Undergraduate Thesis

This study was conducted to know what are the interpersonal skills and behavioral competencies of Hotel and Restaurant Management (HRM) student practicumers and what are their strength and weaknesses such as their fears about the industry and what are the things that they will need to enhance and improve themselves. Statement of the Problem The study aim to determine the performance of Olivarez College HRM practicumers and the implication of their interpersonal skills and behavior towards their work ethics. Specifically, this study sought to answer the following questions: 1. What are the interpersonal skills and behavioral competencies presented by HRM students of Olivarez College in school year 2016-2017? 2. Is there significant difference in the interpersonal skills and behavioral competencies of the students according to year level? 3. Is there significant relationship between respondents interpersonal skills and their behavioral competencies? 4. What are the foreseen related concerns perceived by the respondents? 5. Based on the findings of the study, what career placement may apply for HRM graduates can be projected? Methodology The data was gathered through the use of descriptive evaluation method and gathered information through the use of survey questionnaire as an instrument. The researchers used the descriptive evaluation method and gathered information through the use of a survey questionnaire as an instrument, to give the respondents more time to provide their answers freely and independently. The researchers assured confidentiality of their survey sheets. Respondents were given time to respond and then the researchers collected the surveys the next day. There were no incentives offered for participating in the research. The data collected were tallied to determine the frequency and percentage of the responses. After the data was tallied, the researchers analyzed and interpreted the data gathered. Findings 1. The average weighted mean of second year students in interpersonal skills is 4.37. Fourth year students got 4.20. Both were interpreted as fair. In terms of behavioral competencies, both were interpreted fair with 4.48 and 4.40 average weighted mean for second year and fourth year, respectively. 2. As stated at the t-value of 2nd year and 4th year interpersonal skills table, there is no significant difference between the two year levels since null hypothesis was accepted with the p- value of 0.182872, not significant at p<.05 and as stated at the t-value on 2nd year and 4th year behavioral competencies table, there is no significant difference also between two year levels since null hypothesis is accepted with the p-value of 0.399975, not significant at p<.05. 3. There is no significant relationship between the 2nd year interpersonal skills and behavioral competencies with a coefficient of determination of 0.0108 interpreted as a weak negative correlation and there is no significant relationship also between the 4th year interpersonal skills and behavioral competencies with a coefficient of determination of 0.0002 interpreted as a weak positive correlation. 4. Respondents ranked shyness or the lack of self-confidence as their primary foreseen related concern, with a total of 8 respondents. Following closely is non-compliance of standard procedures, with 7 respondents. For not following given schedule and improvement of communication skills, both had 6 respondents to it. Last in ranking were guest complaint problems and lacking of exposure and training, with 4 respondents each. Conclusion 1. The interpersonal skills of both 2nd and 4th year students are interpreted as fair. The behavioral competencies of both 2nd and 4th year students are interpreted as also fair. 2. The t-value on 2nd and 4th year interpersonal skills table has no significant difference between the two year levels and the t- value on 2nd and 4th year behavioral competencies table has no significant difference also between the two year levels. 3. There is no significant relationship between the 2nd year interpersonal skills behavioral competencies, with a weak negative correlation and also there is no significant relationship between the 4th year interpersonal skills and behavioral competencies, with a weak positive correlation. 4. The foreseen related concerns of the respondents are shyness or lack of self-confidence, not following standard procedure, not adhering to given schedule, improvement of communication skills, guest complaint problems, and lack of exposure and training. Corrective actions must be undertaken to eliminate these negative traits in order for the students to succeed in the industry. Recommendations 1. The students should undergo additional training and seminars that will enhance their interpersonal skills and behavioral competencies. 2. The students need to practice building and boosting their self- confidence so they can become globally competitive. They must also know the significance of having good work ethics. 3. The students must understand the importance and benefits of attending seminars and trainings that can be useful on their future endeavors. 4. The student should encourage themselves and enhance understanding of an appreciation role of a employee in a organization.