final thesis_march 6.doc
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REENGINEERING OF BACHELOR OF SCIENCE IN HOTEL AND RESTAURANT MANAGEMENT (BSHRM) CURRICULUM TO
HARMONIZE WITH K to 12 PROGRAM AS A BASIS FOR CURRICULUM DEVELOPMENT
A Thesis submitted to the Faculty of the
Graduate School of Hospitality ManagementPhilippine Women’s University
Taft Avenue, Manila
In partial fulfillmentof the requirements for the degree of
Master of Science in Hotel and Restaurant Management
KATHERINE D. PERENMay 2012
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APPROVAL SHEET
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DEDICATION
I dedicate this work to my family especially my mother, who believed in
diligence, hard work and the pursuit of academic excellence.
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ACKNOWLEDGMENT
This research would not have been possible without the guidance and the
help of several individuals who in one way or another contributed and extended
their valuable assistance in the preparation and completion of this study. To say
thank you to all of them is not even enough to express the researcher’s gratitude:
First and foremost, utmost gratitude is extended to Dr. Milagros D.
Magsanoc, Adviser, for generously providing guidance on the technical aspect of
this paper and for continuously encouraging the researcher to complete this
thesis, and for all the patience and support she extended.
Dr. Ignacio S. Pablo, Dr. Ligaya T. Braganza, Dr. Teresita Fortuna and
Prof. Ma. Divina Alcasabas, panel members and the chair during the oral
defense. The researcher is very grateful for the knowledge they have imparted
for the improvement of this work. Their insights and comments are very much
appreciated.
Her deepest gratitude to Ma’am Nene Victor and Ma’am Charito Fojas for
the help, support and encouragement to pursue this study.
To all her friends, colleagues, loved ones and to everyone who helped her
complete her work, thank you for the help with the simulations, you know how
truly the researcher value your contribution in the completion of this thesis. She
also thank those whose names should not be mentioned, for without them, she
would not have completed this paper.
To her ever supportive mother, thank you for believing that she is good at
her craft and that she can finish this thesis, in God’s grace. For helping her
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financially, morally and spiritually and for constant support when she
encountered difficulties in finishing this study, a million thanks to you.
Above all, the Lord Jesus Christ, for giving her the intellect to understand
the complexity of numbers, and giving her strength to complete this research.
To all of them this humble piece of work is wholeheartedly dedicated.
KDP
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ABSTRACT
The study evaluated the BS in Hotel and Restaurant Management
curriculum to harmonize with K to 12 program. Specifically, the study described
the profile of HRM graduates employed in selected hotels in Metro Manila;
determined the graduates’ level of competence in performing employability skills
necessary for their jobs at the hotel; determined the required competence for
HRM graduates to perform their jobs at the hotel; ascertained whether there is a
significant gap or mismatch between the graduates’ level of competence and the
required competence to perform their jobs at the hotel; determined the
importance of K to 12 program in responding to job mismatch of HRM graduates;
and identified the managerial skills that should be integrated into a 4-year
bachelor’s degree program in the Hotel and Restaurant Management in synergy
with K to 12 program.
Descriptive research design was used in the study. Descriptive statistical
tools such as frequency counts, weighted mean, range, percentage, standard
deviation and ranking were used to answer the objectives of the study. T-test
was used to determine if there was a significant difference (gap) between the
level of competence of HRM graduates in performing employability skills
necessary for their jobs at the hotel and the required competence to perform their
jobs at the hotel.
Four groups of respondents participated in this study, namely: 90 HRM
graduates occupying entry-level positions in selected hotels in Metro Manila; ten
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(10) industry practitioners; ten (10) hospitality educators; and ten (10) secondary
school teachers.
Findings showed that most HRM graduates occupying entry-level
positions in selected hotels in Metro Manila were between the ages of 21-25
years old. They were usually assigned at the F & B Department of the hotel, most
of which worked as waiter/waitress. There was a relatively equal demand for
male and female HRM graduates in hotels located in Metro Manila. Very few of
them were able to attend professional development activities such as
trainings/seminars that would enhance their skills in the field of hospitality.
Majority of the HRM graduates working in hotels in Metro Manila had appropriate
entry-level positions that match their educational background.
HRM graduates considered themselves to have a moderate degree of
competence in all of the 32 employability skills. At the very least, these graduates
had average confidence in their abilities related to employability skills. The most
highly rated characteristics and skills that graduates possess were
“responsibility”, “listening”, “customer relations”, “objectivity” and “written
communication”.
The most frequently performed employability characteristics and skills of
HRM graduates holding entry-level positions in selected hotels in Metro Manila
were “customer relations”, “verbal communication”, “responsibility”, “team work”
“adaptability/flexibility”, and “dependability”. In contrast, “training employees”,
“property management”, “employee management”, “food production” and
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“motivation” were the least performed employability characteristics skills for
entry-level positions in hotels in Metro Manila.
There is a significant difference between HRM graduates’ level of
competence in performing the 32 employability skills and the required
competence needed to perform their current jobs at the hotel. This means that
the graduates’ competence was lower than those required in their current jobs at
the hotel. Thus, there is a mismatch in terms of competence in the job-worker
pairing. HRM graduates were found to be under competent since their
competence levels were lower than those required in their jobs. Significant
gaps/mismatch between competence and the required competence needed to
perform their jobs at the hotel were noted specifically, on the following
employability characteristics and skills: 1) initiative; 2) team work; 3)
adaptability/flexibility; 4) customer relations; 5) dependability; 6) responsibility; 7)
verbal communication; 8) written communication; 9) accounting and financial
management; 10) computer usage; and 11) sales and promotion.
Educators and industry practitioners believed that the implementation of K
to 12 Program will enhance work readiness of graduates. They had strong belief
that K to 12 program would produce graduates who possess competencies and
skills relevant to the job market, as well as possess desirable work attitudes and
behavior.
Leadership, quality management skills, adaptability, self-control and
environment protection practices were the most important managerial skills that
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should be integrated into a 4-year bachelor’s degree program in the Hotel and
Restaurant Management to harmonize with K to 12 program.
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TABLE OF CONTENTS
Page
APPROVAL SHEET…………………………………………………………….. ii
DEDICATION……………………………………………………………………. iii
ACKNOWLEDGMENT……………………………………………..…………… iv
ABSTRACT………………………………………………………………………. vi
LIST OF TABLES……………………………………………………………….. xiii
LIST OF FIGURES…………………………………………………………….. xv
LIST OF APPENDICES……………………………………………………….. xvi
CHAPTER 1. THE PROBLEM AND ITS BACKGROUND
Introduction………………………………………………………………. 1
Background of the Study……………………………………………….. 3
Research Locale………………………………………………………… 5
Statement of the Problem………………………………………………. 5
Hypothesis……………………………………………………………….. 6
Scope and Limitations of the Study…………………………………… 6
Significance of the Study……………………………………………….. 7
Definition of Terms………………………………………………………. 8
CHAPTER 2. REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature……………………………………………………….. 12Hotel Hierarchy of Positions……………………………………. 14The Need for Employability Skills in Hospitality Program…… 17Employability Skills Needed in Entry- Level Positions in
Hospitality Industry……………………………………… 17Employability Skills in Supervisory Level……………………... 19
22
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Foreign Studies……………………………………………………….…
Page
Local Literature………………………………………………………….. 26The Rationale for K to 12 Basic Education Program………… 26Education Vision………………………………………………… 30Goals……………………………………………………………… 32The K to 12 Program……………………………………………. 37
Synthesis…………………………………………………………………. 43
Research Paradigm……………………………………………………... 43
CHAPTER III. METHODOLOGY
Research Design……………………………………….…….…………. 46
Participants of the Study………………………………………………... 46
Sampling Procedure…………………………………………………….. 47
Research Instruments………………………………………………….. 47Construction …………………………………………………..… 47Validation………………………………………………………… 49
Data Gathering Procedure……………………………………………... 49
Statistical Treatment of Data……………………..……………………. 51
CHAPTER 4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Profile of Hotel and Restaurant Management Graduates employed in Selected Hotels in Metro Manila……………….. 54
Graduates’ Level of Competence in Performing Employability Skills Necessary for Their Jobs at the Hotel………………….. 62
Required Competence for HRM graduates to Perform their Jobs at the Hotel………………………………………………………. 68
Significant Difference between the Level of Competence and the Required Competence to Perform their Jobs at the Hotel……………………………………………………………… 73
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Page
Importance of K to 12 Basic Education Program in Responding to Job Mismatch of HRM Graduates………………………….. 75
Managerial Skills that should be integrated into a 4-year Bachelor’s Degree Program in the Hotel and Restaurant Management in Synergy with K to 12 Program………………………………. 77
Re-engineering of BSHRM Program to Harmonize with K to 12 Program…………………………………………………………... 81
CHAPTER 4. SUMMARY, CONCLUSION AND RECOMMENDATION
Summary…………………………………………………………………. 88
Conclusions..……..……………………………………………………… 91
Recommendations……………………………………………………… 93
BIBLIOGRAPHY………………………………………………………………… 96
APPENDICES…………………………………………………………………… 98
CURRICULUM VITAE………………………………………………………….. 111
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LIST OF TABLES
Table Page
1 Distribution of HRM Graduates by Current Position at the Hotel… 57
2 Distribution of HRM Graduates by Length of Service with Current Job……………………………………………………… 59
3 Distribution of HRM Graduates by Length of Experience in the Hospitality Industry…………………………………………….. 59
4 Distribution of HRM Graduates by Previous Work Experience…... 60
5 Distribution of HRM Graduates by Trainings Attended Related to Current Job…………………………………………………… 61
6 Level of Competence of HRM Graduates in Performing Conceptual Characteristics and Skills Necessary for Their Jobs at the Hotel……………………………………... 63
7 Level of Competence of HRM Graduates in Performing Human Relations Characteristics and Skills Necessary for Their Jobs at the Hotel……………………………………... 64
8 Level of Competence of HRM Graduates in Performing Technical Skills Necessary for Their Jobs at the Hotel…………………………………….................................... 66
9 Level of Competence of HRM Graduates in Performing Employability Skills Necessary for Their Jobs at the Hotel… 67
10 Required Competence for HRM Graduates to Perform Conceptual Characteristics and Skills Necessary at the Hotel………………………………………………………. 68
11 Required Competence for HRM Graduates to Perform Human Relations Characteristics and Skills Necessary at the Hotel……………………………………………………………… 70
12 Required Competence for HRM Graduates to Perform Technical Skills Necessary at the Hotel…………………….... 71
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Table Page
13 Required Competence for HRM Graduates to Perform Human Relations Characteristics and Skills Necessary at the Hotel……………………………………………………………… 72
14 Significant Difference between the Graduates’ Level of Competence and the Required Competence to Perform Their Jobs at the Hotel………………………………………….. 74
15 Importance of K to 12 Basic Education Program in responding to job mismatch of HRM graduates……………………..……. 76
16 Managerial skills that should be integrated into a 4-year bachelor’s degree program in HRM in synergy with K to 12 program………………………………………………… 78
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LIST OF FIGURES
Figure Page
1 The K to 12 Basic Education Program……………………………… 35
2 The K to 12 Curriculum: Career Pathways from Grades 7 to 12… 36
3 The Research Paradigm……………………………………………... 44
4 Flowchart of the data gathering procedure of the study………….. 50
5 Distribution of HRM Graduates by Age………………………......... 55
6 Distribution of HRM Graduates by Gender………………………… 56
7 The Synergy of K to 12 Curriculum for and BSHRM Curriculum 80
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The abilities, skills, attitudes and knowledge possessed by workers
determine their levels of professional competence, which in turn may be lower or
higher than those required in their current jobs. When this happens, there is a
mismatch in terms of competence in the job-worker pairing: workers are under
competent when their competence levels are lower than those required in their
jobs, and are over competent when their competence levels exceed those
required in their jobs. Professional competence mismatches are economically
relevant since labor productivity, and thus wages, is likely to depend on the
quality of the fit between workers’ capacities and the requirements of the jobs
they perform (Amador, Lopez and Vila, 2008).
In the last 20 years, the emergence of the Hotel and Restaurant
Management (HRM) as a profession coupled with the growth of the hotel and
restaurant industry has had a dramatic impact on the expansion and academic
advancement of hospitality schools. There has been a disconnect evident since
the emergence of HRM programs; faculty at the university level have argued that
their expertise alone can effectively guide curriculum development, yet the
bottom line for hospitality leaders is that positioned at the front lines of the
industry, they are the ones truly cognizant about needed competencies.
Certain considerations are essential for the development of the HRM as
an academic discipline. Some questions which need to be addressed include;
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"What abilities, knowledge, or competencies do graduates need to be successful
in the workplace?" (Dopson & Tas, 2003). Are graduates from Hotel and
Restaurant Management program industry ready? What do industry practitioners
believe are the essential competencies which should be integrated into
bachelor’s degree in HRM program?
Paulsen (2001) argues that changes in the vocational system are based
on a curriculum which focuses on competencies and experiential learning. She
posits that it is the familiarity with what employers require of graduates and the
connection to skills needed in the workplace that will play a pivotal role for
institutional researchers and academia in the foreseeable future.
According to Peddle (2000), employers question the success of higher
education programs in developing employability skills of graduates. Employability
skills are skills that are basic and generic in nature, but very valuable in assisting
every person entering the workforce. Some people refer to employability skills as
“core skills,” “key skills,” transferable skills,” “general skills,” “non-technical skills,”
and/or “soft skills” (Robinson, 2006).
Due to fast paced changes in the hospitality industry, with great emphasis
on employability skills that interest employers, there is a need to determine
whether the level of competence learned from Hotel and Restaurant
Management program complements with K to 12 objectives.
By surveying industry practitioners, educators, and HRM graduates, a
determination can be made whether there is a gap between the list of
competencies deemed as critical components of HRM degree program so that
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the curriculum can be developed and/or redeveloped so that there is synergy
among HRM curriculum, K to 12 Basic education program and industry needs. A
hope for result of surveying educators, industry practitioners and HRM graduates
is that the feedback can be integrated to address and lessen the gap between
practitioners and educators so as to produce professionally competent HRM
graduates to meet the needs of the industry.
Background of the Study
Filipinos often reminisce about the era until the 1950s when the Philippine
economy was second only to Japan in Asia. In the decades that followed, the
Philippines watched itself being overtaken by countries that rebuilt themselves
from war, instability and poverty, as our own continued to sink into the quagmire
of disunity, destructive politics and corruption.
Correlated to the country’s economic decline is the neglect and
deterioration of its educational sector. Is it any wonder that today our country has
fallen from its former prestige to the bottom of most global rankings of progress
and development?
The Department of Education’s K to 12 Program is one concrete response
to reverse this steady decline and to move toward its goal of long-term
educational reform and sustainable economic growth.
The central feature of the K to 12 Program is the upgrading of the basic
education curriculum to ensure that learners acquire the relevant knowledge and
skills they will need to become productive members of society. It seeks to
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introduce relevant skills development courses and special interest subjects that
will suit the personality, strengths and career direction of each learner.
With the participation of the Commission on Higher Education and the
Technical Education and Skills Development Authority, the program has the
capability of offering professionally designed classes and apprenticeships in
sports, the arts, middle-level skills, entrepreneurship, and applied math and
sciences.
Whereas the old system overemphasized the value of a college degree
before employment, the new program is designed to equip every learner who
graduates after senior high school (Grade 12) with the opportunity for improved
employment and entrepreneurship while ensuring that the high-school graduate
has the necessary competencies to pursue a college degree either immediately
or at some later stage. With an upgraded and better-equipped pool of human
resource, industries will be able to find better and more qualified matches in their
labor requirements.
For graduates proceeding to tertiary education, the K to 12 Program puts
them at par with their international counterparts and makes them more
competitive in colleges and universities both here and abroad.
Higher education institutions will gain the flexibility to offer more enriched
and specialized courses in every degree program since a number of its general
education courses would have already been completed in high school. This
greatly advances the graduates’ chances of landing 21st-century careers and
acquiring self-employment skill sets.
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Thus, the main purpose of this study was to evaluate the bachelor’s
degree program in Hotel and Restaurant management so that the curriculum can
be developed and/or redeveloped so that there is harmonization between the
HRM degree program and K to 12 Program.
Research Locale
The locale of the study include eighteen hotels located in Metro Manila
comprising of six (6) 5-star hotels, six (6) 4-star hotels and six (6) 3-star hotels.
The 5-star hotels covered in this study include: 1) The Heritage Hotel in Pasay
City; 2) Dusit Thani Hotel in Makati City; 3) Mandarin Oriental Hotel in Makati
City; 4) The Peninsula Hotel in Makati City; 5) Manila Diamond Hotel in Manila;
and 6) New World Hotel in Makati City while the 4-star hotels included were: 1)
Century Park Hotel in Manila; 2) Hyatt Hotel & Casino in Malate, Manila;
3) Manila Pavilion in Ermita, Manila; 4) Traders Hotel in Pasay City; 5) Admiral
Hotel in Roxas Boulevard, Manila; and 6) Aloha Hotel in Malate, Manila. The 3-
star hotels included in this study were: 1) Copacabana Apartment-Hotel in Pasay
City; 2) Garden Plaza Hotel in Paco, Manila; 3) Hotel Kimberly in Pedro Gil,
Manila; 4) Las Palmas Hotel in Mabini, Manila; 5) Manila Grand Opera Hotel in
Sta. Cruz, Manila; and 6) Manila Manor Hotel in Jorge Bocobo, Manila.
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Statement of the Problem
The purpose of this study was to evaluate and redesign the BS curriculum
program in HRM so that there is synergy between the HRM degree program and
K to 12 program.
. Specifically, this study answered the following questions:
1. What is the profile of Hotel and Restaurant Management graduates
employed in selected hotels in Metro Manila in terms of:
1.1 age,
1.2 gender,
1.3 current position at the hotel,
1.4 length of service with current job,
1.5 length of experience in the hospitality industry,
1.6 work experiences, and
1.7 trainings attended related to current job?
2. What is the graduates’ level of competence in performing employability
skills necessary for their jobs at the hotel?
3. What is the required competence for HRM graduates to perform their
jobs at the hotel?
4. Is there a significant gap or mismatch between the graduates’ level of
competence and the required competence to perform their jobs at the
hotel?
5. What is the importance of K to 12 program in responding to job
mismatch of HRM graduates?
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6. What managerial skills should be integrated into a 4-year bachelor’s
degree program in the Hotel and Restaurant Management in synergy
with K to 12 program?
Hypothesis
In pursuit of the research problems, the hypothesis that was raised and
tested is:
H01 There is no significant gap between the HRM graduates’ level of
competence in performing employability skills necessary for their jobs
at the hotel and the required competence to perform their jobs?
Scope and Limitations of the Study
This study evaluated the core competencies deemed as critical
components of HRM degree program so that the curriculum can be developed
and/or redeveloped so that there is synergy between the HRM degree program
and K to 12 program.
Eighteen hotels located in Metro Manila were covered in this study which
was composed of six (6) 5-star hotels, six (6) 4-star hotels and six (6) 3-star
hotels. Participants of this study were HRM graduates working in selected hotels
in Metro Manila. Only those HRM graduates occupying entry-level positions at
the hotels were covered in this study. Other participants of the study included the
Human Resource Managers of the hotels and randomly selected hospitality
educators, and secondary school teachers in Metro Manila.
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The subject scope of the study included the profile of HRM graduates,
the graduates’ level of competence in performing employability skills necessary
for their jobs at the hotel, the required competence for HRM graduates to
perform their current jobs at the hotel, the job mismatch between the graduates’
level of competence and the required competence to perform their jobs at the
hotel, the importance of K to 12 program in answering job mismatch of HRM
graduates and the managerial skills that should be integrated into a 4-year
bachelor’s degree program in the Hotel and Restaurant Management in
synergy with K to 12 program.
Significance of the Study
This study will be a significant endeavor in enhancing the HRM
curriculum program so that there is synergy between the HRM degree program
and K to 12 program.
This study will hopefully benefit the following:
HRM graduates. The results of the study will provide HRM graduates with
valuable information that could hopefully provide them with a better
understanding of the necessary employability skills they need to succeed in the
hotel industry. This would give them better preparation for adjustment to the
industry and for career success.
Hospitality educators. This study will provide information for the purpose
of assisting academic hospitality programs and their instructional staff in
designing curricula to more appropriately meet the needs of HRM graduates as
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well as the job market they are entering. With the findings from this study, the
educator will be able to identify the skills that recruiters in today’s hospitality
industry find important and be able to design coursework and classes that will
enable the students to obtain the skills that are deemed important.
Department of Education. The Department of Education will hopefully
find this study a valuable source of information in gaining a deeper understanding
of the mismatch between the skills and the jobs occupied by HRM graduates. In
this way, they could address these issues through the K to 12 basic education
program which would enable graduates to have a more enabling learning
environment that would enhance their skills and abilities matching their jobs in
the hospitality industry.
Future researchers. Finally, study may serve as reference material to
students and other researchers conducting similar study.
Definition of Terms
For the purpose of clarity to establish a common frame of reference for the
study, the following terms are defined operationally as they were used in this
study:
Competency. Those activities and skills judged essential to perform the
duties of a specific position.
Curriculum. This refers to all required classroom work and electives at
the university level. Also included is work experience or it can also refer to the
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educational plan of an institution, school, college, or a department, or to a
program or course.
Employability skills. The transferable core skill groups that represent
essential functional and enabling knowledge, skills and attitudes required by the
workplace necessary for career success at all levels of employment and for all
levels of education.
Employability. The relative chance of the respondent of acquiring and
maintaining different kinds of employment.
Entry level. This is where one starts the experience and skill that will be
gained in these positions which can prepare one for advancement in the career.
An entry-level job is a job that is normally designed or designated for recent
graduates of HRM, and does not require prior experience in the field or
profession. Recent BSHRM graduates from college usually take entry-level
positions.
Hospitality Educator. A person who is a member of a program or
department that grants a baccalaureate degree in the hospitality management
field.
HRM graduate. A person who completed a four-year bachelor’s degree
program in the Hotel and Restaurant Management and working in the selected
hotels in metro Manila at the time of survey. He/She served as the respondent for
this study.
Job matching. The process of matching the right people with the right
job.
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Job mismatch. Job mismatch exists when the abilities, skills, attitudes
and/or knowledge possessed by the graduate are lower or higher than those
required in their current jobs. There is a mismatch in terms of competence in the
job-worker pairing: graduates are under competent when their competence levels
are lower than those required in their jobs, and are over competent when their
competence levels exceed those required in their jobs.
Level of competency. This is an underlying characteristic of an employee
(i.e., motive, trait, skill, aspects of one's self-image, social role, or a body of
knowledge) which results in effective and/or superior performance in a job.
Managerial/Supervisory level. This is when one’s experience, training
and initiative are combined to create the ability to lead employees. Managerial
and supervisory jobs operate through various functions, often classified as
planning, organizing, staffing, leading/directing, controlling/monitoring and
motivation. In hospitality, the positions may include front office manager,
executive housekeeper, executive chef, sales manager, food production
manager, etc.
Skilled level. This is the next step where one will develop skills and
capabilities that can be transferred from one position to another. Skilled level jobs
in hospitality are defined in terms of the amount and type of education and
training that are required to enter and work in an occupation such as bartender,
assistant housekeeper, floor supervisor, baker, captain waiter.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter highlights various literatures and studies on job matching as
a strategy to enhance the employability of HRM graduates, the nature and scope
of K to 12 basic education program. The information obtained from the materials
was used to draw a picture about the extent of knowledge pertaining to the
subject matter at hand and in relation to the objectives of this research work.
Foreign Literature
A worker’s level of formal education is most often used as a proxy for
his/her level of professional competence because the latter is presumably more
difficult to identify and measure (Borghans, Green and Mayhew, 2001). Although
education is not the only mechanism that promotes and develops workers’
professional competence, the literature focused specifically on competence
mismatches is rather scarce. Indeed, a number of papers deal with competence
and educational job-worker mismatches as equivalent phenomena in spite of
research showing that educational mismatches appear to be only weakly related
to competence mismatches (Allen and van der Velden, 2001; and Badillo-
Amador, Garcia-Sanchez and Vila, 2005). Moreover, most papers on job-worker
pairing only address the pecuniary consequences of educational mismatches, as
it was shown in reviews by Groot and Maassen van den Brink (2000), Hartog
(2000) and Rubb (2003).
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Weight is increasingly being placed on the acquisition of employment
competencies and accordingly takes into account professional profiles and
competencies, which should in turn guide the pedagogical selection of
appropriate knowledge (Tuning Educational Structures in Europe, 2002). There
are different definitions of competency depending on focus. Broadly speaking,
they are acquired by using knowledge in practice, such as competency in
problem-solving or in interpersonal communication, and are increasingly defined
in terms of attitudes. As Roberts (quoted by Redman & Wilkinson, 2006) puts it,
competencies are “all-work-related personal attributes, knowledge, experience,
skills and values that a person draws on to perform their work well”. They can be
further defined as hard or soft, according to whether they cover knowledge and
technical skills or interpersonal aspects.
As early as the 1920's, when the first 4-year college-level program in
hospitality management was established at Cornell University, educators sought
industry leaders' advice and feedback regarding the essential competencies that
graduates needed for career success (Kay & Russette, 2000). Over the years,
there has been a shift in the type of skills needed by entry-level hospitality and
food and beverage managers. There has also been a disparity between the
competencies deemed "essential" by educators, yet less important by
practitioners. Specifically, between 1988 and 2000, a myriad of competency
studies specific to the hospitality industry was conducted, shedding light on the
competencies which industry practitioners and educators deemed were important
for success in the industry.
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According to Paulsen (2001), content is not the central issue in a
competency-.based curriculum; the curriculum should focus on competencies
and experiential learning. It is imperative that the assessment and monitoring of
what is learned and acquired relevant to performance is evaluated. Paulsen
(2001) believes that higher education has become extremely sensitive and
accountable to industry needs. Thus, learning should be closely tied to
competencies and performance-based assessment.
Pizam (2011) stressed the crucial importance of soft skills in the hospitality
industry. For him, hospitality students should be educated in good manners,
civility, and proper speech, in addition to technical and conceptual skills and
hospitality competence.
Hotel Hierarchy of Positions
Rosenberg (2004) disclosed that in a large hotel, 75% of the total
workforce is composed of entry level staff, 17% comprise the supervisory level,
5% for middle management level and only 3% comprise the top level
management.
The hierarchy of hotel management is a chain of command, with each link
responsible for reporting to the next level to ensure that hotel operations are
flowing smoothly and guest needs are being properly met. Although the terms
used to describe positions may vary slightly geographically, the following is the
basic outline for hotel management hierarchy (Ibid.).
Top level management or upper level managers are the highest in the
hierarchy. At the top of the chain are the executive committee members, which
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can include: Hotel Manager or Director of Operations, Director of Marketing /
DOSM, Controller, Director of Engineering, Director of Housekeeping and
Director of Reservation/Revenue Manager. These executives have experience
years of training for their jobs, and are highly in demand. Managing a hotel starts
from the top with the hotel company's chief executive officer.
The Chief Executive Officer (CEO) is in charge of making all final
decisions concerning the hotel, running meetings and presentations, launching
new hotels and making the final decision on general managers for individual
hotels.
Top level managers are not involved in the day-to-day activities. Most
upper level managers will possess advanced degrees such as a Master’s in
Business Administration, though it may not be required. Top managers in most
organizations have a great deal of managerial experience and have moved up
through the ranks of management within the company or in another firm.
The functions of the upper level managers are to determine the objectives
and policies of the company. This level of management is responsible to the
shareholders, if any, for the overall performance of the company. Upper-level
managers prepare the budget, procedures and schedules for the middle
managers to implement. These top-level executives coordinate and control the
activities of all departments and provide guidance and direction to accomplish
these activities (Rosenberg, 2004).
Middle managers are directly below the upper level management. In larger
companies this level is broken down into junior middle level and senior middle
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level. This level of management consists of branch managers, plant managers,
divisional managers and regional managers. Middle managers are responsible
for completing the goals set by upper management. They communicate
suggestions and feedback to upper level managers as well as motivate and
assist the first level supervisors.
The daily functions of the middle managers are to interpret and explain
policies and procedures that are handed down from the upper management to
the supervisors. They evaluate the performance of the first-level supervisors.
Middle managers also provide reports and other data to the top-level
management.
Supervisory level managers are also called first-level managers. This level
consists of the office manager, foreperson, department managers and crew
leaders. Supervisors are responsible for the daily management. In the past, most
supervisors did not have college degrees; now many are graduates of a trade
school, or have a two- or four-year degree.
The primary function of a supervisor is to assign daily jobs and tasks to
subordinates. They communicate any problem, suggestion or goal from the
higher level management to the workers and vice versa. Supervisors provide
training to workers. They motivate the workers and are responsible for building
the company's image as they are in direct contact with the workers and the public
(Rosenberg, 2004).
Underneath the managerial staff are the entry-level staff or employees
who work in food and beverage services, marketing and sales, room service,
17
housekeeping and maintenance. The size of the hotel and the type of services it
offers determines the complexity of its organizational employee structure.
In the Housekeeping Department, some of the entry level positions include
house person, room attendant and laundry worker while in the F & B Department,
the positions may include bartender, cooks, food server, dishwasher, or bus
person. In the Front Office Department, the entry level positions include
concierge, hotel bellhop or porter, front desk clerks and reception and
reservations employees (Rosenberg, 2004).
The Need for Employability Skills in Hospitality Program
The importance of upper-level leadership skills such as human resources
skills, conceptual skills, communication skills, analytical skills, problem solving
skills and planning skills as the key focus of future hospitality curricula have
always been the contention that these skills are more important than technical
skills, which are usually acquired through specific organizational training at
various places of employment.
Employability Skills Needed in Entry- Level Positions in
Hospitality Industry
One certainty is that continuous efforts must be made to revise and
update curriculum to ensure it is meeting student needs in the ever-changing
workforce. The message from these studies is that educators should reassess
their curriculum to ensure that their curriculum is adequately developing students’
18
necessary employability skills (Walo, 2000). Reflecting on the above assertions,
it can be argued that curriculum should be reviewed periodically to keep up with
changes and trends, in order not to be passing old and outdated knowledge and
irrelevant competencies onto the students (ibid). Several studies indicate that
most existing hospitality programs are still focused towards producing technically
oriented students with marginal attention given to management or employability
skills for entry-level positions with little or no emphasis on upper-level
management skills.
The skills required for entry-level positions are summarized below: (Robinson,
2006)
Accountability Holds self and others accountable for measurable high-quality, timely, and cost-effective results. Determines objectives, sets priorities, and delegates work. Accepts responsibility for mistakes. Complies with established control systems and rules.
Customer Service
Anticipates and meets the needs of both internal and external customers. Delivers high-quality products and services; is committed to continuous improvement.
Decisiveness Makes well-informed, effective, and timely decisions, even when data are limited or solutions produce unpleasant consequences; perceives the impact and implications of decisions.
Flexibility Is open to change and new information; rapidly adapts to new information, changing conditions, or unexpected obstacles.
Integrity/Honesty Behaves in an honest, fair, and ethical manner. Shows consistency in words and actions. Models high standards of ethics.
Interpersonal Skills
Treats others with courtesy, sensitivity, and respect. Considers and responds appropriately to the needs and feelings of different people in different situations.
19
Oral Communication
Makes clear and convincing oral presentations. Listens effectively; clarifies information as needed.
Problem Solving Identifies and analyzes problems; weighs relevance and accuracy of information; generates and evaluates alternative solutions; makes recommendations.
Resilience Deals effectively with pressure; remains optimistic and persistent, even under adversity. Recovers quickly from setbacks.
Written Communication
Writes in a clear, concise, organized, and convincing manner for the intended audience.
Employability Skills in Supervisory Level
A great supervisor needs 'hard' skills to improve systems and 'soft' skills'
to effectively coach others. Few people are taught these skills as part of their
formal education however, and most supervisory jobs are not designed to
encourage their use. Think about it - how much time do the supervisors you know
spend processing paperwork, doing other clerical duties, and serving as a 'gofer'
instead of coaching, analyzing systems, and developing improvement projects?
In order to succeed in a high performance workplace, a great supervisor needs to
develop and regularly use the following skills:
The skills required for supervisory positions are summarized below:
(Robinson, 2006)
20
Operational Skills Managerial Skills
Take initiative to improve performance
Respect and promote diversity Communicate expectations Seek first to understand Provide performance feedback Resolve conflict and build
teams
Utilize change and innovate
Graph creation and analysis Spreadsheet and database use Develop and implement
improvement projects Process analysis and design Identify cost reduction opportunities Facilitate and lead team meetings
Create performance improvement plans
When filling supervisory positions agencies may consider using additional
competencies beyond the ten (10) recommended competencies listed above.
Agencies may choose from among any of the leadership competencies listed
below or, based on job analysis, agencies may develop their own competencies,
Knowledge, Skills, Abilities (KSAs).
Conflict Management Encourages creative tension and differences of opinions. Anticipates and takes steps to prevent counter-productive confrontations. Manages and resolves conflicts and disagreements in a constructive manner.
Continual Learning Assesses and recognizes own strengths and weaknesses; pursues self-development.
Creativity and Innovation
Develops new insights into situations; questions conventional approaches; encourages new ideas and innovations; designs and implements new or cutting edge programs/processes.
Developing Others Develops the ability of others to perform and contribute to the organization by providing ongoing feedback and by providing opportunities to learn through formal and informal methods.
Entrepreneurship Positions the organization for future success by identifying new opportunities; builds the organization by developing or improving products or services. Takes calculated risks to accomplish organizational objectives.
21
External Awareness Understands and keeps up-to-date on local, national, and international policies and trends that affect the organization and shape stakeholders' views; is aware of the organization's impact on the external environment.
Financial Management Understands the organization's financial processes. Prepares, justifies, and administers the program budget. Oversees procurement and contracting to achieve desired results. Monitors expenditures and uses cost-benefit thinking to set priorities.
Human Capital Management
Builds and manages workforce based on organizational goals, budget considerations, and staffing needs. Ensures that employees are appropriately recruited, selected, appraised, and rewarded; takes action to address performance problems. Manages a multi-sector work force and a variety of work situations.
Influencing/Negotiating Persuades others; builds consensus through give and take; gains cooperation from others to obtain information and accomplish goals.
Leveraging Diversity Fosters an inclusive workplace where diversity and individual differences are valued and leveraged to achieve the vision and mission of the organization.
Partnering Develops networks and builds alliances; collaborates across boundaries to build strategic relationships and achieve common goals.
Political Savvy Identifies the internal and external politics that impact the work of the organization. Perceives organizational and political reality and acts accordingly.
Public Service Motivation
Shows a commitment to serve the public. Ensures that actions meet public needs; aligns organizational objectives and practices with public interests.
Strategic Thinking Formulates objectives and priorities, and implements plans consistent with the long-term interest of the organization in a global environment. Capitalizes on opportunities and manages risks.
22
Teambuilding Inspires and fosters team commitment, spirit, pride, and trust. Facilitates cooperation and motivates team members to accomplish group goals.
Technical Credibility Understands and appropriately applies principles, procedures, requirements, regulations, and policies related to specialized expertise.
Technology Management
Keeps up-to-date on technological developments. Makes effective use of technology to achieve results. Ensures access to and security of technology systems.
Vision Takes a long-term view and builds a shared vision with others; acts as a catalyst for organizational change. Influences others to translate vision into action.
Foreign Studies
Battu, Belfield and Sloane (2000) found that overeducated workers and
undereducated women are less satisfied than those who have the required level
of formal education; the latter concluded that adequately educated workers report
higher job satisfaction. On the other hand, Allen and van der Velden (2001) and
Green and McIntosh (2002) found that competence mismatches reduce the
probability of being satisfied, while education mismatches do not affect workers'
levels of job satisfaction.
Amador et al. (2008) conducted a study on education and competence
mismatches: job satisfaction consequences for workers using Spanish data from
the 2001 wave of the European Community Household Panel (ECHP). The
results suggest that: 1) competence mismatches reduce workers’ job satisfaction,
which implies that both over competence and under competence are undesirable
situations from workers’ viewpoint; 2) among comparable workers, the
23
educational mismatches are at least as satisfactory as the adequate education
match among comparable workers, since educational mismatches have a neutral
effect, in the case of over education, or even a positive effect, in the case of
under education, on job satisfaction; 3) educational mismatches have neutral or
even positive effects on job satisfaction for workers in jobs with similar
educational requirements. Specifically, the years of over education have a
neutral effect on satisfaction, while the years of under education have, in general,
a positive effect, probably as a consequence of the relatively higher wages
earned.
Research in the UK and US has found generic interpersonal and human
relations competencies to be very important, while technical competencies were
seen as less important (Raybould & Wilkins, 2006). On the same lines, Australian
hospitality managers identified the generic domains of interpersonal relations,
problem-solving and self-management as the most important while the ten most
important descriptors included dealing effectively with customer problems and
maintaining professional and ethical standards (Raybould & Wilkins, 2006).
Staton – Reynolds (2009) reviewed the competencies considered important for
success in entry level managers by hospitality recruiters and university educators
and found that both groups recognized emotional intelligence as being essential.
In a world increasingly based on Information Technology capabilities,
these, coupled with communication competencies, are for some researchers
(Cho, Schmeizer, & McMahon, 2002), the most important competencies to be
24
acquired by hospitality students. However, Fournier & Ineson (2009) found that
IT competency was the least regarded.
The competencies identified as essential by Kay & Russette (2000)
include recognizing customer problems, showing enthusiasm, maintaining
professional and ethical standards, cultivating a climate of trust, and adapting
creatively to change. Other researchers emphasize the ability to cope with
emotional demands (Johanson & Woods, 2008), to empathize with customers,
possess emotional intelligence (Baum, 2006), show leadership, and develop
competencies associated with interpersonal, problem-solving, and self-
management skills (Raybould & Wilkins, 2006). Since hospitality is almost by
definition an international industry, cross-cultural competencies have been
identified as fundamental.
Beer (2009) conducted research into the concept of global competency
within the curriculum of hospitality management programs and concluded that
effective communication in another language, cross-cultural sensitivity and
adaptability are some of the most important competencies. It is worthwhile to
refer to Chung-Herrera, Enz & Lankau (2003), who developed a competency
model based on two dimensions: self-management (comprising ethics, time
management, flexibility, adaptability and the like) and strategic positioning
(comprising awareness of customer needs, commitment to quality, concern for
the community).
In Mayo, Thomas and Haysbert's (2005) survey study, they mailed a
survey questionnaire to 175 hospitality educators and industry professionals with
25
60 responses returned. The major purpose of the study was to identify relevant
competencies that were deemed essential as determined by hospitality
educators/professors and industry professionals. The five main competencies as
determined by hospitality educators were; (a) demonstrate techniques to manage
and improve revenue, (b) demonstrate financial accounting processes, (c)
exercise listening skills/communication skills (including oral and written skills), (d)
demonstrate how to manage subordinates by developing training programs,
using performance appraisals; know how to manage change, and (e)
demonstrate how to motivate people. The top five competencies for the industry
professionals were good listening skills, financial accounting, ability to manage
subordinates and motivate others, revenue management, demonstrating a
passion for service, the ability to manage food and beverage operations, the
ability to plan and conduct meetings, and knowledge of legal issues.
Luschenko (2000) surveyed Russian hospitality industry representatives in
Moscow, St. Petersburg, and Sochi. Most Russian hospitality employees
reported that knowledge of foreign languages, the tourist industry, and computer
skills were the most important for successful careers. Voroshilova (2001) in her
article "Psychological basis of professionally important skills for hospitality
industry managers" stated that Russian educators needed to develop creativity,
intellectualism, and motivation in hospitality students because these qualities can
later become helpful in the performance of job tasks.
Goh, Blum, and Shumate (2001) conducted a study at Texas Tech
University in which students listed communication, guest service/customer
26
relations, and leadership as the top three skills. Faculty reported the top skills. as
communication, listening, and adaptability/flexibility. Recruiters listed work and
personal ethics, oral communication, and guest service as the most important
skills.
A study by Nelson & Dopson (2001) asked 302 randomly selected hotel
executives to rank skills that they thought are necessary for hospitality graduates.
Identifying and solving managerial problems, leadership abilities, cost control,
development of a positive customer relationship, and adaptation of the
organization to meeting customer needs were identified as the five most
important skills.
Local Literature
The following literature is an excerpt from the Discussion Paper on the
Enhanced K to 12 Basic Education Program of the Department of Education
(2010):
The Rationale for K to 12 Basic Education Program
Enhancing the quality of basic education in the Philippines is urgent
and critical. Thus, we have to come up with a proposal to enhance our
basic education program in a manner that is least disruptive to the current
curriculum, most affordable to government and families, and aligned with
international practice.
The poor quality of basic education is reflected in the low
achievement scores of Filipino students. Many students who finish basic
27
education do not possess sufficient mastery of basic competencies. One reason
is that students do not get adequate instructional time or time on task. The
National Achievement Test (NAT) for grade 6 in SY 2009 -2010 passing
rate is only 69.21%. Although this is already a 24% improvement over the SY
2005 -2006 passing rate, further reforms are needed to achieve substantial
improvement. The NAT for high school is 46.38% in SY 2009 -2010, a slight
decrease from 47.40% in SY 2008-2009.
International tests results like 2003 TIMSS (Trends in International
Mathematics and Science Study) rank the Philippines 34 th out of 38 countries
in HS II Math and 43rd out of 46 countries in HS II Science; for grade 4, the
Philippines ranked 23rd out of 25 participating countries in both Math and
Science. In 2008, even with only the science high schools participating in
the Advanced Mathematics category, the Philippines was ranked lowest.
The congested curriculum partly explains the present state of education.
The current basic education is designed to teach a 12-year curriculum, yet it is
delivered in just 10 years.
This quality of education is reflected in the inadequate preparation
of high school graduates for the world of work or entrepreneurship or higher
education. High school graduates also do not possess the basic competencies
or emotional maturity essential for the world of work. About 70.9% of the
unemployed are at least high school graduates and 80% of the
unemployed are 15 -34 years old. While the availability of economic
opportunities contributes to this, it also illustrates the mismatch in the
28
labor and education markets. The World Bank Philippines Skills Report in
2009 reveals, based on a survey of employers, serious gaps in critical skills of
graduates such as problem -solving, initiative and creativity, and, to a lesser
extent, gaps in job-specific technical skills.
Further, most graduates are too young to enter the labor force. This
implies that those who do not pursue higher education would be unproductive or
be vulnerable to exploitative labor practices. Those who may be interested to set
up business cannot legally enter into contracts.
The current system also reinforces the misperception that basic
education is just a preparatory step for higher education . For most
parents, basic education is usually seen as a preparation for college
education. Even this misperception falls short of expectations as most students
usually have to take remedial and high school level classes in colleges
and universities.
The short duration of the basic education program also puts the
millions of overseas Filipino workers (OFWs), especially the professionals,
and those who intend to study abroad at a disadvantage. Our graduates are
not automatically recognized as professionals abroad. Filipinos face mutual
recognition problem in other countries that view the 10 -year education
program as insufficient. The Philippines is the only country in Asia and
among the three remaining countries in the world that has a 10 -year basic
education program. The Washington Accord prescribes 12 years basic
education as an entry to recognition of engineering professionals. The Bologna
29
Accord requires 12 years of education for university admission and practice
of profession in European countries.
More importantly, the short basic education program affects the human
development of the Filipino children. A Filipino is legally a child before he or she
turns 18 years old. Psychologists and educators say that children under 18 are
generally not emotionally prepared for entrepreneurship or employment or higher
education disciplines.
Cognizant of this urgent and critical concern and in line with the priorities
of the Aquino Administration, the Department of Education is taking bold
steps to enhance the basic education curriculum. Hand in hand with vigorous
efforts to address the input shortages, DepEd intends to raise the quality of basic
education through the enhancement of the curriculum and the expansion of the
basic education cycle.
The Enhanced K to 12 Basic Education Program seeks to provide for a
quality 12-year basic education program that each Filipino is entitled to. This is
consistent with Article XIV, Section 2(1) of the 1987 Philippine Constitution which
states that “The State shall establish, maintain, and support a complete,
adequate, and integrate d system of education relevant to the needs of the
people and society .”
K+12 means Kindergarten and the 12 years of elementary and
secondary education. Kindergarten refers to the 5-year old cohort that
takes a standardized kinder curriculum. Elementary education refers to
primary schooling that involves six or seven years of education; meanwhile
30
secondary education refers to high school. Under the K+12, the intention is not
just to add two years of schooling but more importantly to enhance the
basic education curriculum.
Education Vision
Every graduate of the Enhanced K+12 Basic Education Program is
an empowered individual who has learned, through a program that is
rooted on sound educational principles and geared towards excellence, the
foundations for learning throughout life, the competence to engage in work
and be productive, the ability to coexist in fruitful harmony with local and
global communities, the capability to engage in autonomous critical thinking,
and the capacity to transform others and one’s self.
A Vision Grounded on Human Development. The complete human
development of every graduate is at the core of the Enhanced K+12
Basic Education Program. Every graduate holds an understanding of the world
around and a zest for life-long learning, which addresses every child’s
basic learning needs, including learning to learn, the acquisition of
numeracy, literacy’s, and scientific and technological knowledge as applied to
daily life.
The graduate also has the courage, the drive, and the relevant skills to
engage in work and have a productive life. Every graduate will be able to
embark in the modern world prepared to meet challenges.
31
Every graduate will be able to think for himself/herself and make sound
decisions on the best courses of action to take in the different circumstances of
his or her life. The graduate’s autonomous thinking is a product of the
capability for comprehension and critical thinking as well as the full
development of one’s unique personality.
Every graduate is inculcated with the respect for human rights and
values, notably, Maka-Diyos, Maka-tao, Makabansa , and Maka -Kalikasan.
This makes every graduate empowered to effect positive changes in his/her
life and that of others.
A Vision Achieved through an Enhanced Curriculum. Every graduate
of the Enhanced K+12 Basic Education Program will benefit from a
reformed and updated curriculum that is focused on enabling every child to
achieve mastery of core competencies and skills.
A Vision that has Socio-Economic Relevance. Every graduate of the
Enhanced K+12 Basic Education Program is ready to take his or her place as a
productive member of society. One is equipped to take on every opportunity in
life he or she chooses - to find work, to engage in higher studies, or to
start an entrepreneurial endeavor.
This vision is consistent with the definition of an educated Filipino as
conceived in the Philippine Constitution and the World Declaration on Education
for All.
32
Goals
The goal of the Enhanced K+12 Basic Education Program is to
create a functional basic education system that will produce productive and
responsible citizens equipped with the essential competencies and skills for
both life-long learning and employment. The program will enhance the basic
education system to full functionality to fulfill the basic learning needs of
students. This is in line with the agenda of the President Aquino of having quality
education as a long -term solution to poverty.
In order to achieve these goals, the program has the following twin-
objectives:
a) To give every student an opportunity to receive quality education
based on an enhanced and decongested curriculum that is internationally
recognized and comparable
• Develop a curriculum that is rational and focused on excellence
(decongested, uses research-based practices, uses quality materials
and textbooks, etc.)
• Produce a pool of highly qualified and adequately trained teachers.
• Achieve high academic standards, especially in Mathematics, Science,
and English at all levels
• Produce graduates who are globally competitive and whose
credentials are recognized internationally;
b) To change public perception that high school education is just a
preparation for college; rather, it should allow one to take advantage of
33
opportunities for gainful career or employment and/or self-employment in a
rapidly changing and increasingly globalized environment
• Produce graduates who possess skills and competencies that will
allow them to be productive members of society or pursue higher
education.
• Through coordination between the academic and business sectors, to
change industry hiring practices taking into account the enhanced skills
and competencies of K+ 12 graduates.
The model that is currently being proposed by DepEd is the K-6-4-2
Model. This model involves Kindergarten, six years of elementary education, four
years of junior high school (Grades 7 to 10) and two years of senior high (Grades
11 to 12). The two years of senior high school intend to provide time for students
to consolidate acquired academic skills and competence
In senior high school, students will have 2 years of in-depth specialization
depending on the occupation/career track they wish to pursue. Skills and
competencies relevant to the job market will be provided. The 2 years of senior
HS intend to provide time for students to consolidate acquired academic skills
and competencies. The curriculum will allow specializations in Science and
Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and
Entrepreneurship.
K to 12 Education Vision
Graduates of Enhanced K to 12 Basic Education Program will:
• Acquire mastery of basic competencies.
34
• Be more emotionally mature.
• Be socially aware, pro-active, involve in public and civic affairs.
• Be adequately prepared for the word of work or entrepreneurship or
higher education.
• Be legally employable with potential for better earnings.
• Be globally competitive.
• Every graduate of the Enhanced K to 12 Basic Education program is
an empowered individual who has learned, through a program that is
rooted on sound educational principles and geared towards
excellence, the foundations for learning throughout life, the
competence to engage in work and be productive, the ability to coexist
in fruitful harmony with local and global communities, the capability to
engage in autonomous critical thinking, and the capacity to transform
others and one’s self.
35
Figure 1. The K to 12 Basic Education Program
36
Figure 2. The K to 12 Curriculum: Career Pathways from Grades 7 to 12
Gradelevels
Academics ELECTIVES CERTIFICATION
Academic TLE Offering Entrepreneurship1211
Core Competencies + Career Pathways
SpecializationAdvanced Science
Advanced
Mathematics
Languages
Journalism
Arts and Sports
Others
HO
ME
E
CO
NO
MIC
S
1. Nail Care NC II 2. Caregiving NC II 3. Tailoring NC II 4. Dressmaking NC II 5. Commercial Cooking NC II 6. Bread and Pastry Production NC II 7. Household Services NC II
National Certification II
Horizontal/ Vertical Transfer
National Certification II
National Certification
Certificate of Competencies
109
Core Competencies + TLE Specialization
Ag
ri
Fir
sher
y
8. Agriculture Crop Production NC I 9. Horticulture NC II 10. Animal Production NC II 11. Aquaculture 12. Food “Fish” Processing NC II
87 Exploratory Tech-Voc
Electives focused on 5 common competencies: Mensuration and
Calculation Use of tools and Equipment Interpretation of
Plans/Drawing Occupational Health and
Safety Maintenance of Tools and
Equipment
Ind
ust
rial
Art
s13. Automotive Servicing NC I 14. Carpentry NC II 15. Plumbing NC II 16. Masonry NC I 17. Tiles Setting NC II 18. Mechanical Drafting NC I 19. Electrical Installation and
Maintenance NC II 20. Consumer Electronics Servicing NC
II 21. Handcrafts Production/ Novelty and
Crafts NC I 22. Shielded Metal Arc Welding NC I 23. Refrigeration & Aircon Servicing
(DOMRAC) NC II 24. Computer Hardware Servicng NC II
37
The K to 12 Program
The K to 12 Program covers Kindergarten and 12 years of basic education
(six years of primary education, four years of Junior High School, and two years
of Senior High School [SHS]) to provide sufficient time for mastery of concepts
and skills, develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and entrepreneurship.
The overall design of Grades 1 to 10 curriculum follows the spiral
approach across subjects by building on the same concepts developed in
increasing complexity and sophistication starting from grade school. Teachers
are expected to use the spiral/progression approach in teaching competencies.
Senior High School (SHS) is two years of specialized upper secondary
education; students may choose a career track based on aptitude, interests, and
school capacity. The choice of career track will define the content of the subjects
a student will take in Grades 11 and 12. These subjects fall under either the Core
Curriculum or specific Career Pathways.
There are six subjects under the Core Curriculum of SHS. These are
Humanities, Languages (English and/or Filipino), Math, Philosophy, Science, and
Social Sciences. Current content from some General Education subjects are
embedded in the SHS curriculum.
Each student in Senior High School can choose among five tracks:
Business and Entrepreneurship; Humanities and Social Sciences; Science,
Technology, and Engineering; Sports; and Technical-Vocational.
38
Students undergo On-the-Job Training (OJT) or immersion, which may
include earn-while-you-learn opportunities, to provide them relevant exposure
and actual experience in their chosen track.
After finishing Grade 10, a student can obtain Certificates of Competency
(COC) or a National Certificate Level I (NC I). After finishing a Technical-
Vocational track in Grade 12, a student may obtain a National Certificate Level II
(NC II), provided he/she passes the competency-based assessment of the
Technical Education and Skills Development Authority (TESDA). NC I and NC II
improves employability of graduates in fields like Agriculture, Electronics, and
Trade.
In SY 2012-2013, there are 30 public high schools and higher education
institutions (HEIs) that have implemented Grade 11. This is a Research and
Design (R&D) program to simulate different aspects of Senior High School in
preparation for full nationwide implementation in SY 2016-2017. Modeling
programs offered by these schools are based on students’ interests, community
needs, and their respective capacities.
After going through Kindergarten, the enhanced Elementary and Junior
High curriculum, and a specialized Senior High program, every K to 12 graduate
will be ready to go into different paths – may it be further education, employment,
or entrepreneurship.
The K to 12 graduate is equipped with the following 21st century skills: 1)
information, media and technology skills, 2) learning and innovation skills, 3)
effective communication skills, and 4) life and career skills.
39
Information, media and technology skills include 1) visual and information
literacies, media literacy, basic, scientific, economic and technological literacies
and multicultural literacy and global awareness. The learning and innovation
skills are 1) creativity and curiosity; 2) critical thinking problem solving skills and
risk taking. To develop effective communication skills, the following skills must be
taught: 1) teaming, collaboration and interpersonal skills; 2) personal, social, and
civic responsibility and interactive communication, and local, national and global
orientedness. The life and career skills are: 1) flexibility and adaptability; 2)
initiative and self-direction; 3) social and cross-cultural skills; 4) productivity and
accountability, 5) leadership and responsibility, and 6) ethical, moral and spiritual
values.
The ideal K to 12 graduate is one who manifests patriotism and
nationalism, love of humanity, respect for human rights, appreciation of the role
of national heroes in the historical development of the country, observance of
rights and duties of citizenship, strong ethical and spiritual values, moral
character and personal discipline, critical and creative thinking, scientific and
technological knowledge, and vocational efficiency”12.
The Learning Areas
The cluster of subjects of the K to 12 curriculum – Languages, Math and
Science, Arts and Humanities, and Technology and Livelihood Education – cuts
across the grade levels from K to Grade 12 to nurture the learner’s holistic
development. There is no demarcation line among the cluster of subjects – to
40
indicate that the curriculum is organized to cut across subject lines and to put
across the concept that the whole curriculum is life itself.
The Language subjects are Mother Tongue, Filipino and English. The Arts
and Humanities subjects are Edukasyon sa Pagpapakatao, Araling Panlipunan,
Music, Arts, Physical Education and Health (MAPEH). The other subjects are
Science, Math and Technology and Livelihood Education.
There are changes in the nomenclature of some subjects. Edukasyon sa
Pagpapahalaga for the secondary and Edukasyon sa Pagpapakatao for the
elementary are now renamed Edukasyon sa Pagpapakatao. Science and Health
is called Science. Health is joined to MAPEH.
The learning areas in the K to 12 curriculum can be grouped into two: 1)
core compulsory learning areas and 2) areas of specialization. These are
enumerated in the discussion of elementary and secondary education.
Co-Curricular and Community Involvement Programs
Co-curricular programs and community involvement programs are an
extension of the core subject areas and the teaching and learning process. They
are an integral part of the school curriculum that enhances the holistic
development of the learner. The co-curricular programs in a large sense also
serve as a laboratory of life where what is learned in the classroom context can
be applied in practical terms yet be used as a further teachable opportunity. Co-
curricular and community involvement programs are irreplaceable opportunities
41
for the learner to reinforce and put into practice the knowledge, skills, values and
attitudes learned.
Co-curricular programs and community involvement programs are an
extension of the core subject areas and the teaching and learning process. They
are an integral part of the school curriculum that enhances the holistic
development of the learner. The co-curricular programs in a large sense also
serve as a laboratory of life where what is learned in the classroom context can
be applied in practical terms yet be used as a further teachable opportunity. Co-
curricular and community involvement programs are irreplaceable opportunities
for the learner to reinforce and put into practice the knowledge, skills, values and
attitudes learned.
Distinctive Features of K to 12 Program
The strengthening of ICT-integration in the basic education curriculum in
order to meet the 21st century skills required by employers, the use of the spiral
progression approach in the teaching of Math and Science, and the development
of alternative delivery modes to provide equal opportunity for all are backed up
by the recommendations of the DepEd-commissioned researches conducted by
SEAMEO INNOTECH and University of Melbourne.
To allow for mastery of competencies and to give more emphasis to the
development of student understanding and on learning how to learn, repetitions
of competencies were weeded out. The new curriculum was redesigned in line
with the standards and competencies desired of a K to 12 graduate.
42
The K to 12 curriculum consists of a continuum of competencies which
provides transition from one grade level to another without unnecessary
duplication. The continuum of standards and competencies from the elementary
to secondary level is ensured by the unified curriculum framework for each
learning area from elementary to high school. The standards and competencies
are developed following expanding spiral progression model. This means that
learning is built upon prior knowledge, skills, values and attitude of students to
ensure vertical continuity.
ICT is taught in the junior high school as one of the Technology and
Livelihood Education courses and is now integrated starting Grade 1 not Grade 4
as it is done in the 2002 Basic Education Curriculum. The K to 12 curriculum
promotes the use of technology for an engaging, effective, and efficient
instruction.
The K to 12 curriculum is benchmarked with curricula of other countries. It
meets international standards not merely by adding two years to the 10 years of
basic education but also by ensuring that the standards of the 12-year basic
education is equivalent to the 12-year basic education offered in other countries.
Graduates of the K to 12 curriculum will be recognized as such in other countries.
It expands the local orientedness of the learner to national and global
concerns. It enables learners to relate local, national and global events and
concerns and builds patterns of interconnectedness which help them make
sense of their own lives and the world.
43
Synthesis
The literature review contributes to the development of a conceptual
framework to address the research questions outlined in this study. The chapter
provided strong foundation in gaining a deeper understanding of the
competencies needed by HRM graduates to succeed in the hospitality industry,
followed by a discussion of employability skills that are important to employers in
the hospitality industry, as well as literature, on K to 12 program. The main goal
of this chapter was to provide information about the advent of employability skills
gap issues, examine the trends regarding these issues, their relationship to
academic programs in hospitality management and to explore solutions to
questions related to this issue.
This study reviewed the literatures and studies presented in this chapter
and lent empirical support to the findings of the present study.
Research Paradigm
This study was anchored on the conceptual idea of the General Systems
Theory Approach postulated by White (2006). There is an interaction of force
elements composed of inputs, process, output and feedback. Input is what enters
the system from the outside and the output is what leaves the system for the
environment.
To depict the overall structure of this study, a research paradigm was
formulated and shown in Figure 3.
44
INPUT PROCESS OUTPUT
Figure 3. The Research Paradigm
K to 12 Basic Education Program
K to 12 curriculum
Curricula of universities and colleges offering Bachelor’s degree in Hotel and Restaurant Management
Assessment of competencies enhanced through K to 12 program
Test for significant gap in the level of competence of HRM graduates and the required competence needed to perform their jobs
Identify core competencies to be enhanced in the BS HRM curriculum
Harmonized BS
HRM Curriculum
and K to 12
Program
FEEDBACK
45
As shown in Figure 3, the inputs consisted of K to 12 Basic Education
Program, K to 12 curriculum and the curricula of universities and colleges
offering Bachelor’s degree in Hotel and Restaurant Management.
These inputs were processed to come up with expected output of a
harmonized BS HRM Curriculum and K to 12 Program.
46
CHAPTER 3
METHODOLOGY
This chapter presents the research design, participants of the study, data
gathering procedures, research instrumentation and validation and statistical
treatment to be used.
Research Design
The descriptive method of research was employed in this study. According
to Calmorin and Calmorin (2007), a descriptive study consists of a set of
gathered data or information, which were analyzed, summarized and interpreted
along certain lines of thought for the pursuit of a specific purpose or study.
Descriptive research describes and interprets “what is.” It reveals condition or
relationships that exist and do not exist, practices that prevail or do not prevail,
beliefs or points of view, attitudes that are held or not held, processes that are
going on or otherwise, effects that are being felt, or trends that are developing.
Descriptive research attempts to interpret the present. With the nature of present
study, descriptive research design was used.
Participants of the Study
There were four (4) groups of participants in this study. The first group of
participants was the graduates of bachelor’s degree program in Hotel and
Restaurant Management occupying entry-level positions in 22 selected hotels in
Metro Manila. They provided information on their level of competence in
47
performing employability skills necessary for their jobs at the hotel, as well as,
required competence to perform various employability skills at their current jobs.
Other groups of participants were the industry practitioners or hoteliers,
hospitality educators and secondary school teachers. They provided information
on core competencies deemed as critical components of HRM degree program
so that the curriculum can be developed and/or reengineered so that there is
synergy between the HRM degree program and K to 12 program.
Sampling Procedure
The first step in data gathering is to set the inclusion criteria. Only HRM
graduates occupying entry-level positions in hotels operating in Metro Manila
were covered in this study. A total of 90 HRM graduates occupying entry-level
positions in the 18 selected hotels were covered in this study. Likewise, 10
industry practitioners, 10 hospitality educators and 10 secondary school teachers
from Metro Manila were purposively selected to participate in this study.
Research Instruments
To achieve the study objectives, two sets of instrument were used to
conduct interviews with consented participants (Appendices A and B).
Construction
The survey questionnaires were researcher-made instruments based on
the related studies, social reviews and survey findings. The first survey
instrument was intended for HRM graduates working in hotels located in Metro
48
Manila. The instrument was divided into two parts: Part I contained the Profile of
the Respondent and Part II – the Job Matching Questionnaire.
In the first part of the instrument, participants were asked to provide
information about their age, gender, education, current position at the hotel,
length of service with current job, length of experience in the hospitality industry,
work experiences, and trainings attended related to current job.
The second part asked participants to provide information on their level of
competence in performing employability skills necessary for their jobs at the hotel
as well as the extent to which they perform various employability skills at their
current jobs at the hotel. Responses for level of competence were recorded on a
4-point Likert scale ranging from 0= “no competence” to 3= “high competence”.
Likewise, a 4-point Likert response format was used for measuring the extent to
which participants perform various employability skills at their current jobs at the
hotel with the end points labeled 0= “not at all performed” and 3= “to a great
extent”. This allowed the researcher to match the respondent’s current level of
competence with the jobs they performed at the hotel.
The second instrument (Appendix B) was for hospitality educators,
industry practitioners and secondary school teachers. The instrument was
divided into two parts: Part A contained the Profile of the Respondent and Part B
asked participants to identify the core competencies deemed as critical
components of HRM degree program so that the curriculum can be developed
and/or redeveloped so that there is harmonization between the HRM degree
program and K to 12 program.
49
Validation
The instruments were pilot tested to check their reliability before
distributing to the main sample participants. The validation of the survey
instruments were done with three hospitality lecturers from Philippine Women’s
University. The suggestions and comments of these experts were considered in
the final draft of the instruments.
The validators were comprised of: the Dean of the Graduate School of
Hospitality Management, PWU; the Dean Emeritus of the Graduate School of
Hospitality Management, PWU; and Research adviser and former dean of the
Graduate School of Hospitality Management. These validators all had doctorate
degree in the field of hospitality management and had long years of experience
in hospitality management education.
Data Gathering Procedure
The step-by-step process involved in data gathering is illustrated in Figure
4.
50
Figure 4. Flowchart of the data gathering procedure of the study
As shown in Figure 4, permission to conduct the study was secured from
Research Adviser and the Dean of the Graduate School of the Philippine
Women’s University, Manila. Thereafter, permission to gather data was obtained
from Human Resource Managers of 30 hotels where the target participants were
currently working. Upon approval, informed consent was obtained from the HRM
Manager of participating hotels.
51
Prior to the administration of surveys, the researchers explained the
purpose of the study to the participants and assured them of anonymity and
confidentiality of their responses. Surveys were conducted between April and
May 2012. All completed instruments were collected immediately after the
distribution of questionnaires. Finally, the data collected were subjected to
statistical analysis.
Statistical Treatment of Data
The statistical tools that were used to present data gathered were as
follows: (Chance and Rossman, 2005)
1. Frequency counts and percentage were utilized to present the
profile of the participants.
2. Simple ranking and weighted mean were used to present the
graduates’ level of competence in performing employability skills
necessary for their jobs at the hotel, the required competence of HRM
graduates to perform their jobs at the hotel, the importance of K to 12
program in responding to job mismatch of HRM graduates, the core
competencies deemed as critical components of HRM degree program
and K to 12 program.
3. Standard deviation (SD) was used to present the variation in the
perceptions of the HRM graduates with regard to their level of
competence in performing employability skills necessary for their jobs
at the hotel, the required competence of HRM graduates to perform
52
their jobs at the hotel, the importance of K to 12 program in responding
to job mismatch of HRM graduates, the core competencies deemed as
critical components of HRM degree program.
4. T-test was used to test if there is a significant difference between the
graduates’ level of competence in performing employability skills
necessary for jobs at the hotel and the required competence of HRM
graduates to perform their jobs at the hotel. The confidence level of
0.05 was the basis for determining the significant outcomes.
5. The 4-Point Likert Scale shown below: To interpret the perceived level
of competence at performing the various employability skills, the scale, range
and interpretation are as follows:
Scale Range Verbal Interpretation
3 2.25 – 3.00 Highly Competent (HC)
2 1.50 – 2.24Moderately Competent (MC)
1 0.75 – 1.49 Low Competence (LC)
0 0.74 or lower Not Competent (NC)
To interpret the extent to which each employability skill is
performed at the present job, the scale, range and interpretation are as
follows:
Scale Range Verbal Interpretation
3 2.25 – 3.00 Great Extent (GE)
2 1.50 – 2.24 Moderate Extent (ME)
1 0.75 – 1.49 Minimal Extent (MNE)
0 0.74 or lowerNot at All Performed (NP)
53
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter discusses the profile of HRM graduates employed in selected
hotels, the HRM graduates level of competence and required competence in
performing employability skills necessary for their jobs at the hotel, the
gap/mismatch between the graduates’ level of competence and the required
competence, the importance of K to 12 program in responding to job mismatch of
HRM graduates and the managerial skills that should be integrated into a 4-year
bachelor’s degree program in HRM in synergy with K to 12 program.
Profile of Hotel and Restaurant Management Graduates employed
in Selected Hotels in Metro Manila
The profile of HRM graduates employed in selected hotels in Metro Manila
include age, gender, education, current position at the hotel, length of service
with current job, length of experience in the hospitality industry, work
experiences, and trainings attended related to current job.
54
Figure 5. Distribution of HRM Graduates by Age
Age. As shown in Figure 5, more than half of the HRM graduates (52%)
belonged to age group of 21 to 25 years old, 21 percent belonged to age group
of 20 years old or younger, and 16.67 percent belonged to age group of 26 to 30
years old. Only 10 percent of the graduates belonged to the oldest age bracket of
31 years old or older.
Results suggest that most HRM graduates in entry-level positions working
in selected hotels in Metro Manila (MM) were between the ages of 21-25 years
old.
55
Figure 6. Distribution of HRM Graduates by Gender
Gender. Figure 6 shows that 51 percent of the HRM graduates were male
while 49 percent were female. Data suggest that there is an almost equal gender
distribution of HRM graduates occupying entry-level positions in selected hotels
in MM.
56
Table 1. Distribution of HRM Graduates by Current Position at the Hotel
Position Frequency PercentFront office
Reservations agent 1 1.11 Front office clerk/Front desk clerk/Front desk staff 5 5.56 Concierge 7 7.78 Bellman 1 1.11 Receptionist 2 2.22
Sub-total 16 17.78Marketing
Marketing & Sales Representative 2 2.22 Sales & marketing staff 1 1.11 Sales clerk 1 1.11 Marketer 1 1.11
Sub-total 5 5.55Housekeeping
Chambermaid 2 2.22 Housekeeper / Room attendant /House attendant 26 28.89 Public attendant 1 1.11
Sub-total 29 32.22Maintenance
Gardener 1 1.11 Maintenance person 5 5.56
Sub-total 6 6.67Accounting
Accounting clerk / staff 2 2.22 Accounting assistant 1 1.11
Sub-total 3 3.33Food & Beverage Service
Waiter / Waitress 20 22.22 Assistant bartender 1 1.11 Bartender 3 3.33 Cashier 1 1.11 Chef / Cook 3 3.33 Food attendant 2 2.22
Sub-total 30 33.32Purchasing
Purchaser 1 1.11 Sub-total 1 1.11
TOTAL 90 100.00
57
Current position at the hotel. Dan Table 1 show that a large portion
(33%) of the HRM graduates worked in F & B service of the hotel, majority of
which were waiters/waitresses. Ranked second was in Housekeeping wherein 29
or 32 percent were chambermaid, housekeepers/room attendants /house
attendants, public attendants.
At the Front Office Department, seven (7.78%) HRM graduates were
working as concierge while five (5.56%) held positions as front office clerk/front
desk clerk/front desk staff. Meanwhile, there were five graduates working at the
Marketing Department of the hotel as marketing & sales representative (2.22%),
sales & marketing staff (1.11%), sales clerk (1.11%), and marketer (1.11%).
Five HRM graduates worked as maintenance person at the hotel (5.56%)
and two (2.2%) occupied positions as marketing & sales representative. Only one
respondent (1.11%) worked as purchaser at the hotel.
Overall, data indicate that majority of the HRM graduates working in hotels
in Metro Manila were occupying appropriate entry-level positions that match their
education. However, there were some who occupied jobs that did not fit their
educational background.
58
Table 2. Distribution of HRM graduates by Length of Service with Current Job
Length of Servicewith Current Job
Frequency Percent
less than a year 18 20.001-3 years 39 43.334-6 years 22 24.447-9 years 9 10.0010 years or more 2 2.22
TOTAL 90 100.00
Length of service with current job. As presented in Table 2, most of the
HRM graduates (43.33%) have been with their current jobs for 1 to 3 years;
24.44 percent have been with their current jobs for 4 to 6 years while 20 percent
have been with their present jobs for only less than a year. The participants have
been with their current jobs for 7 to 9 years (10%) and 10 years or more (2.22%).
Table 3. Distribution of HRM Graduates by Length of Experience in the Hospitality Industry
Length of Experience in Hospitality Industry
Frequency Percent
less than a year 18 20.001-3 years 38 42.224-6 years 18 20.007-9 years 11 12.2210 years or more 5 5.56
TOTAL 90 100.00
Length of experience in the hospitality industry. Table 3 shows that
42.22 percent of the HRM graduates (43.33%) have been working in the
hospitality industry for 1 to 3 years; 20 percent each have 4 to 6 years and less
59
than a year of experience in the hospitality industry, respectively. Only few had 7
to 9 years (12.22%) and 10 years or more (5.56%) experience in the hospitality
industry.
Table 4. Distribution of HRM Graduates by Previous Work Experience
Previous Work Experience Frequency* PercentCashier 5 35.71Waiter 2 14.29Cook 1 7.14Assistant cook 1 7.14Saleslady 1 7.14Sales clerk 1 7.14Front desk staff 1 7.14Receptionist 1 7.14Service crew 1 7.14
TOTAL 14 100.00*Only 14 respondents had previous work experience.
Previous work experiences. Of the total HRM graduates, only 14
working in selected hotels in Metro Manila had previous work experience. Of this,
35.71 percent worked as cashier while 14.29 percent worked as waiter in their
previous jobs. Only one each (7.14%) worked as cook, assistant cook, saleslady,
sales clerk, front desk staff, receptionist, and service crew prior to working in their
current jobs.
60
Table 5. Distribution of HRM Graduates by Trainings Attended Related to Current Job
Training/Seminar Attended Frequency* PercentBar and Coffee Exposure 3 15.79Hotel Orientation Program 3 15.79Flair and Bartending Seminar /
Bartending2 10.53
Hotel Familiarization Program 2 10.53Skill training and Development 1 5.26Communication Enhancement
Program1 5.26
Skill Test in Catering and Banquet Operations
1 5.26
Front office and Housekeeping ( Food and Beverage Sales and Marketing)
1 5.26
Entrep skills 1 5.26International Cuisine Baring 1 5.26Housekeeping Operations
Seminar1 5.26
Scope of Hospitality Industry in Front Office
1 5.26
Food and Beverage Management Training
1 5.26
TOTAL 19 100.00*Only 19 respondents had trainings related to their current jobs.
Trainings attended related to current job. Only 19 of the total HRM
graduates attended trainings related to their current job. Of this, three
participants each (15.79%) attended trainings on Bar and Coffee Exposure and
Hotel Orientation Program while two participants each (10.53%) attended
trainings on Flair and Bartending Seminar / Bartending and Hotel Familiarization
Program, respectively. One respondent each (5.26%) attended the following:
Skill training and Development; Communication Enhancement Program; Skill
61
Test in Catering and Banquet Operations; Front office and Housekeeping ( Food
and Beverage Sales and Marketing); Entrepreneurial skills; International Cuisine
Baring; Housekeeping Operations Seminar; Scope of Hospitality Industry in
Front Office; and Food and Beverage Management Training.
Graduates’ Level of Competence in Performing Employability Skills
Necessary for Their Jobs at the Hotel
The HRM graduates’ level of competence in performing employability
skills necessary for their jobs at the hotel was divided into three major skills,
namely: conceptual characteristics and skills; human relations characteristics and
skills; and technical skills.
The summary of the responses of HRM graduates regarding their level of
competence in performing employability skills necessary for their jobs at the hotel
are shown in Tables 6 to 8.
62
Table 6. Level of Competence of HRM Graduates in Performing Conceptual Characteristics and Skills Necessary for Their Jobs at the Hotel
RankConceptual
Characteristics & SkillsType of
SkillStandardDeviation
WeightedMean
Verbal Description
6.5 1) Creative Thinking Managerial skill
0.778 2.16 MC
2.33 2) Employee Relations Managerial skill
0.773 2.18 MC
5 3) Initiative Entry levelskill l
0.727 2.17 MC
2.33 4) Interpersonal Communication
Entry levelSkill
0.712 2.18 MC
9 5) Leadership Managerial skill
0.790 2.07 MC
6.5 6) Problem-Solving Managerial skill
0.792 2.16 MC
8 7) Proper Etiquette Entry levelSkill
0.776 2.12 MC
2.33 8) Quality Management Managerial skill
0.728 2.18 MC
1 9) Team Work Entry levelSkill
0.743 2.26 MC
Sub-mean 2.16 MCLegend:
Scale Mean Range Interpretation
3 2.50 – 3.00 Highly Competent
21.50 – 2.49
Moderately Competent
1 0.50 – 1.49 Low Competence0 0.00 – 0.49 Not Competent
Conceptual Characteristics and Skills. As shown in Table 6, all of the
conceptual characteristics and skills of HRM graduates that were necessary in
performing their jobs at the hotel had weighted mean scores ranging from 2.07to
2.26. This means that HRM graduates were “moderately competent” in all of the
nine conceptual characteristics and skills mentioned. The highest rated skill was
“team work” which is an entry-level skill for HRM graduate as supported by
63
weighted mean score of 2.26. In contrast, the lowest rated skill was “leadership”
with an equivalent weighted mean score of 2.07.
Overall, findings indicate that HRM graduates working in selected hotels in
Metro Manila were “moderately competent” in performing conceptual
characteristics and skills.
Table 7. Level of Competence of HRM Graduates in Performing Human Relations Characteristics and Skills Necessary for Their Jobs at the Hotel
RankHuman Relations
Characteristics & SkillsType of
SkillStandardDeviation
WeightedMean
VerbalDescription
10 1) Adaptability/Flexibility Managerial skill
0.674 2.20 MC
3.5 2) Customer Relations Entry levelSkill
0.658 2.29 MC
12 3) Dependability Managerial skill
0.637 2.10 MC
11 4) Employee Management Managerial skill
0.663 2.14 MC
8 5) Ethics Managerial skill
0.619 2.23 MC
2 6) Listening Entry levelSkill
0.593 2.31 MC
6 7) Motivation Managerial skill
0.531 2.26 MC
3.5 8) Objectivity Managerial skill
0.604 2.29 MC
1 9) Responsibility Entry levelSkill
0.661 2.37 MC
7 10) Time management Entry levelSkill
0.587 2.24 MC
9 11) Verbal Communication Entry levelSkill
0.683 2.22 MC
5 12) Written Communication Managerial skill
0.636 2.28 MC
Sub-mean 2.24 MCLegend:
Scale Mean Range Interpretation
3 2.50 – 3.00 Highly Competent
21.50 – 2.49
Moderately Competent
1 0.50 – 1.49 Low Competence0 0.00 – 0.49 Not Competent
64
Human Relations Characteristics and Skills. Data on Table 7 show that
all of the 12 human relations characteristics and skills had weighted mean scores
ranging from 2.10 to 2.37 indicating that HRM graduates were “moderately
competent” in all of the mentioned skills. The highest rated skills of HRM
graduates include “responsibility”, “listening” and “customer relations” while the
lowest rated skills were “dependability” and “employee management”, both of
which were classified as managerial skills. Although there were differences in the
ratings of the participants with regards to their level of competence in performing
human relations characteristics and skills, still, all 12 measures had verbal
description of “moderately competent”.
65
Table 8. Level of Competence of HRM Graduates in Performing Technical Skills Necessary for Their Jobs at the Hotel
Rank
Technical SkillsType of
SkillStandardDeviatio
n
Weighted
Mean
VerbalDescriptio
n
11 1) Accounting & Financial Management
Managerial skill
0.703 2.00 MC
10 2) Computer Usage Entry levelSkill
0.662 2.01 MC
3.5 3) Food Production Entry levelSkill
0.711 2.21 MC
1 4) Food Sanitation Entry levelSkill
0.700 2.27 MC
8 5) Foreign Language Entry levelSkill
0.647 2.09 MC
6 6) Inventory Entry levelSkill
0.646 2.14 MC
9 7) Property Management
Managerial skill
0.614 2.07 MC
5 8) Purchasing Entry levelSkill
0.680 2.18 MC
2 9) Sales and Promotion Entry levelSkill
0.619 2.23 MC
7 10) Scheduling employees
Managerial skill
0.710 2.11 MC
3.5 11) Training Employees Managerial skill
0.679 2.21 MC
Sub-mean 2.14 MC
Legend:
Scale Mean Range Interpretation
3 2.50 – 3.00 Highly Competent
21.50 – 2.49
Moderately Competent
1 0.50 – 1.49 Low Competence0 0.00 – 0.49 Not Competent
Technical Skills. Table 8 shows that all of the 11 technical skills had
weighted mean scores ranging from 2.00 to 2.27 indicating that HRM graduates
were “moderately competent” in all of the abovementioned technical skills. The
66
highest rated technical skills of HRM graduates include “food sanitation” and
“sales and promotion”. On the other hand, the lowest rated technical skills of the
participants were “computer usage” and “accounting and financial management”.
The overall weighted mean of 2.14 suggests that HRM graduates working
in selected hotels in MM were “moderately competent” in the 11 technical skills.
Table 9. Summary of the Level of Competence of HRM Graduates in Performing Employability Skills Necessary for Their Jobs at the Hotel
EMPLOYABILITY SKILLWEIGHTED
MEANVERBAL
DESCRIPTION
Conceptual characteristics and skills 2.16 MC
Human relations characteristics and skills 2.24 MC
Technical Skills 2.14 MC
Overall Competence 2.18 MC
As shown in Table 9, of the three employability skills measured, the
highest level of competence of HRM graduates was in human relations
characteristics and skills with weighted mean of 2.24, interpreted as “moderately
competent”. This was followed by conceptual characteristics and skills with
weighted mean of 2.16. The lowest weighted mean of 2.14 was noted in the level
of competence in performing technical skills.
The overall mean score of 2.18 indicates that in general, HRM graduates
working in entry-level jobs in the selected hotels in MM had “moderate
competence” in performing the employability characteristics and skills necessary
for their jobs at the hotel.
67
Required Competence for HRM Graduates to Perform their Jobs at the
Hotel
The required competence for HRM graduates to perform the 32
employability skills at their current jobs at the hotel is shown in Tables 10 to 13.
Table 10. Required Competence for HRM Graduates to Perform Conceptual Characteristics and Skills at the Hotel
RankConceptual
Characteristics & SkillsType of
SkillStandardDeviation
WeightedMean
Verbal Description
3 1) Creative Thinking Managerial skill
0.735 2.30 ME
8 2) Employee Relations Managerial skill
0.768 2.14 ME
1.5 3) Initiative Entry levelskill l
0.706 2.47 ME
6.5 4) Interpersonal Communication
Entry levelSkill
0.701 2.23 ME
9 5) Leadership Managerial skill
0.748 2.10 ME
4.5 6) Problem-Solving Managerial skill
0.718 2.24 ME
4.5 7) Proper Etiquette Entry levelSkill
0.696 2.24 ME
6.5 8) Quality Management Managerial skill
0.686 2.23 ME
1.5 9) Team Work Entry levelSkill
0.676 2.47 ME
Sub-mean 2.27 MELegend:
Scale Mean Range Interpretation
3 2.50 – 3.00 Great Extent (GE)2 1.50 – 2.49 Moderate Extent (ME)1 0.50 – 1.49 Minimal Extent (MNE)
00.00 – 0.49
Not at All Performed (NP)
68
Required competence to perform conceptual characteristics and
skills at the hotel. As shown in Table 10, all of the required competence for
HRM graduates to perform conceptual characteristics and skills at the hotel had
weighted mean scores ranging from 2.10 to 2.47. This means that HRM
graduates were required to perform the mentioned conceptual characteristics
and skills at their respective hotels to a “moderate extent”. Of these the most
required conceptual characteristics and skills were teamwork and initiative, both
of which were learned at entry level positions of the hotel. The lowest ratings
were noted in “leadership” and “employee relations”, both of which were
managerial level skills.
As a whole, results indicate that in order for HRM graduates to perform
effectively in their jobs at the hotel, they must have at least “moderate
competence” on the mentioned conceptual characteristics and skills.
Required competence to perform human relations characteristics
and skills at the hotel. As shown in Table 11, of the 12 human relations
characteristics and skills measured, five were required in the performance of jobs
at hotels to a “great extent”. These skills “customer relations”, “verbal
communication”, “responsibility”, “adaptability/flexibility” and “dependability”. This
means that these mentioned human relations characteristics and skills were very
much required in the performance of HRM graduates’ duties at the hotel. The
lowest required competencies were noted in “employee management” and
“motivation”, both of which were classified as managerial skills.
69
The overall mean of 2.47 suggests that HRM graduates were required to
perform human relations characteristics and skills at the Hotel to a “moderate
extent”.
Table 11. Required Competence for HRM Graduates to Perform Human Relations Characteristics and Skills Necessary at the Hotel
RankHuman Relations
Characteristics & SkillsType of
SkillStandardDeviation
WeightedMean
VerbalDescription
4.5 1) Adaptability/Flexibility Managerial skill
0.741 2.76 GE
1 2) Customer Relations Entry levelSkill
0.661 2.94 GE
4.5 3) Dependability Managerial skill
0.652 2.76 GE
12 4) Employee Management Managerial skill
0.645 2.05 ME
7.5 5) Ethics Managerial skill
0.675 2.22 ME
7.5 6) Listening Entry levelSkill
0.634 2.22 ME
11 7) Motivation Managerial skill
0.616 2.08 ME
9 8) Objectivity Managerial skill
0.662 2.19 ME
3 9) Responsibility Entry levelSkill
0.680 2.92 GE
10 10) Time management Entry levelSkill
0.704 2.14 ME
2 11) Verbal Communication Entry levelSkill
0.746 2.93 GE
6 12) Written Communication Managerial skill
0.706 2.46 ME
Sub-mean 2.47 ME
Legend:Scale Mean Range Interpretation
3 2.50 – 3.00 Great Extent (GE)2 1.50 – 2.49 Moderate Extent (ME)1 0.50 – 1.49 Minimal Extent (MNE)
00.00 – 0.49
Not at All Performed (NP)
70
Table 12. Required Competence for HRM Graduates to Perform Technical Skills Necessary at the Hotel
Rank Technical SkillsType of
SkillStandardDeviation
WeightedMean
VerbalDescription
3 1) Accounting & Financial Management
Managerial skill
0.696 2.42 ME
1 2) Computer Usage Entry levelSkill
0.646 2.48 ME
9 3) Food Production Entry levelSkill
0.707 2.08 ME
7 4) Food Sanitation Entry levelSkill
0.670 2.12 ME
4 5) Foreign Language Entry levelSkill
0.652 2.17 ME
5.5 6) Inventory Entry levelSkill
0.632 2.15 ME
10 7) Property Management Managerial skill
0.647 2.05 ME
5.5 8) Purchasing Entry levelSkill
0.661 2.15 ME
2 9) Sales and Promotion Entry levelSkill
0.674 2.47 ME
8 10) Scheduling employees
Managerial skill
0.712 2.09 ME
11 11) Training Employees Managerial skill
0.704 2.03 ME
Sub-mean 2.20 ME
Legend:
Scale Mean Range Interpretation
3 2.50 – 3.00 Great Extent (GE)2 1.50 – 2.49 Moderate Extent (ME)1 0.50 – 1.49 Minimal Extent (MNE)
00.00 – 0.49
Not at All Performed (NP)
71
Required competence to perform technical skills at the hotel. Data
on Table 12 show that all of the 11 technical skills had weighted mean scores
ranging from 2.03 to 2.48 indicating that all of the 11 technical skills were
required among HRM graduates to perform at their respective jobs at the hotel to
a “moderate extent”. The highest required competencies were accounted in
“computer usage”, “sales and promotion” and “accounting and financial
management”.
The overall weighted mean of 2.20 suggests that HRM graduates were
required to perform technical skills at the Hotel to a “moderate extent”.
Table 13. Summary of the Required Competence for HRM Graduates to Perform Employability Skills Necessary at the Hotel
EMPLOYABILITY SKILLWEIGHTED
MEANVERBAL
DESCRIPTION
Conceptual characteristics and skills 2.27 ME
Human relations characteristics and skills 2.47 ME
Technical Skills 2.20 ME
Overall Competence 2.31 ME
Data on Table 13 revealed that all of the three employability skills
measured, the highest level of required competence for HRM graduates to
perform their jobs at the hotel was human relations characteristics and skills with
weighted mean of 2.47 with equivalent verbal description of “moderate extent”.
Ranked second was conceptual characteristics and skills with weighted mean of
2.27 indicating that these skills were also required among graduates to perform
72
at the hotel to a “moderate extent”. The lowest weighted mean of 2.20 was noted
in technical skills indicating that these skills were also required among graduates
to perform at the hotel to a “moderate extent”.
The overall mean score of 2.31 suggests that in general, HRM graduates
working in entry-level jobs in the selected hotels in MM were required to perform
the three groups of employability characteristics and skills to a “moderate extent”.
Significant Difference between the Level of Competence and the Required
Competence to Perform their Jobs at the Hotel
A close examination of Table 14 would show that 19 of the 32
employability skills had negative values indicating that the level of competence of
HRM graduates in performing these 19 employability skills necessary for their
jobs at the hotel did not meet the required competence or actual demands of the
job.
Comparing the overall mean scores between the level of competence and
the required competence of HRM graduates to perform their current jobs at the
hotel, the computed t-value of -2.69 was significant at 1% level. This indicates
that the level of competence of the HRM-respondents did not meet the required
employability skills needed to perform their jobs at the hotel. The negative t-value
and a negative gap of 0.16 suggest that the competence of the graduates was
less than what is the required competence to perform their jobs at the hotel.
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Table 14. Significant Difference between the Graduates’ Level of Competence and the Required Competence to Perform Their Jobs at the Hotel
Employability SkillMean
1a Mean 2b Gap t-value PcInterpre
-tation
A. Conceptual Characteristics & Skills
<.05<.01
1) Creative Thinking 2.16 2.30 (0.14) -1.29ns 0.20 NS2) Employee Relations 2.18 2.14 0.04 0.289ns 0.77 NS3) Initiative 2.17 2.47 (0.30) -3.20** 0.002 S4) Interpersonal Communication 2.18 2.23 (0.05) -0.532ns 0.60 NS5) Leadership 2.07 2.10 (0.03) -0.299ns 0.77 NS6) Problem-Solving 2.16 2.24 (0.08) -0.802ns 0.42 NS7) Proper Etiquette 2.12 2.24 (0.12) -1.14ns 0.26 NS8) Quality Management 2.18 2.23 (0.05) -0.559ns 0.58 NS9) Team Work 2.26 2.47 (0.21) -2.23* 0.027 S
B. Human Relations Characteristics & Skills
10) Adaptability/Flexibility 2.20 2.76 (0.56) -6.58** <.0001
S
11) Customer Relations 2.29 2.94 (0.65) -8.93** <.0001
S
12) Dependability 2.10 2.76 (0.66) -8.08** <.0001
S
13) Employee Management 2.14 2.05 0.09 1.07ns 0.29 NS14) Ethics 2.23 2.22 0.01 0.089ns 0.93 NS15) Listening 2.31 2.22 0.09 1.02ns 0.31 NS16) Motivation 2.26 2.08 0.18 2.22ns 0.028 NS17) Objectivity 2.29 2.19 0.10 1.07ns 0.29 NS18) Responsibility 2.37 2.92 (0.55) -7.38** <.000
1S
19) Time management 2.24 2.14 0.10 1.09ns 0.28 NS20) Verbal Communication 2.22 2.93 (0.71) -9.27** <.000
1S
21) Written Communication 2.28 2.46 (0.18) -1.98* 0.049 S
C. Technical Skills22) Accounting & Financial
Management2.00 2.42 (0.42) -4.65** <.000
1S
23) Computer Usage 2.01 2.48 (0.47) -5.33** <.0001
S
24) Food Production 2.21 2.08 0.13 1.36ns 0.18 NS25) Food Sanitation 2.27 2.12 0.15 1.51ns 0.13 NS26) Foreign Language 2.09 2.17 (0.08) -0.810ns 0.42 NS27) Inventory 2.14 2.15 (0.01) -0.017ns 0.99 NS28) Property Management 2.07 2.05 0.02 0.232ns 0.82 NS29) Purchasing 2.18 2.15 0.03 0.323ns 0.75 NS30) Sales and Promotion 2.23 2.47 (0.24) -2.78** 0.006 S
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31) Scheduling employees 2.11 2.09 0.02 0.217ns 0.83 NS32) Training Employees 2.21 2.03 0.18 1.99* 0.048 S
Mean Gap 2.19 2.32 (0.14) -2.69** 0.009a =Mean 1= Average level of competence for each employability skill.b =Mean 2= Average competence required to perform their current jobsc = significance level** =significant at 1% level; * significant at 5% level; ns = not significant Tabular value = 1.96 (5%) level; 2.32 (1% level)
Moreover, results of test-statistics revealed that high significant
differences between the level of competence of HRM graduates on 11
employability skills and required competence to perform these 11 skills at their
current jobs at the hotel. The computed t-values for 11 employability skills were
significant at five percent level. Hence, the null hypothesis of no significant
differences between graduates’ level of competence and the required
competence to perform their jobs at the hotel on these 11 skills such as: initiative,
team work, adaptability/flexibility, customer relations, dependability,
responsibility, verbal communication, written communication, accounting and
financial management, computer usage, and sales and promotion were rejected.
Instead, the alternative hypothesis of significant differences between graduates’
level of competence and the required competence to perform their jobs at the
hotel was accepted on the mentioned 11 employability skills was accepted.
These employability skills showed a significant gap between the actual
competence of HRM graduates and the required competence needed to perform
their jobs at the hotel. In other words, graduates lacked the competence to
perform their jobs at the hotel when using the following employability skills: 1)
initiative (t = -3.20, p = 0.002); 2) team work (t = -2.23, p = 0.027); 3)
adaptability/flexibility (t = -6.58, p = <.0001); 4) customer relations (t = -8.93, p =
75
<.0001); 5) dependability (t = -8.08, p = <.0001); 6) responsibility (t = -7.38, p =
<.0001); 7) verbal communication (t = -9.27, p = <.0001); 8) written
communication (t = -1.98, p = 0.049); 9) accounting and financial management (t
= -4.65, p = <.0001); 10) computer usage (t = -5.33, p = <.0001); and 11) sales
and promotion (t = -2.78, p = .006).
Importance of K to 12 Basic Education Program in Responding to Job
Mismatch of HRM Graduates
Industry practitioners, hospitality educators, and secondary school
teachers were asked to rate the importance of K to 12 program in responding to
job mismatch of HRM graduates. Their responses are summarized in Table 15.
The table below shows that the respondents “strongly agreed” that
because of K to 12 Program, graduates will possess competencies and skills
relevant to the job market as evidenced by the weighted mean score of 4.80.
Respondents also “strongly agreed” that because of K to 12 program, graduates
will be technically competent ( = 4.60). Likewise, respondents “strongly agreed”
that because of K to 12 Program: a) graduates will be prepared for higher
education ( = 4.50); b) graduates will have more time to master
competencies and skills as well as time for other learning opportunities
beyond the classroom, thus allowing for a more holistic development ( =
4.50); c) graduates could now be recognized abroad ( = 4.40); d) graduates will
76
be at par with graduates of other developed countries ( = 4.40); and e)
graduates will possess desirable work attitudes and behavior ( = 4.20).
Table 15. Importance of K to 12 Basic Education Program in responding to job mismatch of HRM graduates
Rank Statement SDWeighted
MeanVerbal
Description
Because of the K to 12 Program… 1 1) Graduates will possess competencies and
skills relevant to the job market0.422 4.80 SA
2 2) Graduates will be technically competent. 0.516 4.60 SA3.5 3) Graduates will be prepared for higher
education.0.516 4.50 SA
3.5 4) Graduates will have more time to master competencies and skills as well as time for other learning opportunities beyond the classroom, thus allowing for a more holistic development.
0.527 4.50 SA
5.5 5) Graduates could now be recognized abroad.
0.516 4.40 SA
5.5 6) Graduates will be at par with graduates of other developed countries.
0.483 4.40 SA
7 7) Graduates will possess desirable work attitudes and behavior.
0.422 4.20 SA
8 8) Graduates will be able to earn higher wages and/or better prepared to start their own business.
0.316 4.10 A
9 9) Graduates will be innovative and creative. 0.471 4.00 A10 10) Graduates will have foundational life
skills.0.422 3.80 A
Legend:Scale Mean Range for
InterpretationInterpretation
5 4.20 - 5.00 Strongly Agree (SA) 4 3.40 - 4.19 Agree (A)3 2.60 - 3.39 Somewhat Agree/Disagree (SWA/SWD)
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2 1.80 - 2.59 Disagree (D)1 1.00 - 1.79 Strongly Disagree (SD)
Meanwhile, respondents “agreed” that graduates of K to 12 program will
be able to earn higher wages and/or better prepared to start their own business (
= 4.10); will be innovative and creative ( = 4.00); and will have foundational
life skills ( = 3.80).
Overall the findings suggest that from the point of view of educators and
industry practitioners, K to 12 Program will truly respond to the job mismatch of
HRM graduates. Aside from this, the findings showed the importance of the K to
12 program in building skills, competencies and competitiveness of graduates in
the world of work.
Managerial Skills that should be integrated into a 4-year Bachelor’s Degree
Program in the Hotel and Restaurant Management in Synergy with K to 12
Program
Table 16 shows the perceptions of ten industry practitioners, ten
hospitality educators and ten secondary school teachers as to the most important
managerial skills that should be integrated into a 4-year bachelor’s degree
program in the Hotel and Restaurant Management to synergize with K to 12
program.
A perusal of the table shown below would show that all of the 18
managerial skills had high weighted mean ranging from 4.20 to 4.90. This means
that all of these skills were perceived as “very important” by industry
78
practitioners, hospitality educators and secondary school teachers and should all
be integrated into a 4-year bachelor’s degree program in Hotel and Restaurant
Management.
Table 16. Managerial skills that should be integrated into a 4-year bachelor’s degree program in HRM in synergy with K to 12 program
Management SkillsSD
WeightedMean
VerbalDescription
Rank
1. Leadership 0.316 4.90 VI 1.52. Quality management 0.316 4.90 VI 1.53. Adaptability 0.422 4.80 VI 3.334. Self-control 0.422 4.80 VI 3.335. Environment protection
practices0.422 4.80 VI 3.33
6. Problem solving capacity
0.483 4.70 VI 6.33
7. Creativity 0.483 4.70 VI 6.338. Ethics and Social
responsibility0.483 4.70 VI 6.33
9. To motivate others 0.516 4.60 VI 9.3310. Management tools 0.699 4.60 VI 9.3311. Tourism knowledge 0.516 4.60 VI 9.3312. Ability to analyze an
investment project0.527 4.50 VI 12
13. Empathy 0.699 4.40 VI 13.214. Capacity to negotiate 0.516 4.40 VI 13.215. Property development
knowledge0.699 4.40 VI 13.2
16. IT systems management
0.516 4.40 VI 13.2
17. Ability to conduct a market study
0.516 4.40 VI 13.2
18. Mastering foreign languages
0.632 4.20 VI 18
Legend:Scale Mean Range for
InterpretationInterpretation
5 4.20 - 5.00 Very Important (VI)4 3.40 - 4.19 Important (I)3 2.60 - 3.39 Somewhat Important (SI)
79
2 1.80 - 2.59 Less Important (LI)1 1.00 - 1.79 Least Important (LSI)
Leadership and quality management skills were the foremost managerial
characteristics and skills that should be integrated into a 4-year bachelor’s
degree program in the Hotel and Restaurant Management with mean rating of
4.9, respectively. Adaptability, self-control and environment protection practices
ranked next in terms of the most important managerial skills that should be
integrated into a 4-year bachelor’s degree program in HRM.
The lowest mean rating of 4.2 was noted in mastering foreign languages.
However, this skill was still perceived as “very important” by the respondents.
80
The Synergy of K to 12 Curriculum and BSHRM Curriculum
Anchored on the College Readiness Standards of CHED** Based on the TESDA Training Regulations
BS Hotel and Restaurant
Management Curriculum
First Year
Second Year
Hospitality Industry PerspectiveBasic NutritionStewardingPrinciples of Safety, Hygiene &
SanitationFood & Beverage Service
Procedures
Front Office Procedures (Lecture and Laboratory)
Housekeeping Procedures (Lecture and Laboratory)
Basic Culinary (Lecture and Laboratory)
Basic Baking (Lecture and Laboratory)
Bar and Mixology (Lecture and Laboratory)
Advance Culinary (Lecture and Laboratory)
Advance Baking (Lecture and Laboratory)
International Cuisine (Lecture and Laboratory)
Third Year
Fourth Year Practicum (Hotel and Restaurant Operations)
MathematicsScienceLanguagesJournalismSports & ArtsOthers
Household ServicesDressmakingTailoringBread and PastryFood ProcessingOthers
Academic Specialization
Technical-Vocational Specialization
Entrepreneurship
Others (Arts, Sports, Security, Journalism,
Science, etc.)
Grades 11-12(new HS Years 5-6)
81
Figure 7. The Synergy of K to 12 Curriculum for and BSHRM Curriculum
Re-engineering of BSHRM Program to Harmonize with K to 12 Program
Analyzing the BSHRM program and the K to 12 Program, it is shown that
there were some subjects/courses offered in the present BSHRM curriculum that
are already part of the K to 12 program. Hence, it is indispensable to re-engineer
these two programs so as to maximize the optimum learning of knowledge and
skills of students taking BSHRM degree.
In Technology and Livelihood Education of K to 12, areas are so chosen
to avoid duplication, make connection across the areas and to include other
cross-curriculum elements (mensuration, technical drawing, use of hand tools,
occupational health & safety and tools/equipment maintenance) in order to
ensure greater cohesiveness in the curriculum as a whole.
As early as Grade 9, the learner is offered multiple career pathways for
technology and livelihood education continued on Grades 11 and 12 where
he/she is offered other specializations such as academics, sports and the arts in
addition to technical and vocational education.
In Grade 9, the learner chooses one course to specialize in from among
the exploratory courses that he/she was oriented to in Grades 7 and 8. In this
82
level, the learner obtains a Certificate of Competency. In Grade 10 he/she
pursues the TLE specialization course that he/she has chosen in Grade 9 for
him/her to obtain at least a National Certificate Level I or Level II (NC-I/NC-II)
depending on the TLE course chosen.
Senior high school, the apex of secondary education, consists of Grades
11 and 12. In this level, the learner goes through a proposed core of not more
than 7 compulsory subjects and a required specialization for the learner’s career
pathway chosen from among 1) entrepreneurship, 2) tech-voc, and 3)
academics. Specialization in academics includes course offerings in 1) science,
2) math 3) languages, foreign and Philippine languages, 4) journalism, 5) sports
and the 6) arts.
The subjects in senior high school are mostly the general education
subjects in the first two years of college brought down to the basic education
level. The specialization courses equip the senior high school learner with
knowledge and skills in the career path of his/her choice. Those who choose to
go to college will take any specialization in academics. Those who opt to go for
tech-voc specialization will pursue the TLE specialization began in Grade 9.
If the learner chooses tech-voc as a specialization in Grades 11 and 12,
he/she continues the TLE specialization that he/she started in Grade 9 and
pursued in Grade 10. This enables him/her to acquire NC-II. The vertical and
horizontal transfers in Grades 11 and 12 presented in Figure 5 refer to the
advancement in the level of certification either upward like a ladder (vertical) or
sideward like a bridge. An example of a vertical ladder is obtaining NC-II for
83
Building Wiring Electricity after getting NC-I for Building Wiring Electricity.
Horizontal transfer means going into different fields of training at the same
qualification level. An example is Food Processing NC-I to Bread and Pastry NC-
II.
The preceding section presents the proposed re-engineered BSHRM
curriculum that synergizes with the K to 12 program.
Re-engineered BSHRM Program to Harmonize with the K to 12 Program
BSHRM COURSE(CHED)
K TO 12 LEARNING
AREAS
MODIFICATIONSUGGESTED
PROPOSED BSHRM CURRICULUM
1 st year, Semester 1
Communication Arts 1
Languages (Grades 11-12)
upgrade Start with Communication Arts 2
Filipino 1 Filipino(Grades 1 -12)
replace Foreign language
Principles of Safety, Hygiene and Sanitation
Science(Grades 4 -12)
upgrade Sanitation, Safety and Environmental Management
Principles of Tourism 1*
retain Principles of Tourism 1
Literature Philippine Literature and World Literature (Grades 11-12)
upgrade Introduction to Speech
Business Math retain Business MathEnvironmental Science retain Environmental SciencePE 1 retain PE 1NSTP 1 retain NSTP 1
1 st year, Semester 2
Communication Arts 2
moved to 1st
semester and upgrade
Organizational Communication
Filipino 2 Filipino (Grades 1 -12)
replace Foreign language 2
Logic retain LogicPrinciples of Tourism 2*
retain Principles of Tourism 2*
Culinary Arts and Sciences*
retain Culinary Arts and Sciences*
Business Computer Basic IT skills(Grades 1 -12)
upgrade Information Technology for Hospitality Managers (with hands-on)
Humanities retain HumanitiesPE 2 retain PE 2
84
NSTP 2 retain NSTP 2
2 nd year, Semester 1
Total Quality Management*
retain
Total Quality Management*
Banquet Function and Catering Services Procedures**
retain Banquet Function and Catering Services Procedures**
Food and Beverage Service Procedures**
upgrade Food and Beverage Service Procedures and Management
Basic Statistics Mathematics (Grades 7-12)
upgrade Quantitative Methods for Decision Making with Statistics
BSHRM COURSE(CHED)
K TO 12 LEARNING
AREAS
MODIFICATIONSUGGESTED
PROPOSED BSHRM CURRICULUM
Principles of Management
Entrepreneurship upgrade Professional Leadership/Team & Organizational Leadership
Tourism Planning and Development*
retain Tourism Planning and Development*
Human Behavior in Organization
upgrade Human Resource Management
PE 3 retain PE 3
2 nd year, Semester 2
Cultural anthropology (with indigenous people)
upgrade Culture and Cuisine
Entrepreneurship and Business Planning
Entrepreneurship upgrade Entrepreneurial Management
Principles of Marketing Entrepreneurship upgrade Marketing Management
Basic Finance Entrepreneurship upgrade Financial Management and Cost Control Systems
Housekeeping Procedures**
Household Services NC II (Grades 11 & 12)
upgrade Hotel Operations Management
Business Communication
retain Business Communication
PE 4 retain PE 4
SummerPracticum upgrade Practicum on Hotel
Operations Management
3 rd year, Semester 1
Front Office
upgrade Front Office Management
85
Procedures**General Psychology retain General PsychologyManagement Information System
retain Management Information System
Basic Accounting Entrepreneurship upgrade Revenue ManagementProfessional Elective***
suggested Lodging Management Leadership
Professional Elective***
suggested International Hotel Management
3 rd year, Semester 2
Philippine History, Government and Constitution
retain
Philippine History, Government and Constitution
Rooms Division Management and Control System**
retain Rooms Division Management and Control System
BSHRM COURSE(CHED)
K TO 12 LEARNING
AREAS
MODIFICATIONSUGGESTED
PROPOSED BSHRM CURRICULUM
Basic Economics Contemporary Issues (Grades 11 & 12)
change Corporate Strategy for the Hospitality Industry
Food and Beverage Control System**
retain Food and Beverage Control System
Professional Elective***
suggested Commercial Food Production Management
Professional Elective***
suggested Food Science & Nutrition
4 th year, Semester 1 Practicum upgrade F & B ManagementProfessional Elective***
suggested Business Professional Communication
Professional Elective***
suggested Special Events Management
4 th year, Semester 2
Events Management*
retain Events Management
Life & Works of Rizal retain Life & Works of Rizaladditional Hospitality Law
86
The re-engineered BSHRM Program to harmonize with the K to 12
program proposed that several subjects should be upgraded, replaced and
moved.
The subjects that are proposed to be upgraded include the following:
1) Communication Arts 1 to Communication Arts 2; 2) Principles of Safety,
Hygiene and Sanitation to Sanitation, Safety and Environmental Management;
3) Literature to Introduction to Speech; 4) Filipino 2 to Foreign Language 2;
5) Business Computer to Information Technology for Hospitality Managers;
6) Food and Beverage Service Procedures to Food and Beverage Service
Procedures and Management; 7) Basic Statistics to Quantitative Methods for
Decision Making with Statistics; 8) Principles of Management to Professional
Leadership/Team and Organizational Leadership; 9) Human Behavior in
Organization to Human Resource Management; 10) Cultural Anthropology to
Culture and Cuisine; 11) Entrepreneurship and Business Planning to
Entrepreneurial Management; 12) Principles of Marketing to Marketing
Management; 13) Basic Finance to Financial Management and Cost Control
Systems; 14) Housekeeping Procedures to Hotel Operations Management; 15)
Practicum to Practicum on Hotel Operations Management; 16) Front Office
Procedures to Front Office Management; and 17) Basic Accounting to Revenue
Management. One of the justifications for upgrading the subjects mentioned is
because most of the course descriptions of these subjects were already
incorporated in the K to 12 curriculum. Hence, to avoid duplication of areas
learned by students, upgrading of the abovementioned subjects is indispensable.
87
Likewise, it is deemed appropriate that with the implementation of K to 12
program, the BSHRM program should concentrate on courses that enhances
management competencies and managerial skills of students rather than
focusing on vocational/technical skills.
There were also some subjects proposed to be taken as replacement for
current subjects of BSHRM curriculum such as replacing Filipino 1 and 2 to
Foreign Language 1 and 2, respectively since Filipino subjects can be taught
thoroughly in secondary education. For professional elective subjects, the
researcher suggested to incorporate courses on Commercial Food Production
Management; Food Science and Nutrition; Business Professional
Communication; and Special Events Management. These subjects were chosen
to further advance managerial and hospitality knowledge and competencies of
BSHRM students to be globally competitive in hospitality industry. The synergy
of the K to 12 curriculum and the BSHRM curriculum is depicted in Figure 7.
.
88
Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
A study was conducted to match the level of competence of Hotel and
Restaurant management graduates at performing employability skills necessary
for their jobs at the hotel and the extent to which these skills are performed with
their current jobs. Descriptive research design was used in the study. Four
groups of respondents participated in this study, namely: 90 HRM graduates
occupying entry-level positions in selected hotels in Metro Manila; ten industry
practitioners; ten hospitality educators; and ten secondary school teachers.
89
Summary of Findings
1. Profile of Hotel and Restaurant Management graduates employed
in selected hotels in Metro Manila.
More than half of the HRM graduates belonged to age group of 21 to 25
years. There was an almost equal distribution of male and female respondents
working in hotels in Metro Manila. Majority of the graduates worked in F & B
service of the hotels. Most graduates have been working at their present jobs at
the hotel for at least 1 to 3 years. Only few graduates had previous work
experience in the hospitality industry prior to working at their current jobs and not
many graduates were able to attend trainings/seminars related to their current
jobs at the hotel.
2. Graduates’ level of competence in performing employability skills
necessary for their jobs at the hotel.
HRM graduates perceived themselves to have at least a moderate level of
competence in performing all the 32 employability skills. The most highly rated
characteristics and skills were “responsibility”, “listening”, “customer relations”,
“objectivity” and “written communication” while the lowest rated were:
“accounting & financial management”, “computer usage”, “property
management”, “leadership” and “foreign language”.
3. Required competence for HRM graduates to perform their jobs at
the hotel
90
The HRM graduates competence in all the 32 employability skills were
performed “ME” in their current jobs at the hotel. The most highly rated
characteristics and skills performed by HRM-respondents “to a great extent” at
their current jobs at the hotel were “customer relations”, “verbal communication”,
“responsibility”, “team work” “adaptability/flexibility”, and “dependability”. The
lowest rated however, which are performed “moderate extent” included: “training
employees”, “property management”, “employee management”, “food production”
and “motivation”.
4. Significant difference between the graduates’ level of competence
and the required competence to perform their jobs at the hotel.
There was a significant difference the level of competence of HRM
graduates and the required competence to perform their jobs at the hotel. This
indicates that graduates did not meet the required employability skills needed to
perform their jobs at the hotel. Significant differences were observed on 11
employability skills and the required competence to perform these skills at their
current jobs as follows in terms of: 1) initiative; 2) team work; 3) adaptability/
flexibility; 4) customer relations; 5) dependability; 6) responsibility; 7) verbal
communication; 8) written communication; 9) accounting and financial
management; 10) computer usage; and 11) sales and promotion.
91
5. Importance of K to 12 program in responding to job mismatch of
HRM graduates
Educators and industry practitioners “strongly agreed” that because of K to
12 Program: graduates will possess competencies and skills relevant to the job
market; graduates will be technically competent; graduates will be prepared for
higher education; graduates will have more time to master competencies and
skills as well as time for other learning opportunities beyond the classroom,
thus allowing for a more holistic development; graduates could now be
recognized abroad; graduates will be at par with graduates of other developed
countries; and graduates will possess desirable work attitudes and behavior.
6. Managerial skills that should be integrated into a 4-year
bachelor’s degree program in the Hotel and Restaurant
Management in synergy with K to 12 program
Test statistics showed that the null hypothesis of no significant differences
between graduates’ level of competence and the required competence to
perform their jobs at the hotel on 11 employability skills such as: initiative, team
work, adaptability/flexibility, customer relations, dependability, responsibility,
verbal communication, written communication, accounting and financial
management, computer usage, and sales and promotion were rejected. Instead,
the alternative hypothesis of significant differences between graduates’ level of
competence and the required competence to perform their jobs at the hotel was
accepted on the mentioned 11 employability skills was accepted. This means
92
that the aforementioned employability skills should integrated in the 4-year
bachelor’s degree program in HRM.
Leadership and quality management skills were the foremost managerial
skills that should be integrated into a 4-year bachelor’s degree program in the
Hotel and Restaurant Management. On the other hand, adaptability, self-control
and environment protection practices ranked next in terms of the most important
managerial skills for integration into the program. Mastering foreign languages
had the lowest rating but still perceived as “very important” by the participants.
Conclusions
Based on the significant findings of the study, the following conclusions
were drawn:
1. HRM graduates considered themselves to have a moderate degree of
competence in all of the 32 employability skills. At the very least, it can
be concluded that these graduates have average confidence in their
abilities related to employability skills.
2. The HRM graduates possess the following characteristics and skills:
“responsibility”, “listening”, “customer relations”, “objectivity” and
“written communication”.
3. The most frequently performed employability skills of HRM graduates
holding entry-level positions in selected hotels in Metro Manila are
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“customer relations”, “verbal communication”, “responsibility”, “team
work” “adaptability/flexibility”, and “dependability”. In contrast, “training
employees”, “property management”, “employee management”, “food
production” and “motivation” were the least performed employability
skills for entry-level positions in hotels in Metro Manila.
4. There is a mismatch in terms of competence in the job-worker pairing.
HRM graduates were found to be undercompetent on the following
employability skills: 1) initiative; 2) team work; 3) adaptability/flexibility;
4) customer relations; 5) dependability; 6) responsibility; 7) verbal
communication; 8) written communication; 9) accounting and financial
management; 10) computer usage; and 11) sales and promotion.
5. Educators and industry practitioners believe that the implementation of
K to 12 Program will enhance work readiness of graduates by
producing graduates who are technically competent and prepared for
higher education.
6. Leadership, quality management skills, adaptability, self-control and
environment protection practices were the most important managerial
skills that should be integrated into a 4-year bachelor’s degree
program in the Hotel and Restaurant Management to harmonize with K
to 12 program.
Recommendations
The following are hereby recommended:
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1. Teaching traditional skills is not enough to prepare HRM students to be
society-ready graduates. Hotel and Restaurant Management program
must include in its curriculum the skills needed to quickly adapt to
changes. Some of these employability skills include problem solving
skills, communication skills, critical thinking skills, team work,
interpersonal skills and much more.
2. The synergy between K to 12 program and HRM curriculum is
necessary to produce highly effective graduates. This could be done
by creating a coherent, or a well-aligned system between K to 12 and
HRM curriculum. Since general education courses and technical skills
would have already been completed through K to 12 program, to have
an effective HRM curriculum, graduates need in-depth knowledge and
competencies not incorporated in K to 12 program such as: operational
aspects of the business, a professional attitude, as well as good
conceptual, managerial and creative skills. These are: competencies
pertaining to dealing with people, competencies concerned with
managing activities, competencies reflecting sensitivity to environment
or external factors, and competencies reflecting personal
effectiveness.
3. The information obtained through this study should permit faculty and
staff to meet industry needs more accurately by preparing graduates to
be more effective and successful managers; that is, it should increase
awareness of the specific managerial competencies and leadership
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styles needed for success. It has the potential to assist in the
development of better relationships between industry and academia as
both work to apply the knowledge gained by improving HRM education
and industry training formats. As noted previously, a gap may exist
between industry and education.
4. The findings of the current study could also be used to enhance the
development of HRM curriculum at the K-12 level. To maximize
efficacy, the curriculum needs to be as relevant and current as
possible, while still retaining its fundamental focus.
5. Academic professionals should consider taking a more active role by
making more of a direct impact in the classroom. Academic
professionals should also make sure their working knowledge of the
latest trends and best practices is current.
6. Research similar to this should be conducted in other hospitality
establishments. While this research provides a foundation for
assessing employability of HRM students working in hotels, the
findings of this particular study cannot be generalized. So, a replication
of this study should be conducted using a sample from which the
results can be generalized.
7. Similar studies should be conducted among HRM graduates employed
in other hospitality establishments such as restaurants and catering
establishment so that comparisons of various job matching skills and
differences among competencies required in their jobs can be made.
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8. Further research should be conducted to determine what aspects of
the HRM program experiences are contributing most to the
development of these skills. It would also be of value for research to be
conducted focusing on the employability skills the graduates
considered themselves to have the lowest competence.
9. Finally, additional research on the role of K to 12 program in enhancing
employability skills of hospitality graduates is needed in order to
harmonize the two curricula in further enhancing HRM graduates’
competencies.
BIBLIOGRAPHY
Allen, J. and van der Velden, R. (2001). Educational Mismatches Versus Skill Mismatches: Effects on Wage, Job Satisfaction, and On-the-Job Search. Oxford Economic Papers, 53, pp. 434-452.
Amador, L. B., López, N. A., Vila, L.E. (2008). Education and competence mismatches: Job satisfaction consequences for workers, Rect@, Actas_16(1). record 105.
Battu, H., Belfield, C.R. and Sloane, P.J. (2000). How Well Can We Measure Graduate Overeducation and Its Effects?. National Institute Economic Review, 171, pp. 82-93.
Baum, T. (2006). Reflections on the Nature of Skills in the Experience Economy: Challenging Traditional Skills Models in Hospitality. Journal of Hospitality and Tourism Management, 13(2), 124-135.
Beer, D. J. (2009). Global Competency in Hospitality Management Programs: A Perfect Recipe for Community Colleges. Unpublished doctoral dissertation, Louis University, Illinois, Chicago.
97
Cho, W., Schmeizer, C. D., & McMahon, P. S. (2002). Preparing Hospitality Managers for the 21st Century: The Merging of Just-in-time Education, Critical Thinking, and Collaborative Learning. Journal of Hospitality & Tourism Research, 26 (1), 23-37.
Chung-Herrera, B. G., Enz, C. A., & Lankau, M. (2003). Grooming Future Hospitality Leaders: A Competency Model. Cornell Hotel and Restaurant Administration Quarterly, 44 (3), 17-25.
Fournier, H., & Ineson, E. (2009). Closing the Gap Between Education and Industry: Skills and Competencies for Food Service Internships in Switzerland Hospitality & Industry Management. Paper presented at the International CHRIE-Conference, http://scholarworks.umass.edu/ sessions/wednesday/11
Green, F. and McIntosh, S. (2002). Is There a Genuine Underutilization of Skills Amongst the Over-Qualified? SKOPE Research Paper 30.
Johanson, M. M. & Woods, R. H. (2008). Recognizing the Emotional Element in Service Excellence. Cornell Hospitality Quarterly, 49 (3), 310-316.
Kay, C., & Russette, J. (2000). Hospitality - Management Competencies -Identifying Managers´ Essential Skills. Cornell Hospitality Quarterly, 41(2), 52-63.
Pizam, A. (2011). The Domains of Tourism & Hospitality Management. Paper presented in the Plenary Section at the First International Conference on Tourism & Management Studies, Faro.
Raybould, M. & Wilkins, H. (2006). Generic Skills for Hospitality Management: A Comparative Study of Management Expectations and Student Perceptions. Journal of Hospitality and Tourism Management, 13(2), 177-188.
Redman, T., & Wilkinson, A. (2006), Contemporary Human Resource Management, FT/Prentice Hall, London.
Staton- Reynolds, J. (2009). A Comparison of Skills Considered Important for Success as an Entry Level Manager in the Hospitality Industry According to Industry Recruiters and University Educators. Unpublished doctoral dissertation, Oklahoma State University, Proquest dissertations and thesis (UMI1465109).
Tunning, Educational Structures in Europe (2002), Report of the Engineering Synergy Group, Retrieved from
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http://www.tuning.unideusto.org/tuningeu/index.php?option=content&task=view&id=173.
Chung-Herrera, B. G., Enz, C. A., & Laukau, M. J. (2003). Grooming future hospitality
leaders: A competencies model. Cornell Hotel and Restaurant Administration Quarterly, 44(3), 17-25.
Kriegl, U. (2000). International hospitality management: Identifying important skills and effective training. Cornell Hotel and Restaurant Administration Quarterly, 41(2)
64-71.
APPENDIX A
LETTER TO PARTICIPANTS
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GRADUATE SCHOOL OF HOSPITALITY MANAGEMENTPHILIPPINE WOMEN’S UNIVERSITY
Taft Avenue, Manila
October 25, 2011
__________________________________________________________________________________________
Dear Sir/Madam:
I am a candidate for Master of Science in Hotel and Restaurant Management in Philippine Women’s University’s master’s program. I am currently conducting and authoring a thesis entitled “Re-engineering of Bachelor of Science in Hotel and Restaurant Management (BSHRM) Curriculum to Harmonize with K to 12 Program” as part of the requirements for my master’s degree.
In this connection, I humbly request for your participation in this study. The survey questionnaire will only take 10 minutes to complete. Your responses will be used as the basis for answering the problems posed in this research work. Your participation and
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responses will only be known to the researcher and will be treated with the highest level of confidentiality.
I would be very grateful for the help that you could extend for the success of this academic endeavor.
Thank you very much.
Sincerely,
KATHERINE D. PERENGraduate StudentPhilippine Women’s University, Manila
Noted:
DR. MILAGROS D. MAGSANOCResearch Adviser
APPENDIX B
LETTER TO HUMAN RESOURCE MANAGERS OF THE SELECTED HOTELS
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GRADUATE SCHOOL OF HOSPITALITY MANAGEMENTPHILIPPINE WOMEN’S UNIVERSITY
Taft Avenue, Manila
October 25, 2011
THE HUMAN RESOURCE MANAGER____________________________________________________________
Dear Sir/Madam:
I am a candidate for Master of Science in Hotel and Restaurant Management in Philippine Women’s University’s master’s program. I am currently conducting and authoring a thesis entitled “Re-engineering of Bachelor of Science in Hotel and Restaurant Management (BSHRM) Curriculum to Harmonize with K to 12 Program” as part of the requirements for my master’s degree.
In view of this, I would like to ask permission to gather data from the employees of your hotel who graduated with the degree of Bachelor of Science in Hotel and Restaurant Management with the use of a structured questionnaire. Their responses will be
102
collected, statistically analyzed, and reported in my thesis. All responses will be reported as aggregate data and in no way may be linked to you or any individual employee. Their participation and responses will only be known by the researcher and will be treated with the highest level of confidentiality.
I would be very grateful for the help that you could extend for the success of this academic endeavor.
Sincerely,
KATHERINE D. PERENGraduate StudentHospitality Management
Noted:
DR. MILAGROS D. MAGSANOCResearch Adviser
APPENDIX C
INFORMED CONSENT FOR THE PARTICIPANTS
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TITLE OF STUDY: Re-engineering of Bachelor of Science in Hotel and Restaurant Management (BSHRM) Curriculum to Harmonize with K to 12 Program
Principal Investigator: Katherine de Guzman Peren, Graduate School of Hospitality Management, Philippine Women’s University, Manila; Mobile: 09158227295, E-Mail: [email protected]
Advisor: Dr. Milagros D. Magsanoc, Graduate School of Hospitality Management, Tel: 620-272-4212 (cell) or 620-277-0574 home
WHY AM I BEING INVITED TO TAKE PART IN THIS RESEARCH? I am asking you to participate in this study because you have been identified as a valuable source of information in industry-academe collaboration for the re-engineering of BSHRM curriculum to harmonize with K to 12 Program. If you agree to participate in the study, I am asking your inputs on this important area of research by answering a structured questionnaire. The survey may take you at least 15 minutes to complete.
WHO IS DOING THE STUDY? This study is being conducted by Katherine de Guzman Peren. She is a graduate student taking up Master of Science in Hotel and Restaurant Management at the Philippine Women’s University, Manila and is conducting this research as a part of her master’s thesis. Dr. Milagros D. Magsanoc is her thesis advisor in this study.
104
WHAT IS THE PURPOSE OF THIS STUDY? The purpose of study is to enhance the Hotel and Restaurant Management program to synergize with the newly implemented K to 12 Basic Education Program, so that a thorough understanding would be developed a basis for curriculum development. Participants will be asked to fill out a questionnaire to gather much-needed information to propose a re-engineered BSHRM curriculum that would harmonize with K to 12 Program. Private, face-to-face surveys will be conducted, and data will be analyzed to answer the objectives of the study.
WHERE IS THE STUDY GOING TO TAKE PLACE AND HOW LONG WILL IT LAST? The study will take place in Metro Manila. The conduct of survey is scheduled from October 2011 to January 2012.
WHAT WILL I BE ASKED TO DO? This study will collect data through survey questionnaire. If you agree to participate in the study, I will schedule a survey, at a date, time, and location that we both agree upon. Your identity and the identity of your institution will remain confidential.
ARE THERE REASONS WHY I SHOULD NOT TAKE PART IN THIS STUDY? There are no known reasons why you should not take part in this study.
WHAT ARE THE POSSIBLE RISKS AND DISCOMFORTS? There are no known risks or discomforts to you if you participate in this study.
WILL I BENEFIT FROM TAKING PART IN THIS STUDY? There are no known financial or material benefits to you if you decide to participate in this study. Participation in this study will give voice to your perspective, and add to the general knowledge about BSHRM curriculum development. Your unique perspective can provide important feedback to education policy makers and curriculum planners that will significantly help those who will be making future decisions about curriculum development in order to better meet the needs of hotel and restaurant management graduates.
DO I HAVE TO TAKE PART IN THE STUDY? Your participation in this research is voluntary. If you decide to participate in the study, you may withdraw your consent and stop participating at any time without penalty or loss of benefits to which you are otherwise entitled.
WHAT WILL IT COST ME TO PARTICIPATE? The only cost to you for participating in the study will be the time needed to answer the questionnaire. It is estimated that it will take approximately 10 minutes only to complete the survey.
WHO WILL SEE THE INFORMATION THAT I GIVE? The information that you give will be seen only by the Principal Investigator, Thesis Advisor, and a professional statistician. You will not be personally identified when the results of this study are reported. There are no identifying marks used for this survey; thus you are guaranteed complete anonymity. In all such cases, code number would be used to identify you.
WHAT IF I HAVE QUESTIONS? Before you decide whether to accept this invitation to take part in the study, please ask any questions that might come to mind now. Later, if you have questions about the study, you can contact the principal investigator, Katherine dG. Peren, at 09158227295. I will give you a copy of this consent form to take with you.
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WHAT ELSE DO I NEED TO KNOW? Your signature acknowledges that you have read the information stated and willingly sign this consent form. Your signature also acknowledges that you have received, on the date signed, a copy of this document containing two pages.
_________________________________________ ________________Signature of person agreeing to take part in the study Date
_____________________________________________Printed name of person agreeing to take part in the study
APPENDIX D
QUESTIONNAIRE FOR HRM GRADUATES
A. Profile
Please provide the necessary information. Check (√) your answer on the box provided or write your response on the space provided.
1. Name: _____________________________________________________
2. Department/Unit assigned: ____________________________________
3. Age:[ ] 20 or younger, specify ________ [ ] 26-30[ ] 21-25
4. Gender: [ ] Male [ ] Female
5. Marital status:
[ ] Single [ ] Widow
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[ ] Married [ ] Divorced/Separated
6. Educational level:[ ] College graduate, specify degree ___________________________Others, please specify ______________________________________
7. Current position at the hotel: [ ] Front Office Staff, specify position __________________________
[ ] Sales Staff, specify position _______________________________[ ] Housekeeping staff, specify position ________________________
[ ] Maintenance staff, specify position __________________________[ ] Maintenance staff, specify position __________________________[ ] F & B staff, specify position _______________________________Others, please specify ______________________________________
8. How long have you been working in your current job?[ ] Less than 1 year [ ] 11-15 years[ ] 1-2 years [ ] 16-20 years[ ] 2-4 years [ ] 21-25 years[ ] 5-7 years [ ] 26-30 years[ ] 8-10 years [ ] more than 30 years
9. How long have you been working in the hospitality industry?[ ] Less than 1 year [ ] 11-15 years[ ] 1-2 years [ ] 16-20 years[ ] 2-4 years [ ] 21-25 years[ ] 5-7 years [ ] 26-30 years[ ] 8-10 years [ ] more than 30 years
10.Do you have any previous work experience(s) related to your current job?[ ] Yes [ ] No
11. If “yes”, specify your position and work performed in your previous job.
Position Years Employed
Nature of Work
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12.Have you attended any training/seminar that enhances your knowledge and skills in hotel and restaurant management?
[ ] Yes [ ] No
13. If “yes”, specify the trainings/seminars attended in the past year
Sponsoring Agency Inclusive Dates
Seminar Title
B. Job Match Questionnaire
Please provide two responses for each of the employability skills listed below by checking one response in each of the two columns that indicate your response.
In the LEFT column, indicate your perceived level of competence at performing the corresponding employability skills. The response scale for this column is as follows:
Level of Competence 3 = Highly Competent 2 = Moderately Competent 1 = Low Competence 0 = Not Competent
In the RIGHT column, indicate the extent to which each employability skill is performed at your present job. The response scale for this column is as follows:
108
Extent of Performing Each Skill with Current Job3 = To a Great Extent2 = ME1 = To a Minimal Extent0 = Not at All Performed
EMPLOYABILITY SKILL
Your Level ofCompetence in
Performing Employability
Skills
The Extent to whichyou Perform the
EmployabilitySkills with
present Job
Not
co
mpe
tent
Low
C
ompe
tenc
Mod
erat
ely
Com
pete
nt
Hig
hly
Com
pete
nt
Not
at A
ll P
erfo
rmed
To
a M
inim
al
Ext
ent
To
a M
oder
ate
Ext
ent
To
a G
reat
E
xten
t
0 1 2 3 0 1 2 3
D. Conceptual Characteristics & Skills1) Creative Thinking2) Employee Relations3) Initiative4) Interpersonal Communication5) Leadership6) Problem-Solving7) Proper Etiquette8) Quality Management9) Team Work
EMPLOYABILITY SKILL
Your Level ofCompetence in
Performing Employability
Skills
The Extent to whichyou Perform the
EmployabilitySkills with
present Job
Not
co
mpe
tent
Low
C
ompe
tenc
Mod
erat
ely
Com
pete
nt
Hig
hly
Com
pete
nt
Not
at A
ll P
erfo
rmed
To
a M
inim
al
Ext
ent
To
a M
oder
ate
Ext
ent
To
a G
reat
E
xten
t
0 1 2 3 0 1 2 3
E. Human Relations Characteristics & Skills10) Adaptability/Flexibility11) Customer Relations12) Dependability13) Employee Management14) Ethics15) Listening16) Motivation 17) Objectivity
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18) Responsibility 19) Time management20) Verbal Communication21) Written Communication
F. Technical Skills22) Accounting & Financial Management23) Computer Usage24) Food Production 25) Food Sanitation26) Foreign Language27) Inventory28) Property Management29) Purchasing 30) Sales and Promotion31) Scheduling employees32) Training Employees
1) Have your studies or your knowledge provided you with the qualifications required to perform your current job?
[ ] Yes [ ] No
2) Do you think your knowledge or your personal capacities would allow you to perform a more qualified job?
[ ] Yes [ ] No
APPENDIX E
QUESTIONNAIRE FOR INDUSTRY PRACTITIONERS AND HOSPITALITY EDUCATORS
A. Profile of the Respondent
1. Current Position: __________________________________________
2. Establishment/Institution: ______________________________________
3. Gender: [ ] Male [ ] Female
4. Educational attainment:
[ ] College graduate
[ ] with post-graduate studies
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[ ] Others, please specify ________________________________
B. Important Core Competencies that should be integrated into a 4-year Bachelor’s Degree Program in the Hotel and Restaurant Management
1. What are the most important core competencies that should be integrated into a 4-year bachelor’s degree program in the Hotel and Restaurant Management so that the curriculum can be developed and/or redeveloped in synergy with K to 12 program?
The available response alternatives are:
5 = Very Important (VI)4 = Important (I)3 = Somewhat Important (SI)2 = Somewhat Unimportant (SU)1 = Not at all Important (NI)
5 4 3 2 1Being able to work in a teamLeadershipProblem solving capacitySensitivity to customer needsTo present a professional behaviorTo motivate othersEmpathyTo act calmlyCreativityHandling guest complaintsTo communicateAdaptabilitySelf-controlMastering foreign languagesEthics and Social responsibilityCapacity to negotiatee-commerce skillsHousekeepingQuality managementAbility to analyze an investment projectManagement toolsProperty development knowledgeTourism knowledgeEnvironment protection practices
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Cooking skillsIT systems managementAbility to conduct a market study
Others, please specify __________________________________
C. Importance of K to 12 Basic Education Program in Responding to Job Mismatch of HRM Graduates
Instructions: The statements listed below are some of the possible
contributions of K to 12 Basic Education Program in responding to job mismatch
of HRM graduates. Please check ( √ ) the appropriate column to indicate the
extent of your agreement/disagreement with each of the following items.
Rating scale:
5= Strongly Agree
4= Agree
3= Somewhat Agree/Disagree
2= Disagree
1= Strongly Disagree
5 4 3 2 11) Graduates will possess competencies and skills relevant to
the job market2) Graduates will be technically competent.3) Graduates will be prepared for higher education.4) Graduates will have more time to master competencies
and skills as well as time for other learning opportunities beyond the classroom, thus allowing for a more holistic development.
5) Graduates could now be recognized abroad. 6) Graduates will be at par with graduates of other developed
countries.7) Graduates will possess desirable work attitudes and
behavior.
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8) Graduates will be able to earn higher wages and/or better prepared to start their own business.
9) Graduates will be innovative and creative. 10)Graduates will have foundational life skills.
Thank you for your time and cooperation.
KATHERINE PEREN Researcher
APPENDIX F
QUESTIONNAIRE FOR SECONDARY SCHOOL TEACHERS
A. Profile of the Respondent
1. Current Position: __________________________________________
2. Establishment/Institution: ______________________________________
3. Gender: [ ] Male [ ] Female
4. Educational attainment:
[ ] College graduate
[ ] with post-graduate studies
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[ ] Others, please specify ________________________________
B. Importance of K to 12 Basic Education Program in Responding to Job Mismatch of HRM Graduates
Instructions: The statements listed below are some of the possible
contributions of K to 12 Basic Education Program in responding to job mismatch
of HRM graduates. Please check ( √ ) the appropriate column to indicate the
extent of your agreement/disagreement with each of the following items.
Rating scale:
5= Strongly Agree
4= Agree
3= Somewhat Agree/Disagree
2= Disagree
1= Strongly Disagree
5 4 3 2 11) Graduates will possess competencies and skills relevant to
the job market2) Graduates will be technically competent.3) Graduates will be prepared for higher education.4) Graduates will have more time to master competencies
and skills as well as time for other learning opportunities beyond the classroom, thus allowing for a more holistic development.
5) Graduates could now be recognized abroad. 6) Graduates will be at par with graduates of other developed
countries.7) Graduates will possess desirable work attitudes and
behavior.8) Graduates will be able to earn higher wages and/or better
prepared to start their own business.
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9) Graduates will be innovative and creative. 10)Graduates will have foundational life skills.
Thank you for your time and cooperation.
KATHERINE PEREN Researcher
APPENDIX G
Curriculum Description for Bachelor of Science in Hotel and Restaurant
Management (CHED Memorandum Order No. 30 Series of 2006)
The outline of the BSHRM program as recommended by CHED is shown
below.
BSHRM Curriculum Content Number of Units
General Education Courses 51Business Core 21Tourism Core 22Specialized Subjects 36Practicum/Work-integrated Learning 7
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PE, NSTP (14)
Bachelor of Science in Hotel and Restaurant Management Program (CMO no. 30, s. 2006)
First yearSemester 1 Lecture Laboratory Units
Communication Arts 13 3
Filipino 1 3 3Principles of Safety, Hygiene and Sanitation 3 3Principles of Tourism 1* 3 3Literature 3 3Business Math 3 3Environmental Science 3 3PE 1 (2) (2)NSTP 1 (3) (3)Total 21 21
Semester 2 Lecture Laboratory Units
Communication Arts 23 3
Filipino 2 3 3Logic 3 3Principles of Tourism 2* 3 3Culinary Arts and Sciences* 3 3Business Computer 3 3Humanities 3 3PE 2 (2) (2)NSTP 2 (3) (3)Total 21 21
Second yearSemester 1 Lectur
eLaborator
yUnit
s
Total Quality Management*3 3
Banquet Function and Catering Services Procedures**
3 3
Food and Beverage Service Procedures** 3 3Basic Statistics 3 3Principles of Management 3 3Tourism Planning and Development* 3 3Human Behavior in Organization 3 3PE 3 (2) (2)Total 21 21
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Semester 2 Lecture Laboratory Units
Cultural anthropology (with indigenous people)3 3
Entrepreneurship and Business Planning 3 3Principles of Marketing 3 3Basic Finance 3 3Housekeeping Procedures** 3 3Business Communication 3 3PE 4 (2) (2)Total 18 18
SummerPracticum 4 4
Third yearSemester 1 Lectur
eLaborator
yUnit
s
Front Office Procedures**3 3
General Psychology 3 3Management Information System 3 3Basic Accounting 3 3Professional Elective*** 3 3Professional Elective*** 3 3Total 18 18
Semester 2 Lecture Laboratory Units
Philippine History, Government and Constitution3 3
Rooms Division Management and Control System** 3 3Basic Economics 3 3Food and Beverage Control System** 3 3Professional Elective*** 3 3Professional Elective*** 3 3Total 18 18
Fourth yearSemester 1 Lectur
eLaborator
yUnit
sPracticum 3 3Professional Elective*** 3 3Professional Elective*** 3 3Total 10 10
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Semester 2 Lecture Laboratory Units
Events Management*4 4
Life & Work of Rizal 3 3Total 7 7Total Number of Units 137 137
*Tourism/Hospitality Core** Required Professional subjects*** Free Electives
KATHERINE DE GUZMAN PEREN251 Anuling Lejos II, Mendez, Cavite
0915 – 822-72-95Email Address: [email protected]
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EDUCATIONAL BACKGROUND
2009 – 2012 Master of Science in Hotel and Restaurant ManagementPhilippine Women’s UniversityTaft Avenue, Manila
1995 - 1999 Bachelor of Science in Hotel and Restaurant ManagementDe La Salle University – DasmarinasDasmarinas, Cavite
1991 – 1995 Tagaytay – Mendez AcademyMendez, Cavite
1985 – 1991 Saint Augustine SchoolMendez, Cavite
MEMBERSHIP AND AFFILIATIONS
o Member - Association of Administrators in Hospitality, Hotel and Restaurant Management Educational Institutions (AAHRMEI)
o Member - Council of Hotel and Restaurant Educators of the Philippines (COHREP)
WORK EXPERIENCE
June 4, 2012 - present College InstructorCity College of TagaytayTagaytay City
December 16, 2008 - present Hotel SupervisorNew Orleans Auberge Hotel,The WindyRidge Hotel, OverLookInn Petit Bed and Breakfast, Coventry Hotel Tagaytay City
July 17, 2006 - present Front Desk ClerkTagaytay International Convention CenterTagaytay City
June 6, 2011 - March 29, 2012 College InstructorCity College of TagaytayTagaytay City
June 15, 2010 - March 30, 2011 College InstructorCity College of Tagaytay
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Tagaytay City
June 15, 2009 - March 30, 2010 College InstructorCity College of TagaytayTagaytay City
June 6, 2008 - March 30, 2009 College InstructorCity College of TagaytayTagaytay City
April 17, 2006 - July 16, 2006 Officer-in-Charge Division SupervisorJEB RestaurantTagaytay City
October 2, 2003 - April 16, 2006 Food Attendant / CashierJEB RestaurantTagaytay City
October 15, 2001 - October 1, 2003 Front Desk Clerk / Sales and Marketing Assistant Mahogany HotelTagaytay City
February 21, 2001 - June 15, 2001 Front Desk OfficerTagaytay Country HotelOlivarez Plaza, Tagaytay City
August 17, 2000 - February 20, 2001 Cashier / Front Desk ClerkRoyale Parc Hotel and RestaurantTagaytay City
February 1, 2000 - July 25, 2000 Waitress / Receptionist / CashierCountry Inn (Tagaytay Country Hotel)
April 9, 1999 - September 12, 1999 Cashier / ReceptionistCanyon Woods Resort Club Inc.Laurel, Batangas
SEMINARS AND TRAININGS ATTENDED
Shielding the HRM and Tourism Program from the Impact of K-12Manila Grand Opera HotelSta. Cruz, ManilaMay 2, 2012
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The Barista Basics Coffee session with the AcademeGloria Jeans CoffeeRobinsons Galleria, Pasig CityFebruary 22, 2012
Italian 101: Cooking Authentic Italian DishesManila Food and Beverage Expo (mafbex)World Trade CenterRoxas Boulevard, Pasay City June 18, 2011
Professional Hospitality Educators Image as Top ResponsibilityManila Grand Opera HotelSta. Cruz, Manila May 6, 2011
Front Office Procedures & Management SeminarManila Grand Opera HotelSta. Cruz, ManilaMay 5, 2011
The Menu as the Starting Point of a RestaurantSummit Ridge HotelTagaytay City February 10, 2011
Garnishing Bar 101Manila Food and Beverage Expo (mafbex)World Trade CenterRoxas Boulevard, Pasay CityJune 19, 2010
Trainer Methodology and Assessor Methodology (TM/AM) Course Seminar by TESDA – CaviteISHRM School System, Bacoor Cavite May 24 - June 2, 2010
Re-engineering the Hospitality Program for the Next MillenniumSt. Paul University, Quezon City May 22, 2010
Service Excellence: A Challenge for Administrators and Faculty ForumSt. Paul University, Quezon CityMay 22, 2010
Quality Guest ServiceEl Cielito Inn, Sta. Rosa City, Laguna
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February 23, 2010
ALCU Employment SummitUniversity of Makati March 5 - 6, 2009
Seminar on Hotel Management @ the City PinesHotel Supreme, Baguio CityFebruary 2 - 3, 2009
Faculty Development Program I: Becoming an Effective EducatorCity College of TagaytayNovember 24, 2008
Seminar on Hospitality Industry and Resort FamiliarizationVilla Escudero, San Pablo, Laguna September 25, 2008
Seminar on Front Office and Housekeeping Procedures and Bar ManagementTaal Vista Hotel, Tagaytay City August 15, 2008
Introduction to Food Safety SeminarConducted by SMB / Purefoods CorporationJEB Restaurant, Tagaytay City October 8, 2004
Unilever – Food Solutions Cooking DemoConducted by DMS / CaterplanJEB Restaurant, Tagaytay City July 22, 2004
5’S Good Housekeeping SeminarConducted by MantekTagaytay International Convention CenterJune 4, 2004
700 Hours On-the-Job TrainingTagaytay Highlands International Golf Club Inc. December 7, 1998 - March 20, 1999
Live-In Seminar (Front Office, Guest Services Housekeeping and Corporate Image Seminar)Manila Diamond HotelRoxas Blvd., ManilaOctober 2 - 3, 1998
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Seminar on Catering Equipment and SuppliesDe La Salle University - DasmariñasSeptember 26, 1998
48 Hours Training in Front OfficeHotel NicoleDe La Salle University - DasmariñasJuly 1998 - August 1998
PERSONAL INFORMATION
Age : 33 yrs. OldBirthday : October 31, 1978Height : 5’6”Weight : 110 lbsCivil Status : SingleSex : Female
CHARACTER REFERENCES
ATTY. FRANCIS N. TOLENTINOMMDA Chairman/ ProprietorWindcoverge HotelsTel. # (046) 413-43-53
ENGR. GREGORIO MONREALCity AdministratorCity Government of TagaytayTel. # (046) 413-12-20
MRS. EUFRECINA M. VICTORHRM ChairFar Eastern University – Silang CampusTel. # (046) 682-04-39
KATHERINE PEREN