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Competency Requirements of the Food and Beverage Service Establishments in

Dumaguete City, Philippines

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 Competency Requirements of the Food and Beverage Service Establishments in
Dumaguete City, Philippines

Ryan O. Tayco
Negros Oriental State University, Dumaguete City
tycs.ryn415@gmail.com

Ma. Leroz P. Rizada

Negros Oriental State University, Dumaguete City
lerozrizada@gmail.com

Cynie T. Antique
Negros Oriental State University, Dumaguete City
cynie.rta@gmail.com

Competencies are the abilities of an employee to do something efficiently that positively impacts
the success of the employees as well as the organizations. This descriptive research used a survey
questionnaire to gather data from the selected food and beverage (F&B) establishment in
Dumaguete City. The study assess the competencies requirements of the F&B service
establishments in Dumaguete City toward the needs of the industry. Two hundred seventeen (217)
respondents answered the survey; 41 of them held managerial positions, and 176 were non-
managerial employees of the different food & beverage establishments. The respondents were
chosen through systematic random sampling. Chi-squared test was used to examine the
relationships between the individual demographic profile and institutional profile of the food and
beverage service establishments, F & B competencies, and common problems encountered by the
workers during the delivery of service. The results showed that the respondents were competent in
all competencies needs in the F&B service establishments. When it came to problems encountered,
the most serious concern of the participants was on customer relations. The researchers concluded
that there is a relationship between basic, common, and core competencies and problems
encountered during the delivery of service to the respondents and institutional profile. The results
showed that the problems encountered during the delivery of service are influenced by the
respondents and institutional profile. F&B service establishments in Dumaguete City have
employees that were competent in their field of work and dedicated to the organization they were
working in.

Keywords: competency requirements, food and beverage service, descriptive study, chi-square test, Dumaguete City
 Introduction

The food and beverage service industry is very diverse in style, knowledge, and skills
demanding as it is a part of the worlds’ largest industry, tourism. In any place a guest would go,
finding a place to dine is always a part of the itinerary. Evidence shows that tourist development
has made an important impact on the tourism trade in a certain locality (Tubog & Tayco, 2017).
Local diners and tourists of a particular place have different demands on how they will be served
in any kind of food and beverage establishment. Thus, establishment owners would find the best
service staff that can frontline in their business operation.
Competencies identified by industry professionals or educators are connected to what the
workforce needs (Chiru et al., 2006). The Technical Education and Skills Development Authority
(TESDA, n.d.) defines competency as the possession and application of knowledge, skills, and
attitudes to the standard of performance required in the workplace. Tas (1988) explains that the
knowledge and skills deemed necessary to perform specific duties at a given job are called
competencies. Brophy and Kiely (2002) expand on this by also including attitude as a competency.
Competencies are the abilities to do something efficiently that positively impact the success of the
employees as well as the organizations. Through these, service staffs know that knowledge and
skills competencies are necessary for someone to act in a wide variety of scenarios (Ylagan et al.,
2013).
The study intends Higher Educational Institutions to prepare each student by providing at
least the basic competencies required to be abreast of the demands of the industry and keeping
pace with the demands of local and global travel and to become globally competitive (CMO #62
s. 2017). The academe must provide literacy in different areas of the real workplace and students
must be equipped with what it takes in the industry even before the on-the-job-training or
practicum. Apart from knowledge and skills, the spirit of workmanship, teamwork, the desire to
achieve life’s goals and values will enable the students to cope with the pressures of a complex
and unpredictable society. Every student who is eager to learn and participate in any endeavor
will be provided with opportunities of gaining a better job in the future.
The researchers believe that the restaurant industry needs competent F&B workers.
Identifying the gaps from the competencies needed can help educational institutions improve the
embedded instruction in the subjects offered. Chiru et al. (2012) recommended that
universities/academies need to improve existing curriculum and specific major subjects through
enhancing competencies related to communication, team working, technical expertise, customer
satisfaction, multi-criteria decision making, language, and multi-cultural working environments.
Food and beverage services competencies must reflect the changing needs of the industry and
involved different aspects that each student is expected to perform while on-the-job training.
According to Jauhri (2006), that gap exists in terms of ensuring that the competency requirements
of the industry are met by ongoing skills development training of the students as it identifies the
collaboration between educational providers and industry. As the needs of the industry are
considered, students who are involved during their practicum must be able to perform well the
competencies needed. In enhancing the food and beverage service course content, it will cater to
the needs of the industry as future employees and along with this, students are considered to be
workers in the future. The purpose of the study is to assess the competencies that have been
emphasized by TESDA for the success of food and beverage service operations over the years and
find out key changes in the knowledge, skills, and attitudes demanded of students graduating from
the hospitality management programs. Hence, this study focuses on the competencies of the service
workers in the food and beverage service industry in Dumaguete City toward the needs of the
industry.

Literature Review

Commission of Higher Education Memorandum (CHED) Order No. 62, Series of 2017 is
referred to as the Policies and Standards for Bachelor of Science in Hospitality Management
(BSHM). In completion of these programs, graduates can pursue a career in the tourism industry
and/or hospitality sector where job opportunities such as hotel and restaurant attendant that can
apply basic techniques in performing a prescribed range of specific functions in the areas of food
and beverage, front office and housekeeping operations as required in accommodation, food and
beverages enterprise; undertakes planning and initiation of alternative approaches to skills and
knowledge applications across a broad range of technical and procedural requirements
(ched.gov.ph). While TESDA training regulations for Food and Beverage Services NC II
qualification consist of competencies that a person must achieve to provide food and beverage
service to guests in various food and beverage facilities. It is comprised of basic, common, and
core competencies and when performed and achieved, one can qualify to become a competent
waiter or food and beverage attendant and be given a national certificate which can be an edge in
seeking employment local and international (www.tesda.gov.ph).
CHED and TESDA regulations help students to acquire basic, common, and core
competencies. Competencies are identified behaviors, knowledge, skills, and abilities that directly
and positively impact the success of employees and organizations. These can be objectively
measured, enhanced, and improved through coaching and providing learning opportunities.
Through this, students know that competence indicates the sufficiency of knowledge and skills
that enable them to act in any situation (Ylagan et al., 2013).
Competency models are useful for curriculum designs (Sisson & Adams, 2013). They
indicate that academe should teach student’s soft competencies rather than hard competencies.
Otoo and Mishra (2018) explain that employee competencies have a significantly positive impact
on organizational performance. This is also described by Homer (2001) who indicated that
employee competencies are the most important foundation for a successful organization. Ko
(2012) also agrees that getting competent employees, in turn, can increase job satisfaction, improve
quality service to guests (Bharwani & Jauhari, 2013), and result in better organization financial
performance (Blayney, 2009).
Results of previous studies the weak connection between job satisfaction and job
performance such as in the study of Way et al. (2010) that indicated that managers may improve
employee performance by ensuring that trainees understand what is expected of them and how
their performance will be appraised and rewarded by the organization. It will truly support the
importance of preparation while still in school and so much during practicum as part of the training
in the actual workplace. There had been feedbacks of food and beverage servers not being able to
give customer satisfaction in the delivery of service thus, is high time to come up with some action
to prepare students enrolled in the program be ready for their future careers. Qin et al. (2008)
described that excellent service can make loyal customers whose continued patronage is essential
to the growth of sales and profit and poor service leads to dissatisfied guests.
Based on the findings of Fournier and Ineson (2012) on superiors' ratings, personal
qualities and interpersonal skills are the most important competencies. Positive attitudes towards
work colleagues are normally the highest performance ratings the service staff was shown. As
stated by Kalargyrou and Woods (2011), the training competencies that are imperative for effective
training and development may seem like a guide for compiling competency-based job analyses for
training positions, and consequently for recruitment and appraisal of training professionals based
on the job specifications.
After finding out that the training performance of the student trainees is excellent but rating
performance is satisfactory, Buted et al. (2014) recommended enhanced activities and teaching
strategies on the area to respond to industry needs. The same was recommended by
Balasubramanian et al. (2014). They encouraged hotel educators to teach hotel knowledge and
skills to students. Students' and hotel managers' perceptions, assumptions, and expectations have
to be also identified to bridge possible gaps. The researchers have observed that the food &
beverage service industry needs qualified employees. Identifying the gaps from the needs of
industry, can help the educational institution to provide a solution to address the needs in providing
a better future career of the service staffs as well as the Food and Beverage Service Establishments
as a whole. It is a challenge to identify what competencies to be taught to the student trainees and
what the industry needs (Dopson & Tas, 2004).
Chiru et al. (2012) recommended that universities/ academies need to improve existing
curriculum and specific major subjects through enhancing competencies related to
communication, team working, technical expertise, customer satisfaction, multi-criteria decision
making, language, and multi-cultural working environments. Food and beverage services
competencies must reflect the changing needs of the industry and involved different aspects that
each student is expected to perform while on-the-job training. According to Jauhri (2006), that gap
exists in terms of ensuring that the competency requirements of the industry are met by ongoing
skills development training of the students as it identifies the collaboration between educational
providers and industry. As the needs of the industry are considered, students who are involved
during their practicum must be able to perform well the competencies needed. In enhancing the
food and beverage service course content, it will cater to the needs of the industry as future
employees and along with this, students are considered to be workers in the future.
In general, after careful review of different references, it shows that important information
from a diverse point of view in the observance, practice, and evaluation of the competencies
needed in the food and beverage services. The researchers noted that needed food and beverage
services competencies are customer-focused which is considered the core and the lifeblood of the
industry. Thus, whoever provides services must be competent even as early as on-the-job training
and be able to perform very much needed competencies. Training in schools and universities must
address the needs of the students to meet the requirements of the industry.

Methodology

This descriptive research used a survey questionnaire to gather data from the selected food
and beverage establishment in Dumaguete City. Three hundred (300) questionnaires were floated
for the study, and the best effort was taken to retrieve the questionnaires for a reasonable return
rate. But because of the nature of F&B industries that are very busy most of the time, retrieval of
survey questionnaires are not 100% successful. But still, a good number of two hundred seventeen
(217) total participants answers the survey questionnaires. 217 respondents answered the survey
questionnaire; 41 of them hold managerial positions, and 176 are non-managerial employees of
the different food & beverage establishments. These F & B industries are registered as restaurants,
catering businesses, resto-bar, fast-food joints, and cafeterias and play a significant role in the
economic status of the City. However, restaurants and catering businesses represent a larger scale
of operation, and so these results should not be generalized to smaller facilities. The respondents
were chosen through systematic random sampling.
The researchers treated the data using the following statistical tools: frequency count,
percentage, weighted mean, and standard deviation were used to help illustrate and understand the
characters of the data. A chi-squared test was used to determine the significant difference between
the dependent and independent variables. It was also used to examine the relationships between
the individual demographic profile and institutional profile of the food and beverage service
establishments, F & B competencies, and common problems encountered by the workers during
the delivery of service.
The survey instrument asked for the socio-demographic details such as age, sex, marital
status, position, educational attainment, employment status and length of service of the
respondents and the institutional profile of the establishment the respondents working in terms of
the type of establishment, type of ownership, size of the organization (no. of employees), and the
number of years the business operated.
The survey questionnaire adapted from the Technical Education Skills Development
Authority (TESDA, n.d.) training regulations for Food and Beverage Services National
Competency (NC) Level II qualification consisted of competencies that a person must achieve to
provide food and beverage service to guests in various food and beverage facilities. It was
comprised of the basic, common, and core competencies. These competencies have been
emphasized by TESDA for the success of food and beverage service operations over the years.
TESDA is a government agency task to monitor and give realignment on the different activities of
technology in the Philippines such as the tourism industry. Finally, the questionnaire asked about
the problems encountered by the service industry workers during the delivery of service. Common
problems encountered by the workers during the delivery of service was adapted from the study
of Dutta et al. (2007) and slight modification was made. A 5-point Likert scale was used to ask the
respondents to indicate their level of agreement.
Data in Table 1 present the respondents and the institutional profile of this study. Most of
the participants are young, female, single, college graduates, skilled workers, occupying
permanent/regular employment status, and they have been serving for about 1-5 years. 41 of the
participants hold managerial positions, and 176 are non-managerial employees of the different
food & beverage establishments. The data reveals that most of the participants in the study are
affiliated with restaurants, and most of these facilities are corporate-owned. It also shows that the
majorities of the food & beverage establishment in Dumaguete City have a small number of
employees and have been in operation for quite some time.
Table 1
Respondents Profile
n = 217 Frequency Percent
Age
Ave. 27
Min. 18
Max. 64
Sex Profile
Male 98 45.2
Female 117 53.9
Did not answer 2 0.9
Civil Status
Single 149 68.7
Married 64 29.5
Did not answer 4 1.8
Educational attainment
College graduate 87 40.10
College undergraduate 63 29.03
High school graduate 47 21.66
Student/college on-going 13 6.00
Master’s degree holder 1 0.46
Did not answer 6 2.76
Position
Manager/consultant/supervisor 41 18.89
Skilled worker 120 55.3
Did not answer 56 25.81
Employment Status
Permanent/regular 156 71.90
Contractual 30 13.80
Part-time 22 10.10
Did not answer 9 4.10
Length of Service in years
1-5 120 55.3
6-10 18 8.3
11-15 8 3.69
16-20 1 0.46
21-25 3 1.38
Did not answer 67 30.88
Type of Establishment Profile
Restaurant 126 58.10
Fast-food 83 38.20
Catering services 8 3.70
Type of Ownership Profile
Sole proprietorship 81 37.30
Partnership 7 3.20
Corporation 129 59.40
No of Employees
7-17 79 36.4
18-28 47 21.7
29-39 69 31.8
40-50 22 10.1
Years of Operation
1-10 131 60.4
11-20 37 17.1
21 and up 32 14.7
Did not answer 17 7.8
 Results

Table 2 shows the food and beverage service competencies. The results show that all
competencies are very much needed, and the responses are homogenous. Basic competencies got
the highest overall weighted mean.

Table 2
F&B Service Basic, Common, and Core Competencies
Weighted
Indicators Means Description SD Description
Basic Competencies
1. Participate in workplace communications 4.55 0.75
2. Work in a team environment 4.65 0.64
VMN Homogenous
3. Practice career professionalism 4.62 0.65
4.Practice occupational health and safety procedures 4.68 0.73
Overall 4.63 VMN 0.69 Homogenous
Common Competencies
1. Receiving Reservation (s) 4.59 0.56
2. Prepare the Dining 4.69 0.59
3. Perform computer operations 4.35 VMN 0.82 Homogenous
4. Perform workplace and safety procedures 4.66 0.67
5. Provide effective customer service 4.70 0.63
Overall 4.60 VMN 0.65 Homogenous
Core Competencies
1. Receiving Reservation (s) 4.43 0.77
2. Prepare the dining area for service 4.59 0.68
3. Welcoming, the seating of guest(s) and taking orders 4.65 VMN 0.61
4. Promote food and beverage products to guest(s) 4.59 0.68 Homogenous
5. Provide food and beverage service to guest(s) 4.48 0.88
6. Provide room service 3.71 N 1.44
7. Handling customers’ inquiries and complaints 4.57 VMN 0.68
Overall 4.43 VMN 0.82 Homogenous
Legend
Weighted Standard Verbal Description
Means Verbal Description Deviation of Response
1.00-1.79 Strongly Not Needed (SNN) SD≤3.00 Homogenous
1.80-2.59 Not Needed (NN) SD>3.00 Heterogeneous
2.60-3.39 Uncertain(UC)
3.40-4.19 Needed (N)
4.20-5.00 Very Much Needed (VMN)
 Table 3 shows the problems encountered by F & B service workers during the delivery of
service. All the problem areas were homogenous. They relayed that customer relation is their
common problem.

Table 3
Problems Encountered by F&B Workers
Weighted Verbal Verbal
Indicators Means Description SD Description
1. Ensuring timely delivery of orders, and
reducing table turnaround time, delays Usually
during rush hours. 3.78 1.25
2. Providing customized orders to customers. 3.91 Usually 1.20
3. Analyzing customer’s eating patterns and
Usually
providing recommendations based on them. 3.87 1.14
4. Customers not providing feedback upon
Often
asking. 3.10 1.16 Homogenous
5. Slow order taking process. 2.70 Often 1.19
6. Develops customer relations 4.25 Always 1.07
7. Miscommunication among customer with
Often
their orders 2.67 1.15
8. Bad Coordination with kitchen staff 2.42 Seldom 1.25
9. Employee manages guest problems with
Usually
understanding and sensitivity. 4.01 1.14
Overall 3.41 Usually 1.17 Homogenous
Legend
Standard Verbal Description
Weighted Mean Verbal Description Deviations of Responses
1.00-1.79 Never SD≤3.00 Homogenous
1.80-2.59 Seldom SD>3.00 Heterogeneous
2.60-3.39 Often
3.40-4.19 Usually
4.20-5.00 Always

Table 4 reveals that the relationship between F&B service competencies and problems
encountered during the delivery of service is not significant and has a negligible correlation.
Meaning there is no significant relationship that exists between the F&B service competencies and
problems encountered during the delivery of service. Thus, the null hypothesis is accepted.
Table 4
Relationship between F&B Service Competencies & Problems Encountered
Spearman Degree of
Variables Correlated Correlation P-Value Correlation Significance
1. Basic Competencies & Negative
-0.04 0.53 Not Significant
Problems Encountered Negligible
2. Common Competencies Negative
-0.10 0.15 Not Significant
& Problems Encountered Negligible
3. Core Competencies & Positive
0.06 0.35 Not Significant
Problems Encountered Negligible
Legend
Correlation Values Verbal Description P-Values Verbal Description
±0.01-±0.20 ± Negligible Correlation P-Value≤ 0.05 Significant
±0.21-±0.40 ± Low/Slight Correlation P-Value>0.05 Not significant
±0.41-±0.70 ± Moderate/Average/Marked Correlation
±0.71-±0.90 ± High Correlation
±0.91-±0.99 ± Very High correlation
±1.00 ± Perfect Correlation
0.00 No Correlation

Table 5 shows that the basic, common, and core competencies have a significant
relationship with the respondents and institutional profile. Since the p-value is less than the
significance level (0.05), the null hypothesis is rejected. The researchers conclude that there is a
relationship between basic, common, and core competencies and the respondent's and institutional
profile.
Table 5
Relationship between Basic, Common, and Core Competencies and Respondents’ Profile
Basic Competencies Common Competencies Core Competencies
Chi- Chi-
Variables P- Chi-Square P-
Square P-Value VI Square VI VI
Value Value Value
Associated Value Value
1. Type of
Establishment 26..04 0.01 32.31 0.01 63.58 0.00
2. Type of Ownership 28.15 0.00 31.88 0.04 55.34 0.00
3. Age 31.12 0.05 29.56 0.04 49.94 0.04
4. Sex 26.99 0.04 33.02 0.04 57.02 0.03
5. Civil Status 25.87 0.03 34.54 0.03 61.02 0.05
6. Position 27.85 0.03 31.85 0.04 57.23 0.04
Significant Significant Significant
7. Employment Status 28.01 0.02 32.65 0.01 58.95 0.01
8. Educational
Attainment 28.31 0.01 29.67 0.02 56.36 0.02
9. Length of Service 27.45 0.00 28.99 0.00 55.01 0.04
10. Name of
Establishment 25.96 0.00 27.88 0.00 54.27 0.00
11. Number of
Employees 29.02 0.01 31.02 0.00 58.38 0.02
12. Years of Operation 29.99 0.01 30.09 0.01 59.62 0.01
Chi-Square Results at 5% Level of Significance
Legend: P-value ≤0.05 means significant
P-value >0.05 means not significant

Table 6 reveals the relationship of the respondents and institutional profile with the
problems encountered since the p-value is less than the significance level. The null hypothesis is
therefore rejected. The researchers conclude that there is a relationship between problems
encountered during the delivery of service with the respondents and institutional profile.
Table 6
Relationship between Problems Encountered to Respondents Profile
Chi-Square Verbal
Variables Associated Value P-Value Interpretation
1. Type of Establishment 72.33 0.02
2. Type of Ownership 69.03 0.01
3. Age 58.99 0.00
4. Sex 69.24 0.00
5. Marital Status 71.03 0.03
6. Position 65.33 0.04
Significant
7. Employment Status 58.34 0.02
8. Educational Attainment 56.77 0.03
9. Length of Service 57.33 0.00
10. Name of Establishment 66.97 0.00
11. Number of Employees 74.22 0.00
12. Years of Operation 72.83 0.00
Chi-Square Results at 5% Level of Significance
Legend P-value ≤0.05 means significant
P-value >0.05 means not significant

Discussion

The results tell that all competencies are very much needed, and the responses are
homogenous. Respondents answers that basic, common, and core competencies are very much
needed by the F&B workers to perform effectively and efficiently in their job. Basic competencies,
like participate in workplace communications, work in a team environment, practicing career
professionalism, and practice occupational health and safety procedures got the highest overall
weighted mean. The results are consistent with the previous study of Kalargyrou and Woods
(2011), that teamwork, inspiration-motivation, creativity, mentoring, pro-activeness, active
listening, training measurement, consistency, love, and passion for the profession were found to
be important competencies. The findings also support Buted et al. (2014) conclusion that
personality affects performance. Balasubramanian et al. (2014) encouraged hotel educators to
teach hotel knowledge and skills. With these observations, educators are encouraged to prepare
each student by providing at least the necessary competencies required to be abreast of the
demands of the foodservice industry.
The problems encountered by the F & B service workers during the delivery of service are
homogenous. They relayed that customer relation is their common problem. Lo (2012) explained
that trust and satisfaction should be the priority when dealing with customers because of consumer
behavior and attitude influence customer relations. As described by Kanyan et al. (2016), excellent
customer service helps in developing a good relationship with customers, which will lead to long-
term relationships.
The relationship between F&B service competencies and problems encountered during the
delivery of service is not significant and has a negligible correlation. It means that there is no
significant relationship that exists between the F&B service competencies and problems
encountered during the delivery of service. Thus, the null hypothesis is accepted. The results imply
that F&B service workers' competencies do not have a relationship with the problems encountered
during the delivery of service. The data indicate that incompetence or competence does not matter
with the problems encountered. In the study of Dutta et al. (2007), they explained the five common
problems encountered in the restaurant by the customers, and they clarified if the customers feel
that the recovery strategies are given importance, they are bound to have a better perception of the
organization. Thus, F&B service workers incompetence or competence does not matter with the
problems encountered
The result shows that the basic, common, and core competencies have a significant
relationship with the respondents and institutional profile. Since the p-value is less than the
significance level (0.05), the null hypothesis is rejected. It translates that food & beverage service
establishments in Dumaguete City have employees that are competent in their field of work and
dedicated to the organization they are working for. This supports the study of Mahajar & Yunus
(2015), where a significant correlation between demography and organizational commitment was
seen. The study showed that highly educated people develop higher commitment towards the
organization. They are most likely to create a sense of obligation that will result in levels of
commitment of the employees. Thus, with a high level of commitment from its employees is
having better performance and productivity (Albrecht et al., 2015).
The results also show that the problems encountered during the delivery of service are
influenced by the respondents and institutional profile. Nikbin et al. (2015) explained that
establishing and maintaining a pleasant workplace where the organization is committed to the
delivery of service quality, effective customer handling complaints, and employee welfare can lead
to desirable outcomes (Yeh, 2014). Problems were encountered but never a sign of incompetence
since it is shown that participants in the study faced fewer problems during the delivery of service
because they are considered competent enough to perform the related activities in the food &
beverage service establishment. The same can be said with the institutional profile. In this study,
a small restaurant has fewer employees, meaning smaller F&B service establishments have always
encountered with customer related-problems compare to bigger F&B service establishments.

Conclusion

The study intends to draw baseline data on the competencies of F & B personnel in
Dumaguete City. Responses from the F & B establishments indicated that most of the respondents
are competent in terms of basic, common, and core competencies needed in the F&B service
establishments. When it comes to problems encountered by the F & B service workers during the
delivery of service, the most concern of the participants has been on customer relations. According
to F&B service workers, maintaining good customer relations is their common problem.
There is a relationship between the respondents' F&B service competencies and problems
encountered during the delivery of service. It reveals that the relationship of the respondent's F&B
service competencies with the problems encountered during the delivery of service is not
significant and has a negligible correlation. The results imply that F&B service workers'
competencies do not have a relationship with the problems encountered during the delivery of
service. The data indicate that incompetence or competence does not matter with the problems
encountered. It is recommended by the researchers to widen the scope of the study because the
results may not be significant in Dumaguete City but may be significant in other places or areas.
 This paper also offers evidence on the relationship of basic, common, and core
competencies and problems encountered during the delivery of service with respondents and
institutional profile. This translates that food & beverage service establishments in Dumaguete
City have employees that are competent in their field of work and are dedicated to the organization
they are working for. The same findings reveal the problems encountered during the delivery of
service to respondents and institutional profile that shows a significant relationship. The results
show that the problems encountered during the delivery of service are influenced by the
respondents and institutional profile.
While the study offers significant results, particularly on the competencies of the F & B
service workers, there are some limitations in this study that can be improved and guide future
research works. This study used data based on the perceptions of the respondents and not on the
actual and objective measures of respondents’ competencies. And also, this study did not dig
deeper into the extent of competencies in the restaurant industry in Dumaguete City. The study
understood that the results were based on the responses of the respondents. Future research works
can investigate extensively the competencies that were practice by the F & B establishments.
The researchers recommend that future students who will undergo on-the-job training must
know and practice the food and beverage service competencies based on TESDA Food and
Beverage Services New Training Regulation as it is already based on the ASEAN Integration.
Moreover, an assessment to FBS NC II can be a requirement before on-the-job training where
students can become even more competitive in the actual workplace. The CMO No. 62 Series of
2017 can be used as a reference in re-designing the course content to align with at least the
minimum requirements needed for the Hospitality Management Program. There is a need to revisit
the Food and Beverage service course content to further meet the expectations of the industry as
the end-user of the students’ knowledge and skills application and must utilize an Outcomes-Based
Education Teaching Plan. A future study is recommended to assess food and beverage service
competencies from the perspective of food and beverage service establishment operators.

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