CHAPTER 1

BACKGROUND OF THE STUDY

Employability skills are sometimes called foundational skills. They are soft skills that allow

you to work well with others, apply knowledge to solve problems, and fit into any work

environment (Alison Doyle, July 26, 2017). Employability skills have various classifications

with more detailed skill sets. Employers require applicants to have these set of skills to be

considered for employment. So now, the employability skills in workplace are very significant.

That is why, aspiring employees-to-be should have the knowledge of what employability skill

they are best at to be able for them to enhance that skill and be prepared not just for employment

but for a better life as well.

In line with that, it is also very important for students especially those who are eager to

work after graduating from college, to know the best skill they have for it to be their best weapon

in work. Furthermore, students’ self-perceived level of preparedness in various employability

skills would enable them to identify competencies to be given priority.

A study by Rowe (1993) regarding hospitality education program planning indicated that

hospitality education programs are not meeting the demands of the industry. Lewis’ (1993) study

of hospitality management programs found that few changes had been made in the decade since

his earlier study on the subject. This finding was another clear indication that hospitality
education programs need continuing curriculum changes to meet the demands of the industry.

Due to fast paced changes in the hospitality industry, with great emphasis on employability skills

that interest employers, there is a need to determine the level of competence that HRM students

should possess before moving on to workplace.

Employability skills can be defined as the transferable skills needed by an individual to

make them ‘employable’. Along with good technical understanding and subject knowledge,

employers often outline a set of skills that they want from an employee. These skills are what

they believe will equip the employee to carry out their role to the best of their ability

(STEMNET Employability Skills guide).

According to Weimer, there are several ways for a student to know on what skill are they

best at. One of it is, students’ should incorporate to a variety of assessments. Moreover, to keep

pace with this time of quickening change, institutions are providing assessments to the students

for them to gain certain skills and qualities that will make them completely geared up to the real

demands of the world of work. Accordingly, in hospitality industry, it is safe to say that, On-the-

job trainings (OJT) are a really big help to the students in determining the specific skill they are

most competent at. Because during assessments such as On-the-job training, students’ are able

to hands on in different set of works given to them. When students’ receive positive feedback,

they will be motivated and acquire interest in learning more by asking their own questions and
seeking answers. Through it, students’ develop the skill, enhance it and owning it to be the best

skill he is most competent at and be well-equipped for work.

THEORETICAL FRAMEWORK

The theoretical framework for this study was the social cognitive development theories

(Bandura, 1986). According to Bandura’s social cognitive theory, people learn through observing

others’ behavior, attitudes, and outcomes of those behaviors. Most human behavior is learned

observationally through modeling. From observing others, one forms an idea of how new

behaviors are performed, and on later occasions, this coded information serves as a guide for

action. Social cognitive theory posits that learning most likely occurs if there is close

identification between the observer and the model and if the observer also has a good deal of

self-efficacy. Self-efficacy is the extent to which the individual believes that they can master a

particular skill. Self-efficacy beliefs function as an important set of proximal determinants of

human motivation, affect, and action – which operate on action through motivational cognitive

and effective intervening process.

Bearing that theory in mind, it can be asserted that individuals with high self-efficacy are

more likely to believe they can master challenging problems and they can recover quickly from

setbacks and disappointments while individuals with low self-efficacy tend to be less confident

and don’t believe they can perform well, which leads them to avoid challenging tasks. But

according to Bandura, self-efficacy can be developed or increased by:

 Mastery experience, which is a process that helps an individual achieve simple tasks that

lead to more complex objectives.

  Social modeling provides an identifiable model that shows the process that accomplish a

behavior.

 Improving physical and emotional states refers to ensuring a person is rested and

relaxed prior to attempting a new behavior. The less relaxed, the less patient, the more

likely they won’t attain the goal behavior.

 Verbal persuasion is providing encouragement for a person to complete a task or

achieve a certain behavior.

In line with this theory, it could be said that on one hand, the presence of the teachers who

are our great motivators at school is highly needed. Through their motivations, students can

become more effortful, active and better learners. It is the duty of the teacher to allow the

students to perceive in their efficacy by providing feedback to understand their level of

proficiency. Moreover, students could be very competent in performing some employability

skills if they are tested or evaluated on those skills, if their grades are affected by those skills,

and/or if they are intrinsically motivated to master those skills for future use.

If knowledge and competencies could be acquired solely by direct experience, human

development would be severely retarded, not to mention exceedingly tedious and hazardous

human beings have evolve an advanced capacity for observational learning that enables them to

develop their knowledge and skills from information conveyed by modeling influences (Bandura

1986; Rosenthal and Zimmerman, 1978). It is important to note that learning can occur without a

change in behavior. People can learn through observation alone, their learning may not be shown

in their performance. However, those who have strong belief in their capabilities redouble their
efforts and try to figure out better ways to master their skills. They remain resilient to the

demoralizing effects of adversity.

SIGNIFICANCE OF THE STUDY

The purpose of this research study was to know how competent the students’ are on

common employability skills in hospitality industry. Through the data collected, we are able to

identify the significance of this study to the following:

Institutions – through this study, institutions will be more concerned about the development of

their students as a person as well as their knowledge, attributes and skills that will help them to

be well-equipped for work and also this study will help them rethink of upgrading their

assessment programs.

Future employees – with this study they will be able to know the different employability skills

employers are looking for. They’ll be able to enhance their skills and be a better and valuable

employee someday.

Students – this study will help students gain more information about the common employability

skills so that they will be well-equipped from the demands of the real world of work.

Future Researchers – can use this study as a guide or reference for their related future studies.