CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Every year there was a lot of graduates in every school in the Philippines. To

determine the effectiveness of an academic school is through the employability of its

graduates. Educational degree seems to be measuring the competency and

commitment of a person on top of the concrete experience and understanding of the

given field. The quality of graduates is very much a function of quality instruction and

facilities because these will help ensure that graduates are equipped with the

knowledge, skills and values that will enable them to work in their respective field. After

graduation these students will start looking and applying for jobs that match their

educational background. Since the current economical situation is making it hard for

everyone to find a new job, it is essential to know and have the skills and experience the

employers are searching for at the moment. Every graduates need to faced the real

world where in they will use their knowledge that they learned in their previous school. It

is the real battle for every graduates and in this they will need to show their soft and

hard skills for them to have their prefer job. Having a high employability is a big impact

in a school because it shows that they have a good quality of teaching and facilities.

ISHRM is also facing this kind of trial every year whether their graduates are able

enough to keep pace to other school/university graduates. In this research, we are

going to determine if the BSHRM graduates of ISHRM used their bachelor degree in

their current employment. We will also know what the problems are or what are those

1
things that they are lack off. Why their current employment is not related to their taken

course. This is where the Bridging Development Program will take over. By having a

bridging program it helps the graduates to improve their skills that they are lack off. And

it also help graduates to be prepare when they seek for their prefer job.

Background of the Study

The institution provides a range of implicit and explicit opportunities for

graduates. These usually include job-getting knowledge and abilities, such as labor

market information, interview technique. Unfortunately, students from most of the

institute/university are ignorantly blissful on what constitutes employability skills and its

importance and need. People often confuse between unemployability and

unemployment. Unemployability arises when individuals have educational eligibility but

lack in capability and suitability to execute a job related activities despite being the

availability of employment opportunities. Unemployment is a state where individuals

have educational eligibility, capability and suitability but dearth of employment

opportunities. It is time for fresh graduates to appreciate and realize the huge gap that

exist between fresh graduates who are churned out in mass and the need of global

industry.

The next step is about taking the ongoing employability development and

engaging with the employer recruitment process at one point in time. Employability

continues to develop because the graduate, once employed, does not stop learning.

Indeed, the graduate needs to think in terms of lifelong learning. Success or otherwise

in obtaining a job depends on the wider economic context, which affects the availability

2
of jobs and the recruitment practices of employers. These can be peculiar and very few

employers have recruitment processes that are entirely free of some elements of bias,

based on class, age, gender, ethnicity or the subject of study and the institution

attended. Employability is about learning, not least learning how to learn. Employability

is not a product but a process of learning for life. It is not about training for a job; rather

it is about empowering learners as critical reflective citizens. Employability is a set of

achievements, skills, understandings and personal attributes that make graduates more

likely to gain employment and be successful in their chosen occupations, which benefits

themselves, the workforce, the community and the economy. Yorke (2004)

Conceptual Framework

Challenges in seeking employment

Soft Skills Hard Skills

BSHRM
Gradutes
Batch 2016-
2018
Effective
Knowledge
career and
and skills
guidance that
gained at
the school
school
providing

Approach they use

3
Theoretical Framework

The Researchers explains the theory that guides the study about Employability of

the Graduates. Theories of educators, authors and either philosophers are included in

the discussion:

Also (Bailly, 2008) takes a “non-substantial’s" approach to conceptualize

educational output with a strong emphasis on employer's beliefs. For him, educational

output , instead of being a substance is susceptible to multiple interpretations. The

importance of education in labor market outcomes is that it either increases the

students productivity , enhance their skills and signals their graduates innate to show off

their abilities to the employers.

The human capital theory argues that education increases individuals’

employability and productivity. Education provides functional knowledge and marketable

skills which include professional skills, language skills, and other life skills, and this

gives highly educated people greater chances to employment and better opportunities

to become productive. (Cai, 2012)

According to McQuaid& Lindsay (2005) employability is much more complex

phenomenon that reflects individual characteristics, personal circumstances and

external factors, each of which may affect access to jobs. In 2002 Glover described

employability as an enhanced capacity to secure employment, to be familiar with

theories on development. Later on as more research was conducted Kruss (2004)

argued that employers expected that graduates be prepared for not only employment

4
 but employability. A shift was seen to be moving away from employment to

employability.

Theories listed above determined the importance of education in every

graduates that are seeking for job. It says that education has a big impact in being

knowledgeable of an individual because it also gives an opportunity to survive the

industry using their skills and show off their capabilities .It sought to show the relevance

of school related factors to job placement. They identified the beliefs of some employers

who believes that education is a must especially if you want to gain work related values

and skills that you can contribute in meeting the demands of their present job.

Research Paradigm

INPUT PROCESS OUTPUT

Grades
2.2 Prior OJT experience
related
2.3 Knowledge of the industry
2.4 Personal Characteristics or
Appearance
2.5 Soft Skills
5
2.6 Hard Skills
The study’s emphasis employability of BSHRM graduates of ISHRM batch 2016-2018.

The researcher will contemplate on their answers and ponder if their work is related to

their taken course.

Statement of the Problem

The study aims to determine the employability of BSHRM graduates of ISHRM

batch 2016-2018. Specifically, this study seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Gender

1.2 Age

1.3 Current Status

1.4 Year Graduated

2. What is the employability of ISHRM Graduates:

2.1 Academic Performance

2.2 OJT Experienced

2.3 Knowledge of the industry

2.4 Personal Characteristics or Appearance

2.5 Soft Skills

2.6 Hard Skills

3. Is there any skills that the BSHRM graduates of ISHRM are lack off and is needed to
improve regarding their employability assessments?

4. Based on findings, what bridging development program could be proposed?

6
Hypothesis

. There is no any skills that the BSHRM graduates of ISHRM are lack off and is

needed to improve regarding their employability assessments

Scope and Delimitation of the Study

The researchers aim to study about the interconnectedness of the courses that

the graduates have taken to their current jobs. This paper used quantitative method of

research to know the percentage of employability of the graduates within the batch

2016-2018.

The researchers will conduct a survey and cluster sampling as their way of

gathering data to answer the research problems. The respondents in this study will be

the BSHRM graduates in Batch 2016-2018.

Significance of the study

Researchers present vital results of this study that will be highly significant and

beneficial to the following:

This research helps the School Administration to create new ideas on how to

form students effectively for future purposes. It also helps them about what are the

things that they need to improve to make their students more competitive when it comes

to their chosen field or course.

7
 This research will help the Students because it can be their guide in acquiring

information which will help them in deciding of what job is suitable for them . It also

gives them information about their chosen career.

This research help the Fresh Graduates on what are the things they need to do

for them to exist in their chosen career and can also be a tool for them to use to have a

better job in the near future.

This research will help the Researchers because as future hoteliers they will

definitely gain knowledge, enhance their capabilities as future employees and will also

improve their lack of skills. Also gives them courage to become more competent so that

they will have a good job opportunity.

Definition of Terms

Acquiring- gathering or gaining information

Churned out- to produce something automatically

Cognizable soft skill- people’s abilities to communicate with each other and work well

together.

Competent- capable to do something

Dearth of Employment- an inadequate supply/ lack of employment

Eligibility- the fact of having the necessary qualities or satisfying necessary conditions.

8
Ethnicity- connection to a cultural group

Explicit- means clear and exact

Implicit- suggested but not communicated directly

Innate- natural skills/ abilities/ talent

Labour market- to supply in particular area who are able and willing to work

Non substantial- means without substance

Peculiar- Unusual practices

Re-iterates- do something or many times.

Susceptible- it is liable to be influenced by a particular thing

9
 CHAPTER II

REVIEW OF RELATED LITERATURE

Today, it is preferable to have an employability skill while participating in a

recruitment process. Therefore, it is essential for job seekers to have employability skills

to get a job and succeed in terms of performance and promotions. Employability skills

are also part of soft skills. These skills are the qualities which are associated with the

personal character or attitude. On the other hand, hard skill is necessary to accomplish

a task. Studies based on primary data have been conducted worldwide seeking to

understand what recruiters want and job seekers possess.

The following data below were gathered from different related studies made by

other researchers made by guidance in the conduction of the researchers study .

Foreign Literature

Soft skills

 Hawkridge (2005) stated employability skills were a requirement in a knowledge

driven economy with a strong connection between economic success of society

and education workforce.

 Per Cole and McCroskey (2003), communications skills development is crucial,

as strong oral skills are needed not only to interact successfully on teams, but

10
 with peers and supervisors as well. The need for improved employability skills is

linked to the success of the individual and to the success of society.

 Schmidt (1999) reported the development of these communications skills can be

enhanced through classroom writing activities. He also contended that the

connection between writing and thinking is “so rich” to use as a developmental

tool. Employers desire good written communications skills, and writing in the

class environment is one method to improve these skills.

 Sleap and Reed (2006) said that Teamwork is a regular occurrence in many

employment settings with a need for strong communications skills to function

successfully in a team.

Foreign Studies

Soft Skills

 The Conference Board (2006) findings “reflect employers” growing frustrations over

the lack of skills they see in new workforce entrants .

 Fallows & Weller (2000) added strong communication skills are of extreme

importance to the employers .While written and verbal communication skills are

required if an individual is to think critically and quickly in various situations.

 According to Harvey et al, (1997) cited in Holden and Jameson( 2002), most

employers are looking for graduates who are proactive, can use higher level skills

including ‘analysis, critique, synthesis and multi layered communication to facilitate

innovative teamwork in catalyzing the transformation of their organization’.

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 Lakshmi (2008) asserts that an awareness of the various differences in the

personalities of introverts and extroverts “would help soft skills trainers and career

counselors to help management students to choose their choice of subjects and

undergo training to improve their skills to be successful in their jobs” (p. 65).

Lakshmi noted that focused soft skills training would create a balance of skills and

competencies and make students more adaptive to various kinds of work

environments and situations.

 Additionally, Paranto and Kellar (1999) reported that employers were often not

satisfied with graduates' ability to think and employers noted continually the

importance of critical thinking skills over content.

 The soft skills are non-technical skills but “it is one of the cornerstones of successful

projects” (Standish Group International, 1999). Sampson (2007) writes, “The skills

required for project management are now often divided 50/50 into traditional ‘hard’

skills, such as risk management and scheduling, and ‘soft’, people-oriented skills,

such as interpersonal communication”.

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Local Literature

Soft Skills

 Baldoz says ‘soft-skills are just as important as technical expertise’ (Baldoz,

2014) at the ‘1st Kapihan at Balitaan’ Media Forum Baldoz says ‘soft-skills are

just as important as technical competence’ “Hard skills, or technical skills, have

little value if you have poor soft skills. While it is true that the talent and abilities

they bring to the workplace mean everything for being offered a position, their

attitude will define who they are and how their employers decide whether or not

they are worthy of keeping the job.

 The literature indicates that employers want graduates who can adapt to the

workplace culture, use their abilities and skills to evolve the organization and

participate in innovative teamwork. Employers also value critical thinking

(reflection) as this is required for innovation and anticipating and leading change

(Harvey et al, 1997; Little 2001 in Lees 2002).

 Harvey (2000) advocates the view that the primary role of HE is to train students

by enhancing their knowledge, skills, attitudes and abilities and to empower them

as lifelong critical and reflective learners.

 Knight and Yorke (2000) believes that if there is any hope of transferring the

learning from one context to another, the learner needs to use that learning in a

variety of different situations. From these comments, it would seem that practice

in a number of contexts is fundamental for the development of employability skills

13
 and attributes. Students generally recognize the need to develop communication,

problem solving and management skills .However, some students may not wish

to see their academic studies ‘diluted’ by time given to transferable skills

sessions.

Local Studies

Soft Skills

 Bennet et.al. (2000) opined that a critical issue in examining employability of

graduates is looking into the possibility of embedding employability into the

curriculum. They pointed out terminological problems associated with “core” and

“generic skills. They settled for using the term “core” for disciplined specific skills,

and “generic” to represent the so called transferable skills that can support study

in any discipline.

 Bowles, Gintis, and Osborne (2001) found that it was not technical, job-related

knowledge or a high IQ that correlated with on-the-job success but the presence

of an intangible set of skills (p. 1156)

 Another study by Radermacheret,al.(2014) indicated that recent graduates

struggle communicating with co-workers and customers .Their study proposed

that the academic community should make sure that students will have effective

problem solving and communications skills.

 A study conducted by Williams (2015) directly affects positive social change of

college students by enhancing the quality of soft skills for their future employees.

The study revealed that key soft skills communication skills were the most

14
 relevant, and the skills most students needed to improve. Although other skills–

negotiation and critical thinking skills–needed improvement, they were not as

crucial at the entry-level status suitable for the community college students. In

addition, a professional development training program where proposed to help

students enhance their soft skills before entering their future careers.

 (Tymon,2013) represented the final recipients of the employability and the views

of undergraduate. It can also reveal vital information about the motivation and

commitment of individual learners since effective outcomes depend on them. The

study clearly highlighted the lack of agreement among the views of students and

other stakeholders about the active engagement with employability skill

development initiative. Differences were observed even between university

students in different academic years which might explain the lack of engagement

with employability development programs. The study makes practical and

relevant suggestions that can be implemented within the universities to improve

student engagement and resulting employability development.

Foreign Literature

Hard skills

 In addition, Barnard, Veldhuis& Van Rooij (2001) job-matching theory claims that

the foremost goal of education is to prepare the instilling graduate appropriate

skills for the tasks they will go to perform in their future jobs. The theory asserts

 Brown and Hesketh (2004) said diplomas from higher education and other formal

credentials, hard employability skills are important in recruitment processes and

15
 play a significant role when an employer is assessing the formal qualifications of

a job applicant in relation to the official requirements of a professional job.

 Parsons trait and factor theory operate under the premise that it is possible to

measure both individual skills, talents and the attributes required in particular

jobs. It also assumes that people may be matched to an occupation that will fit

into them. Therefore, if the ability of the individual suited to the job, they will

perform best and their productivity will be at the highest (Careersnz,2016)

 Therefore,(Maher & Graves, 2008) said that the skills required by employers

must be equivalent with the skills of the graduates. The challenge therefore is to

enable students realize how importance generic competencies, how these

aligned skills improve their employment opportunities in a highly competitive

market and that they should take ownership of these.

Foreign Studies

Hard Skills

 Binsaeed et al, (2017), stated that hard skills can also be referred to as core

skills or technical skills, which are easily recognized by the employer or recruiter

as they are mentioned on resume or curriculum vitae.

 According to Storen and Aamodt (2010) study on the quality characteristics

appear to have minor effects on the chances of getting a job out appear to have

a significant effect on doing the job. The approach to investigate individual

graduates perceptions about the usefulness of the study programs to their

16
 employability makes the study on education quality similar in focus to studies the

suggest the employability makes responsibility of each individual graduate.

(Nilson, 2010, Clarke, 2008)

 Storen and Aamodt, 2010; Nilsson, 2010; Clarke 2008. The study also highlights

the value of work experience in employability since work-based training is widely

considered as the best way to develop many employability skills and personal

attributes. Finally the highlights the lack of attention shown by first and second

year university students towards degree specialization and active engagement

which reduces their employability since employers have the ultimate opportunity

to be selective about the grades and type of graduate they hire which highlights

to complicated nature of employability.

 Sunitha .G (2014) had conducted a study on the importance of etiquettes for a

professional and it emphasizes that every employee should know about his

behavior and its result. As the paper brings out various issues relevant to

etiquettes, it also covers business etiquettes such as dressing etiquette, resume

etiquette, interview etiquette, workplace etiquette, eating etiquette and e-mail

etiquette. It re-iterates the way to build positive relationships in the business

world is by exercising good etiquette, specifically by exhibiting top-notch

communication skills.

17
Local Literature

Hard Skills

 Miller (2015) said that hard skills are not particular to an industry or job. As such

they are becoming increasingly valuable to all employers, regardless of the type

of industry they operate in, as it helps them to understand how they will fit in with

their working environment and how they will perform as one of their employees.

 Rothwell and & Arnold (2007) proposed an approach for understanding

employability that was based on interrelated components which included wider

contextual factors: • The student’s academic performance and engagement in

his/her studies • The student’s confidence in his/ her skills and abilities • The

student’s ambition • The student’s perception of the strength of the university’s

brand • The reputation the student’s university has within his/her field of study •

The status and credibility of the student’s field of study • The student’s

awareness of opportunities in the external labor market.

 Storen and Aamodt, 2010; Nilsson, 2010; Clarke 2008. The study also highlights

the value of work experience in employability since work-based training is widely

considered as the best way to develop many employability skills and personal

attributes. Finally the highlights the lack of attention shown by first and second

year university students towards degree specialization and active engagement

which reduces their employability since employers have the ultimate opportunity

18
 to be selective about the grades and type of graduate they hire which highlights

to complicated nature of employability.

 TiwariAnoop Kumar (2012) brings in a different perspective to soft skills, though

the paper acknowledges the soft skills, it adds a new dimension called

Cognizable soft skills. It opines there are innumerable skills which compliment a

hard skill but if they can be quantified in regard of their role and application they

are called cognizable soft skills. The author opines that the perception differs

from context to context. A field is a soft skill in one area, and is hard skill in

another and also the understanding what should be recognized as soft skills

varies. It re-iterates communication skill is an important cognizable soft skill and

an understanding and command over the English language is a most important

determinant of access to higher education, employment possibilities and social

opportunities

Local Studies

Hard Skills

 On the other hand, ACT (2009) conclude in their study that strong academic

achievement, technical skill, certainty of occupational choice, college readiness

promote degree and job attainment in careers of interest and job satisfaction

helps high school graduates to enter college. It means that academic and

technical skills are still essential.

19
 Azwar (2013) stated that hard skills are the mastery of science, technology and

related technical skills. But the ability of hard skills alone is not enough, even in a

technology-intensive industry.

 It is of no argument that hard skills are an essential part in project management.

The manager’s technical skills will provide him/her with the framework of

generally accepted processes, tools and techniques to carry out the project. The

authors, Mantel and Meredith, assume that the success in project management

is due to the “technical credibility” and the ability to use a systems approach

(Mantel and Meredith, 1986)”.

 In a study of managers of hospitality staff in a hotel, Hurrell, Scholarios, and

Thompson (2012) found that “managers responsible for customer-facing staff

were looking for those who could display a polite and professional air and were

‘presentable’, ‘bright’ and articulate.

 Perna (2010) studied college students’ work habits and academic demands.

Recent research suggests a trend toward increased student employment while

completing degrees at all types of university and college campuses identified.

Colleges and universities need to increase their support of working students and

respond to the trend by developing connections between employment and

academic skills, and formally recognizing students’ employment experiences in

their program of study (Perna, 2010). Perna suggested that offering better

20
 institutional support for working students may positively affect both retention and

graduation rates.

 Ehiyazaryan and Barraclough (2009) examined the incorporation of employment-

based skills through a designed learning model (Venture Matrix) as a curriculum

enhancement to better promote graduates’ employability. A questionnaire was

administrated to 49 business and technology students; additional focus group

interviews were conducted with 17 students. The students’ abilities to both utilize

and discuss their skill development showed academic improvement and

highlighted the skills and knowledge established through their design-centered

work experiences (Ehiyazaryan & Barraclough, 2009).

 The Educational Institute (EI) of the American Hotel and Motel Association

(AH&MA) conducted a survey (1996) to determine the departments of lodging

properties with the highest priority of training need. The findings of this study

reveal that the front office department had the greatest need, followed by food

and beverage service departments, housekeeping, food and beverage

production and maintenance. The most pressing need in front office was for

guest service training, with supervision and leadership skills also ranking high.

The study also indicated that achieving the certifications currently offered by the

EI were not a high priority. Skills, not recognition was the key to making the

training meaningful. This was apparent to the faculty of the HRM program.

Students in the program at one time could earn up to 14 certifications from EI.

The HRM program then shifted away from the certification focus to an outcome

focus, with only 3 EI certification opportunities left in the program. This has

21
 allowed the program to assess industry expectations, instead of being tied to

assessing EI text expectations. Once again, another national study has shown

that the while technical skills are important, the non-technical skills are at a

higher priority. While there are shortcomings to this study, the results are

comparable to other studies of industry expectations.

Synthesis

Researchers find that soft skills should improved rather than hard skills because

it is mostly used by the graduates. Graduates are found lack of confidence and self

esteem that can also reveal incompetency even if they have been develop their

communication and management skills . It is important to boost themselves to be able

to use their capabilities and skills to interact with people especially in the hospitality

industries.

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 CHAPTER 3

METHODOLOGY

This chapter presents the research procedures which were used in the study.

The research is presented as follows: (a) research methods; (b) population and

sampling; (c) respondents of the study; (d) research instrument; (e) validation of

instrument; (f) data gathering procedures; and (g) statistical treatment of data.

Research Method/Design

The researchers used quantitative research to determine the Employability of

Bachelor of Science in Hotel and Restaurant Management(BSHRM) Graduates of

International School for Hotel and Restaurant Management(ISHRM) Batch 2016-2018.

According to Adi Bhat (2006), Quantitative research is defined as a systematic

investigation of phenomena by gathering quantifiable data and performing statistical,

mathematical, or computational techniques. Quantitative research collects information

from existing and potential respondents the results of which can be depicted in the form

of numerical.

Population/Sampling

23
 The researchers were able to conduct a survey of fifty (50) per batch of

graduates in International School for Hotel and Restaurant Management(ISHRM) and a

total of one hundred fifty respondents(150). The qualified respondents for the survey

questionnaire of this study are the Bachelor of Science in Hotel and Restaurant

Management(BSHRM) graduates in International School for Hotel and Restaurant

Management(ISHRM) batch 2016-2018.

The sample size was determined using Slovin's formula. The researchers used

this formula to calculate an appropriate sample size from population.

n = N ÷ ( 1 + Ne2 )

where:

n = Number of samples

N = Total population

e = Error tolerance.

Respondents of the Study

This study focused on the Bachelor of Science in Hotel and Restaurant

Management (BSHRM) of ISHRM School System Tirona Hi-way, Habay, Bacoor,

Cavite. Batch 2016-2018 wherein the proponents prepared a set of logically ordered

questions.

Batch Population Respondents

2016 152 50

2017 159 50

2018 171 50

24
Research Instrument

The researchers used survey questionnaires to gather information about the

study. Questionnaires were used by the researchers to seek more ideas to apply in the

study, the questionnaire has two parts. First part is about the respondents profile

including the gender, age, year graduated and current job status. They can answer it by

checking the circle. Second part is all about knowledge and skills they gained in their

school including here are their soft and hard skills. They were also answered it by

checking the boxes, the choices were 1 to 4 which means 1 as strongly agree, 2 as

agree, 3 as disgaree and 4 as strongly disagree. It also has open ended questions in

the last part.

The Questionnaire is our way to gain information about the employability of the

graduates of BSHRM in ISHRM.

Validation of the Instrument

Validity we submit a questionnaire to the experts and all their suggestion was

incorporate to our final draft. The questions were centered on the Employability of the

Bachelor of Science in Hotel and Restaurant Management (BSHRM) Graduates of a

International School for Hotel and Restaurant Management (ISHRM) Batch 2016 - 2018

and if the bridging development program helps the BSHRM graduates of ISHRM.

25
 Data Gathering Procedure

The researchers used the following research instruments in gathering data:

Questionnaire – it was primary instrument used for this study. The queries are

divided into three categories namely: (a) Respondent’s Personal data, (b) Respondent’s

assessment of employability.

Interview- this tool was used to clarify some responses made by the

respondents to the research survey questions.

Documentary Analysis- the researchers gathered information from books,

newspaper articles, magazines and internet.

Statistical Tools

The statistical tools used for this research are the following:

1. Frequency and Percentage Distribution

Where: % - percentage

F - Frequency

26
 n – Total number of respondents

2. Weighted Mean

Where:

F(x) – product of frequency and weighted value

n- Number of respondents

27