COMPETENCY SKILLS OF HOSPITALITY STUDENTS AND PERFORMANCE

RATING

Mica Alynna B. De Leon

Bataan Peninsula State University

mabdeleon@[Link]

Abstract

The title of the study is Competency Skills of Hospitality Students and Performance

Rating. This study used the quantitative research design, the main tool for data gathering is a

survey questionnaire given to at least 30 respondents selected randomly across all sections of the

Hospitality Management students who were enrolled during the First Semester of AY 2022-

2023. To establish the profile of the respondents in terms of age, sex, civil status, and socio-

economic status frequency and the percentage, mean and standard deviation were used. To

establish the person’s Collaboration skills, Customer service skills, Networking skills, Multi

tasking skills, Cultural awareness, Technical skills, and Attitude towards studies. Significant

finding of the study showed that mental health and physical health of the students has no effect

on students’ academic performance. Also, there is no significant difference in the physical and

mental health of the students when they are grouped accordingly using their profile.
Introduction

A Competency is a combination of skills, knowledge, abilities, and behaviors that enables

a student to perform the responsibilities in an efficient manner. A student's performance and

academic success are both characterized by the level of competency.

A skill is the capacity to carry out an action to achieve a specific outcome. Every student

uses a different set of abilities throughout the course of the day. Any student's development

requires the development of their skills and competencies. Without specific academic skills,

students cannot portray their competencies. A student must develop the abilities and

competencies in order to advance in their profession.

An individual's attitudes and behaviors are referred to as their competencies. It is

intended to improve skills, knowledge, and attitude and by nature, forecasts performances based

on a particular standard. The impact of competency is intangible a guest experience far more

than the product they purchase (Bharwani & Jauhari, 2017).

Researchers have emphasized the importance of the ability to identify skills, knowledge

factors, and competencies required by hospitality students as they attempt to ensure their firm's

competitiveness and success in today's fast-changing business environment (Chung-Herrera et

al., 2003, Kay and Moncarz, 2004). Earlier studies have added new competencies to the list of

the recognized competencies required for a successful career in the hospitality industry while

other studies have demonstrated that the priorities of the skills and competencies have changed

over the years (i.e., Brownell, 2004, Chung-Herrera et al., 2003, Gilbert and Guerrier, 1997, Kay

and Russette, 2000, Perdue et al., 2001).

 The general problem of the study is to establish the effect of Hospitality skills,

knowledge, and attitude on their average grade. It aims to predict which of the competencies of

Hospitality students will directly predict their performance rating.

Literature Review

Hospitality education itself was born out of a need to supply the hospitality industry with

competent managers and is often driven by industry standards (Nelson and Dopson, 2001).

According to a study by Nelson and Dobson, the main determinants of success in the hospitality

education are the quality of graduates and retention of those graduates in industry. Most

undergraduate hospitality programs are specialized rather than general. Curricular issues have

been widely discussed and debated in the hospitality education literature, primarily because of

the relative newness of the field of study in comparison with other fields, and because of the

continual reconstruction of curricula to satisfy institutional and industry needs (Nelson and

Dobson, 2001). According to Riegel (1991), that hospitality education basically consists of three

key elements substantive knowledge, skills and values. He explains that the substantive

knowledge component is essential for the practice of the profession, the skill component

provides the ability to apply ++knowledge to practice, and the values component fosters career

values necessary for success (Riegel, 1991).

Method of Research

This study used the quantitative methods of research. A quantitative method of research

as revised by Bhandary, 2022 is the process of collecting and analyzing data. It can be used to

find patterns and average, make predictions, test causal relationships and generalize results to

wider populations. In this study it particularly sought to establish relationship between the
dependent and independent variable. The locale of the study was conducted at Bataan Peninsula

State University, target respondents were the students who were enrolled from the First Semester

and Second Semester of AY 2021-2022. These were the Fourth-Year students from BSHM

Program. This research aimed to establish which of the profile and competencies can be used to

predict success in the academic performance of BSHM Students. The HM students who served

as the respondents were selected using stratified random sampling.

The main instrument for data gathering was the survey instrument consisting of 3 parts.

The profile of the respondents focusing on sex, civil status and socio-economic status. The

second part measured the competencies of the HM students on collaboration skills; customer

service skills; networking skills; multi-tasking skills; cultural awareness; technical skills; and

attitude towards studies. The third part assessed the academic performance of the students during

the First Semester and Second Semester of AY 2021-2022. The grades were the computed

average grade in their General Education Courses and the Major Courses.

To describe the profile of the respondent’s frequency count, percentage, mean and

standard deviation were used. For their competency skills and academic performance mean and

standard deviation was used. To establish existing relationship between profile and competency

skills, as well as competency skills and academic performance Pearson’s product moment of

correlation was used. To establish existing differences in the competency skill of BSHM students

when sex is taken into consideration Analysis of Variance (ANOVA) will be used. All the null

hypotheses were tested at 0.05 level of significance.

Result and Discussion

Table 1. Profile of Respondents

Profile Frequency (F) Percentage (P)

SEX
Male 6 20%
Female 24 80%
Total 30 100%
Mean 0.80 Std. 0.41 Female

CIVIL STATUS
Single 30 100%
Married 0 0
Widower 0 0
Total 30 100%
Mean 0.00 Std. 0.00 Single

SOCIO ECONOMIC STATUS

5,000-9,999 14 46.7%
10,000-14,999 5 16.7%
15,000-19,999 6 20%
20,000-24,999 5 16.7%
Total 30 100%
Mean 1.07 Std. 1.17 (5,000-9,999)

Table 1 displays the profile of the respondents in terms of sex, civil status and socio-

economic status. The result of the study shows that 80% are female and the remaining 20% are

male. The mean computation of 0.80 indicates that they are female with standard deviation of .41

significant finding of the study indicates that the hotel management program was dominated by

females. The higher education authorities may consider revising the curricular program offerings

to attract more male students.

In terms of civil status, 100% are single. The computed mean of 0.0 indicates that the

hospitality students are all single with a standard deviation of 0.0. The result of the study is good

because, at this age, students should be studying and not making a family.
 The 46.7% of the students are earning 5,000-9,999php, 16.7% of the students have

monthly earnings of 10,000-14,999php, 20% of the students are earning 15,000-19,999, and

316.7% of the students have monthly income of 5,000-9,999php. The average monthly income

of the students is 5,000-9,999php as noted by the computed mean of 1.07 and standard deviation

of 1.17 Results of the study magnify that the students belong to the lower social class.

Table 2. Competency Skills of HM Students in terms of Collaboration Skills

Collaboration Skills Mean Descriptive Std.

equivalent Deviation
1. The ability to communicate in clear and efficient 4.67 Very Satisfactory 0.71
way relevant thoughts, ideas, and key information
2. Taking responsibility for their own work, and can 4.50 Very Satisfactory 0.78
work together towards a common goal
3. Practicing honesty and transparency at work. 4.60 Very Satisfactory 0.62
4. Actively listen and focus intently on one person 4.57 Very Satisfactory 0.57
as they share ideas, thoughts and feelings.
5. Take time to listen and understand how others 4.53 Very Satisfactory 0.68
think and work can help you to communicate
with them in right ways.
Composite Mean 4.57 Very Satisfactory 0.67

Table 2 indicates that in terms of collaboration skills of the students were described to be

very satisfactory as posted by the computed mean of 4.57 and standard deviation of .67. The

lowest mean rating of 4.53 was on demonstrating they take time to listen and understand how

others think with a standard deviation of 0.68. Also, they are described to be very satisfactory in

collaboration with the highest computed mean of 4.67 and a standard deviation of 0.71. Based on

Dillenbourge et al. (n.d) collaboration is sometimes distinguished from cooperative learning that

is typically accomplished through the division of labor, with each person responsible for some

portion of the problem solving.

Table 3. Competency Skills of HM Students in terms of Customer Service Skills

Customer Service Skills Mean Descriptive Std.

equivalent Deviation
6. Truly understand and comprehend what the 4.60 Very Satisfactory 0.62
customer is saying.
7. Attentive to all the details the customer is 4.53 Very Satisfactory 0.70
sharing.
8. Demonstrating self-control and to stay calm and 4.53 Very Satisfactory 0.94
challenging service scenarios.
9. Showing concern, caring, and understanding of 4.53 Very Satisfactory 0.68
others emotions.
10. Ability to use positive language. 4.53 Very Satisfactory 0.94
Composite Mean 4.54 Very Satisfactory 0.78

Table 3 presents that in terms of customer service skills of the students were described to

be very satisfactory as posted by the computed mean of 4.54 and standard deviation of 0.78. The

lowest mean rating of 4.53 was on demonstrating concern to others with a standard deviation of

0.68. Also, they are described to be very satisfactory in giving customers service with the highest

computed mean of 4.60 and a standard deviation of 0.94.

According to Akroush (2010) good customer services integrated to customer satisfaction

and that leads into customer’s loyalty. In the upcoming decade, providing excellent customer

service seems to be a requirement for the success and survival of service businesses. To achieve

customer satisfaction and loyalty in today's ruthless business environment, an organization's

workers need exhibit high-quality customer service competencies and skills at the individual

level.

Table 4. Competency Skills of HM Students in terms of Networking Skills

 Networking Skills Mean Descriptive Std.
equivalent Deviation
11. Ability to get along and understand other people. 4.53 Very Satisfactory 0.73

12. Able to bring smile on the faces of other people. 4.53 Very Satisfactory 0.73
13. Kind, helpful and affectionate to other people. 4.50 Very Satisfactory 0.68
14. Is not discourage by any failures. 4.63 Very Satisfactory 0.67
15. Makes people to approach you and build 4.43 Very Satisfactory 0.86
constructive relations.
Composite Mean 4.52 Very Satisfactory 0.73

Table 4 shows that in terms of networking skills of the students were described to be very

satisfactory as posted by the computed mean of 4.52 and standard deviation of 0.73. The lowest

mean rating of 4.43 was on making people approach them and build constructive relations with a

standard deviation of 0.86. Also, they are described to be very satisfactory in making relations

with other people with the highest computed mean of 4.63 and a standard deviation of 0.67.

Based on Almonkari [Link] (2015) communication is inseparable and fundamental element

in networking skills. Social skills are required for effective networking such as the ability to

make contacts in multicultural settings, ability to converse with others, understanding of others'

points of view, and listening skills.

Table 5. Competency Skills of HM Students in terms of Multi-tasking Skills

Multi-tasking Skills Mean Descriptive Std.

equivalent Deviation
16. Set realistic goals. 4.63 Very Satisfactory 0.76
17. Give enough time to reach your goals. 4.53 Very Satisfactory 0.57
18. Maintain a write to do list. 4.50 Very Satisfactory 0.78
19. Prioritize your tasks. 4.40 Very Satisfactory 0.67
20. Work at steady space. 4.53 Very Satisfactory 0.51
Composite Mean 4.58 Very Satisfactory 0.66
 Table 5 illustrates that in terms of multi-tasking skills of the students were described to

be very satisfactory as posted by the computed mean of 4.58 and standard deviation of 0.66. The

lowest mean rating of 4.40 was prioritizing their tasks with a standard deviation of 0.67. Also,

they are described to be very satisfactory in multi-tasking with the highest computed mean of

4.63 and a standard deviation of 0.76.

According to Yale School of Management (2019) many people take pride in their ability

to multitask, which implies mental agility and exceptional productivity. People, on the other

hand, enjoy multitasking, and they like to think of themselves as multitaskers because of the

connotation. The perception that we are multitasking helps us engage with the work we are

doing, and as a result, we perform it with greater focus.

Table 6. Competency Skills of HM Students in terms of Cultural Awareness

Cultural Awareness Mean Descriptive Std.

equivalent Deviation
21. Ready to accept cultural differences. 4.47 Very Satisfactory 0.86
22. Knowledgeable in the culture, traditions and 4.40 Very Satisfactory 0.72
practices of other people.
23. Necessity to understand your own culture so as to 4.47 Very Satisfactory 0.68
understand others.
24. Cultural awareness helps you to understand 4.43 Very Satisfactory 0.77
yourself better
25. Improve cognitive flexibility, problem-solving 4.53 Very Satisfactory 0.68
ability and decision making.
Composite Mean 4.46 Very Satisfactory 0.74

Table 6 shows that in terms of cultural awareness, the students were described to be very

satisfactory as posted by the computed mean of 4.46 and standard deviation of 0.74. The lowest

mean rating of 4.40 as very satisfactory as they are knowledgeable enough about the culture,

traditions, and practices of other people with a standard deviation of 0.72. Also, they are
described to be very satisfactory in cultural awareness with the highest computed mean of 4.63

and a standard deviation of 0.76.

Based on Lamm (2016) individuals develop their values based on their own culture, life

experiences, and the people around them. They must define the values that will guide their

personal decisions. When working and making decisions, a person's perceptions and biases

toward other cultures can cause problems. In a variety of situations, make decisions that no one

will affect or insult their culture and beliefs.

Table 7. Competency Skills of HM Students in terms of Technical Skills

Technical Skills Mean Descriptive Std.

equivalent Deviation
26. Identify the needs and wants of the target 4.53 Very Satisfactory 0.73
markets.
27. Provides quality services. 4.53 Very Satisfactory 0.73
28. Deliver the desired satisfaction services 4.43 Very Satisfactory 0.77
effectively and efficiently.
29. Enrich destinations which are less frequently 4.60 Very Satisfactory 0.56
visited.
30. Develop places for different amenities and 4.60 Very Satisfactory 0.72
facilities.
Composite Mean 4.54 Very Satisfactory 0.70

Table 7 displays that in terms of technical skills of the students were described to be very

satisfactory as posted by the computed mean of 4.54 and standard deviation of 0.70. The lowest

mean rating of 4.43 as very satisfactory in delivering desired satisfaction with a standard

deviation of 0.77. Also, they are described to be very satisfactory in technical skills with the

highest computed mean of 4.60 and a standard deviation of 0.72.

The skills that students can develop from in-depth study and consistent application of

learned knowledge are technical know-how. It also refers to the ability and knowledge a person
possesses to carry out specific tasks or abilities. Technical abilities, usually referred to as hard

talents, are seen as practical rather than theoretical.

Table 8. Competency Skills of HM Students in terms of Attitudes

Attitudes Mean Descriptive Std.

equivalent Deviation
31. Willingness to conduct voluntary services for the 4.50 Very Satisfactory 0.68
community.
32. Love for work. 4.53 Very Satisfactory 0.82
33. Self-fulfillment when meeting other people. 4.50 Very Satisfactory 0.78
34. Increase morale for a recognized achievement. 4.40 Very Satisfactory 0.86
35. Encourage to work harder even face in the most 4.47 Very Satisfactory 0.90
difficult situation.
Composite Mean 4.48 Very Satisfactory 0.81

Table 8 shows that in terms of attitudes of the students were described to be very

satisfactory as posted by the computed mean of 4.48 and standard deviation of 0.81. The lowest

mean rating of 4.40 as very satisfactory in increasing their morale for a recognized achievement

with a standard deviation of 0.86. Also, they are described to be very satisfactory in attitudes

with the highest computed mean of 4.53 and a standard deviation of 0.82.

According to European University Foundation (n.d), when it comes to people, places,

things, or events, attitudes can be either positive or negative. A person's attitudes are their

personal judgments. The capacity to choose, preserve, or modify one's best attitudes for the

moment is referred to as "attitudinal competence." A person's attitude toward a circumstance

might be seen as a factor in how they behave in that situation.

Table 9. Academic Performance based on GEC and Professional Education of HM Students in

First and second semester A.Y. 2021-2022.

 Academic Performance A.Y. 2021-2022 A.Y. 2021-2022
1st Sem Descriptive 2nd Sem Descriptive
GEC 94.30 Very Good 93.20 Very Good
Professional Education 94.20 Very Good 93.20 Very Good

The academic performance of HM students based on their GEC on the first and second semester of the

academic year 2021-2022 were described as Very Good with the average of 94.30 and 93.20. As well as their

Professional Education in the first and second semester of academic 2021-2022 were also described as Very Good.

A crucial component of education is student academic success (Rono, 2013). It is regarded as the hub

around which the entire system of education revolves. According to Narad and Abdullah (2016), the academic

success or failure of any academic institution is determined by the performance of the students.

Table 10. Significant relationship of Sex on Competencies of HM Students.

Competencies R Descriptive Significance Decision

Collaboration Skills 0.154 Very small 0.417 Reject Ho
correlation
Customer Service 0.393 Moderately small 0.032 Reject Ho
Skills correlation
Networking Skills 0.128 Very small 0.500 Accept Ho
correlation
Multi-tasking Skills 0.265 Moderately small 0.156 Reject Ho
correlation
Cultural Awareness 0.182 Very small 0.336 Reject Ho
correlation
Technical Skills 0.355 Moderately small 0.054 Reject Ho
correlation
Attitudes 0.232 Very small 0.216 Reject Ho
correlation

Table 10 shows the significant effect of sex on competencies of HM students. Sex has

significant effect in networking skills of HM students.

Table 11. Significant relationship of Civil Status on Competencies of HM Students.

Competencies R Descriptive Significance Decision

Collaboration Skills
 Customer Service
Skills
Networking Skills
Multi-tasking Skills
Cultural Awareness
Technical Skills
Attitudes

Table 12. Significant relationship of Socio-Economic Status on Competencies of HM Students.

Competencies R Descriptive Significance Decision

Collaboration Skills 0.40 Moderately small 0.834 Accept Ho
correlation
Customer Service 0.072 Very small 0.707 Accept Ho
Skills correlation
Networking Skills 0.096 Very small 0.615 Accept Ho
correlation
Multi-tasking Skills 0.065 Very small 0.733 Accept Ho
correlation
Cultural Awareness -0.034 Very small 0.859 Accept Ho
correlation
Technical Skills -0.110 Very small 0.561 Accept Ho
correlation
Attitudes 0.041 Very small 0.828 Accept Ho
correlation

LITERATURE CITED

Bhandari, P. (2020) An Introduction to Quantitative Research

[Link]

Bharwani, S., & Jauhari, V. (2017). An exploratory study of competencies: required to cocreate
memorable customer experiences in the hospitality industry. In Hospitality Marketing and
Consumer Behavior (pp. 159-185). Apple Academic Press. Retrieved on November 6, 2019 from
https
://[Link]/2QXWOSA

C. Kay et al. Hospitality-management competencies: Identifying manager's success

Cornell Hotel and Restaurant Administration Quarterly (2000)

Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (n.d). The evolution of research on
collaborative learning. In E. Spada & P. Reiman (Eds.), Learning in humans and machine:
Towards an interdisciplinary learning science (pp. 189-211). Oxford: Elsevier.

Abaidoo A. (2018) Factors contributing to academic performance of students in a Junior High

School. Retrieved from [Link]
Akroush M.N et al. (2010) Retrieved from
[Link]
ustomer_service_skills_scale_an_investigation_of_Jordanian_customers

Almonkari et al. (2015). Retrieved from [Link]

European University Foundation (n.d) Definition and structure of “competence” (knowledge +

skills + attitudes) retrieved from [Link]

Lamm et al. (2016). Identifying Student Cultural Awareness and Perceptions of

Different Cultures Retrieved from [Link]

The Illusion of Multitasking Improves Performance on Simple Tasks (2019). Retrieved from
[Link]
simple-tasks

The title of the study is the Competency Skills of Hospitality Students and Performance Rating.
This study used the quantitative research design, the main tool for data gathering is a survey
questionnaire given to at least 30 respondents selected randomly across all sections of the
Hospitality Management students who were enrolled during the First Semester of AY 2022-
2023.
To establish the profile of the respondents in terms of age, sex, civil status, and socio
economic status frequency and the percentage, mean and standard deviation was used. To
establish the person’s Collaboration skills, Customer service skills, Net working skills, Multi
tasking skills, Cultural awareness, Technical skills, and Attitude towards studies.

Significant finding of the study

showed that mental health and physical health of the students has no effect on
students’ academic performance. Also, there is no significant difference in the
physical and mental health of the students when they are grouped accordingly using
their profile.