TITLE: SKILLS EVALUATION OF HOTEL AND RESTAURANT SERVICES STUDENTS IN

BULACAN POLYTECHNIC COLLEGE: AN INPUT TO INTERVENTION PROGRAM

INTRODUCTION:
Introduction

Filipinos are known around the world because of hospitality, a trait that can be
capitalized in the hospitality industry of the country, which can be used greatly to contribute to
the development of the nation economically. Despite the global crises and the bad image of the
Philippines projected worldwide by a series of crimes committed, the hospitality industry
remains as a bright spot in the midst of these challenging times. In fact, the country may have a
big chance by relying on tourism and hospitality industries to boost its economy (Pimentel,
2012).
In the Philippines educational setting, the education and training of the Hotel and
Restaurant Services are under the supervision of the Commission on Higher Education (CHED)
and the Technical Education Skills and Development Authority (TESDA). Thus, Republic Act No
7767, section 2, states the policy of the state to provide relevant, accessible, high quality and
efficient technical education and skills development in support of the development of high
quality Filipino middle-level manpower responsive to and in accordance with Philippine
developmental goals and opportunities (Sarmiento, 2006).
The Associate in Hotel and Restaurant Services is a two year program designed to
provide the students with the knowledge, skills and attitude on the basic principles and
technology of hotel operation. A holder of diploma in the Hotel and Restaurant Services must
perform related job in restaurant set-ups and can be assigned in different operational
accessibilities and other areas of interest observing established rules and techniques.
A diploma of Hotel and Restaurant Services graduates perform related job in the hotel
and restaurant set up and can be assigned in different operational accessibilities and other
areas of interest observing established rules and techniques (TESDA Training Regulations).
In fact, TESDA requires the graduates of the said program to undertake assessment and
holds a National Certification II (NCII) certificates. All graduates must be competent or skilled to
become a productive member of the labor force (TESDA Training Regulations).
Therefore, graduate-students are expected to develop the hotel and restaurant
management skills as early as second year or during the schooling. In as much as the Technical
Education Skills and Development Authority (TESDA) requires a graduate to undertake a
national certification (NC II) certificates, all graduates must be competent or skilled to become a
productive member of the Philippine labour force.
It is often quote that education is the key to alleviate poverty but in this time of
economic crises, parents could not still cope with their finances so, graduates must acquire and
equip themselves with the necessary skills to compensate their parents expenses. Obviously, it
is the schools responsibility, to provide the students with education and training in compliance
with the national standard. Hence, there are schools which could not provide the qualified

trainers sand adequate facilities and equipment which the program demands. The schools have
difficulties to arrange linkages and networking with known hotels and restaurants where
students can attend to their practicum for the application of concepts.
Clearly, the schools that are offering this program are faced with challenging task of
providing the best education and training to the students. The implementers and the trainers
must have the first hand information on the knowledge, skills and attitude that their students
are developing and acquiring based on the schools facilities and equipment and the linkages
and even the delivery of instruction through the curriculum and the instructors.
Normally, the graduates easily land a job after two years. This may be one of the
reasons why a greater number of high school graduates enroll in the Hotel and Restaurant
Services. To add to the continuing economic crises and high cost of higher education, parents
are encouraging their children to pursue short term courses which graduates can easily be
employed.
Purposely, an analysis of the students skills may enlighten the researchers and may
recommend inputs to enrich the program in the industry and program particularly the Hotel and
Restaurant Services.
Being an HRM student, the desire motivated the researchers to conduct this study and
evaluate the skills of the Hotel and Restaurant Services students with the purpose of utilizing
the inputs in preparation for an intervention program that will benefit not only the schools but
also the students.

THEORETICAL FRAMEWORK:

This chapter includes the relevant theories, related literature and studies, the conceptual
framework, the assumptions of the study and the definition of terms.

RELATED THEORIES

The study selected important theories that are relevant to the study such as theory on
equity and performance appraisal, the compliance theory and goal-setting theory.
Theory on Equity and Performance Appraisal. In the 1960s, Adams, a behavioral
psychologist, developed the equity theory. This theory describes the relationship between the
perception of fairness and worker motivation. People typically value fair treatment. Successful
entrepreneurs recognize this and structure their small-business workplace to reward people
according to their contributions. They also recognize that people have needs. Other theories
help explain how to understand these needs. Psychologist Abraham Maslows need-hierarchy
theory, developed in the 1940s, states five levels of personal needs: physiological, safety,
belonging, esteem and self-actualization. Business school professor Victor Vroom developed
the expectancy theory in the 1960s, demonstrating that motivated employees produce more.

Behaviorist B. F. Skinner also worked in the 1960s to understand how reinforcement works. He
concluded that negative reinforcement leads to negative outcomes. Effective small-business
managers can apply these observations to managing performance by motivating their
employees through positive reinforcement and appraising them fairly on at least an annual
basis.
The theory on equity and performance appraisal explains the relationship of the workers
and its environment. From the perspectives of Maslows hierarchy theory and Vrooms
expectancy theory, positive reinforcement and provisions of needs best describes the positive
outcome of the employees. The said theory posits relationship to the present study. The
employees as the students and the working environment as the school profile in terms of
curriculum, facilities and equipment, networking and linkages together with the instructors.
The AmitziEtzionis Compliance Theory explains that compliance is a relation in which
an actor behaves in a directive supported by another actors power and the orientation of the
subordinated actor to the power applied. The exercise of power may involve physical material
symbolic means to secure rewards and deprivations. Individual involvement may be alienate,
calculative and moral while control to maintain social order may be coercive, remunerative and
normative.
The compliance theory poses relevance in the present study. In contrast to the present
study, an evaluation is expected to be of significance if the schools that are involved in the
evaluation are in compliance with the national standards. Thus, it is necessary that people who
are involved in the program must comply with the qualifications and trainings in order to deliver
the curriculum efficiently the and effectively.
Goal Setting Theory. This theory maintains that most human action is purposive.
Behavior is regulated and maintained by goals and intentions. Pursuit of some goals requires
greater mental concentration and physical effort than other goals in the process of directing
action, also regulate energy expenditure.
This theory on goal setting implies that an individual work and do things for the
achievement of some goals. A goal is what an individual is consciously and intentionally trying to
do. These are outcomes that an individual would like to achieve. These serve as motivation for
people to act. Two basic outcomes of goal setting actions are performance and satisfaction.
Level of performance is the degree of goal attainment. Performance falling short of the goal is
unsatisfactory. Conversely, performance that is achieving or exceeding the goal is positive.
Similarly, job satisfaction is an effective or emotional consequence of effectively completing a
personally engaging a significant task or goal.
To synthesize, goal theory signifies relationship to the present study. A student is
expected to do well in any task assigned to him if there are provisions that would motivate them.
Motivating factors may include the facilities and equipment, the trainers themselves and even
the venue or site of schooling and training.

CONCEPTUAL FRAMEWORK

The conceptual presentation of the project is presented using the INPUT-PROCESSOUTPUT framework.
INPUT

PROCESS

OUTPUT

Figure 1. Conceptual Paradigm of the Study

There are three rectangular frames which represent the input, process and output. The
Inputs includes the variables such as the profile of the students in terms of age, gender, income,
attitude and work values and their strengths and weaknesses. The process dwells on the
analysis of the competency skills of the respondent-students. All of the said variables would be
critically analyzed based on basic, core and common competences, to include also the
strengths and weaknesses. The results based on analysis will be utilized to serve as input to
intervention program.