Esponilla CHAPTER I To 5

CENTRAL PHILIPPINES STATE UNIVERSITY
BACHELOR OF SCIENCE IN HOSPITALITY MANAGEMENT

Sipalay City, Negros Occidental
PAGE \* MERGEFORMAT 31
CHAPTER I
INTRODUCTION
Background of the Study
Employability skills are essential and essential in today's workforce, as it needs
employees who are qualified and professional and have the character and mindset to meet
the demands and challenges of a rapidly changing economy and society (Fleming, 2013
as cited by Gevana & Tan, 2021). Thus, Higher Education Institutions (HEIs) face the
pressures of preparing their graduates to address such a challenge. HEIs have been
serious about forging close and robust links with their industry to educate and keep their
students up to date with current trends in the industry. On the other hand, students must
have been taught and equipped with essential behavioral skills and knowledge that are
necessary for enhanced employee efficiency, continued development, and success. This
may also include time management, patience, adaptability, and communication ability.
From this context and concerns, studies on employability skills are relevant as they help
HEIs and workforce agencies. All organizations, in general, identify effective practices
and gaps in graduates' preparation, recruitment, and training. Further, these studies have
been instrumental in promoting essential skills set in the workplace, such as thinking
outside the box, solving problems, and analyzing situations (Tudy & Garcia, 2014).
Furthermore, Bissell (2017) states that most of the reviews of career preparedness
centered on the prior content knowledge, on what students learned in school, with
minimal emphasis on how to apply the acquired knowledge and skills to new experiences
and problems. On one hand, reviews like this are of great help, especially in the advent of
ASEAN integration where industries found it challenging to hire globally competitive
graduates who possess the necessary skills and attitudes (Verma, Nankervis, Priyono,
Moh'd Saleh, Connell, & Burgess, 2018).
This situation led the researchers to conduct this study, which focuses on
assessing hospitality students' employability skills and work industry preparedness.
Moreover, to grasp the current standing regarding hospitality students' abilities,
competencies, and skills to be prepared to enter the work industry.
Statement of the Problem
This study aims to assess the employability skills and work industry preparedness
of the Bachelor of Science in Hospitality management student of the College of Business
and Management of CPSU Sipalay campus.
Specially, it aims to answer the following question:
1. What is the demographic profile of the respondents?
2. What is the level of employability skills of the respondents in terms of generic
skills, functional skills and concentration skills?
3. What is the extent of preparedness of the respondents for work industry?
4. Is there a significant difference on the extent of employability skills of the
respondents when group according to their profile characteristics?

5. Is there a significant difference on the extent of overall student’s preparedness
when group according to their demographic profile?
6. Is there a significant association between respondents’ employability skills and
extent of their preparedness?
Hypothesis
1. There is no significant difference on the extent of employability skills of the
respondents when group according to their profile characteristics.
2. There is no significant difference on the extent of overall student’s preparedness

when group according to their demographic profile?
Theoretical and Conceptual Framework
This research is based on Bandura's Social Cognitive Development Theory.
According to Bandura's Social Cognitive Theory, students' beliefs about their ability to
do academic activities (self-efficiency convictions) predict their ability to do so.
According to Bandora's social cognitive theory, both fortification and discipline affect
learning and behavior. “Expectation probably certainly effects how people cognitively
prepare current data” (Ormrod, 2003). Preparing learning in a feasible form demands
thought and care (Ormrod, 2003). According to this hypothesis, students learn many
things that they never communicate due to lack of support. If students are not directly
assessed on employability skills, their grades are not influenced by those skills (extrinsic
reinforcement), and/or they are not naturally persuaded to master those skills for future
use, then this theory may be argued.
Due to rapid changes in the work market, it is necessary to assess the degree of
competence that 4th year hospitality management students have recently moved on to the
workplace.
Figure 1 depicts the profile features of students' employability skills and
preparation for work industry according to their age and sex. Students must have or
develop the following employability abilities. 1) Generic Skills, the students have the
capacity to communicate and associated with other individuals; 2) With functional
abilities, kids may engage in all activities that demand competence for viable
employment for his group and community, as well as for enabling him to continue
utilizing reading, writing, and calculating for his claim and the community's
advancement. 3) Concentration skills, the students have the ability to focus on tasks that
need proficiency in reading, writing, and math.
Also, the students have knowledge in other areas or talents that are vital to
consider. They must be able to promote, organize and arrange, manage human resources,
and operate a hotel. Tourism, housing, food and beverage, events, and others are
included. In addition, the student is organized enough to function within the hotel
business.
Independent Variable Dependent Variable
Profile Characteristics
o Age
o Sex
Over all Student’s

Preparedness
Employability Skills
o Generic Skills
 Communication skills
o Functional Skills
 Marketing skills
o Concentration Skills
 Catering skills
Figure 1. Schematic Diagram of the Study
Scope and Limitation of Study
This study will focus on assessing hospitality students' employability skills and work
industry preparedness it will be conducted to the third-year Bachelor of Science in
Hospitality Management student of Central Philippines State University Sipalay Campus.

This study will employ descriptive correlational, which guided the researcher to draw
meaningful relationships between variables.
The research instruments to be used in this study was adapted from the study of
Verdadero, et.al. (2020) and Verdadero, et.al. (2020). The instrument is divided into three
parts. Part I included the demographic profile of the respondents, which included their
age and sex, part II are statements concerning the employability skills of the respondents
and part III contains statements on the overall student’s preparedness for work industry.
The statistical tools to be used to analyze and interpret the data in the study are
frequency and percentage distribution to determine the demographic profile of the
respondents, to determine the level of employability skills of the respondents in terms of
generic skills, functional skills and concentration skills and to determine the extent of
preparedness of the respondents for work industry, mean will be used, to determine the
significant difference on the extent of employability skills of the respondents the
significant association between respondents’ employability skills and extent of their
preparedness, the researchers will use ANOVA.
Significance of the Study
The researcher considers it necessary to pursue the study in the assurance that the
results would be beneficial to the following:

Tourism and Hospitality Industry. This study may benefit the tourism and
hospitality industry by shedding light on how to bridge the skills and competencies gap
that hospitality students may encounter when entering the industry.
Head of the institution. The head of the institution can use this study as a
reference to help in the implementation and promotion of activities and programs that
will benefit students' growth.
Education Sector. This study is relevant for the education sector as it can be used
to revise the curricula of the program to meet the standards desired by the work industry.
Faculty. This study will assist the faculty in identifying the areas in which
students' skills are lacking and will serve as a reference for the areas of skill development
that should be prioritized.
Students. This research will serve as a guide and reference for the students
undertaking similar studies. It also a primarily a person enrolled in a school or other
educational institution and who is under learning with goals of acquiring knowledge,
developing professions and achieving employment at desired field.
Future researcher. They may utilize the results of this study as baseline
information in parallel studies with a broader scope of other variables not included in this
research work.
Definition of Term
For the clarity of terms used in this study, it is defined conceptually and
operationally.
Generic skills. Conceptually, generic skills or soft skills with focus in terms of
behavior, communication skills, attitude, ability to solve a problem, and how to obtain
results related to organizational management (Arsat & Rahimi, 2011 as cited by Nor et
al., 2019).
Operationally, it refers to the ability of the respondents to use a set of related
skills and knowledge to solve a variety of tasks in different contexts.
Functionality skills. Conceptually, it refers to those skills which enable an
individual to communicate, interact with others and to perform tasks which have practical
utility and meaning at home, in the community or on the job (NCES, 2020).
Operationally, functional skills refer to the respondent’s capacity to carry out
everyday activities, such as communication, problem-solving, self-care, and social
interaction.
Concentration skills. Conceptually, it is the ability to focus and give it your full
attention on one task to ignore all the other disorders (Monsma et al., 2017).
Operationally, concentration skills relate to the capacity of the respondents to
concentrate on a single task for a long length of time, with few or no interruptions.
Work industry. Conceptually, it involving the consumption of food, drink and
accommodation in an environment away from the normal home base (Zakaria et al.,
2016).
Operationally, it refers to a broad group of businesses that determines how
prepared the respondents are regarding their employability skills if they were to be
employed in the work industry.
Employability skills. Conceptually, Employability skills are those essential skills
necessary for acquiring, keeping and performing well on a job such as managing
resources, communication and interpersonal skills, teamwork and problem solving and
acquiring and maintaining a job ( Kenayathulla, et.al., 2019).
Operationally, it refers to the collection of transferable talents and personal
attributes of the respondents that increase their likelihood of obtaining and retaining
work.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents a review of the literature and studies considered related to
the present investigation.
Employability Skills
Employability skills are essential and essential in today's workforce, as it needs
employees who are qualified and professional and have the character and mindset to meet
the demands and challenges of a rapidly changing economy and society (Fleming, 2013).
Several changes and developments (e.g., the changing labor market, growing worldwide
competition, technological advances and changing demand pattern in tourism) require
new employability skills from graduates that enable them to cope with the changing
circumstances of the tourism business world (Ungui et al., 2014).
As a result, employers are increasingly seeking skills from graduates, even though
they are not in their field of knowledge or have universal skills. In the same way, a
person who can apply and exercise the knowledge and skills they've acquired to a specific
situation is more marketable than someone who has the knowledge but lacks the
necessary skills (Fleming, 2016).

In the study of Rehman (2014) entitled, “Employability Skills: The need of the
Graduate and the Employer”, stated that the employers look for a range of skills or in
other words the “employability skills”, which are sometimes referred to as the Generic
Skills, in a graduate amid the hiring process. Employers are seeking out for a mix of
skills, capacities, interface, values and individual qualities. Most of these skills are
common to a number of distinctive career areas. Employability which includes much
more than the capacity of a person to secure that to begin with work. It involves having
the capability to organize and advertise oneself, navigate through a career and stay
employable all through life. It requires the capacity to inquire questions, obtain new
skills, distinguish and assess alternatives, adaptability, adjust effectively to changes and
to require initiatives.
In the study of Gregory (2020), the results shows that employability is important
to these students and that they expect it to be addressed in their academic programs.
Students were aware of developing employability skills, but were less aware of the
specific skills they possess and need to work on. As a result, during the hiring process,
graduates’ lack of professional experience, together with the skill mismatch between their
education and the training needed for the job, mean that many highly qualified young
people experience long periods of unemployment, find low-paying jobs, or face working
with uncertain long-term prospects (García-Álvarez et al., 2022).
Generic Skills
Generic skills are the skills possessed apart from studies and technical fields of
study. It is an added value to the students in preparation for the real working environment
and are considered competent if students have the soft skills. Mostly related skills such as
leadership, teamwork, communication skills and continuous learning (Nor, Hamzah,
Razak, & Elias, 2019). Generic skills also referred to as life skills starting with self.
Knowing oneself is crucial for progress in personal as well as professional life. It is
important to understand self-development and areas of self-development to enhance the
personality of employees in hospitality. Self-development means preserving our best
traits while replacing dysfunctional or negative patterns of thinking, feeling and behaving
which subject us to stress, conflict and failure with more functional patterns that ensures
success (Frantz, A., & Misal, A., 2016).
In line with the importance of generic skills that must be mastered and given
emphasis in the implementation of the curriculum needs, industry have identified that
most graduates have low score and incompetent in generic skills (Nawawi et al., 2017).
Essential generic skills identified for the human resources of hospitality industry are:
Impression management skills, relaxation skills, motor skills, manual skills,
communication skills, problem solving skills, decision making skills, social skills, people
skills, mood management skills, stress management skills, goal management skills, time
management skills, conflict management skills and leadership skills (Frantz, A., & Misal,
A., 2016).
Higher Education Institutions (HEIs) have played an important role in producing
skilled manpower equipped with skills, knowledge, attitudes, and the commission to meet
the needs of the industry (Nawawi et al., 2017). This claim is supported by Ogbeide
(2006) as cited by Kurniawati, (2015) in his study on the relationship between curriculum
and employability skills. He discussed that curriculum is important aspect that can
prepare the competence of the students for their future career. He agrees that
employability skills are as much as important as technical skills. He adds that these skills
shall be the focus in the hospitality curriculum. In the study of Anderson (2015) on
human resources needs and skills gaps in the tourism and hospitality sector identifies
deficiency in soft skills such as communication (multilingual and interpersonal),
customer care, marketing and sales skills, innovation and creativity skills, leadership and
management skills and basic knowledge in Information and Communication Technology
(ICT). Therefore, the availability of skilled personnel to meet revolving needs in the
hospitality industry has been the major hindrance to the success of the sector.
Hence, in the study of Gevana & Tan (2021) on Career Preparedness and
Employability Skills of Hospitality Students, it suggests that generic skills were found to
be the best predictor of employability skills, both students and HEIs may exert conscious
effort to provide themselves and their students' opportunities that will improve the
generic skills which will eventually impact the extent of employability skills.
Functional Skills
Higher educational institutions (HEIs) play a substantial role in the development
of knowledge and skills that can cope with the demands of industries in the fourth
industrial revolution (4IR) (Roma, 2021). Aziz, In the study of Akhter & Habib (2016), it
states that the importance of assessing student learning arguing that assessment is an
essential part of a rational instructive experience and a vital part of an institutional push
to enhance the nature of instruction and learning at all levels of education.
Likewise, the results coincide with the observation of Alexakis and Jiang (2019);
De Castro (2017); Gopalakrishnan et al., (2016); Razak, et al., (2018); and Verano (2017)
that students must have expertise in generic and functional area skills in addition to
concentration area skills such as lodging, tourism, food and beverages, events, and others.
These factors must form part of the student's preparation so they would have better
chances to get employed and succeed in the workplace. Most of the technical skills can
be learned during the actual work experience, while the generic and functional skills are
best acquired and honed during academic and education years.
On the study entitled “An assessment of the Hospitality Curriculum and their
Impact on the Students’ Preparedness for Future Career,” it found that respondents who
possessed these skills were better prepared for their careers. Furthermore, respondents
with work experience in the industry were found to be better prepared than those with no
work experience. Accordingly, the study concluded that Hospitality educators must
establish lines of communication with industry professionals in order to learn about
changes in the industry and provide their students with the most up-to-date skills required
for careers in the hospitality industry (Abdien, 2017).

Concentration Skills
Concentration, or attentional focus, is defined as one's ability to direct attention
toward relevant information in the environment, sustain that attention over time, and
change the direction of that attention when appropriate (Weinberg & Gould, 2015).
Landing a job right out of college depends a great deal on the soft skills of the candidate.
Personal competencies play a significant role in climbing the career ladder. Educational
institutes need to groom their students, keeping in mind the industry needs before they go
out into the real world. Siddique et al., (2022) argue that the proficiency and the type of
skills being developed in HEIs are not enough to match those required for employment
and are mismatched to those the industry needs). Global competitiveness in the
hospitality industry demanded a lot from graduates in their preparedness in the field of
work. In order to prepare graduates in the hospitality industry, every institution is obliged
to offer courses in hospitality management program that will develop them into
competitive individuals. Their preparedness will make them qualified to enter not only
the local but as well as in the international hospitality industry (Schoffstall, 2013).
The rate of graduate unemployment is growing by the day, and this
unemployment is leading to graduates taking on unskilled or semi-skilled roles (Haque
S., 2013). One of the leading causes of graduate unemployment is graduates not meeting
industry needs in terms of the skills required. Uzair-ul-Hassan and Noreen (2013)
emphasized the employers’ concerns regarding the soft skills of graduates e.g.,
communication skills, leadership skills, and critical thinking. Reedy et al. (2020) concur
that the incorporation of employability and personal skills with technical and knowledge
skills is essential to groom industry-ready graduates. High academic performance (i.e.,
knowledge skills) combined with extracurricular activities (that help develop social skills
and personal qualities) increase the perceived employability of business graduates in the
industry.
High academic performance (i.e., knowledge skills) combined with
extracurricular activities (that help develop social skills and personal qualities) increase
the perceived employability of business graduates in the industry (Pinto & Ramalheira,
2017). Hanif et al. (2020) have identified a strong need for effective training on
behavioral and interpersonal skills for project directors and managers. Dubey and Tiwari
(2020) note a sizable gap in the soft skills possessed by the graduates and those required
by the industry. A recent study confirms that employment considerations are not solely
based on technical competence, but also consider soft skills (Ayodele, et.al., 2020).
CHAPTER III
METHODOLOGY
This chapter present and contain the research design, locale of the study,
respondents of the study, sampling techniques and procedure, data gathering instrument,
validity and reliability of the research instrument, data gathering procedure, and data
analysis to assess the hospitality students' employability skills and work industry
preparedness and to grasp the current standing regarding hospitality students' abilities,
competencies, and skills to be prepared to enter the work industry.
Research Design
This study employed the descriptive correlational, which guided the researcher to
draw meaningful relationships between variables. Correlational research is a non-
experimental quantitative design in which the researcher applies correlational statistics to

measure and describe the degree of association among variables or sets of scores
(Creswell.,2012). With the set of objectives in the study, descriptive-correlational design
was appropriate to be used since the primary concern presented the student’s
employability skill and preparedness for work industry.
Moreover, it attempted to determine the association that existed between
respondent’s employability skills and extent of their preparedness.
Locale of the Study
The study will be conducted at Central Philippines State University- Sipalay
Campus, College of Business and Management. Central Philippine State University
Sipalay Campus was located at Brgy. Gil mantilla, Sipalay City, Negros Occidental. The
extension campus was established in the year 1996. Today, the extension campus offers
three programs which are Bachelor of Science and Hospitality Management, Bachelor of
Secondary Education Major in Science, Bachelor of Science in Agribusiness.
Respondent of the Study
The respondents of this study are the 3 rd Year Bachelor of Science in Hospitality
Management students. Primarily, those students will provide excellent insight into the
current skills and competencies of the different employability skills.
Sampling Procedure / Techniques

To have adequate result of study, the respondents will be drawn from the overall number
of populations, thus the respondent will be the 42 students.
Research Instrument
The research instruments to be used in this study was adapted from the study of
Verdadero, et.al. (2020) and Verano, (2017). The instrument is divided into three parts.
Part I included the demographic profile of the respondents, which included their age and
sex.
Part II are statements concerning the employability skills of the respondents. This
comprised 18- item statements from the study of Verdadero, et.al. (2020) on Students’
Preparedness to Enter Tourism Industry, which was categorized into generic skills,
function skills, and concentration skills.
Respondents responded by indicating their level of agreement on how indicative the
statement was for them using the 5 point- numeric scale below:
Numerical Rating Verbal Interpretation

5 Strongly Agree
4 Agree
3 Neither Agree or Disagree
2 Disagree
1 Strongly Disagree
Item specification of the sustainable business practices category is presented below:
Employability Skills Item Number

Generic Skills 1, 2,3,4,5 and 6
Function Skills 7,8,9,10,11 and 12
Concentration Skills 13, 14,15,16,17 and 18
Part III contains statements on the overall student’s preparedness for work
industry, which was also adapted from Verano, (2017). It comprises of 6-item statements
by which respondents can respond by indicating their level of agreement on how
indicative the statement was for them using the 5 point-numeric scale next page:
Numerical Rating Verbal Interpretation
5 Strongly Agree
4 Agree
3 Neither Agree or Disagree
2 Disagree
1 Strongly Disagree
Validity and Reliability of the Instrument
To determine the appropriateness, significance, and usefulness of the data
collected, the instrument will be subjected to validity and reliability testing through a set
of experts in the field. Such evaluation will be conducted to ensure the validity and
reliability of the data to draw accurate conclusions.

The validity test covered the evaluation of the items using the criteria set forth by
Carter V. Good and Douglas F. Scates. The criteria for evaluation consisted of nine items
which each item rated using the following scales:
Numeric Rating Description

5 Excellent
4 Very Good
3 Good
2 Fair
1 Needs Improvement
The criteria covered items, such as: (1) questionnaire is short; (2) questionnaire
has face value; (3) questionnaire obtains some depth; (4) items and responses not too
suggestive; (5) questionnaire can elicit ideas; (6) responses not embarrassing; (7) items
framed in such manner as to alley suspicion by the respondents; (8) questionnaire is not
so narrow, not restrictive or limited; and (9) responses when taken as a whole could
answer purposes.
Furthermore, the questionnaire will be pilot-tested to an extension campus
offering BSHM program with having the same characteristics as the target respondents.
Data Collection Procedure
The researchers will prepare a communication letter addressed to the selected
restaurant manager to allow them to conduct their study with the notification of the
research adviser. The researchers will administer the questionnaire to the target
respondents. During the administration of the survey questionnaires, the researcher will
clearly explain each item to the respondents, ensuring clarity and understanding to gather
accurate responses.
Also, the confidentiality of responses will strictly be stressing. After collecting the
instrument, the researcher will tally and tabulate the data. As such, the data will be
subject to appropriate statistical treatments to answer the identified problem under study.
Data Analysis
The statistical tools that used to analyze and interpret the data in the study was
dependent on the type of specific problem formulated.
To determine the demographic profile of the respondents in terms of age and sex,
frequency and percentage distribution will be used.
To determine the level of employability skills of the respondents in terms of
generic skills, functional skills and concentration skills, mean will be used with
interpretation using the descriptions below:
Mean Score Rating Descriptive Rating

4.50-5.0 Very High
3.50-4.49 High
2.50-3.49 Moderate
1.50-2.49 Low
1.0-1.49 Very Low
To determine the extent of preparedness of the respondents for work industry, mean is
used with interpretation using the descriptions below:
Mean Score Rating Descriptive Rating

4.50-5.0 Very High Extent
3.50-4.49 High Extent
2.50-3.49 Moderately Extent
1.50-2.49 Low Extent
1.0-1.49 Very Low Extent
To determine the significant difference on the extent of employability skills of the
respondents when group according to their profile characteristics and the significant
association between respondents’ employability skills and extent of their preparedness, t-
test, ANOVA and Spearman Rho will be used.

CHAPTER 4
RESULTS AND DISCUSSION
This chapter contains presentation, analysis, and discussion of the data
collected by the researcher during the data collection. These are presented in tables
following the sequence of the specific research problem regarding the Employability
Skills and Work Industry Preparedness of the Bachelor of Science in Hospitality
Management Student of the College of Business and Management of Central Philippines
State University, Sipalay Campus.

Demographic Profile of the Respondents
The first problem of the study focused on the demographic profile of the
respondents. The demographic profile were tabulated and computed according to the age
and sex of the respondents.
Table 1: Demographic Profile of the Respondents
Frequency Percentage
Age
21-25 39 92.90%
26-30 3 7.10%
Sex
Male 14 33.33%
Female 28 66.70%
Table 1 shows that majority of the respondent falls within the age group of 21 to
25 years old representing 92.90% of the sample, while respondents aged 26 to 30 years
old got 7.10% of the sample. This result conforms to the findings of Lopez and Ramos
(2023), that the respondents are mostly young adults studying hospitality management,
within the age range of 19 to 26 years. The age demographic is an essential variable in
research as it can influence the results and interpretation of the study. Previous studies
have found that age can influence factors such as career choices, attitudes towards the
hospitality industry, and even learning styles.
On the other hand, most of the respondent are female with the frequency of 28
and percentage 66.70%, while the male respondents got the frequency of 14 with the
percentage of 33.33%. According to National Restaurant Association (2019), the number
of women working in the restaurant industry has been increasing in recent years,
surpassing 50% of the total workforce. This upward trend is expected to continue due to
the growth of the hospitality industry, presenting more opportunities for women.
Additionally, a study conducted by the World Tourism Organization (2020), found that
women constitute the majority of the global hospitality industry workforce. This trend is
projected to expand further in the upcoming years. The higher representation of female
students in the current study mirrors the broader trend of women pursuing careers in the
hospitality industry.
Level of Employability Skills
Table 2: Level of Employability Skills
Mean Std. Deviation Interpretation
Generic Skills 4.11 0.16 High

Functionality Skills 4.08 0.04 High
Concentration Skills 4.06 0.09 High
Table 2 show that the level of employability skills of the respondents in terms of
generic skills, functional skills and concentration skills are high. Generic skills got the
mean of 4.11 with the standard deviation 0.16, functional skills with the mean of 4.08 and
standard deviation of 0.04 and the concentration skills got the mean of 4.06 and standard
deviation 0.09. This implies that the respondents possesses strong communication,
critical thinking, teamwork, and interpersonal skills. They are proficient in hospitality
marketing, human resource implementation, information technology, and analytical
abilities. They are well-versed in lodging, food service, revenue management, and
reservation systems. They have expertise in food and beverage management, event
management, catering, and can apply managerial and supervisory skills in various hotel
and resort areas.
The results of the study coincide with the observation of Alexakis and Jiang
(2019); De Castro (2017); Gopalakrishnan et al., (2016); Razak, et al., (2018); and
Verano (2017) that students must have expertise in generic and functional area skills in
addition to concentration area skills such as lodging, tourism, food and beverages, events,
and others. These factors must form part of the student's preparation so they would have
better chances to get employed and succeed in the workplace. Most of the technical skills
can be learned during the actual work experience, while the generic and functional skills
are best acquired and honed during academic and education years. Similarly, the results
aligned to the views of Abdien (2017), Muslim et al., (2012); Tudy and Garcia (2014),
that hospitality students are well-prepared with the generic skills for their career. These
skills are transferable skills that are essential for employability at certain level.
Identifying the hospitality students' generic skills is vital as it predicts their propensity to
succeed in their profession. This set of expertise goes beyond the narrower management
competencies but extends to communication, conceptual, analytical, teamwork,
leadership, and interpersonal skills.

On the one hand, the result of the study opposes the idea of Griffin (2012); Jonck
(2014); and The Manila Times (2018) that new employees lack needed employability
skills such as teamwork, decision-making, and communication. In fact, employers are
confronted with the pressing concern on hiring fresh graduates who lack skills and
experiences that they need. Most organizations find it hard as well to recruit new
employees whose skills match the required job specifications. Their works highlighted
the claim that underemployment and job mismatch is among the common HR problems
of industries in recent times.
Extent of Preparedness of the Respondents for Work Industry
Table 3: Extent of Preparedness of the Respondents for Work Industry
Mean Std. Deviation Interpretation

Over-all Student’s High Extent
Preparedness 4.44 0.12
Table 3 reveals the respondents preparedness for work industry. The over-all
student’s preparedness mean among hospitality students is 4.44, described as high extent
based on the data gathered. The result implies that career preparedness is frequently
manifested. When taken individually, student is prepared for the industry and satisfied
with their hospitality program, stating that they received excellent education and believe
that their major in hospitality and tourism management is beneficial. Further, the standard
deviation of 0.12, which is less than 1, signifies consistency in the responses.
The result of the study supports with the views of Bissell (2017); Sunday (2013);
and Thomas (2018) that life-long learning skills are key employability capabilities that
must be held by hospitality students. He further accentuated that the ability to become
independent, self-regulating learners are skills that will be essential for success in any
chosen path. The study findings also confirm the idea proposed by Conradie (2012);
Tudy and Garcia (2014); and Thomas (2018), that fundamental to developing curricula
and education programs is the promotion and integration of generic skills among
student's academic preparations apart from the professional, industry-needed skills. They
argued that before learning some technical skills specific to the hospitality industry, one
must possess the necessary and generic skills like communication, interpersonal,
teamwork, and problem-solving skills, among others.
Significant Difference on the Extent of Employability Skills According to their
Profile Characteristics
Table 4: Significant difference on the extent of employability skills according to their

profile characteristics
Demographic Profiles F p-value Decision Conclusion

Age 41 0.352 Not Significant Do not reject Ho
Sex 1.218 0.000 Significant Reject Ho
Table 4 presented the significant difference on the extent of employability skills
according to their profile characteristics. The result revealed that age obtained F-value of
41 with p>0.05, which indicates that there is no significant difference on the extent
employability skills according to their profile characteristics; hence the null hypothesis is
not rejected. Similarly, Ibok (2013) found that age significantly influenced employability
skills acquisition among secondary school students in Akwa Ibom State.
The data also reveal that in terms of sex, there is a significant difference on the
extent of employability skills according to their profile characteristics. Having F-value of
1.218 with p<0.05 the null hypothesis is aptly rejected. The findings in this study
opposed to the study of Uzoechi (2015), found that male students were better than their
female counterparts in employability skills acquisition in terms of communication skills,
planning and organization, self-management, decision making, computer skill and overall
employability skills.
Significant Association between Respondents’ Employability Skills and Extent of

their Preparedness
Table 5: Significant association between respondent’s employability skills and extent of

their preparedness.
Pearson p- Conclusio
Decision
Correlation value n
Employability Skills Reject Ho
Over-all Student’s Significan
0.66 0.00
Preparedness t
The test of the correlation between employability skill and extent of their
preparedness is reflected in Table 5. The data revealed that the overall computed r -value
is .66 with a p-value of less than 0.05. Given the p<0.05, this indicates that employability
skills is significantly associated with over-all student’s preparedness; hence the null
hypothesis is aptly rejected. Accordingly, a close examination of the data further revealed
that all the indicators of the over-all student’s preparedness have a positive correlation
with the signs of employability skills. The result implies that the increase in over-all
student’s preparedness would also likely increase the employability skills of hospitality
students.
Similarly, the findings of the study are parallel to the propositions of De Castro (2017);
Huang (2016); Losekoot et al. (2018); Prashanti, (2019); Tudy & Garcia (2014), that
employability skills which include knowledge and technical skills, oral and written
communication skills, human relation skills, problem-solving skills, and information
technology skills, among others are useful and relevant to the employment needs of the
industry. These skills are best learned in higher education institutions (HEIs) and are
outcomes expected to be manifested by graduates, as indicated in various industry based
curricula and programs. Furthermore, understanding the educational aspects would help
graduates advance and grow in their careers and dream jobs (Lent and Brown, 2013).
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary of Findings
The study analyzed the demographic profile of respondents, revealing that the
majority of respondents were aged 21-25, with a majority of them being female. The
respondents exhibited high employability skills in generic, functional, and concentration
skills, indicating strong communication, critical thinking, teamwork, and interpersonal
abilities. They were proficient in hospitality marketing, human resource implementation,
information technology, and analytical abilities.
The respondents were prepared for the work industry, with an overall
preparedness of 4.44, indicating a high level of preparedness. The study also found a
significant difference in employability skills according to age and sex, with an overall
computed r-value of.66, indicating a positive correlation between employability skills and
overall preparedness. The results suggest that an increase in overall preparedness would
likely increase the employability skills of hospitality students.
Conclusion
Conclusions are drawn in response to the study objectives, as showed from the
study's findings. According to the findings of the study, career preparedness and
employability skills are at a high level, implying that the measures of the variables are
frequently manifested among hospitality students. The study's findings also revealed that
career preparedness has a significant association with the employability skills. This
statistically significant relationship indicates that an increase in hospitality students'
career preparedness will almost certainly result in an increase in their employability
skills. Furthermore, when regressed, it was found that the generic skills of career
preparedness have a great influence and projected employability skills.
Recommendations
Based on observation, findings and conclusion of this study the researchers come
up with the following recommendations:
1. Since there is a high level of over-all student’s preparedness and employability
skills among hospitality students, it is suggested that Higher Education
Institutions (HEIs) may further enhance and strengthen their curricula to increase
their level of career preparedness and employability to a very high standard.
2. Alternatively, because the findings revealed that career readiness and
employability skills are positively and significantly similar, HEIs may strengthen
their programs and activities that develop and nurture general and hospitality-
related skills of the students. They may expose students to various events,
competitions, and conferences that will allow them to showcase their skills as
well as improve their communication, conceptual, analytical, teamwork,
leadership and interpersonal skills.
3. Similarly, administrators, heads of schools, and program implementers can
strengthen their partnerships and connections to obtain the most recent and
relevant skills and competencies in private and public hospitality and tourism
organizations so that students and graduates are well prepared and equipped for
what is expected and required in the actual workplace and process;
Underemployment and job mismatch can be avoided.
4. Lastly, due to the fact generic skills had been determined to be the first-rate
predictor of employability skills, both college students and HEIs may also exert
aware effort to furnish themselves and their students' possibilities that will
improve the typical skills which will in the end have an effect on the extent of
employability skills
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RESEARCH QUESTIONNAIRE
Dear Respondents,
Greetings!
We are a third students of Central Philippines State University and currently writing our
thesis entitled “Employability Skill and Work Industry Preparedness of Third Year
Bachelor of Science in Hospitality Management Students at Central Philippines
State University Sipalay Campus”. This study aims to assess the hospitality students'
employability skills and work industry preparedness and to grasp the current standing
regarding hospitality students' abilities, competencies, and skills to be prepared to enter
the work industry.
In this regard, may we request for your time to fully and honestly accomplish the
questionnaire. Rest assured that the data gathered from you would be treated with strict
confidentiality. This study is only for educational purposes in the completion of our
thesis.
Thank you for your time in completing this survey. We deeply appreciate your support
and involvement in our study.
Very truly yours,
ARNIE JOHN C. ESPONILLA

JO ANN D. VALIAO
REGINE V. LIRAZAN
CHRISTINE JOY M. LAGANDO
JENELYN A. CANO
Part I: Profile Characteristics:

Instruction: Please complete the following information by filling up your data on the
space provided or by marking the appropriate box with a check (/).
Age: ________
Sex: ( ) Male ( ) Female
Part II: Employability Skills (Adapted from Verano, 2017)

This questionnaire will ask you to respond to a number of statements. You are
asked to read each statement carefully, and then think about whether the statement
applies to you or does not apply to you.
5 –Strongly Agree 4 –Agree
3 – Neither Agree nor Disagree
2 –Disagree 1 –Strongly Disagree
Generic Skills 5 4 3 2 1
1. I have good communication skills.
2. I am able to conceive in terms of abstract concepts.
3. I am able to think critically and analytically.
4. I am able to work in a team setting.
5. The ability to take the lead.
6. I am capable of interacting with people.
Functionality Skills
7. I understand and can use the fundamentals of
hospitality marketing.
8. I am capable of using hospitality promoting
techniques.
9. I am capable of implementing human resource
functions and policies.
10. I am familiar with information technology in the
hospitality industry.
11. I have the ability to use analytical abilities that are
relevant to the hospitality sector.
12. I am well-versed in the systems used in the lodging
and food service industries, as well as Revenue
Management and Reservation systems.
Concentration Skills
13. I clearly understand critical issues related to food and
beverage management
14. I can identify the types of beverages, and I know
beverage management
15. I have skills in event management
16. I can demonstrate my ability to perform the role of
catering.
17. I can apply managerial and supervisory skills in
different functional areas of hotels and resorts
18. I can apply management competencies in travel and
tourism
PART III: Overall Student’s Preparedness (Adapted from Verdadero et.al., 2020)
This questionnaire will ask you to respond to a number of statements. You are
asked to read each statement carefully, and then think about whether the statement
applies to you or does not apply to you.
5 –Strongly Agree 4 –Agree
3 – Neither Agree nor Disagree
2 –Disagree 1 –Strongly Disagree
Overall Student’s Preparedness 5 4 3 2 1

1. I am ready to work in the industry
2. I am satisfied with learning in the hospitality program
3. Quality of education is provided in the current
program
4. I received an excellent education from the hospitality
program based on what was paid for
5. I am glad I am majoring in hospitality and tourism
management
6. I believe that hospitality in tourism management is a
good course of the study

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CENTRAL PHILIPPINES STATE UNIVERSITY

BACHELOR OF SCIENCE IN HOSPITALITY MANAGEMENT

Background of the Study

Employability skills are essential and essential in today's workforce, as it needs

ASEAN integration where industries found it challenging to hire globally competitive

Moh'd Saleh, Connell, & Burgess, 2018).

assessing hospitality students' employability skills and work industry preparedness.

Moreover, to grasp the current standing regarding hospitality students' abilities,

competencies, and skills to be prepared to enter the work industry.

Statement of the Problem

of the Bachelor of Science in Hospitality management student of the College of Business

and Management of CPSU Sipalay campus.

Specially, it aims to answer the following question:

1. What is the demographic profile of the respondents?

2. What is the level of employability skills of the respondents in terms of generic

skills, functional skills and concentration skills?

3. What is the extent of preparedness of the respondents for work industry?

4. Is there a significant difference on the extent of employability skills of the

respondents when group according to their profile characteristics?

when group according to their demographic profile?

6. Is there a significant association between respondents’ employability skills and

extent of their preparedness?

1. There is no significant difference on the extent of employability skills of the

respondents when group according to their profile characteristics.

2. There is no significant difference on the extent of overall student’s preparedness

Theoretical and Conceptual Framework

This research is based on Bandura's Social Cognitive Development Theory.

do academic activities (self-efficiency convictions) predict their ability to do so.

use, then this theory may be argued.

Figure 1 depicts the profile features of students' employability skills and

capacity to communicate and associated with other individuals; 2) With functional

need proficiency in reading, writing, and math.

Independent Variable Dependent Variable

Over all Student’s

Figure 1. Schematic Diagram of the Study

Scope and Limitation of Study

industry preparedness it will be conducted to the third-year Bachelor of Science in

Hospitality Management student of Central Philippines State University Sipalay Campus.

meaningful relationships between variables.

frequency and percentage distribution to determine the demographic profile of the

respondents, to determine the level of employability skills of the respondents in terms of

significant difference on the extent of employability skills of the respondents the

significant association between respondents’ employability skills and extent of their

preparedness, the researchers will use ANOVA.

Significance of the Study

results would be beneficial to the following:

that hospitality students may encounter when entering the industry.

will benefit students' growth.

that should be prioritized.

undertaking similar studies. It also a primarily a person enrolled in a school or other

developing professions and achieving employment at desired field.

Operationally, it refers to the ability of the respondents to use a set of related

skills and knowledge to solve a variety of tasks in different contexts.

Functionality skills. Conceptually, it refers to those skills which enable an

Operationally, functional skills refer to the respondent’s capacity to carry out

everyday activities, such as communication, problem-solving, self-care, and social

Operationally, concentration skills relate to the capacity of the respondents to