INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 10, ISSUE 09, SEPTEMBER 2021 ISSN 2277-8616

Work Readiness Of Technical Vocational

Abstract: The level of readiness and competence of the TVL-Home Economics Graduates are measured practical execution of skills and knowledge in
their workplaces which reflects the effectivity of the K-12 program to equipping the mind and skills of the learners. The K-12 starts in the Philippines in
the Academic Year 2016-2017, in this connection, graduates from the strand of TVL-Home Economics are expected to respond with the conceptual and
practical learnings they have grasped in their Senior High School Days. Hence, this study seeks to realize the extent level of employment readiness of
TVL-HE graduates as perceived by the graduates along communication skills, conceptual sills, numeracy skills, and maturity to handle a job. Another, it
seeks to know the significant difference between the level of employment readiness of TVL – HE graduates and the level of competence of TVL
employed graduates in the foodservice industry. The researcher used the average weighted mean to find out the extent of readiness of the employed
respondents. Survey questionnaire is used for employed TVL-graduates which is focused on the competence of the respondents in the food service
industry using communication skills, conceptual skills, numeracy skills, and maturity to handle a job. Analysis of Variance (ANOVA) and Pearson were
used to determine the significant difference of the level of employment readiness and competence of the TVL-HE graduates. The study revealed that the
TVL-HE graduates have expressed very high readiness and high competence in the workplace which implies that they are equipped to an industry which
is related to the strand they took. The significant difference between the level of TVL-HE graduates‘ readiness is not significant and competence is
significant. Thus, the respondents‘ competence is a factor to their TVL-HE program and to the foodservice industry.

Index Terms: Communication Skills, Conceptual Skills, Conceptual Learnings, Food Industry, Maturity, Numeracy Skills, Practical Execution
——————————  ——————————

1 INTRODUCTION
EDUCATIONAL Institutions (EI) are fundamental in providing Employment is one of the exit points from the Senior High
instructions, skills, and values to their pupils. It's a place where School program, particularly in the Technical-Vocational-
students may learn how to be more responsible, prepared, Livelihood Track. According to a survey conducted by the
creative, and productive in their future professions or jobs. It online employment portal Jostreet.com Philippines, companies
takes time to prepare a student to be a competitive applicant. are willing to hire K to 12 graduates. Only 24% of employers in
For optimal employability and marketability, he or she must the country expressed voluntarism to have K to 12 graduates
complete a high level of education and related training. in manufacturing, professional services, retail, machinery and
Different learning activities are used in educational institutions equipment, and business process outsourcing (BPO).
to preservice teachers gain knowledge, skills, and values. Meanwhile, 35% of employers who participated in the said
institutions in order to prepare students for college and work. survey expressed that they are not yet ready to hire K to 12
For example, Taiwan has three years of either superior completers, while 41% are still in the process of evaluating it
community college or middle-high school; Indonesia likewise with no definite timeline. In the Senior High School program,
has three years of Upper Secondary Education (Senior High), one of its exit points is employment, especially in the
the first of which is primarily generalist. The last two are either Technical-Vocational-Livelihood Track. As the survey made by
for a general academic or vocational stream (Choi and Joung, the online job portal Jostreet.com Philippines regarding the
2017). There are two divisions of High Schools in South Korea willingness of employers in hiring K to 12 graduates. Only 24%
in which is general/academic and vocational curriculum of employers in the country expressed voluntarism to have K
wherein students graduating from Middle School can opt to to 12 graduates in manufacturing, professional services, retail,
enroll (WENR, 2018). The Philippines is still a novice when it machinery and equipment, and business process outsourcing
comes to administering the Senior High program, which began (BPO). Meanwhile, 35% of employers who participated in the
enrolling students for Grade 11 in the 2016-2017 school year. said survey expressed that they are not yet ready to hire K to
One of the difficulties that recent Senior High School 12 completers, while 41% are still in the process of evaluating
graduates face is a shortage of work possibilities. According to it with no definite timeline.
the Philippine Statistics Authority, employment was 94.6
percent in July 2019 and 94.6 percent in July 2018. In July 2 THEORETICAL AND CONCEPTUAL
2019, the labor force participation rate (LFPR) was 62.1
percent, based on a population of 73.1 million people aged 15 FRAMEWORK
and up. In July 2018, the LFPR was 60.1 percent. The Educational instructions have a significant influence on
workforce is made up of working and jobless people aged 15 students' learning. Learning activities required students to
and up (Philippine Statistics Authority, 2019). acquire knowledge, skills, abilities, and behavior in order to
compete in the demanding requirements of various business
sectors. The development of learning activities in the school
and the improvement of the curriculum in the Department of
————————————————
 Mark Paul V. De Guzman is currently teaching in DepEd Palina East
Education will help acquire this need, which focuses on
National High School, Philippines, +63-99999999. E-mail: preparing students for employment after they have graduated
markpaul.deguzman@deped.gov.ph from Senior High School (Lee and Ravinchandran, 2019).
 Elisa C. Cristobal is a professor in Urdaneta City University, Deming Model of Quality Management, or Deming‘s 14 Points
Urdaneta, Pangasinan, Philippines, +639171152578. Email: on Quality Management, is a core concept on implementing
eccristobal112169@gmail.com total quality management (TQM) by W. Edwards Deming. It is
a set of management practices that helps companies increase
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 INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 10, ISSUE 09, SEPTEMBER 2021 ISSN 2277-8616

their quality and productivity. There are two sets of graduates in the foodservice industry and communication
management practices that will help an organization to skills, conceptual skills, numeracy, and maturity to handle a
achieve a total quality output: 1.) institute or creation of job. To answer problem number 2, the researchers used the
training; and 2.) encourage education and self-improvement to average weighted mean below to the extent of readiness of
everyone. Training and education are necessary for achieving the employed respondents. Analysis of Variance (ANOVA) and
success in different careers and professions. With these two Pearson were used to determine the significant difference of
practices, an individual could develop and adopt new the variables in the study
competencies needed by the business sectors. The
researcher conceptualized the employment readiness of 4 RESULTS AND DISCUSSIONS
Technical Vocational Home Economics graduates in the
foodservice industry along with five areas, namely: 4.1 The Level of Readiness and Competency of the TVL-
communication skills, conceptual skills, numeracy skills, social HE Graduates in Communication Skills
skills, and maturity to handle a job. Figure 1 showed the The employment readiness and level of competence of the
conceptual framework of the study and presumed the different respondents in the job is measured through 13 indicators in
variables that interacted with each other to produce expected which the curriculum had helped the graduates in developing
outcomes. their abilities. These are effective communication strategies
through Listening and Speaking skills in various situations;
Independent Variable Dependent Variable Strategies to avoid communication breakdown; Sensitive
manners regarding the sociocultural communication situation
Five competencies of Employment Readiness focusing on culture, gender, age, social status, and religion;
TVL-HE graduates: of Technical Vocational gives good presentations and speaks well in front of an
1.Communication Livelihood – Home audience; reading and writing skills as applied to business
skills; Economics graduates in communication; different techniques in selecting and
2. Conceptual skills; the foodservice organizing information.; Engaging in an appropriate
3. Numeracy skills; industry. conversations; Communicate thoughts, feelings to justify
4. Social Skills; and decisions or support position; respond appropriately to a given
task or work; Formulates evaluative statements about a text
5. Maturity to Handle
read; Determines textual evidence to validate assertions and
a Job
counterclaims made about a text read; Identifies the unique
features and requirements in composing texts that are useful
Figure 1: Paradigm of TVL-HE Graduates Readiness in across disciplines; and Identifies the unique features and
Food Service Industry requirements in composing professional correspondence.
Each table summarizes the results by highlighting the top
The Independent Variable (IV) in this study comprised a profile three and bottom two indicators of respondents' readiness and
of respondents such as age, civil status, monthly income, job competence in communication skills.
position, the specialized subject is taken, and TESDA
Certification of the respondents. The extent of employment TABLE 1
readiness of TVL -HE graduates and the level of competence Communication Skills Readiness of the TVL-HE
of employed TVL-HE graduates in the Food Service Industry Graduates
are also determined. The Dependent Variable (DV) is the
measured response. In this study, the employment readiness Indicators Readiness
of Technical Vocational Home Economics graduates in the The curriculum helps graduate to develop their WM DE
foodservice industry. Expected outputs were affected by the ability/competence:
relationship between the independent and dependent Identifies the unique features and requirements in 4.81 VHR
variables. As such, there is a need for recommendations to composing texts that are useful across disciplines
Respond appropriately to a given task or work. 4.62 VHR
improve the learning activities in the senior high school
Gives good presentations and speaks well in front 4.59 VHR
program that will help them in their readiness for employment. of an audience.
Engaging in an appropriate conversations. 4.11 HR
3 METHODOLOGY Different techniques in selecting and organizing 4 HR
The researcher used a descriptive quantitative method of information
research. Descriptive study is valuable in providing facts AVERAGE WEIGHTED MEAN 4.36 HR
where scientific judgments may be based. It involves collecting
data concerning the problems of the subject of the study. As The readiness garnered the average weighted mean of 4.36,
for the number of respondents involved, the researcher used a which describes as highly ready. Most of the respondents
non - probability sampling or purposive sampling. Thus, the identified the curriculum as unique in features, requirements in
respondents in this study were the 27 employed senior high composing texts that are useful across disciplines in
school graduates under the track of Technical Vocational developing their ability, which garnered a weighted mean of
Livelihood – Home Economic strand and the 4.81, which describes them as very highly ready, on the other
managers/owners of the foodservice entities. The survey hand. Moreover, ―very highly ready‖ was given to indicator
questionnaire for employed TVL – HE graduates were nine with a rate of 4.62, which states the curriculum responded
composed of the extent of employment readiness of TVL – HE appropriately to a given task or work in their field, contrary to
graduates. The survey questionnaire for the foodservice indicator four ―gives good presentations and speaks well in
industry focused on the competence of the employed front of an audience‖, which shows that the curriculum
provides good presentations and speak well in front of an
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audience that garnered 4.59 weighted mean described as very 4.2 The Level of Readiness and Competency of the TVL-
highly ready. According to Ko and Lu (2020) and Choi and HE Graduates in Conceptual Skills
Joug (2017), administrators communicate with and through There were 11 indicators under conceptual skills, which state
other people. This sentence implies that a person‘s that the curriculum helped the graduates develop their skills.
communication skills affect both personal and organizational The indicators were Analyze problems effectively; Make
effectiveness. However, Lin and Hsu (2017) said that one of creative and efficient solutions to problems; Demonstrates
the most inhibiting forces to organizational effectiveness is a better judgment in handling routine problems; Introduce new
lack of effective communication. Leoung and Xiao (2019) also concepts and techniques at different levels depending on the
agreed a good communication skill is a fragile consideration to situation or problem; Deal with the consequences of my
one‘s success as an administrator. This data state that most of actions; Use guide and codes to facilitate my decisions and
them were conscious of their communication skill, just like the works; Be well informed of what‘s going on in my environment;
indicator three, which said the sensitive manners regarding Perform my responsibilities amidst the inadequacy of
socio-cultural communication. Moreover, the curriculum information about the function; Always be confident and well
showed effective communication in various strategies: prepared to do my task; Do a task that is more than expected.
listening, speaking, reading, and writing among the (multitasking); and Conduct actions based on policies and
respondents, especially in selecting and organizing information guidelines. Summarizing the results, each table highlights the
in justifying and supporting decisions and positions. Therefore, 3 top and the 2 least indicators of the respondents‘ readiness
effective communication is essential to the endeavors of and competence in conceptual skills.
anyone in the organization or company.
TABLE 3
TABLE 2 Conceptual Skills Readiness of the TVL-HE Graduates
Communication Skills Competencies of the TVL-HE Indicators Readiness
Graduates The curriculum helps graduate to develop their WM DE
Indicators Competencies ability/competence:
The curriculum helps graduate to develop their WM DE Use guide and codes to facilitate my decisions 4.89 VHR
ability/competence: and works.
Communicate thoughts, feelings to justify 4.54 HVC Perform my responsibilities amidst the inadequacy 4.74 VHR
decisions or support position of information about the function.
Respond appropriately to a given task or work. 4.46 HC Deal with the consequences of my actions. 4.70 VHR
Identifies the unique features and requirements in 4.31 HC Demonstrates better judgment in handling routine 4.26 HR
composing professional correspondence. problems.
Engaging in an appropriate conversations. 3.92 HC Conduct actions based on policies and guidelines. 4.26 HR
Gives good presentations and speaks well in front 4 HC AVERAGE WEIGHTED MEAN 4.51 VHR
of an audience.
AVERAGE WEIGHTED MEAN 4.17 HC The average weighted mean for readiness present in this table
is 4.51, which describes as very highly ready. It is impactful to
Table 2 presents that the competences gained 4.17, which is note that most of the choices garnered ―very highly ready‖ in
highly competent. Garnering the highest weighted mean this area. The indicators that have ―very highly ready‖ remarks
among the indicators, which has 4.54 with a very highly were ―Analyze problems effectively‖ in guiding and coding to
competent descriptive equivalent. This result states that the facilitate their decisions and works (4.89); performing their
graduates can communicate their thoughts, feelings and even responsibilities amidst their inadequacy of information about
justifying their decisions to support the employer or the the function (4.74); and dealing with the consequences of their
business. They also show the manner of responsiveness in actions (4. 70). According to Quinn and Hollywood (2019), the
the workplace when there are given task to them as it gained a need for studies in group dynamics, conflict management, and
4.46 mean and described as ―highly competent‖. According to political processes in Organizations can truly prepare the
Wan (2020), employees who respond on quickly to instruction employees to make fair judgment in managing their tasks and
are effective has acquired the higher probability to be follow general rules inside the work premises. This study
promoted on higher positions due to their alertness to supports that the managers should know the responsibilities of
instructions. Another, the respondents can identify the unique the subordinates to be able to attain the organization‘s
features in composing professional correspondence which objectives and will help them to work toward the attainment of
indicates highly competency and gained 4.31 mean. This individual development and organization as well (Harris, et. al.
result means that TVL graduates can compete with the 2019).
communication skills in the business. This strand from the
senior high school can perform tasks which is related to TABLE 4
communication. Therefore, the curriculum used in the TVL Conceptual Skills Competencies of the TVL-HE
Senior High School is effective. Communication is transmitting Graduates
information and common analysis from one person to another Indicators Competencies
(Jubaedah, et. al. 2017). It is creating or exchanging thoughts, The curriculum helps graduate to develop their WM DE
ability/competence:
ideas, emotions, and understanding between sender(s) and
Perform my responsibilities amidst the 4.62 VHC
receiver(s) and is essential to building and maintaining inadequacy of information about the function.
relationships in the workplace. One cannot assume that Conduct actions based on policies and 4.62 VHC
meaningful communication occurs in all exchanges, although guidelines
administrators spend most of their time communicating Always be confident and well prepared to do my 4.46 HC
(sending or receiving information), (Goh and Jie, 2019). task.
Be well informed of what‘s going on in my 3.92 HC

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environment. This result effectively shows the ―very highly ready‖ remarks in
Make creative and efficient solutions to 3.77 HC the indicators indicated in the average weighted mean (4.74)
problems. of readiness. As shown the manifestation that curriculum
AVERAGE WEIGHTED MEAN 4.20 HC
helped the alumni enhance, understand, interpret, calculate,
make, plan and measure their knowledge of numbers, which
The competencies of the respondents‘ average weighted
they can use in their present job. Tariq et al. (2010) said that
mean is 4.20 which means that they are highly competent.
current students were not provided with any opportunities to
This result means that they students know their position
practice and develop their numeracy skills. Yet this may
regarding the solutions to the business‘ problems. This table
require additional support to help them improve their
simply states that they perform their responsibilities as
employment prospects through enhancing this (Choi and
employees yet given a margin to their concerns to the
Joung, 2017). However, an impressive result showed
endeavor. Two (2) indicators have garnered and described as
impressive product, wherein the graduates have trained during
very highly competent to the graduates with 4.62 ―perform my
their senior high school the numeracy and literacy skills. This
responsibilities amidst the inadequacy of information about the
training workshop equipped the graduates to their respective
function‖ and ―conduct actions based on policies and
strands.
guidelines‖. This figure showed that the graduates performed
adequacy in the information, responsibility, and functions.
TABLE 6
They provide competent expectations as part of the job.
Numeracy Skills Competencies of the TVL-HE
Nonetheless, the rest of the indicators had given the ―highly
Graduates
competent‖ descriptive equivalent in the conceptual skills Indicators Competencies
among the graduates. Burger, et. al. (2019) suggested that The curriculum helps graduate to develop their WM DE
there must be a job must be classification, which is the ability/competence:
informational roles and decision roles, especially when Organize information. 4.46 HC
administrative skill is a technical, human, and conceptual Make budgets for the process of preparing 4.46 HC
category. This study would give further information about the detailed projections of future amounts.
Performing addition, subtraction, multiplication, 4.38 HC
result that it was Follett who authored the definition of and division problems quickly and accurately
management as ‗getting work done through others. using mental methods, paper-and-pencil, and
other tools, such as calculators.
4.3 The Level of Readiness and Competency of the TVL- Interpret mathematical information in business 4.8 HC
HE Graduates in Numeracy Skills transactions.
The numeracy skills of the respondents are founded on te Enhance my knowledge of numbers and figures 4 HC
in using them in business transactions.
curriculum that helps to develop their ability. At the same time,
AVERAGE WEIGHTED MEAN 4.27 HC
this is used to gauge the readiness and competency of te
respondents. The indicators dependent from the curriculums
Numeracy skills were described as highly competent because
are Enhance my knowledge of numbers and figures in using
it garnered 4.27 as the average weighted mean. This figure
them in business transactions; Understand the relationships
meant that the graduates had given ample training and
between numbers; Interpret mathematical information in
numeracy exposure when they were in senior high school.
business transactions; Organize information; Performing
Furthermore, the table shows that all indicators gained a
addition, subtraction, multiplication, and division problems
―highly competent‖ descriptive equivalent. According to Ikram,
quickly and accurately using mental methods, paper-and-
et. al. (2020), broader definitions of numeracy view number
pencil, and other tools, such as calculators; Make budgets for
skills about purpose, functions, or context for these skills to be
the process of preparing detailed projections of future
used. Numeracy skills constitute only one factor that can
amounts; Plan a series of things to be done or events to occur
influence a graduate‘s procurement of employment. Employers
at or during a particular time or period; and Measure size,
use numeracy tests as part of graduate recruitment
weight, length, or amount of something. Also every table
procedures and draw attention to the potential skills that limit
summarizes the results by highlighting the top three and
the graduate‘s acquisition in the job application. They were
bottom two indicators of respondents' readiness and
attempting to measure graduate employability views
competence in communication skills.
employability as an institutional achievement rather than the
individual‘s ability to obtain employment. This measure
TABLE 5
challenges different institutions to elevate the number of
Numeracy Skills Readiness of the TVL-HE Graduates
Indicators Readiness
graduates because of learning numeracy skills during the
The curriculum helps graduate to develop their WM DE conduct of internship programs or in working per se (Kyong,
ability/competence: 2017). This explained that most employers seek graduates
Make budgets for the process of preparing 4.96 VHR with particular kinds and numeracy skills, subsequently in the
detailed projections of future amounts. workplace and in the organization they belong.
Enhance my knowledge of numbers and figures 4.93 VHR
in using them in business transactions.
4.4 The Level of Readiness and Competency of the TVL-
Interpret mathematical information in business 4.89 VHR
transactions. HE Graduates in Maturity to Handle a Job
Plan a series of things to be done or events to 4.52 VHR There are 17 indicators of maturity to handle a job. Also, this
occur at or during a particular time or period. area showed the curriculum had helped the graduates in
organize information. 4.41 HR developing their ability. The indicators are Care how things
AVERAGE WEIGHTED MEAN 4.74 VHR affect other people; Recognizes and takes immediate action to
address problems and opportunities effectively; Follow through

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and meet deadlines; Commit me to finish tasks in time; meet deadlines to finish tasks given to them by their mentors,
Immediately adjust to changes in the workplace; Displays a follow all policies, can easily adjust themselves, displays high
high level of performance at all times; Help other people when performance for the company, works consistently with
they are in need; Accepts criticism positively; Shows pride in minimum supervision even under pressure, and effective and
work and task; Think clearly and stay calm during life‘s more efficient regarding time. Moreover, even though the rest did not
difficult moments; Completes tasks independently and meet the same descriptive equivalent other indicators can still
consistently; Completes assignments and tasks with minimum be noted an impressive because their weighted means
supervision; Commit in telling the truth even when it is garnered highly ready. This result describes that alumni know
humiliating and difficult for oneself or another; Working under how to handle a job. Thus, it explained that the alumni had
pressure and delivers the required tasks; Become effective been satisfied in terms of maturity in performing a job. Super
and efficient in time management; Challenge or hindrance (1991) stated that career theorists have long recognized social
related to a given task or assignment; and Able to follow all class as a primary determinant of career behavior. He
policies and procedures when issues and conflict arises. contended that an individual‘s starting point in socio-economic
Summarizing the results, each table highlights the 3 top and status has a career pattern attained occupationally. This study
the 2 least indicators of the respondents‘ readiness and determines the individual‘s maturity in handling a job.
competence in maturity to handle a job. According to Sharma and Ahuja (2017), to promote more
effective decision-making, career maturity is based on the
TABLE 7 direct assistance given to an individual, intensive counseling to
Maturity to Handle a Job Readiness of the TVL-HE help resolve career difficulties, and enhance the person‘s
Graduates career development to enable him to make a more powerful
Indicators Readiness career decision. Salami (2008) added the school system has
The curriculum helps graduate to develop their WM DE the responsibility of assisting the youth in making them ready
ability/competence:
for career decisions that are appropriate to their abilities,
Become effective and efficient in time 4.92 VHR
management. aptitudes, interests, and other personality characteristics.
Able to follow all policies and procedures when 4.92 VHR Thus, the school where this graduate graduated has a vast
issues and conflict arises. role in the maturity patterns, especially in handling a job and
Commit me to finish tasks in time. 4.70 VHR decisions.
Shows pride in work and task. 4.37 HR
Commit in telling the truth even when it is 4.37 HR 4. 5 Differences Between the Readiness and Competence
humiliating and difficult for oneself or another.
of the TVL-HE Graduates
organize information. 4.41 HR
AVERAGE WEIGHTED MEAN 4.57 VHR
TABLE 9
Differences Between the Readiness and Competence of
The average weighted mean is 4.57, which describes as ―very the TVL-HE Graduates
highly ready‖. Career maturity reflects an individual‘s Indicators Mean Mean DF P- Sig.
readiness to make well-informed, age-appropriate career Diff. Value
Readiness 4.54 0.31 23 0.38 NS
decisions and shape his or her career carefully in the face of Competence 4.23 0.03 S
existing societal opportunities and constraints (King, 1989).
This study has become a well-established concept that is now
central to many career counseling and education programs in Therefore, the assessment given to the whole is seen in Table
schools and colleges. According to Spokane (1991), career 9. It contains significant difference on the readiness with a
maturity is also the most commonly employed outcome mean difference of 0.31 which implies that the Employment
measure in career counseling. Delos Reyes (2017) stated that Readiness of the Technical Vocational Home Economics
studies had investigated various correlates of the career graduates in the Food Service industry. The p-value of
maturity construct. These are the following age or grade level readiness is 0.38 which is higher than the set alpha of 0.05,
differences, race, ethnic, cultural, and sex differences. This thus, the hypothesis is rejected. While the competence‘s p-
study has relationships with the career maturity of individuals value is 0.03 is lower than the set alpha of 0.05, thus the
and works saliently in an organization. hypothesis is highly accepted. It can be gleaned that the
competence of the TVL-HE graduates has a significant
TABLE 8 difference as a factor to their profile variables
Maturity to Handle a Job Competencies of the TVL-HE
Graduates 5 CONCLUSIONS AND RECOMMENDATIONS
Indicators Competencies The TVL-HE graduates‘ readiness garnered an impressive
The curriculum helps graduate to develop their WM DE result. The level of readiness is very highly ready. The
ability/competence: respondents are very equipped in applying to an industry
Commit me to finish tasks in time. 4.46 HC which is related to their graduated strands. The significant
Immediately adjust to changes in the workplace. 4.46 HC
difference between the level of TVL-HE graduates‘ readiness
Displays a high level of performance at all times. 4.46 HC
Recognizes and takes immediate action to 4.23 HC
is not significant and competence is significant. Thus, the
address problems and opportunities effectively respondents‘ competence is a factor to their TVL-HE program
Care how things affect other people. 4 HC and to the foodservice industry. Teachers are encouraged to
AVERAGE WEIGHTED MEAN 4.33 HC provide more simulation activities related to their strands like
job interview. The respondents must undergo thorough training
This table showed that the alumni performed the needed or related to foodservice industry. Future study should be
required competencies in their workplace. It states that they conducted focusing on communication and social skills in the
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strands for their future careers/job. occupational commitment on work-related outcomes: a study of
kitchen employees in the hotel industry. School of Hotel and
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