Gen Ed 5: Purposive Communication
THE PRACTICAL IMPERATIVE: WHY BSHM PROGRAMS MUST PRIORITIZED
HANDS-ON TRAINING OVER TRADITIONAL LECTURES
TO ENHANCE OPTIMAL SKILL DEVELOPMENT
Group Members:
Ragas, Angel Ann
Rincudo, Mary Rose
Sabaldo, Ana Marie
Sainz, Roger Nickelson
Gen Ed 5 Instructor:
Jane M. Villareal, LPT
I. Introduction
At Bato Institute of Science and Technology (BIST) offers Bachelor of Science in
Hospitality Management (BSHM) programs to produce a skilled worker in the future. It is
always known that the hospitality industry that demands professionals that are not just
theoretically knowledgeable but also practically skilled to catch-up skill-oriented field for
strong practical competencies, adaptability, customer service excellence, and operational
efficiency. Hospitality management requires students not just purely lectures’ knowledge and
disciplines but most importantly a hands-on training to master real-world capabilities and
capacities like hotel operations, customer relations and services, practical problem-solving,
and communication skills to ensure that students receive adequate experiential learning
opportunities and enhance optimal skill development beyond traditional classroom instruction
and lectures (WTO, 2019).
Though, it cannot deny the fact that lectures remain important in providing
foundational theories and concepts, however too much dependence on traditional lecture-
based teaching and training may limit the students’ ability and capability to enhance optimal
skill development and industry-required competencies. Based on study, many graduates faced
difficulties and challenges in transitioning into a professional hospitality environment
because they lack sufficient practical exposure and confidence in performing operational
(Garcia et al., 2026). Prioritizing hands-on training in BSHM programs at BIST is essential
because it improves optimal skills and competencies, strengthens employability, enhances
student engagement, and better prepares graduates for the realities of the global hospitality
industry.
II. Counterargument
Educators may contradict the idea of implementing hands-on training as it may create
financial and logistical challenges and difficulties for schools and argue that traditional
lecture is more effective and essential as it provides the students with foundational and
theoretical knowledge, principles in management, and conceptual understanding necessary in
hospitality education and is also considered efficient for delivering large amounts of
information to many students within limited time and resources. Furthermore, it is also claim
that too much focus and prioritizing on practical activities and hands-on training may reduce
students’ an analytical thinking and academic strength.
While traditional lectures and theoretical training is important for students to acquire
basic and foundational knowledge to understand their work, however it cannot deny the fact
that hospitality education just like BSHM in BSIT cannot always rely and dependent
primarily on passive instruction. Students in BSHM program are preparing for a service-
oriented and industry level environment where practical competence, capabilities, optimal
skills development, and workplace adaptability are critical which can only be achieved
through extensive hands-on training. According to Kolb’s Experiential Learning Theory,
students learn more effectively when knowledge is acquired through direct experience,
reflection, and active participation. These suggest that while institutions rely on traditional
lectures, BSHM in BSIT must prioritize hands-on training that integrate theory with
experiential and practical learning to achieve balanced and effective hospitality education
rather than replacing the traditional way.
III. Main Point
In the context of hospitality education and wok setting students are required to perform
task cannot be attained though traditional lecture only and that hands-on training develops
essential hospitality skills more efficiently and effectively compared to traditional lectures.
Hands-on training allows students to apply knowledge from lectures into practical situations,
learn workplace professionalism, develop confidence in hospitality operation, and improve s
kills needed in hospitality management profession require repeated practical application and
real-world simulation to become more competent and adaptable in actual hospitality settings
(Garcia et al., 2026).Moreover, practical training improves employability and industry
readiness as these kind of industry values graduates who can quickly adapt to workplace
demands with minimal additional training. Employers prefer candidates with prior operational
exposure because practical experience reduces training costs and improves service quality.
According to studies on experiential learning in hospitality education, students who undergo
practical training demonstrate higher levels of career readiness, confidence, and employability
compared to students exposed mainly to lecture-focused learning (Brown et al., 2021). This
practical preparation increases graduates’ competitiveness in both local and international
hospitality industries.
Additionally, hands-on training enhances student engagement and knowledge retention.
Traditional lectures often lead to passive learning, where students primarily memorize
concepts without fully understanding their practical application. In contrast, hands-on training
promotes active participation, critical thinking, collaboration, and deeper comprehension.
According to educational theorist David Kolb that learning becomes more meaningful when
students actively experience and reflect on tasks rather than simply receiving information
passively. Also, hands-on learning integrates internships, simulations, laboratory work, and
experiential learning into their curricula to meet global workforce demands which essential in
applying job as employers now expect graduates to possess not only academic knowledge but
also operational proficiency and professional behavior. If BSHM in BSIT programs continue
prioritizing lectures over practical exposure, graduates may struggle to meet international
hospitality expectations. Prioritizing hands-on training ensures students acquire both
theoretical understanding and practical competence necessary for career success.
IV. Conclusion
The most practical imperative for Bachelor of Science in Hospitality Management
(BSHM) program in Bato Institute of Science and Technology is no other than hands-on
training to enhance optimal skill development as it connects the gap between theoretical
knowledge and industry demands, significantly enhancing student employability and self-
efficacy rather than traditional lectures and learning. Prioritizing practical training over
traditional lectures fosters critical technical skills, boosts confidence, and prepares students
for real-world challenges (Ramon et al., 2025). Hands-on Training must prioritize than
traditional lectures for various reasons and explanations. First, it bridges the skills gap such as
real-world simulations, trainings, and sessions, and particularly internships programs which
are essential for turning knowledge into the practical capabilities needed in the hospitality
industry that allows them to understand the “why” behind the task not just the “how”. Other
than that, hands-on and practical training student’s employability, capability, and confidence
in relations to their skills. Students who undergo extensive practical training show higher
confidence levels, better problem-solving abilities, and faster adaptation to workplace
settings. Also, hands-on experience allows students to master technical skills for industry-
relevant expertise.
V. References
Brown, E. A., Thomas, N. J., & Bosselman, R. H. (2021). Are they leaving or staying:
A qualitative analysis of turnover issues for Generation Y hospitality employees with
a hospitality education. International Journal of Hospitality Management, 46, 130–
137. [Link]
Garcia et al., 2026. THE EFFECTIVENESS OF HANDS-ON TRAINING FOR
HOSPITALITY MANAGEMENT AT BESTLINK COLLEGE OF THE
PHILIPPINES. (2026). Ascendens Asia Singapore – Bestlink College of the
Philippines Journal of Multidisciplinary
Research, 7(1). [Link]
15988
Ramon et al., 2025., ENHANCING HOSPITALITY MANAGEMENT STUDENT
SKILLS THROUGH HANDS-ON LEARNING: INTEGRATING PRACTICE-
BASED APPROACHES , Ascendens Asia Singapore – Bestlink College of the
Philippines Journal of Multidisciplinary Research: Vol. 7 No. 1 (2025): Vol. 7 No. 1
(2025): Ascendens Asia Singapore – Bestlink College of the Philippines Journal of
Multidisciplinary Research Abstracts
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and
development. Prentice Hall.
World Tourism Organization. (2019). Education guidelines for tourism and
hospitality management. [Link]