graduate Employability. Graduates with international internship experience are more attractive to employers, resulting in higher placement rates and improved alumni outcomes.

Reputation and Competitive Advantage. A successful SIAP program enhances the College's reputation and attracts high-quality students. It positions the College as a leader in global education, providing a competitive advantage in the higher education market.

Continuous Feedback for Program Improvement. SIAP provides a platform for gathering feedback from students and industry partners, which can be used to continuously improve the program and ensure it meets the needs of all stakeholders.

Benefits of the Program to JBLCF-Bacolod

At the institutional level, JBLCF Bacolod benefits from the SIAP program through the following:

Institutional Recognition and Prestige. A successful SIAP program enhances JBLCF Bacolod's reputation as a forward-thinking institution committed to providing students with global opportunities. This recognition attracts high-caliber students and faculty, thereby enhancing the institution's standing within the academic community.

Stronger Industry Linkages. SIAP fosters valuable partnerships with international organizations and businesses. These connections can lead to collaborative research projects, guest lectures, curriculum development opportunities, and increased access to resources, enriching the educational experience for students and faculty.

Enhanced Alumni Network. SIAP participants become part of a global alumni network, fostering connections and collaborations that extend beyond their internship experience. These alumni can serve as mentors, advisors, and potential employers for future generations of students.

Accreditation and Compliance. Participation in SIAP demonstrates JBLCF Bacolod's commitment to providing high-quality, globally relevant education. This can strengthen the institution's accreditation status and ensure compliance with international standards and best practices.

Global Competitiveness. By offering SIAP, JBLCF Bacolod prepares its graduates to be globally competitive professionals. The program equips students with the skills, knowledge, and cultural competence needed to thrive in an increasingly interconnected world, enhancing their career prospects and contributing to the institution's overall success.

Sustainable Program Development. The SIAP program provides a platform for continuous feedback and improvement, ensuring its long-term sustainability and effectiveness. By gathering input from students, faculty, and industry partners, JBLCF Bacolod can adapt the program to meet the evolving needs of the global marketplace, ensuring its continued relevance and value.

Recommendations

To ensure the sustained success of the Student Internship Abroad Program (SIAP) for both the School and the College of Business and Education, several strategic recommendations must be implemented. Firstly, it is crucial to strengthen industry partnerships and expand internship opportunities to provide students with more diverse and enriching experiences. Secondly, enhancing pre-deployment training and student preparedness will equip students with the necessary skills and knowledge to excel in international settings. Thirdly, establishing a SIAP Alumni Network will foster mentorship and provide valuable career support for program participants. Fourthly, institutionalizing a continuous monitoring and feedback system will ensure ongoing program improvement and responsiveness to student needs. Fifthly, securing financial and logistical support is essential for the expansion of the SIAP, enabling more students to participate. Finally, aligning the SIAP with accreditation and global standards will enhance its credibility and ensure it meets international benchmarks. By implementing these strategies, the School and the College of Business can sustain and enhance the SIAP Program, ensuring its enduring value for students while reinforcing JBLCF Bacolod’s reputation as a globally competitive institution.

Acknowledgment

The College of Business and Education expresses its deepest appreciation to the previous School Administrator, Engr. Roberto Neal S. Sobrejuanite, for his unwavering positivity and encouragement towards its programs, and to the current School Administrator, Engr. Sylvino V. Tupas, for his trust and confidence in its initiatives, enabling the pursuit of greater opportunities for the students. The College also extends its sincere gratitude to Dr. Emeliza T. Estimo, the Unit Research Coordinator, for her invaluable assistance and guidance in this writing task, as well as the dedication and collaboration of all faculty and staff in the College of Business and Education. Special thanks are extended to the Registration Office personnel for their exceptional patience and cooperation in accommodating document requests and to Ms. Geneveve M. Aguilar for her continuous assistance. The College is additionally grateful to Ms. Grace Batocabe from Outbound Education & Internship, its industry partner, for her consistent support and commitment to the program's success. The College of Business and Education expresses its sincere gratitude to all for their appreciated efforts and dedication.

C/M John Erll N. Destacamento, Ph.D.
Dean, College of Maritime Education

JBLCF-Bacolod

Background

To improve the quality of maritime education and meet regulatory requirements, John B. Lacson Colleges Foundation - Bacolod, Inc. (JBLCF-Bacolod) recently purchased and installed high-tech ARI Deck and Engine simulators. The shift to this new simulation technology was accompanied by challenges, especially in acquainting faculty with the system and synchronizing instructional use with the mandated student-to-equipment ratio specified by the Joint CHED-MARINA Memorandum Circular (JCMMC). This necessitated the College of Maritime Education to launch a technology-facilitated Transfer of Technology (ToT) training, maximizing the use of the simulators while ensuring lessons are imparted effectively and within JCMMC standards.

Objectives

• To equip faculty with the technical and pedagogical proficiency necessary for using the newly installed ARI simulators.
• To implement simulation-based instruction by the JCMMC-prescribed student-to-equipment ratio.
• To utilize video conferencing and remote access as effective tools for rapid knowledge transfer and compliance readiness.

Framework

This innovation is based on three fundamental theories and practices in education: Kolb's Experiential Learning Theory where learning takes place through immediate, reflective experience leading to greater depth of understanding and skill acquisition; Competency-Based Education (CBE) whereby training is focused on outcomes and linked to the particular standards contained in the STCW Code and prioritizing performance measurement; and Technology-Enhanced Learning (TEL) whereby digital technology is used to respond to geographic and logistical limitations so that learning becomes accessible and flexible. Collectively, these theories give the context for effective and responsive education.

Remote Transfer of Technology Training for Faculty Development

On February 13–14, 2025, the CME Department implemented a structured remote-based Transfer of Technology (ToT) training, led by instructors from ARI India. Through video conferencing and remote simulator access, faculty were oriented on key features, scenario creation, instructional strategies, and JCMMC-aligned class sizing. An open forum and Q&A session followed each demo for clarification and enrichment.

Learning from the Training: Input to Output

The training led to the creation of a regulation-compliant and responsive training module intended to improve teaching efficiency. It gave technical guidance via remote means, enabling teachers to schedule and group students based on JCMMC's permissible student-to-equipment ratio. The training also made it possible to create a localized Simulator Use Protocol (SUP) that incorporates compliance standards to allow regulatory compliance alongside maximized simulator usage. This is to ensure timely and efficient utilization of the simmers by the institution for training while carefully following JCMMC's provisions for carrying capacity and providing STCW-compliant, scenario-based training.

How Does It Work?

Initiatives. The activities involve coordination with ARI India to organize remote-led training sessions, thereby ensuring proper delivery of technical skills and knowledge. Split sessions are organized to replicate JCMMC-compliant groupings, with proper student-to-equipment ratios like 1:1 or 1:2, depending on the equipment being utilized. Furthermore, comprehensive documentation is being prepared for use protocols and class sizing guidelines, ensuring a structured framework for effective and regulation-compliant training operations.

Process Flow. The process flow is a remote demo of simulator functionality, where instructors perform virtual walkthroughs and share screens to show main features. Instructors facilitate scenario creation sessions, using JCMMC ratios to maintain compliance and effective training scenarios. There is an interactive Q&A session afterward, where participants can clarify points of operations and compliance. Internal coaching is done after the training, and modules are synchronized to ensure that all components are smoothly incorporated into the current curriculum.

System of Procedures

The results of the training resulted in the development of an extensive Simulator Use Protocol (SUP). The protocol clearly defines the number of students per session per simulator unit, allowing for efficient and safe use. It also coordinates simulator activities with the STCW Code competencies, making training relevant and effective. In addition, the SUP has a rotation scheme for student groups according to planned usage and JCMMC ratio policy to maximize resource utilization and maintain regulatory compliance.

Benefits Derived from the Best/Innovative Practice

The new practice generates several important advantages.

Regulatory Compliance. It assures instant regulatory compliance by following JCMMC carrying capacity principles for simulation-based training, achieving high safety and efficiency standards.

Optimized Usage. The optimized use of simulators avoids overloading and ensures instructional quality is not sacrificed, making learning more efficient and effective.

Better Teaching. Moreover, instructors are well-positioned to provide realistic and effective training against globally accepted competencies, ensuring better quality education.

Scalable Model. The Transfer of Technology (ToT) mode is also a scalable model that can be readily duplicated for future improvements or instructor onboarding, thus ensuring sustainability in development.

Feedback from the Stakeholders

Faculty Response. One hundred percent of the attendees reported greater confidence in teaching with the new simulators, citing remote sessions as both “timely” and “accessible.”

Student Experience. Students reported a clearer understanding during simulation activities and appreciated the smaller group format, which aligned with JCMMC guidance.

Regulatory Preparedness. The institution met compliance for simulator-based instruction during internal audits and readiness assessments.

Recommendations

To further improve the efficiency of the training program, some recommendations are made.

1. Organizing bi-annual Transfer of Technology (ToT) refreshers, which incorporate updates from ARI for version or system upgrades, will keep the faculty up-to-date with the latest technologies and methodologies.

2. Including JCMMC ratio reminders in staff scheduling software will ensure compliance and simplify the planning process.

3. Investigating hybrid learning models, which integrate simulation, theory, and virtual reality (VR), has the potential to deliver more interactive and immersive learning experiences.

4. Using simulator analytics to track the performance of students and modify teaching methods will yield important insights that will allow instructors to adapt their methods better to address students' needs.

Acknowledgment

The College of Maritime Education sincerely thanks the ARI training team in India for their expertise and support, as well as the JBLCF-Bacolod administration for investing in the simulator and training possible. Gratitude is also extended to the faculty participants whose active involvement ensured the successful and compliant deployment of the simulator systems.

Human Resource Head

JBLCF-Bacolod

Human Resource (HR) departments are the backbone of organizational success, fostering efficiency, engagement, and a positive work culture. In today’s rapidly evolving workplace landscape, HR innovations have become crucial for enhancing employee experiences and streamlining administrative processes. At JBLCF-Bacolod, a series of groundbreaking initiatives have been implemented, redefining HR practices to ensure inclusivity, collaboration, and excellence.

To achieve the goals of the Human Resource Department, the initiatives focus on the following:

1. To enhance Human Resource services by implementing efficient digital platforms for employee requests, monitoring, and feedback collection.

2. To promote a strong organizational culture through structured orientation, training, and value integration activities.

3. To enhance employee engagement and teamwork through innovative activities, including team color assignments, interactive sessions, and social initiatives.

4. To establish an effective attendance monitoring system that ensures accountability and productivity.

5. To sustain a work environment that fosters professional growth, collaboration, and institutional loyalty.

Theoretical Underpinnings

The development of HR innovations at JBLCF-Bacolod is rooted in well-established theories that guide organizational management and employee engagement. Gary Becker's Human Capital Theory underscores the value of employees as assets, emphasizing the importance of training and professional development to enhance productivity. Edgar Schein’s Organizational Culture Theory emphasizes the importance of shared values in promoting loyalty and performance. Abraham Maslow’s Hierarchy of Needs stresses the significance of fulfilling employees’ basic needs to achieve self-actualization, thereby motivating and satisfying them. Fred Davis’s Technology Acceptance Model (TAM) supports the adoption of digital HR platforms by emphasizing ease of use and efficiency. Meanwhile, Bruce Tuckman’s Team Development Theory explains how team cohesion evolves through four stages: Forming, Storming, Norming, and Performing, which helps boost morale and productivity. Together, these theories form the foundation for initiatives such as digital HR systems, structured onboarding programs, team-building activities, and enhanced attendance monitoring—all aimed at creating a collaborative, efficient, and supportive workplace culture.

Elevating the Employee Experience Through Targeted Initiatives

The main purpose of the initiatives and innovations focus on:

1. Providing convenient and accessible HR services through digital platforms for employee requests, monitoring, and feedback collection.

2. Enhancing employee engagement and teamwork through well-structured programs that promote collaboration.

3. Enhancing onboarding processes to ensure new employees integrate smoothly into our organization.

4. Improving attendance monitoring systems to maintain accurate records and promote better compliance.

5. Encouraging a culture of collaboration and camaraderie, fostering a more connected and motivated workforce.

Innovative Best Practices

1.     Online HR Services

To enhance efficiency and accessibility, we have transitioned key HR services to an online platform. Employees can now conveniently request employment certificates, submit post-activity evaluations, provide seminar feedback, and participate in training effectiveness assessments—all in just a few clicks.

2.     Employees Monitoring System

To uphold accountability and ensure adherence to work schedules, the institution has strengthened its attendance monitoring process through the appointment of designated faculty attendance checkers, regular data assessments, and on-screen displays that enable employees to monitor their entry and exit times.

3.     Employee Engagement Activities

Team Color System. To foster camaraderie and involvement, employees are grouped into color-coded teams for institutional events such as sports fests, Christmas parties, and team-building activities. This arrangement encourages participation and teamwork across departments.

Newly Hired Employees’ Orientation & Immersion. A well-structured onboarding process ensures that new employees integrate smoothly into the organization.  This includes a two-day orientation for newly hired employees, covering institutional policies and core values, with participation from all department heads. Evaluations are conducted through written examinations and interviews with the Administrator, assessing newly hired employees' familiarity with and adaptability to the institution's culture and policies.

Physical Activities and Team-Building. This component of the onboarding process enables new employees to participate in interactive activities that practically apply and reinforce the institution's core values, fostering a deeper understanding and connection to the organization's culture.

Fellowship Night. This culminating social gathering provides a warm and informal setting to welcome new employees, fostering initial connections and a sense of belonging within the institutional family.

4.     Kape-Kape Sa Kapamilya ni Juan

This initiative, designed to foster stronger workplace relationships in an informal setting, has contributed to significant improvements across various aspects of the workplace.

Benefits Derived from the Innovations and Best Practices

These HR initiatives have demonstrably enhanced the workplace, resulting in significant improvements across key areas. The implementation of a digital HR system has streamlined processes, improving efficiency by minimizing the time required for employee requests. Furthermore, thoughtfully designed interactive activities have fostered stronger interpersonal bonds, enhancing employee engagement and creating a more connected workforce. Comprehensive orientation and immersion programs have played a crucial role in instilling institutional values, contributing to a stronger organizational culture and shared sense of purpose. An upgraded attendance monitoring system has also ensured better accountability and adherence to work schedules, promoting a more reliable and structured environment. Ultimately, these combined efforts have culminated in increased employee satisfaction as the workplace has become more inclusive, enjoyable, and conducive to professional growth and well-being.

Suggestions and Recommendations

To continuously further improve the HR practices, the following ideas are proposed:

1. Expansion of Digital HR Services to introduce mobile accessibility and additional service features.

2. Enhancement of Attendance Monitoring to integrate biometric tracking for greater accuracy.

3. Regular Evaluation of Employee Engagement Initiatives to gather employee feedback to refine and improve programs.

4. Incorporation of Well-being Programs to introduce wellness sessions and mental health support for employees.

5. Sustained Culture-Building Activities to strengthen core value integration through ongoing initiatives.

Acknowledgment

The HR Department expresses sincere gratitude to the individuals and the JBLCF-Bacolod community whose unwavering support and dedication have been instrumental in the success of its HR initiatives. Appreciation is extended to past and present administrators, including Capt. Luis G. Evidente, Mr. Robert O. Parcia, Engr. Roberto Neal S. Sobrejuanite and Dr. Sylvino V. Tupas, whose leadership and vision empowered the HR department to implement innovative best practices and foster a workplace culture rooted in growth, collaboration, and excellence.

The institution also extends its gratitude to department heads and employees for their active participation, cooperation, and valuable feedback, as well as to the faculty and staff who generously contributed their time and expertise as committee members. Special recognition is given to the department heads who led the color teams, fostering camaraderie and teamwork among employees. Finally, heartfelt thanks are extended to Gemma Aringa-Tubil, Germanul Laud, and Cherry Argel of the Human Resource team for their hard work, dedication, and invaluable contributions in ensuring the smooth execution of these HR initiatives, driving the success of these programs and a continued push for innovation, efficiency, engagement, collaboration, and professional growth.

Conclusion

As JBLCF-Bacolod looks to the future, it remains committed to pioneering innovative HR practices that not only optimize operational efficiency but, more importantly, cultivate a thriving and engaged workforce. By continuously embracing the power of digital transformation, prioritizing employee well-being, and fostering a culture of collaboration and continuous improvement, the institution is poised to empower its employees to reach their full potential, driving organizational success and creating a workplace where everyone feels valued, connected, and inspired to contribute their best. This journey of innovation and dedication to its people ensures that JBLCF-Bacolod will continue to be a beacon of excellence, setting new standards for human resource management and fostering a culture where every member of the community can thrive.

Research Coordinator

JBLCF-Bacolod

“Together, we can achieve what we cannot do alone; our collective strength is our magic, the tested formula for our string of successes.”

JBLCF-Bacolod takes pride in one of its innovative best practices: a formalized Research Utilization Workshop, bringing together department heads for a full-day session of brainstorming and decision-making. This used to be part of the Unit Research Colloquium, where after the papers are presented, a limited time is given to the participants to suggest how the research recommendations can be addressed. In most cases back then, not all concerned departments were present, and the time allocated was insufficient to allow for an extensive deliberation of the action plans.

The new paradigm, involving a separate workshop with all department heads, is facilitated by Dr. Emeliza Estimo, the Unit Research Coordinator, as a whole-day activity. The workshop aims to discuss key findings from studies completed during the previous school year. In this activity, department heads, along with the Administrator, engage in discussions centered on the salient results and recommendations from these studies to develop actionable plans that address the identified recommendations. The activity also ensures that the departments to whom the recommendations are referred will be accountable for ensuring that the action plans drawn from the workshop are implemented and completed by the end of the school year.

Among the agenda items is revisiting the past year’s Research Utilization Report and the IMS Research Manual, specifically Section 5.2.5.1, which pertains to the process flow for consolidating and referring research findings.

The workshop also addresses gaps in the research process and includes a practical component, where participants work in groups to develop and discuss action plans. A sample template for writing utilization reports in narrative form is presented, further enhancing participants’ understanding of effective reporting practices.

The overall collaborative atmosphere fosters a productive dialogue among department heads, ensuring that research findings would be effectively utilized to improve future initiatives within the institution.

The Research Utilization Workshop exemplifies JBLCF-Bacolod’s dedication to transforming research into actionable strategies that enhance educational excellence. By bringing together department heads to analyze key findings and develop practical plans, the workshop fosters a collaborative spirit that addresses existing gaps and encourages innovative solutions for future initiatives. This commitment to continuous improvement not only prepares faculty to tackle contemporary challenges but also empowers them to inspire the next generation of maritime leaders. With renewed purpose and actionable insights, JBLCF-Bacolod is poised to reach a promising future where research utilization becomes integral to its mission, ultimately benefiting students, faculty, and the broader maritime industry.

Dr. Emeliza T. Estimo

Research Coordinator

JBLCF-Bacolod

In an effort to elevate academic research and strengthen its position in global rankings, John B. Lacson Colleges Foundation-Bacolod Research and Development Center conducted a two-day writing workshop aimed at guiding its core group of authors toward Scopus-indexed publication, an innovative strategy to help propel JBLFMU toward another milestone as a university. Held on March 18-19, 2025, at the MLA Conference Room, the workshop highlighted the importance of publishing high-quality research and addressed the challenges researchers encounter when preparing manuscripts for prestigious journals.

Why Publish?

The workshop began with an exploration of the motivations behind academic publishing, emphasizing its role in career advancement, knowledge dissemination, and institutional prestige. Participants were reminded that successful publications contribute to JBLFMU's aspiration to attain higher university rankings while addressing critical hypotheses and providing evidence-based insights.

Common Challenges

A significant portion of the workshop focused on understanding why manuscripts are often rejected. The facilitator outlined both editorial and technical reasons for rejection, such as lack of novelty, ethical issues, methodological flaws, and poor writing quality. Researchers were encouraged to view rejection as an opportunity for improvement rather than a setback. Practical advice was provided on how to respond constructively to reviewers' feedback and refine submissions.

Hands-On Training

The workshop featured several interactive sessions designed to equip participants with practical skills:

• Searching for Journals: Participants learned how to identify suitable Scopus-indexed journals using platforms like Scimago Journal Rank and free publication databases. Factors such as journal scope, audience, impact factor, and acceptance rates were discussed.
• Manuscript Preparation: Authors were guided through the process of structuring their papers according to journal guidelines, with particular focus on organizing results and discussions effectively.
• Proofreading and Final Editing: The final phase of manuscript preparation included scanning for errors, ensuring compliance with formatting requirements, and polishing language for clarity.

The Road Ahead

The workshop concluded with a roadmap outlining the submission, revision, and publication process. Participants were encouraged to finalize their manuscripts by April 30, 2025, as part of a collective effort to enhance JBLFMU's research output.

By equipping its faculty and researchers with the tools necessary to publish in Scopus-indexed journals, JBLCF-Bacolod, one of the academic units of JBLFMU, is taking a significant step toward fostering a culture of academic excellence while contributing valuable insights to the maritime field. As institutions worldwide strive for greater visibility in global research databases, initiatives like this serve as vital platforms for growth and collaboration.

Benefits Gained from the Workshop

The JBLCF-Bacolod Core Group of Authors for Scopus Publication is composed of the following active members of the Unit Research Committee: Dr. Emeliza T. Estimo (Unit Research Coordinator), 3E Bernard M. Sorbito, Jr. (OIC QA Manager), Dr. Elisa V. Garcia (Chief Librarian), Mrs. Joanna S. Gudio (Student Research Coordinator), Mr. Jun C. Montaño (Unit International Relations Office Coordinator), C/E Joni P. Gan (Program Head, BSMarE), Dr. Violeta A. Neri (Dean, College of Business and Education), C/M John Erll N. Destacamento, PhD (Dean, College of Maritime Education), 2O Nestor A. Herpacio, Jr. (Shipboard Training Supervisor), Ms. Geneveve M. Aguilar (Researcher-Statistician), and faculty members of the College of Maritime Education, namely, Mr. Rogie E. Padernal, Ms. Alyn G. Libertad, Ms. Irene C. Mamon, and Mark Anthony Apurado. The benefits of the workshop are expressed in their reactions, as shown below:

“The Writing Workshop for Scopus Publication, held on March 18-19, 2025, was a valuable initiative by the Research Department that empowered researchers like us to not only write research papers but also to publish them. It emphasized the importance of sharing research findings with the global community and highlighted the impact of our collective efforts once our papers are published. Despite the challenges of publishing, the workshop motivated participants to overcome obstacles and strive for success. To further enhance this initiative, a follow-up stage could involve presenting and critiquing outputs before submission to Scopus-indexed journals for final refinement.”

“The Scopus Publication Orientation was highly beneficial for us in several ways. It provided us with the time and guidance to discern and fully embrace the responsibility of publishing a research paper. It opened doors to numerous opportunities for us to become published researchers. It helped us understand the rigorous process of publication, from selecting the right journal to adhering to the standards.”

“Attending the research workshop for international publication improved my understanding of the standards and processes required by every journal. This initiative, designed in a collaborative setting, provides an opportunity for me to learn from the experiences and challenges of my fellow researchers, who have had their papers published in respected journals. This has helped me take my research to the next level.

The recently concluded seminar-workshop on Scopus publication, spearheaded by the Research Department, provided a thorough understanding of the requirements as well as the necessary processes to follow regarding publication in Scopus-indexed journals. It empowered researchers to become more knowledgeable and competent in publishing research papers in an international arena. The workshop also served as an avenue for our fellow researchers to share ideas and offer helpful critiques, thereby enhancing the quality of the papers to be published in research journals.

Producing research that is publishable in a Scopus-indexed journal serves as a challenging task. Despite the challenge, the workshop has somehow led us to a direction where we can clearly take our steps and ensure that we hit the goal. For us to strengthen this amazing initiative, the institution may create further clear and improved policies to ensure that both the organization and researchers benefit from these steps.”

“I'm grateful for the insightful workshop on publishing in Scopus-indexed journals. It clarified the publication process and motivated me to enhance my research. I appreciate the Research Department’s efforts in organizing this event and guiding us through the process. The workshop's practical tips, particularly those on finding free, published journals, were especially helpful. I'm looking forward to applying what I learned and contributing to our institution's research growth.”

The Scopus journal workshop covered important topics, including manuscript preparation, submission standards, and indexing criteria, offering insightful information about publishing in high-impact journals. The workshop was educational and useful, providing us with the tools we need to increase the visibility and acceptance rates of our study and commentary.

“The two-day Writing Workshop for Scopus Index Publication was incredibly insightful and enriching. It provided practical strategies for structuring manuscripts, improving academic writing quality, and aligning with Scopus standards. The hands-on guidance and expert feedback significantly boosted my confidence in preparing and submitting research for high-impact journals.”

“I am so fortunate to be one of the participants in the two-day training for Scopus publication. The training serves as an avenue for me to learn new things and enhance my engagement in research. Very insightful and very engaging.”

The workshop emphasized the importance of originality, proper methodology, and ethical considerations in academic publishing. To enhance future workshops, incorporating hands-on sessions for manuscript evaluation and peer review practice would be beneficial. This approach would allow participants to apply their learnings more effectively and improve their chances of successful publication.

The participants were able to identify potential Scopus-indexed journals where they could submit their research articles for publication. Reflecting on this activity, we are reminded of the power of resilience, innovation, and collective effort. Whether we are exploring new frontiers, overcoming challenges, or celebrating achievements, the path forward is always illuminated by the potential for growth and transformation. By embracing our passions, fostering creativity, and supporting one another, we can unlock a brighter future filled with endless possibilities.

by: 3/E Allan Roberto, Faculty College of Maritime Education.

INTRODUCTION

The maritime industry is rapidly evolving with advanced technologies, creating a pressing need for effective training resources. However, gaps in practical training can lead to inadequate preparedness for students entering the field. JBLFMU-MOLO, INC Introduction Implementation Result Learning Conclusion Contact

Addressing this issue, our project aims to enhance student learning by providing hands-on experience with modern equipment. By developing a process trainer that replicates actual onboard systems and integrating essential components such as sensors, valves, pumps, and control panels, we strive to bridge the gap between theory and practice in maritime education.

This initiative not only prepares students for real-world challenges but also equip them with the necessary skills to thrive in their future careers.

Key Benefits

Learning Outcomes

Auto 1- Basic Control Engineering

1. Explain the various types of process control.

2. Explain the construction and operation of the various pressure, level, flow and temperature measuring devices based on industrial standards

3. Measure the pressure using a manometer, pressure gauge and a pressure transmitter within +/- 10% of true value.

4. Measure the level in a column that is open and close to the atmosphere using a pressure transmitter within +/- 10% of true value.

5. Explain the construction and operation of the various pressure, level, flow and temperature measuring devices based on industrial standards.

6. Measure level in a bubbler system using a differential-pressure transmitter within +/- 10% of true value.

7. Measure flow using a rotameter or paddle meter and an orifice plate or venturi tube using a differential-pressure transmitter within +/- 10% of the true value.

8. Measure temperature using a Resistance Temperature Device (RTD) and a thermocouple within +/- 10% of the true value

9. Explain the construction and operation of various analytical measuring devices for liquid and gas properties based on industrial standards.

10.  Explain the operation of on-off, proportional, proportional-integral, and proportional integral- derivative controllers in response to an error or deviation from a set point.

11.  Explain the construction and operation of various final control devices such as: control valves, variable frequency drives, solenoid valves, stepper and servo motors base on industrial standards.

12.  Explain the factors affecting the control of pressure using a PID controller.

13.  Explain the characteristics of fluids that may affect PID control of a pressure measurement and control process.

14.  Perform PID control of a pressure process for a given exercise based on the manufacturer's manual.

15.  Explain the effects of fluid flow on PID control of a flow measurement and process control system.

16.  Perform PID control for a level process for a given exercise based on manufacturer's manual

17.  Explain the effects of hydrostatic characteristics in a closed and open tank level measurement and control system.

18.  Perform PID control for a flow process fora given exercise based on the manufacturer's manual.

19.  Explain the characteristics that affect PID control of a temperature measurement and control system.

20.  Perform PID control for a temperature process for a given exercise based on the manufacturer's manual.

21.  Perform cascade control for a level-flow process for a given exercise based on manufacturer's manual.

22.  Calibrate various measuring instruments in process loop individually, based on industrial standards.

23.  Perform manual open loop tuning (reaction rate) of a process loop using the Ziegler- Nichols method to achieve a stead state in the process.

24.  Explain the purpose of the alarm and monitoring systems in support of the management of processes onboard ships

25.  Explain the proper procedure for testing the performance of interlock systems based on manufacturer’s manual.

26.  Calibrate the set point for a pressure and temperature switch used as a protective device to within +/- 5% of the true value.

Auto 2 - Marine Automation

1. Explain the operations of pneumatic and electro- pneumatic devices used in electro-pneumatic control circuits.

2. Explain the functions of the four main parts of a programmable logic controller (PLC).

3. Explain the step-by- step operation of a programmable logic controller (PLC).

4. Explain the different programming languages used for programming a PLC.

5. Explain the various applications of PLC onboard ships

6. Explain the operations of the different parts or module in a typical DCS on board

7. Explain the primary control features of a Supervisory Control and Data Acquisition in relation to control systems presently found on board ships. Explain the difference between  single-element, 2- element, and 3-element boiler water level control system.

8. Explain the difference between a single-element, 2- element, and 3-element boiler water level control system.

9. Construct and operate a single-element level process control system using a level sensor/transmitter, a PID controller and a final control device.

10.  Explain the operation of the boiler drum level and burner combustion control for boilers.

11.  Develop a simple troubleshooting chart for the boiler drum level and combustion control system as per manufacturer’s manual.

12.  Develop a simple troubleshooting chart for Main Engine Remote Control System as per manufacturer’s manual.

13.  Explain the operation of Power and Energy Management System used on board ships.

14.  Develop a simple troubleshooting chart for a given ship Power and Energy Management System as per manufacturer’s manual.

15.  Adjust air to fuel ratio of the boiler combustion system to meet manufacturer’s nominal standard.

16.  Adjust viscosity controller to match HFO characteristics as per recommended viscosity of propulsion plant manufacturer.

17.  Explain how the Main Engine Jacket and Piston cooling water temperature are controlled with reference to manufacturer’s manual.

18.  Adjust M.E. Fresh Water-Cooling system control system to return it to nominal operational parameters.

GALLERY

RESULTS OF THE PRACTICE

1. Successful implementation of the training simulator.
2. Positive student feedback and improved assessment scores.
3. Significant cost savings of approximately 89% compared to purchasing a commercialized trainer which cost approximately 2.3 Million
4. The price of our existing Process Trainer is approximately 1.2 Million. With our innovative Advanced Process Trainer developed for only Php 250,000, we achieved significant savings of approximately 79%.

LESSONS LEARNED

1. Collaborative efforts among faculty and industry experts led to the effective design and implementation of the training simulator
2. Continuous feedback from students helped refine training scenarios and enhance learning outcomes
3. Significant cost savings of approximately 89% by developing an in-house trainer instead of purchasing a commercialized version.
4. Challenges with funding led to delays in purchasing necessary equipment, impacting the project timeline

CONCLUSIONS

The development of the marine automation-electro-ICT-advance trainer has proven to be a significant advancement for students in maritime education. By providing hands-on experience with equipment and systems that closely resemble those found onboard vessels, students are better prepared to face real-world challenges in the industry.  The initiative has not only fostered critical technical skills and problem-solving abilities but has also resulted in substantial cost savings of approximately 70% compared to purchasing a commercialized trainer. Overall, this project highlights the importance of practical training in enhancing student readiness and ensures that they are equipped with the necessary competencies to thrive in their future careers.

RECOMMENDATION

As the author of this project, I recommend that the other units within our system adopt similar technologies to enhance training quality and educational outcomes. Implementing advanced process trainers will provide students with essential hands-on experience, bridging the gap between theory and practice. Additionally, the significant cost savings from developing in-house solutions should motivate other units to explore innovative methods for improving their curricula. This approach will ultimately lead to a more skilled and competent group of seafarers ready to meet the demands of the maritime industry.

Introduction:

Dr. Brian Gil S. Sarinas’s innovative best practice emerges from a critical assessment of the academic landscape within the maritime world. It aimed to address a significant gap prevalent among seasoned maritime professionals: the absence of comprehensive research acumen.

This deficiency created a disconnect between practical expertise and scholarly inquiry, compelling Dr. Sarinas to forge an interdisciplinary alliance bridging the divide between general education and maritime professionals.

Implementation of the Practice:

Dr. Sarinas orchestrated a groundbreaking practice centered on an innovative convergence of expertise between general education instructors and maritime professionals. This interdisciplinary collaboration, initiated at John B. Lacson Foundation Maritime University (Arevalo), Inc., aimed to bridge the divide between practical expertise and academic exploration. The implementation unfolded over a span of five years, showcasing a progressive trend in collaborative research initiatives. The careful orchestration of this practice commenced with establishing partnerships, fostering dialogue, and creating a conducive environment for cross-disciplinary engagement.

Within the 2018-2019 academic year, the collaborative endeavors between general education teachers and maritime professionals marked the inception of this transformative alliance. A total of eight research projects were initiated during this period. The subsequent years witnessed a fluctuating yet progressive trend in collaborative efforts. The year 2019-2020 maintained the momentum with two ongoing research studies. This dedication persisted into the 2020-2021 period, resulting in a notable rise, showcasing two joint initiatives. The momentum surged further in the subsequent academic years, with three and four collaborative research projects initiated in 2021-2022 and 2022-2023, respectively.

Concurrently, individual research initiatives by professional education instructors showcased a parallel surge in academic contributions. The progression over the same five-year period is noteworthy. There was a steady increase in engagement, resulting in two research projects in 2019-2020, commencing with zero studies in 2018-2019; the subsequent year’s demonstrated substantial growth, with eight and seven initiated studies in 2020-2021 and 2021-2022, respectively. The culmination of this journey in 2022-2023 showcased sustained engagement with 3 initiated studies, indicating the enduring commitment of maritime education instructors toward academic contributions.

Results of the Practice – Outputs and Outcomes:

Through Dr. Sarinas's pioneering initiative, the collaborative efforts between maritime professional instructors and general education instructors resulted in a significant surge of research initiatives within John B. Lacson Foundation Maritime University (Arevalo), Inc. This surge marked a distinct paradigm shift in engagement, as evidenced by the notable increase in scholarly endeavors undertaken by both groups. Notably, the increase in research undertakings denoted a transformative trend, indicating heightened academic contributions and active involvement in scholarly pursuits across these traditionally distinct domains.

The noteworthy recognition garnered by numerous maritime professionals as a direct result of Dr. Sarinas's initiative was of particular significance. This acclaim was bestowed upon these professionals without precedent, a testament to the transformative impact of converging the expertise of general education and maritime professional instructors. While no formal assessment was explicitly outlined, the substantial rise in research initiatives served as tangible evidence of the profound outcomes stemming from this interdisciplinary collaboration.

This amalgamation of diverse expertise not only fostered intellectual growth but also served as a catalyst for cultivating a culture of interdisciplinary inquiry and collaboration within the academic institution. Dr. Sarinas's pioneering approach empowered both groups, nurturing an environment where the synergy between practical knowledge and scholarly inquiry propelled an unprecedented surge in academic contributions and engagement. This surge, exemplifying a transformational shift, highlights the enduring impact of Dr. Sarinas's visionary alliance and the profound outcomes derived from this innovative collaboration.

Lessons Learnt:

The successful implementation of this interdisciplinary collaboration unveiled invaluable lessons instrumental in fostering such transformative alliances. One pivotal lesson revolved around the effective fusion of diverse expertise—a harmonious blend of maritime professionals' practical acumen and educators' scholarly perspectives. Challenges encountered throughout this interdisciplinary journey were transformed into pivotal learning opportunities. The initial resistance and barriers stemmed from the unfamiliarity of traversing interdisciplinary boundaries, which gradually dissipated through persistent dialogue and mutual understanding.

Dr. Sarinas's steadfast dedication and personalized mentorship played a fundamental role in navigating these challenges. His approach involved fostering a culture of open communication and collaboration, emphasizing the importance of perseverance and guidance in facilitating successful interdisciplinary alliances. Though initially daunting, the challenges metamorphosed into catalysts for intellectual growth, heralding a shift from uncertainty to newfound wisdom.

Moreover, this practice underscored the importance of recalibrating perspectives. Maritime professionals, accustomed to the dynamic nature of the sea, brought a fresh lens to research. Their adaptability and resilience, honed by the unpredictability of the ocean, injected vitality into academic inquiry. This infusion of resilience, adaptability, and practical expertise became catalysts for transformative shifts in the academic landscape. Additionally, the partnership not only facilitated knowledge exchange but also nurtured personal and professional growth, highlighting the broader impact of such interdisciplinary alliances beyond the academic world.

Conclusions:

The interdisciplinary collaboration significantly benefited both the maritime professionals and the academic landscape. This best practice revitalized maritime research, fostering innovation and paradigm shifts in knowledge acquisition and dissemination.

Dr. Sarinas's intervention emerges as a "best practice" due to its transformative impact, bridging the gap between practical expertise and scholarly inquiry. Recommendations stemming from this documented practice include advocating for similar interdisciplinary collaborations to enrich academic engagement across diverse fields, ultimately fostering innovation and expanding knowledge frontiers.

Introduction:

The pandemic has brought a lot of changes in the world around us. It has posed a lot of challenges to everyone. It has been a struggle to cope with the demands of work as well as keeping oneself altogether.

This program is intended to enhance the general wellbeing of the SHS Faculty and Staff. Through this program, we hope to help our Faculty and Staff in the SHS Department to meet the demands of work and provide them with opportunities for individual growth and development.

The activities under this program de-stressed our faculty and staff. This allowed them to relieve some tensions at work. Moreover, this will also be a way of team building for the department. Further, we hope to improve productivity of our faculty and staff.

Program Objectives:
The following are the specific objectives of the program:
a. maintain general wellbeing of the faculty and staff;
b. provide opportunities for growth and development;
c. create activities to de-stress faculty and staff;
d. provide opportunities for collaboration and team work; and
e. improve productivity of the faculty and staff.

Implementation:
Program is every first FRIDAY of the Month

Implementation of the Practice:
Different programs and activities were carried out during the PAGHIRINUGPONG. Specific themes for the month were identified. Further, organization and preparation of the activities were distributed to different chairpersons every month. Please see attached activities.

Further, a Teacher’s Manifesto was created and recited every start of the activity.

Some snaps during the implementation of the activity.

Results of Practice:
A survey was made to identify the effects of the wellness activities among SHS Faculty and Staff. Generally, the activities paved the way to renewed friendship and stronger camaraderie among the SHS Faculty and Staff. More so, the wellness program provided opportunities for building teamwork and cooperation as well as creativity.

Based on the survey on the effects of the wellness program, the following were generated.

Based on the above results, the majority of the SHS Faculty and Staff strongly agrees to all the positive effects of the wellness program. The program allowed them to revisit themselves and reflect how they handle challenges and difficulties. Results show the positive impact of the wellness program to the lives of the SHS Faculty and Staff. When asked of their overall feeling about the wellness program, most of the responses include the following: it relieves stress, it strengthens relationship and camaraderie, it is refreshing and enjoyable, it gives peace of mind, it develops harmonious relationship, it nurtures overall well-being, and it is a breather.

Lessons Learnt:
Paghirinugpong as a wellness program initiative is continuously helping faculty and staff in the SHS Department to de-stress. It is an opportunity to understand individual differences and strengthen the bond of each of the member of the SHS Department. It creates a ripple effect in the quality of service delivered to the stakeholders. It encompasses the personal growth and self- realization of individuals involved in the activity. Further, it also develops the leadership skills of all the members of the SHS Department as chairmanship of the activity is being rotated.
Creativity and innovativeness are also developed in preparing fun, exciting and meaningful activities.

Emotional resilience is also developed as activities provide reflections on current situations. As there is a shift in the work arrangement, employees have to be supported in dealing with some adjustments. Further, support from colleagues is developed by providing opportunities to enhance teamwork and cooperation.

Conclusions:
Paghirinugpong is one initiative which is being looked forward by the SHS faculty and staff every month. As we continue to face the challenges and effects brought about by the pandemic, we continue to uphold the mantra that mental health matters along with other significant aspects of human life. We have to ensure that aside from having physically healthy body, employees are given time to destress and take care of their mental health.

The work environment is healthy when everyone respects and understands individual differences. Through this initiative, sharing of emotions and feeling paved the way to the realization that we need a healthy working environment. With this, we help improve that productivity and efficiency of the department.

Further Reading:
Cebs, S. M. (2020, June 22). Wellness Programs Show Modest Benefits, as “Well-Being.” SHRM. https://www.shrm.org/resourcesandtools/hr-topics/benefits/pages/wellness-programs-show-modest-benefits-as-efforts-pivot-to-well-being.aspx

By: Mrs. Mary Mae Jun P. Esmaya
(School Principal)

Introduction

DIY Life Hack is a group contest of Machine Design and Making open to all Grade 11 and Grade 12 students of JBLFMU(Arevalo) Inc.

The objective is to create a “do it yourself life hack” that showcases both creativity and knowledge in machine design and making. The activity intended to enhance participants critical thinking and problem solving skills to solve environmental, social, and scientific gaps to better and aid human daily life activities. As future maritime officers, students must be equipped with these skills to ensure safety, excellent working performance, and decision making of the officers and master of the vessel.

This should provide the context and justification for the practice and should address the following issues:

Implementation of the Practice

The participating groups submitted entries subjected for judging in two levels: pre-finals and finals. In the pre-finals, the output was an idea primer, consisting of an infographic presenting the design, as well as a 3d file or sketch of the design itself. Qualifiers in the pre-final round, had proceeded in the final round which is the machine-making proper. Materials used in making the machine are limited to unique common household items, recyclable and indigenous materials. There were five machines that were presented and judged during the program. This competition is part of the events in the Math-Scilympics a one day event of Mathematics and Science last September 30, 2022, organized and spearheaded by the SHS teachers handling the subjects under these courses and facilitated by selected students. The competition implicated collaboration, resourcefulness, creativity, and enrichment of students’ higher order thinking skills. The competition implicated collaboration, resourcefulness, creativity, and enrichment of students’ higher order thinking skills.

Results of the Practice – Outputs and Outcomes

The first ever winner of DIY life Hack was the Portable Air Cooler of Team Galileo. The entry was a cooling machine run by a battery or with solar panels that generates cool air and can be hand-carried. The invention aimed to address the unbearable hot weather in the country and its negative effect on human health and productivity. This signified that through this activity, students can produce actual solutions to pressing problems in the society, environment, and human health by using Math and Science concepts. Furthermore, this indicated that students are learning the practical function of the information they are taught inside the classroom.

Lessons Learnt

Almost all entries worked during the presentation. This is because participants were able conceptualize and prepared well for their machines. However, there were entries that did not worked during the final round. This is because, some materials used are not enough to support the ideas that affected the feasibility and function of the output. This implies that students can formulate big ideas that are, however, impossible to work on at the present time. For both teachers and students, the activity reminded them always apply the SMART ways in the thing they do. SMART stands for: be specific, measurable, achievable, resourceful and time bounded.

Conclusions

The result of the DIY Life Hack competition is beneficial not only to the students but to the community. This can be considered as a best practice because it helps students understand their responsibilities in the society. That, as citizens of the world they have an obligation to contribute solutions to pressing problems. Also, this can enable students to encourage people in their own community to make use of the available materials at home to create useful machines without wasting these resources and spending a lot of money to buy expensive commercialized product. This simple activity may create a ripple effect in the community in general.

It is recommended that in the adoption of this practice, teachers should focus on addressing actual issues. Students must realize what are necessary and relevant at the present time. Also, it is important to give feedback to all participants regarding their output. This for them to understand and realize the points they must improve. Lastly, make a venue where winners of the competition can share with their schoolmates the practice of machine design and making.

Further Reading:

Romero-Piedrahita, C. A., Vanegas-Useche, L. V., & Díaz-Rodríguez, M. (2019). Pedagogical strategies for enhancing machine design teaching in a mechanical technology programme. Revista UIS Ingenierías, 18(3), 15–25.
From https://www.redalyc.org/journal/5537/553762534002/html/.

Forman, F., & College, C. (2019). Article Journal of Education and Educational Developement Activity- Based Teaching, Student Motivation and Academic Achievement. 6(1). From https://files.eric.ed.gov/fulltext/EJ1216784.pdf.

By: Ms. Jean Rose E. Genova
(SHS Faculty)