i

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 Management
Philippine Womens University
Taft Avenue, Manila

In partial fulfillment
of the requirements for the degree of
Master of Science in Hotel and Restaurant Management

KATHERINE D. PEREN
May 2012

ii
APPROVAL SHEET

iii

DEDICATION
I dedicate this work to my family especially my mother, who believed in
diligence, hard work and the pursuit of academic excellence.

iv
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 researchers 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 Maam Nene Victor and Maam 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 Gods grace. For helping her

v
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

vi
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
bachelors 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

vii
(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

viii
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

ix
should be integrated into a 4-year bachelors degree program in the Hotel and
Restaurant Management to harmonize with K to 12 program.

x
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.

Background of the Study..

Research Locale

Statement of the Problem.

Hypothesis..

Scope and Limitations of the Study

Significance of the Study..

Definition of Terms.

CHAPTER 2. REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature..
Hotel Hierarchy of Positions.
The Need for Employability Skills in Hospitality Program
Employability Skills Needed in Entry- Level Positions in
Hospitality Industry
Employability Skills in Supervisory Level...

12
14
17
17
19
22

xi
Foreign Studies.
Page
Local Literature..
The Rationale for K to 12 Basic Education Program
Education Vision
Goals
The K to 12 Program.

26
26
30
32
37

Synthesis.

43

Research Paradigm...

43

CHAPTER III. METHODOLOGY

Research Design...

46

Participants of the Study...

46

Sampling Procedure..

47

Research Instruments..
Construction ..
Validation

47
47
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

xii
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 Bachelors

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

xiii
LIST OF TABLES
Table

Page

Distribution of HRM Graduates by Current Position at the Hotel

57

Distribution of HRM Graduates by Length of Service with

Current Job

59

Distribution of HRM Graduates by Length of Experience in the

Hospitality Industry..

59

Distribution of HRM Graduates by Previous Work Experience...

60

Distribution of HRM Graduates by Trainings Attended Related

to Current Job

61

Level of Competence of HRM Graduates in Performing

Conceptual Characteristics and Skills Necessary
for Their Jobs at the Hotel...

63

Level of Competence of HRM Graduates in Performing Human

Relations Characteristics and Skills Necessary
for Their Jobs at the Hotel...

64

Level of Competence of HRM Graduates in Performing

Technical Skills Necessary for Their Jobs at the
Hotel....................................

66

Level of Competence of HRM Graduates in Performing

Employability Skills Necessary for Their Jobs at the Hotel

67

Required Competence for HRM Graduates to Perform

Conceptual Characteristics and Skills Necessary
at the Hotel.

68

Required Competence for HRM Graduates to Perform Human

Relations Characteristics and Skills Necessary at the
Hotel

70

Required Competence for HRM Graduates to Perform

Technical Skills Necessary at the Hotel....

71

9
10

11

12

xiv
Table
13

14

15
16

Page
Required Competence for HRM Graduates to Perform Human
Relations Characteristics and Skills Necessary at the
Hotel

72

Significant Difference between the Graduates Level of

Competence and the Required Competence to Perform
Their Jobs at the
Hotel..

74

Importance of K to 12 Basic Education Program in responding

to job mismatch of HRM graduates...

76

Managerial skills that should be integrated into a 4-year

bachelors degree program in HRM in synergy with
K to 12 program

78

xv
LIST OF FIGURES

Figure

Page

The K to 12 Basic Education Program

35

The K to 12 Curriculum: Career Pathways from Grades 7 to 12

36

The Research Paradigm...

44

Flowchart of the data gathering procedure of the study..

50

Distribution of HRM Graduates by Age.........

55

Distribution of HRM Graduates by Gender

56

The Synergy of K to 12 Curriculum for and BSHRM Curriculum

80

1
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;

2
"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
bachelors 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

3
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 countrys 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 Educations 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

4
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 21 st-century careers and
acquiring self-employment skill sets.

5
Thus, the main purpose of this study was to evaluate the bachelors
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 3star 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.

6
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?
6. What managerial skills should be integrated into a 4-year bachelors
degree program in the Hotel and Restaurant Management in synergy
with K to 12 program?

Hypothesis

7
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.
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

8
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
bachelors 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
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 todays 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.

9
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
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

10
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 bachelors 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.
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

11
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 ones 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.

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

12
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 workers 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 BadilloAmador, 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).
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,

13
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.
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

14
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
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.

15
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 Masters 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
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.

16
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,
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

17
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
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

18
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 highquality, 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.

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.

19
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)

Operational Skills

Take initiative to improve

performance
Respect and promote diversity
Communicate expectations
Seek first to understand
Provide performance feedback
Resolve conflict and build
teams

Managerial Skills

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

20

Utilize change and innovate

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.

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

21
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.

Teambuilding

Inspires and fosters team commitment, spirit, pride, and

trust. Facilitates cooperation and motivates team
members to accomplish group goals.

22
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
educational mismatches are at least as satisfactory as the adequate education
match among comparable workers, since educational mismatches have a neutral

23
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
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

24
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
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

25
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
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.

26
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

achievement scores

quality
of

of

basic

Filipino

education

students.

is

reflected

in

the

low

Many students who finish basic

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

27
-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

the

are

at

least

high

school

unemployed are 15 -34 years old.

graduates

and

80%

of

While the availability of economic

opportunities contributes to this, it also illustrates the mismatch in the

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.

28
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
program

in other countries that view the 10 -year education

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 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

29
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

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.

30

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 ones 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 childs
basic

learning needs,

including

learning

to

learn,

the

acquisition

of

numeracy, literacys, 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.

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 graduates autonomous thinking is a product of the

31
capability for comprehension and critical thinking as well as the full
development of ones 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

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.

Goals
The goal of the Enhanced K+12 Basic Education Program is to
create a functional basic education system that will produce productive and

32
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 twinobjectives:
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
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.

33

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.

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

34
rooted

on

excellence,

sound
the

educational

foundations

principles

for

learning

and

geared

throughout

towards
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 ones 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

Grade
levels

Academics
Core Competencies +
Career Pathways
Specialization

Advanced Science
Advanced
Mathematics

10
9

Core Competencies +
TLE Specialization

Languages
Journalism

8
7

Arts and Sports

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

Others

TLE Offering
Industrial Arts Agri Firshery HOME ECONOMICS

Academic
12
11

CERTIFICATION

ELECTIVES

1.
2.
3.
4.
5.
6.
7.

Nail Care NC II
Caregiving NC II
Tailoring NC II
Dressmaking NC II
Commercial Cooking NC II
Bread and Pastry Production NC II
Household Services NC II

9.
10.
11.
12.
13.

Agriculture Crop Production NC I

Horticulture NC II
Animal Production NC II
Aquaculture
Food Fish Processing NC II

14.
15.
16.
17.
18.
19.
20.

Automotive Servicing NC I
Carpentry NC II
Plumbing NC II
Masonry NC I
Tiles Setting NC II
Mechanical Drafting NC I
Electrical Installation and
Maintenance NC II
Consumer Electronics Servicing NC
II
Handcrafts Production/ Novelty and
Crafts NC I
Shielded Metal Arc Welding NC I
Refrigeration & Aircon Servicing
(DOMRAC) NC II
Computer Hardware Servicng NC II

21.
22.
23.
24.
25.

Entrepreneurship

National Certification II
Horizontal/ Vertical
Transfer

National Certification II
National Certification
Certificate of
Competencies

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 TechnicalVocational 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 efficiency12.

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 learners 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. Cocurricular 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. Cocurricular 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
K to 12 Basic
Education
Program
K to 12
curriculum
Curricula of
universities
and colleges
offering
Bachelors
degree in
Hotel and
Restaurant
Management

PROCESS
Assessment of
competencies
enhanced
through K to 12
program

OUTPUT

Harmonized BS
HRM Curriculum
and K to 12

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

FEEDBACK

Figure 3. The Research Paradigm

Program

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 Bachelors 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 bachelors 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 respondents 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 Womens
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
Womens 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
their jobs at the hotel, the importance of K to 12 program in responding

52

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

2.25 3.00

1.50 2.24

Highly Competent (HC)

Moderately Competent
(MC)

0.75 1.49

Low Competence (LC)

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

2.25 3.00

Great Extent (GE)

1.50 2.24

Moderate Extent (ME)

0.75 1.49

Verbal Interpretation

Minimal Extent (MNE)

Not at All Performed
0.74 or lower
(NP)
Chapter 4

53

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
bachelors 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
Front office
Reservations agent
Front office clerk/Front desk clerk/Front desk staff
Concierge
Bellman
Receptionist
Sub-total
Marketing
Marketing & Sales Representative
Sales & marketing staff
Sales clerk
Marketer
Sub-total
Housekeeping
Chambermaid
Housekeeper / Room attendant /House attendant
Public attendant
Sub-total
Maintenance
Gardener
Maintenance person
Sub-total
Accounting
Accounting clerk / staff
Accounting assistant
Sub-total
Food & Beverage Service
Waiter / Waitress
Assistant bartender
Bartender
Cashier
Chef / Cook
Food attendant
Sub-total
Purchasing
Purchaser
Sub-total
TOTAL

Frequency

Percent

1
5
7
1
2
16

1.11
5.56
7.78
1.11
2.22
17.78

2
1
1
1
5

2.22
1.11
1.11
1.11
5.55

2
26
1
29

2.22
28.89
1.11
32.22

1
5
6

1.11
5.56
6.67

2
1
3

2.22
1.11
3.33

20
1
3
1
3
2
30

22.22
1.11
3.33
1.11
3.33
2.22
33.32

1
1

1.11
1.11

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 Service
with Current Job
less than a year
1-3 years
4-6 years
7-9 years
10 years or more
TOTAL

Frequency

Percent

18
39
22
9
2

20.00
43.33
24.44
10.00
2.22

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
less than a year
1-3 years
4-6 years
7-9 years
10 years or more
TOTAL

Frequency

Percent

18
38
18
11
5

20.00
42.22
20.00
12.22
5.56

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
Cashier
Waiter
Cook
Assistant cook
Saleslady
Sales clerk
Front desk staff
Receptionist
Service crew

Frequency*
5
2
1
1
1
1
1
1
1

TOTAL
14
*Only 14 respondents had previous work experience.

Percent
35.71
14.29
7.14
7.14
7.14
7.14
7.14
7.14
7.14
100.00

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
Bar and Coffee Exposure
Hotel Orientation Program
Flair and Bartending Seminar /
Bartending
Hotel Familiarization Program
Skill training and Development
Communication Enhancement
Program
Skill Test in Catering and Banquet
Operations
Front office and Housekeeping
( Food and Beverage Sales and
Marketing)
Entrep skills
International Cuisine Baring
Housekeeping Operations Seminar
Scope of Hospitality Industry in
Front Office
Food and Beverage Management
Training

Frequency*
3
3
2

Percent
15.79
15.79
10.53

2
1
1

10.53
5.26
5.26

5.26

5.26

1
1
1
1

5.26
5.26
5.26
5.26

5.26

TOTAL
19
*Only 19 respondents had trainings related to their current jobs.

100.00

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 Test in
Catering and Banquet Operations; Front office and Housekeeping ( Food and

61

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
Rank

Conceptual
Characteristics & Skills

6.5

1) Creative Thinking

2.33

2) Employee Relations

5
2.33

3) Initiative

4) Interpersonal
Communication
5) Leadership

6.5

6) Problem-Solving

7) Proper Etiquette

2.33
1

8) Quality Management
9) Team Work

Type of
Skill
Managerial
skill
Managerial
skill
Entry level
skill l
Entry level
Skill
Managerial
skill
Managerial
skill
Entry level
Skill
Managerial
skill
Entry level
Skill

Sub-mean
Legend:
Scale
3
2
1
0

Mean Range
2.50 3.00
1.50 2.49
0.50 1.49
0.00 0.49

Standard Weighted
Deviation
Mean

Verbal
Description

0.778

2.16

MC

0.773

2.18

MC

0.727

2.17

MC

0.712

2.18

MC

0.790

2.07

MC

0.792

2.16

MC

0.776

2.12

MC

0.728

2.18

MC

0.743

2.26

MC

2.16

MC

Interpretation
Highly Competent
Moderately
Competent
Low Competence
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

10

Human Relations
Characteristics & Skills
1) Adaptability/Flexibility

3.5

2) Customer Relations

12

3) Dependability

11

4) Employee Management

5) Ethics

6) Listening

7) Motivation

3.5

8) Objectivity

Rank

9) Responsibility

10) Time management

11) Verbal Communication

12) Written Communication

Type of
Skill
Managerial
skill
Entry level
Skill
Managerial
skill
Managerial
skill
Managerial
skill
Entry level
Skill
Managerial
skill
Managerial
skill
Entry level
Skill
Entry level
Skill
Entry level
Skill
Managerial
skill

Sub-mean
Legend:
Scale
3
2
1
0

Mean Range
2.50 3.00
1.50 2.49
0.50 1.49
0.00 0.49

Interpretation
Highly Competent
Moderately
Competent
Low Competence
Not Competent

Standard
Deviation
0.674

Weighted
Mean
2.20

Verbal
Description
MC

0.658

2.29

MC

0.637

2.10

MC

0.663

2.14

MC

0.619

2.23

MC

0.593

2.31

MC

0.531

2.26

MC

0.604

2.29

MC

0.661

2.37

MC

0.587

2.24

MC

0.683

2.22

MC

0.636

2.28

MC

2.24

MC

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

Type of
Skill

Technical Skills

11
10

1) Accounting &
Financial
Management
2) Computer Usage

3.5

3) Food Production

4) Food Sanitation

5) Foreign Language

6) Inventory

7) Property Management

8) Purchasing

9) Sales and Promotion

10) Scheduling
employees
11) Training Employees

3.5

Standard Weighted
Deviation
Mean

Verbal
Description

Managerial
skill

0.703

2.00

MC

Entry level
Skill
Entry level
Skill
Entry level
Skill
Entry level
Skill
Entry level
Skill
Managerial
skill
Entry level
Skill
Entry level
Skill
Managerial
skill
Managerial
skill

0.662

2.01

MC

0.711

2.21

MC

0.700

2.27

MC

0.647

2.09

MC

0.646

2.14

MC

0.614

2.07

MC

0.680

2.18

MC

0.619

2.23

MC

0.710

2.11

MC

0.679

2.21

MC

2.14

MC

Sub-mean
Legend:
Scale
3
2
1
0

Mean Range
2.50 3.00
1.50 2.49
0.50 1.49
0.00 0.49

Interpretation
Highly Competent
Moderately
Competent
Low Competence
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
highest rated technical skills of HRM graduates include food sanitation and

66

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
WEIGHTED
MEAN

VERBAL
DESCRIPTION

Conceptual characteristics and skills

2.16

MC

Human relations characteristics and skills

2.24

MC

Technical Skills

2.14

MC

2.18

MC

EMPLOYABILITY SKILL

Overall Competence

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
Rank

Conceptual
Characteristics & Skills

1) Creative Thinking

2) Employee Relations

1.5

3) Initiative

6.5
9

4) Interpersonal
Communication
5) Leadership

4.5

6) Problem-Solving

4.5

7) Proper Etiquette

6.5

8) Quality Management

1.5

9) Team Work

Type of
Skill

Standard Weighted
Deviation
Mean

Managerial
skill
Managerial
skill
Entry level
skill l
Entry level
Skill
Managerial
skill
Managerial
skill
Entry level
Skill
Managerial
skill
Entry level
Skill

Sub-mean
Legend:
Scale
3
2
1
0

Mean Range
2.50 3.00
1.50 2.49
0.50 1.49
0.00 0.49

Verbal
Description

0.735

2.30

ME

0.768

2.14

ME

0.706

2.47

ME

0.701

2.23

ME

0.748

2.10

ME

0.718

2.24

ME

0.696

2.24

ME

0.686

2.23

ME

0.676

2.47

ME

2.27

ME

Interpretation
Great Extent (GE)
Moderate Extent (ME)
Minimal Extent (MNE)
Not at All Performed
(NP)

Required competence to perform conceptual characteristics and

skills at the hotel. As shown in Table 10, all of the required competence for

68

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.
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.

69
Table 11. Required Competence for HRM Graduates to Perform Human Relations
Characteristics and Skills Necessary at the Hotel
Rank
4.5
1

Human Relations
Characteristics & Skills
1) Adaptability/Flexibility
2) Customer Relations

4.5

3) Dependability

12

4) Employee Management

7.5

5) Ethics

7.5

6) Listening

11

7) Motivation

8) Objectivity

9) Responsibility

10

10) Time management

11) Verbal Communication

12) Written Communication

Type of
Skill

Standard
Deviation

Weighted
Mean

Verbal
Description

Managerial
skill
Entry level
Skill
Managerial
skill
Managerial
skill
Managerial
skill
Entry level
Skill
Managerial
skill
Managerial
skill
Entry level
Skill
Entry level
Skill
Entry level
Skill
Managerial
skill

0.741

2.76

GE

0.661

2.94

GE

0.652

2.76

GE

0.645

2.05

ME

0.675

2.22

ME

0.634

2.22

ME

0.616

2.08

ME

0.662

2.19

ME

0.680

2.92

GE

0.704

2.14

ME

0.746

2.93

GE

0.706

2.46

ME

2.47

ME

Sub-mean
Legend:
Scale
3
2
1
0

Mean Range
2.50 3.00
1.50 2.49
0.50 1.49
0.00 0.49

Interpretation
Great Extent (GE)
Moderate Extent (ME)
Minimal Extent (MNE)
Not at All Performed
(NP)

70
Table 12. Required Competence for HRM Graduates to Perform Technical Skills
Necessary at the Hotel
Rank

Type of
Skill

Technical Skills

3
1

1) Accounting &
Financial
Management
2) Computer Usage

3) Food Production

4) Food Sanitation

5) Foreign Language

5.5

6) Inventory

10

7) Property Management

5.5

8) Purchasing

9) Sales and Promotion

10) Scheduling
employees
11) Training Employees

11

Standard Weighted
Deviation
Mean

Verbal
Description

Managerial
skill

0.696

2.42

ME

Entry level
Skill
Entry level
Skill
Entry level
Skill
Entry level
Skill
Entry level
Skill
Managerial
skill
Entry level
Skill
Entry level
Skill
Managerial
skill
Managerial
skill

0.646

2.48

ME

0.707

2.08

ME

0.670

2.12

ME

0.652

2.17

ME

0.632

2.15

ME

0.647

2.05

ME

0.661

2.15

ME

0.674

2.47

ME

0.712

2.09

ME

0.704

2.03

ME

2.20

ME

Sub-mean
Legend:
Scale
3
2
1
0

Mean Range
2.50 3.00
1.50 2.49
0.50 1.49
0.00 0.49

Interpretation
Great Extent (GE)
Moderate Extent (ME)
Minimal Extent (MNE)
Not at All Performed
(NP)

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

71

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
WEIGHTED
MEAN

VERBAL
DESCRIPTION

Conceptual characteristics and skills

2.27

ME

Human relations characteristics and skills

2.47

ME

Technical Skills

2.20

ME

2.31

ME

EMPLOYABILITY SKILL

Overall Competence

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
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.

72

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.

73
Table 14. Significant Difference between the Graduates Level of Competence and the
Required Competence to Perform Their Jobs at the Hotel
Employability Skill

Mean
1a

Mean 2b

Gap

t-value

Pc

Interpre
tation

<.05
<.01

A. Conceptual Characteristics
& Skills
1) Creative Thinking
2) Employee Relations
3) Initiative
4) Interpersonal Communication
5) Leadership
6) Problem-Solving
7) Proper Etiquette
8) Quality Management
9) Team Work

2.16
2.18
2.17
2.18
2.07
2.16
2.12
2.18
2.26

2.30
2.14
2.47
2.23
2.10
2.24
2.24
2.23
2.47

(0.14)
0.04
(0.30)
(0.05)
(0.03)
(0.08)
(0.12)
(0.05)
(0.21)

-1.29ns
0.289ns
-3.20**
-0.532ns
-0.299ns
-0.802ns
-1.14ns
-0.559ns
-2.23*

0.20
0.77
0.002
0.60
0.77
0.42
0.26
0.58
0.027

NS
NS
S
NS
NS
NS
NS
NS
S

B. Human Relations
Characteristics & Skills
10) Adaptability/Flexibility
11) Customer Relations
12) Dependability
13) Employee Management
14) Ethics
15) Listening
16) Motivation
17) Objectivity
18) Responsibility
19) Time management
20) Verbal Communication
21) Written Communication

2.20
2.29
2.10
2.14
2.23
2.31
2.26
2.29
2.37
2.24
2.22
2.28

2.76
2.94
2.76
2.05
2.22
2.22
2.08
2.19
2.92
2.14
2.93
2.46

(0.56)
(0.65)
(0.66)
0.09
0.01
0.09
0.18
0.10
(0.55)
0.10
(0.71)
(0.18)

-6.58**
-8.93**
-8.08**
1.07ns
0.089ns
1.02ns
2.22ns
1.07ns
-7.38**
1.09ns
-9.27**
-1.98*

<.0001
<.0001
<.0001
0.29
0.93
0.31
0.028
0.29
<.0001
0.28
<.0001
0.049

S
S
S
NS
NS
NS
NS
NS
S
NS
S
S

2.00

2.42

(0.42)

-4.65**

<.0001

2.01
2.21
2.27
2.09
2.14
2.07
2.18
2.23
2.11
2.21

2.48
2.08
2.12
2.17
2.15
2.05
2.15
2.47
2.09
2.03

(0.47)
0.13
0.15
(0.08)
(0.01)
0.02
0.03
(0.24)
0.02
0.18

-5.33**
1.36ns
1.51ns
-0.810ns
-0.017ns
0.232ns
0.323ns
-2.78**
0.217ns
1.99*

<.0001
0.18
0.13
0.42
0.99
0.82
0.75
0.006
0.83
0.048

S
NS
NS
NS
NS
NS
NS
S
NS
S

Mean Gap
2.19
2.32
(0.14)
-2.69**
a =Mean 1= Average level of competence for each employability skill.
b =Mean 2= Average competence required to perform their current jobs
c = significance level
** =significant at 1% level; * significant at 5% level; ns = not significant
Tabular value = 1.96 (5%) level; 2.32 (1% level)

0.009

C. Technical Skills
22) Accounting & Financial
Management
23) Computer Usage
24) Food Production
25) Food Sanitation
26) Foreign Language
27) Inventory
28) Property Management
29) Purchasing
30) Sales and Promotion
31) Scheduling employees
32) Training Employees

74

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 =
<.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

75

= -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

be at par with graduates of other developed countries ( = 4.40); and e)
graduates will possess desirable work attitudes and behavior ( = 4.20).

76

Table 15. Importance of K to 12 Basic Education Program in responding to job

mismatch of HRM graduates
Rank

Statement
Because of the K to 12 Program
1) Graduates will possess competencies and
skills relevant to the job market
2) 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.
9) Graduates will be innovative and creative.
10) Graduates will have foundational life
skills.

1
2
3.5
3.5

5.5
5.5
7
8
9
10

SD

Weighted
Mean

Verbal
Description

0.422

4.80

SA

0.516
0.516

4.60
4.50

SA
SA

0.527

4.50

SA

0.516

4.40

SA

0.483

4.40

SA

0.422

4.20

SA

0.316

4.10

0.471
0.422

4.00
3.80

A
A

Legend:

Scale Mean Range for

Interpretation
5
4
3
2
1

4.20 - 5.00
3.40 - 4.19
2.60 - 3.39
1.80 - 2.59
1.00 - 1.79

Interpretation
Strongly Agree (SA)
Agree (A)
Somewhat Agree/Disagree (SWA/SWD)
Disagree (D)
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 (

77

= 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 Bachelors 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 bachelors 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
practitioners, hospitality educators and secondary school teachers and should all
be integrated into a 4-year bachelors degree program in Hotel and Restaurant
Management.

78

Table 16. Managerial skills that should be integrated into a 4-year bachelors degree
program in HRM in synergy with K to 12 program
Management Skills
1. Leadership
2. Quality management
3. Adaptability
4. Self-control
5. Environment protection
practices
6. Problem solving capacity
7. Creativity
8. Ethics and Social
responsibility
9. To motivate others
10. Management tools
11. Tourism knowledge
12. Ability to analyze an
investment project
13. Empathy
14. Capacity to negotiate
15. Property development
knowledge
16. IT systems management
17. Ability to conduct a
market study
18. Mastering foreign
languages

0.316
0.316
0.422
0.422
0.422

Weighted
Mean
4.90
4.90
4.80
4.80
4.80

Verbal
Description
VI
VI
VI
VI
VI

0.483
0.483
0.483

4.70
4.70
4.70

VI
VI
VI

6.33
6.33
6.33

0.516
0.699
0.516
0.527

4.60
4.60
4.60
4.50

VI
VI
VI
VI

9.33
9.33
9.33
12

0.699
0.516
0.699

4.40
4.40
4.40

VI
VI
VI

13.2
13.2
13.2

0.516
0.516

4.40
4.40

VI
VI

13.2
13.2

0.632

4.20

VI

18

SD

Rank
1.5
1.5
3.33
3.33
3.33

Legend:

Scale
5
4
3
2
1

Mean Range for

Interpretation
4.20 - 5.00
3.40 - 4.19
2.60 - 3.39
1.80 - 2.59
1.00 - 1.79

Interpretation
Very Important (VI)
Important (I)
Somewhat Important (SI)
Less Important (LI)
Least Important (LSI)

Leadership and quality management skills were the foremost managerial

characteristics and skills that should be integrated into a 4-year bachelors
degree program in the Hotel and Restaurant Management with mean rating of
4.9, respectively. Adaptability, self-control and environment protection practices

79

ranked next in terms of the most important managerial skills that should be
integrated into a 4-year bachelors 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

Mathematics
Science
Languages
Journalism
Sports & Arts
Others

Academic
Specialization
Technical-Vocational
Specialization

Household Services
Dressmaking
Tailoring
Bread and Pastry
Food Processing
Others

Grades 11-12
(new HS Years 5-6)
Entrepreneurship

Others (Arts, Sports,

Security, Journalism,
Science, etc.)

First Year

Second Year
BS Hotel and
Restaurant
Management
Curriculum

Third Year

Fourth Year

Hospitality Industry Perspective

Basic Nutrition
Stewarding
Principles of Safety, Hygiene &
Sanitation
Food & 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)
Practicum (Hotel and
Restaurant Operations)

Anchored on the College Readiness Standards of CHED

** Based on the TESDA Training Regulations

Figure 7. The Synergy of K to 12 Curriculum for and BSHRM Curriculum

81

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 crosscurriculum 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
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

82

than 7 compulsory subjects and a required specialization for the learners 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
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 NCII.
The preceding section presents the proposed re-engineered BSHRM
curriculum that synergizes with the K to 12 program.

83

Re-engineered BSHRM Program to Harmonize with the K to 12 Program

BSHRM COURSE
(CHED)

K TO 12
LEARNING
AREAS

MODIFICATION
SUGGESTED

PROPOSED BSHRM
CURRICULUM

1st year, Semester 1

Communication Arts 1
Filipino 1
Principles of Safety,
Hygiene and Sanitation
Principles of Tourism
1*
Literature

Languages
(Grades 11-12)
Filipino
(Grades 1 -12)
Science
(Grades 4 -12)

Philippine Literature
and World Literature
(Grades 11-12)

Business Math
Environmental Science
PE 1
NSTP 1

upgrade
replace
upgrade

Start with
Communication Arts 2
Foreign language

retain

Sanitation, Safety and

Environmental
Management
Principles of Tourism 1

upgrade

Introduction to Speech

retain
retain
retain
retain

Business Math
Environmental Science
PE 1
NSTP 1

1st year, Semester 2

Communication Arts 2
Filipino 2
Logic
Principles of Tourism
2*
Culinary Arts and
Sciences*
Business Computer

Filipino
(Grades 1 -12)

Basic IT skills
(Grades 1 -12)

Humanities
PE 2
NSTP 2

moved to 1st
semester and
upgrade
replace

Organizational
Communication
Foreign language 2

retain
retain

Logic
Principles of Tourism 2*

retain

Culinary Arts and

Sciences*
Information Technology
for Hospitality Managers
(with hands-on)
Humanities
PE 2
NSTP 2

upgrade
retain
retain
retain

2nd year, Semester 1

retain
Total Quality
Management*
Banquet Function and
Catering Services
Procedures**
Food and Beverage
Service Procedures**
Basic Statistics

retain
upgrade
Mathematics
(Grades 7-12)

upgrade

Total Quality
Management*
Banquet Function and
Catering Services
Procedures**
Food and Beverage
Service Procedures and
Management
Quantitative Methods for
Decision Making with
Statistics

84

BSHRM COURSE
(CHED)
Principles of
Management

K TO 12
LEARNING
AREAS
Entrepreneurship

Tourism Planning and

Development*
Human Behavior in
Organization
PE 3

MODIFICATION
SUGGESTED
upgrade

retain
upgrade
retain

PROPOSED BSHRM
CURRICULUM
Professional
Leadership/Team &
Organizational
Leadership
Tourism Planning and
Development*
Human Resource
Management
PE 3

2nd year, Semester 2

upgrade

Culture and Cuisine

Entrepreneurship

upgrade

Entrepreneurship

upgrade

Entrepreneurial
Management
Marketing Management

Basic Finance

Entrepreneurship

upgrade

Housekeeping
Procedures**

Household Services
NC II (Grades 11 &
12)

upgrade

Cultural anthropology
(with indigenous
people)
Entrepreneurship and
Business Planning
Principles of Marketing

Business
Communication
PE 4

retain
retain

Summer
Practicum

Financial Management
and Cost Control
Systems
Hotel Operations
Management
Business
Communication
PE 4

upgrade

Practicum on Hotel
Operations Management

upgrade

Front Office
Management

3rd year, Semester 1

Front Office
Procedures**
General Psychology
Management
Information System
Basic Accounting
Professional
Elective***
Professional
Elective***

retain
retain
Entrepreneurship

upgrade
suggested
suggested

General Psychology
Management Information
System
Revenue Management
Lodging Management
Leadership
International Hotel
Management

3rd year, Semester 2

retain
Philippine History,
Government and
Constitution

Philippine History,
Government and
Constitution

85
Rooms Division
Management and
Control System**
BSHRM COURSE
(CHED)
Basic Economics
Food and Beverage
Control System**
Professional
Elective***
Professional
Elective***
4th year, Semester 1
Practicum
Professional
Elective***
Professional
Elective***

retain

K TO 12
LEARNING
AREAS
Contemporary Issues
(Grades 11 & 12)

Rooms Division
Management and
Control System

MODIFICATION
SUGGESTED

PROPOSED BSHRM
CURRICULUM

change

Corporate Strategy for

the Hospitality Industry
Food and Beverage
Control System
Commercial Food
Production Management
Food Science & Nutrition

retain
suggested
suggested

upgrade
suggested
suggested

F & B Management
Business Professional
Communication
Special Events
Management

4th year, Semester 2

Events Management*
Life & Works of Rizal

retain

Events Management

retain
additional

Life & Works of Rizal

Hospitality Law

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

86

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.
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

87

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.

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

89

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

computer

&

financial

management,

usage,

property

management, leadership and foreign language.

3. Required competence for HRM graduates to perform their jobs at

the hotel
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.

90

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.

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.

91

6. Managerial skills that should be integrated into a 4-year

bachelors

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 that the
aforementioned employability skills should integrated in the 4-year bachelors
degree program in HRM.
Leadership and quality management skills were the foremost managerial
skills that should be integrated into a 4-year bachelors 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.

92

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
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

93

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 bachelors degree
program in the Hotel and Restaurant Management to harmonize with K
to 12 program.
Recommendations
The following are hereby recommended:
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

94

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
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

95

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.
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., Lpez, 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.

96

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.
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), 177188.
Redman, T., & Wilkinson, A. (2006), Contemporary Human Resource
Management, FT/Prentice Hall, London.

97

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
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.

98

APPENDIX A
LETTER TO PARTICIPANTS

GRADUATE SCHOOL OF HOSPITALITY MANAGEMENT

PHILIPPINE WOMENS UNIVERSITY
Taft Avenue, Manila

October 25, 2011

______________________________
______________________________
______________________________
Dear Sir/Madam:

99
I am a candidate for Master of Science in Hotel and Restaurant Management in
Philippine Womens Universitys masters 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 masters 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
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. PEREN
Graduate Student
Philippine Womens University, Manila
Noted:

DR. MILAGROS D. MAGSANOC

Research Adviser

100

APPENDIX B
LETTER TO HUMAN RESOURCE MANAGERS OF THE SELECTED HOTELS

GRADUATE SCHOOL OF HOSPITALITY MANAGEMENT

PHILIPPINE WOMENS UNIVERSITY
Taft Avenue, Manila

October 25, 2011

THE HUMAN RESOURCE MANAGER
______________________________
______________________________
Dear Sir/Madam:

101

I am a candidate for Master of Science in Hotel and Restaurant Management in

Philippine Womens Universitys masters 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 masters 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
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. PEREN
Graduate Student
Hospitality Management
Noted:

DR. MILAGROS D. MAGSANOC

Research Adviser

102

APPENDIX C
INFORMED CONSENT FOR THE PARTICIPANTS

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 Womens University, Manila; Mobile: 09158227295, E-Mail:
kathyperen@yahoo.com
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

103
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 Womens University, Manila and is conducting this
research as a part of her masters thesis. Dr. Milagros D. Magsanoc is her thesis advisor
in this study.
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.

104
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.
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: ____________________________________

105

3. Age:
[ ] 20 or younger, specify ________ [ ] 26-30
[ ] 21-25
4. Gender:

[ ] Male

[ ] Female

5. Marital status:
[ ] Single
[ ] Married

[ ] Widow
[ ] 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.

106

Position

Years
Employed

Nature of Work

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

107

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:
Extent of Performing Each Skill with Current Job
3 = To a Great Extent
2 = ME
1 = To a Minimal Extent
0 = Not at All Performed

To a Great Extent

Not at All Performed

Highly Competent

To a Moderate Extent

Conceptual Characteristics & Skills

Creative Thinking
Employee Relations
Initiative
Interpersonal Communication
Leadership
Problem-Solving
Proper Etiquette
Quality Management
Team Work

E. Human Relations Characteristics & Skills

To a Great Extent

Not at All Performed

To a Moderate Extent

To a Minimal Extent

The Extent to which

you Perform the
Employability
Skills with
present Job
Highly Competent

Not competent

EMPLOYABILITY SKILL

CompetentModerately

Your Level of
Competence in
Performing
Employability
Skills
Low Competence

D.
1)
2)
3)
4)
5)
6)
7)
8)
9)

The Extent to which

you Perform the
Employability
Skills with
present Job
To a Minimal Extent

CompetentModerately

Not competent

EMPLOYABILITY SKILL

Low Competence

Your Level of
Competence in
Performing
Employability
Skills

108
10) Adaptability/Flexibility
11) Customer Relations
12) Dependability
13) Employee Management
14) Ethics
15) Listening
16) Motivation
17) Objectivity
18) Responsibility
19) Time management
20) Verbal Communication
21) Written Communication
F. Technical Skills
22) Accounting & Financial Management
23) Computer Usage
24) Food Production
25) Food Sanitation
26) Foreign Language
27) Inventory
28) Property Management
29) Purchasing
30) Sales and Promotion
31) Scheduling employees
32) 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: ______________________________________

109

3. Gender:
[ ] Male
[ ] Female
4. Educational attainment:
[ ] College graduate
[ ] with post-graduate studies
[ ] Others, please specify ________________________________

B. Important Core Competencies that should be integrated into a 4-year

Bachelors Degree Program in the Hotel and Restaurant Management
1. What are the most important core competencies that should be
integrated into a 4-year bachelors 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 1
Being able to work in a team
Leadership
Problem solving capacity
Sensitivity to customer needs
To present a professional behavior
To motivate others
Empathy
To act calmly
Creativity
Handling guest complaints
To communicate
Adaptability
Self-control
Mastering foreign languages
Ethics and Social responsibility
Capacity to negotiate
e-commerce skills
Housekeeping
Quality management
Ability to analyze an investment
project

110

Management tools
Property development knowledge
Tourism knowledge
Environment protection practices
Cooking skills
IT systems management
Ability 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 1
1) Graduates will possess competencies and skills relevant to
the job market
2) 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.

111

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.
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.
2.
3.
4.

Current Position: __________________________________________

Establishment/Institution: ______________________________________
Gender:
[ ] Male
[ ] Female
Educational attainment:

112

[ ] College graduate
[ ] with post-graduate studies
[ ] 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 1
1) Graduates will possess competencies and skills relevant to
the job market
2) 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.

113

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 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
General Education Courses
Business Core
Tourism Core

Number of Units
51
21
22

114

Specialized Subjects
Practicum/Work-integrated Learning
PE, NSTP

36
7
(14)

Bachelor of Science in Hotel and Restaurant Management Program (CMO

no. 30, s. 2006)
First year
Semester 1
Communication Arts 1
Filipino 1
Principles of Safety, Hygiene and Sanitation
Principles of Tourism 1*
Literature
Business Math
Environmental Science
PE 1
NSTP 1
Total
Semester 2
Communication Arts 2
Filipino 2
Logic
Principles of Tourism 2*
Culinary Arts and Sciences*
Business Computer
Humanities
PE 2
NSTP 2
Total
Second year
Semester 1
Total Quality Management*
Banquet Function and Catering Services Procedures**
Food and Beverage Service Procedures**
Basic Statistics
Principles of Management
Tourism Planning and Development*
Human Behavior in Organization
PE 3
Total

Lecture
3

Laboratory

3
3
3
3
3
3
(2)
(3)
21
Lecture
3

3
3
3
3
3
3
(2)
(3)
21
Laboratory

3
3
3
3
3
3
(2)
(3)
21
Lecture
3
3
3
3
3
3
3
(2)
21

Units
3

Units
3
3
3
3
3
3
3
(2)
(3)
21

Laboratory

Units
3
3
3
3
3
3
3
(2)
21

115

Semester 2
Cultural anthropology (with indigenous people)
Entrepreneurship and Business Planning
Principles of Marketing
Basic Finance
Housekeeping Procedures**
Business Communication
PE 4
Total
Summer
Practicum

Third year
Semester 1
Front Office Procedures**
General Psychology
Management Information System
Basic Accounting
Professional Elective***
Professional Elective***
Total
Semester 2
Philippine History, Government and Constitution
Rooms Division Management and Control System**
Basic Economics
Food and Beverage Control System**
Professional Elective***
Professional Elective***
Total
Fourth year
Semester 1
Practicum
Professional Elective***
Professional Elective***
Total

Lecture
3

Laboratory

Units
3

3
3
3
3
3
(2)
18

3
3
3
3
3
(2)
18

Lecture
3

Laboratory

3
3
3
3
3
18
Lecture
3

3
3
3
3
3
18
Laboratory

3
3
3
3
3
18

Lecture
3
3
3
10

Units
3

Units
3
3
3
3
3
3
18

Laboratory

Units
3
3
3
10

116
Semester 2

Lecture
4

Events Management*
Life & Work of Rizal
Total
Total Number of Units

Laboratory

3
7
137

*Tourism/Hospitality Core
** Required Professional subjects
*** Free Electives

KATHERINE DE GUZMAN PEREN

251 Anuling Lejos II, Mendez, Cavite
0915 822-72-95
Email Address: kathyperen@yahoo.com

Units
4
3
7
137

117
EDUCATIONAL BACKGROUND
2009 2012

Master of Science in Hotel and Restaurant Management

Philippine Womens University
Taft Avenue, Manila

1995 - 1999

Bachelor of Science in Hotel and Restaurant Management

De La Salle University Dasmarinas
Dasmarinas, Cavite

1991 1995

Tagaytay Mendez Academy

Mendez, Cavite

1985 1991

Saint Augustine School

Mendez, Cavite

MEMBERSHIP AND AFFILIATIONS

o

Member - Association of Administrators in Hospitality, Hotel and Restaurant

Management Educational Institutions (AAHRMEI)

Member - Council of Hotel and Restaurant Educators of the Philippines

(COHREP)

WORK EXPERIENCE
June 4, 2012 - present

College Instructor
City College of Tagaytay
Tagaytay City

December 16, 2008 - present

Hotel Supervisor
New Orleans Auberge Hotel,
The WindyRidge Hotel, OverLookInn
Petit Bed and Breakfast, Coventry Hotel
Tagaytay City

July 17, 2006 - present

Front Desk Clerk

Tagaytay International Convention Center
Tagaytay City
College Instructor
City College of Tagaytay
Tagaytay City

June 6, 2011 - March 29, 2012

June 15, 2010 - March 30, 2011

College Instructor
City College of Tagaytay
Tagaytay City

118

June 15, 2009 - March 30, 2010

College Instructor
City College of Tagaytay
Tagaytay City

June 6, 2008 - March 30, 2009

College Instructor
City College of Tagaytay
Tagaytay City

April 17, 2006 - July 16, 2006

Officer-in-Charge Division Supervisor

JEB Restaurant
Tagaytay City

October 2, 2003 - April 16, 2006

Food Attendant / Cashier

JEB Restaurant
Tagaytay City

October 15, 2001 - October 1, 2003

Front Desk Clerk / Sales and Marketing

Assistant
Mahogany Hotel
Tagaytay City

February 21, 2001 - June 15, 2001

Front Desk Officer

Tagaytay Country Hotel
Olivarez Plaza, Tagaytay City

August 17, 2000 - February 20, 2001

Cashier / Front Desk Clerk

Royale Parc Hotel and Restaurant
Tagaytay City

February 1, 2000 - July 25, 2000

Waitress / Receptionist / Cashier

Country Inn (Tagaytay Country Hotel)

April 9, 1999 - September 12, 1999

Cashier / Receptionist
Canyon Woods Resort Club Inc.
Laurel, Batangas

SEMINARS AND TRAININGS ATTENDED

Shielding the HRM and Tourism Program from the Impact of K-12
Manila Grand Opera Hotel
Sta. Cruz, Manila
May 2, 2012

119
The Barista Basics Coffee session with the Academe
Gloria Jeans Coffee
Robinsons Galleria, Pasig City
February 22, 2012
Italian 101: Cooking Authentic Italian Dishes
Manila Food and Beverage Expo (mafbex)
World Trade Center
Roxas Boulevard, Pasay City
June 18, 2011
Professional Hospitality Educators Image as Top Responsibility
Manila Grand Opera Hotel
Sta. Cruz, Manila
May 6, 2011
Front Office Procedures & Management Seminar
Manila Grand Opera Hotel
Sta. Cruz, Manila
May 5, 2011
The Menu as the Starting Point of a Restaurant
Summit Ridge Hotel
Tagaytay City
February 10, 2011
Garnishing Bar 101
Manila Food and Beverage Expo (mafbex)
World Trade Center
Roxas Boulevard, Pasay City
June 19, 2010
Trainer Methodology and Assessor Methodology (TM/AM) Course Seminar
by TESDA Cavite
ISHRM School System, Bacoor Cavite
May 24 - June 2, 2010
Re-engineering the Hospitality Program for the Next Millennium
St. Paul University, Quezon City
May 22, 2010
Service Excellence: A Challenge for Administrators and Faculty Forum
St. Paul University, Quezon City
May 22, 2010
Quality Guest Service
El Cielito Inn, Sta. Rosa City, Laguna
February 23, 2010

120
ALCU Employment Summit
University of Makati
March 5 - 6, 2009
Seminar on Hotel Management @ the City Pines
Hotel Supreme, Baguio City
February 2 - 3, 2009
Faculty Development Program I: Becoming an Effective Educator
City College of Tagaytay
November 24, 2008
Seminar on Hospitality Industry and Resort Familiarization
Villa Escudero, San Pablo, Laguna
September 25, 2008
Seminar on Front Office and Housekeeping Procedures and
Bar Management
Taal Vista Hotel, Tagaytay City
August 15, 2008
Introduction to Food Safety Seminar
Conducted by SMB / Purefoods Corporation
JEB Restaurant, Tagaytay City
October 8, 2004
Unilever Food Solutions Cooking Demo
Conducted by DMS / Caterplan
JEB Restaurant, Tagaytay City
July 22, 2004
5S Good Housekeeping Seminar
Conducted by Mantek
Tagaytay International Convention Center
June 4, 2004
700 Hours On-the-Job Training
Tagaytay 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 Hotel
Roxas Blvd., Manila
October 2 - 3, 1998
Seminar on Catering Equipment and Supplies
De La Salle University - Dasmarias

121
September 26, 1998
48 Hours Training in Front Office
Hotel Nicole
De La Salle University - Dasmarias
July 1998 - August 1998

PERSONAL INFORMATION
Age
Birthday
Height
Weight
Civil Status
Sex

:
:
:
:
:
:

33 yrs. Old
October 31, 1978
56
110 lbs
Single
Female

CHARACTER REFERENCES
ATTY. FRANCIS N. TOLENTINO
MMDA Chairman/ Proprietor
Windcoverge Hotels
Tel. # (046) 413-43-53
ENGR. GREGORIO MONREAL
City Administrator
City Government of Tagaytay
Tel. # (046) 413-12-20
MRS. EUFRECINA M. VICTOR
HRM Chair
Far Eastern University Silang Campus
Tel. # (046) 682-04-39

KATHERINE PEREN