An Assessment of The Readiness of Selected HR Students of NPC in Workplace Dynamics

NAVOTAS POLYTECHNIC COLLEGE
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AN ASSESSMENT OF THE READINESS OF SELECTED
HUMAN RESOURCE STUDENTS OF NPC IN
WORKPLACE DYNAMICS
A Business Research Paper
Presented to the Faculty of Business Administration
Of Navotas Polytechnic College
In Partial Fulfillment of the Requirements for
the Subject BACC7 Business Research
By:
Figuracion, Shanemarie
Francisco, Ma. Olga
Pangilinan, Floriel
Bautista, Jennifer
Latuga, Jasmine
Eugene Maga
2021
CERTIFICATION AND APPROVAL SHEET

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This business research paper entitled “An Assessment of the Readiness of
Selected HR Students of NPC in Workplace Dynamics” was prepared and
submitted by Bautista, Figuracion, Francisco, Latuga, Maga, and
Pangilinan in partial fulfillment of the requirements for the subject. BUSINESS
RESEARCH has been examined and recommended for Oral Examination.
EUGENE S. ABDON, MPA

Adviser
Approval
Approved by the Panel on Oral Examination on 21st February 2022
with the grade of ___.
ARMAN L. GUINTO, Ph.D. EMY E. CORPUZ, MBA

Panelist Panelist
Accepted in partial fulfillment of the requirements for the subject,
Business Research.
HERNAN M. OLIVEROS, MBA

Business Administration Coordinator
ACKNOWLEDGEMENT
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First and foremost, praises and thanks to God, the almighty for
showering his blessings throughout our research work and completing it
successfully.
With boundless love and appreciation, we would like to extend heartfelt
gratitude to the people who help to bring this study into reality.
We would like to express our sincere gratitude to our adviser, Prof.
Eugene S. Abdon, MPA., for his support, patience, significant insights, and
immense knowledge in guiding the completion of the study; and also to Prof.
Hernan M. Oliveros, MBA, a Business Administration Coordinator who
facilitated and approved the conduct of this study.
To the composition of the defense panel, we are sincerely thankful to
Prof. Arman L. Guinto, Ph.D., and Prof. Emy E. Corpuz, MBA, for their
encouragement and insightful comments.
Our sincere thanks to the expert validators, Ms.Yvonne Ivy O. Derder,
HR Practitioner & Admin Assistant, Ms. Ma. Concepcion T. Abayon, HR
Practitioner, and Ms. Hannalyn Pandaan, HR Practitioner for helping us in the
content validation of the research instrument of this study and for the advice,
kindness, and commendations that they gave to us.
Our deepest appreciation and thanks to all the HR students of the
Navotas Polytechnic College who participated in this study by answering the
research survey questionnaires.

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We are grateful to our statistician, Ms.Maureen M. Neri, LPT, MST,
and Mr. Tristan Lemuel P. Asigurado, LPT, English Teacher for their help in
the statistical analysis and Grammarly review of this study.
Furthermore, we are very grateful to our family and friends for all the
help and encouragement that they gave to us.
Again, our special gratitude to Prof. Eugene S. Abdon, MPA for helping
us to improve and complete this research study.
J. B.
S. P. F.
MA. O. S. F.
J. B. L.
E. M.
F. I. P.
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ABSTRACT
Title: “An Assessment of the Readiness of Selected HR Students of NPC in
Workplace Dynamics”.
The readiness of employees to integrate productive collaborative work,
advance technology, organize policies, and continue to improve workplace
dynamics is a vital element of a company's success. The most challenging
part of it, however, is new employees' readiness and competence to transform
and adapt to the new dynamics of the workplace environment.
As a result, competencies that students must acquire to be ready for
workplace dynamics are recognized. A research brief titled "A Developmental
Perspective on Workplace Readiness: Preparing High School Students for
Success" (Lippman & Keith 2009) highlights specific competencies that
research has identified as necessary for a student to become a valuable and
competent employee in the areas of social, cognitive, and psychological
competencies. The highlighted specialized abilities are the variables to be
selected to measure the students' workplace dynamics preparation.
This quantitative research applied and utilized the descriptive research
method, which is quantitative and aims to collect and statistically analyze data.
The descriptive research method is a comprehensive research instrument that

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allows a researcher to collect data and use statistical analysis to characterize
the demographics of data.
The research instrument used in the study was researcher-made. It was
made up of research questions designed to assess the readiness of Navotas
Polytechnic College's HR students in terms of workplace dynamics.
Following the completion of the online survey through Google Form, the
researchers seek the expertise of a statistician to compute and tabulate the
survey questionnaire data using statistical tools such as frequency,
percentage, weighted mean, standard deviation, and ANOVA to test the
hypothesis. The findings have been determined after the statistician's data
processing by statistical analysis.
Based on the findings of the study, the following conclusions arrive at
1. The majority of the Navotas Polytechnic College selected HR students
dominant age group of respondents belongs to the range of 19 - 22 years
old; dominated by females; the civil status is dominated by single, and
dominated by college year level are under 3rd-year level. 2. The assessment
of the readiness of selected HR students of Navotas Polytechnic College in
workplace dynamics was moderately ready in terms of social competency,
cognitive competency, and psychological competency. 3. There are
significant differences in respondents’ level of readiness in workplace
dynamics in terms of social and psychological when grouped by age. It

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implied that the readiness of selected Human Resource students on social
and psychological aspects in workplace dynamics vary by age, while in
terms of cognitive aspect, all students are moderately ready. 4. There are
dynamics in terms of cognitive and psychological when grouped by gender.
The readiness of selected Human Resource students on cognitive and
psychological aspects in workplace dynamics vary by gender, while in terms
of the social aspect, all students are moderately ready. 5. There are no
dynamics when grouped by civil status. The study revealed the readiness of
selected Human Resource students on social, cognitive, and psychological
aspects in workplace dynamics do not vary by civil status. 6. There are no
dynamics when grouped by college year level. This implied that the study on
readiness of Human Resource students on social, cognitive, and
psychological aspects in workplace dynamics do not vary by college year
level.
Based on the conclusions of the study, the following
recommendations arrive at 1. The NPC may pursue improving the workplace
dynamics readiness of the 19 – 22 years old; female; single; and 3 rd-year
level. Including the other ranges of ages, male, other civil statutes, and
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another year level in the research study. 2. The Navotas Polytechnic College
academic council may continue to prepare, determine, and enhance the
Human Resource students at NPC skills at the social, cognitive, and
psychological competencies in their readiness to workplace dynamics. 3.
The Navotas Polytechnic College academic council may concentrate to
promote and enhance the HR student’s competencies in terms of social and
psychological especially in the age range of 19 – 22 years old as well as the
other age bracket in the present study. 4. The Navotas Polytechnic College
academic council may emphasize the competencies in cognitive and
psychological in terms of gender, especially in females, and focus on the
male to raise their readiness at workplace dynamics. 5. The Navotas
Polytechnic College academic council might maintain the workplace
dynamics readiness in terms of social, cognitive, and psychological of all the
civil statuses and year levels in the present study. 6. The Navotas
Polytechnic programs may continue to conduct strategies such as seminars
and programs on developing the abilities and competencies of HR students
in preparing them for workplace dynamics. 7. The future researchers and
other State Colleges and Universities may adapt the present study and focus
on the 4th year students respondents to validate more the readiness of the
students in terms of social competency, cognitive competency, and

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psychological competency as well as they may add more competencies to
determined the skills and abilities that students possess.

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TABLE OF CONTENTS
TITLE PAGE
Title Page................................................................................................ i
Approval Sheet.......................................................................................ii
Acknowledgment....................................................................................iii
Abstract.................................................................................................. v
Table Of Contents..................................................................................ix
CHAPTER I THE PROBLEM AND ITS BACKGROUND
Introduction.............................................................................................1
Background of Study..............................................................................4
Theoretical Framework...........................................................................5
Conceptual Fr1amework........................................................................6
Statement of the Problem.......................................................................7
Scope and Limitation of Study................................................................8
Significance of Study..............................................................................9
Definition of Terms................................................................................10
CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature and Studies.............................................................12
Synthesis of Study................................................................................31
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CHAPTER III RESEARCH METHODS
Research design.................................................................................. 32
Locale of Study.....................................................................................33
Respondents of the Study....................................................................34
Research Instrument............................................................................35
Data Gathering Procedures..................................................................36
Statistical Tools.....................................................................................37
CHAPTER IV RESULT AND DISCUSSIONS
Introduction …………………………………………………...…………….41
4.1 Profile of the HR Respondents.......................................................42

Table 4.1.1 In terms of Age.............................................................42
Table 4.1.2 In terms of Gender........................................................43
Table 4.1.3 In terms of Civil Status .................................................44
Table 4.1.4 In terms of College Year Level ................................................ 45
4.2 HR Respondents’ Level of Readiness in Workplace Dynamics......46

Table 4.2.1 Level of Readiness of the HR Respondents in
Workplace Dynamics in terms of Social Competency............................46
Workplace Dynamics in terms of Cognitive Competency.....................48
Workplace Dynamics in terms of Psychological Competency............51
4.3 Significant Differences on the Assessment of the HR Respondents

on their Level of Readiness in Workplace Dynamics When Grouped by
Profile...................................................................................................53
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Table 4.3.1 Significant Differences on HR Respondents’ Level of

Readiness in Workplace Dynamics When Grouped by Age ...........53
Significant Differences on HR Respondents’ Level of Readiness in
Workplace Dynamics When Grouped by Age.................................. 54
Readiness in Workplace Dynamics When Grouped by Gender…..
......................................................................................................... 54
Readiness in Workplace Dynamics When Grouped by Civil Status....
......................................................................................................... 56
Readiness in Workplace Dynamics When Grouped by College Year
Level ............................................................................................... 57
CHAPTER V SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS
Summary of Findings...........................................................................59
Conclusions..........................................................................................67
Recommendations...............................................................................68
References...........................................................................................72
Appendices
Appendix A – Survey Questionnaires...................................................83
Appendix B – Request for the Content Validation of Research

Instrument............................................................................................ 86
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Appendix C – Request for Determining the Population for Getting the

Sampling Size......................................................................................92
Appendix D – Statistician Certificate...................................................95
Appendix E – Grammarian Certificate..................................................96
Curriculum Vitae.......................................................................... 97-108

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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter includes the problem and background of the study,
theoretical and conceptual framework, the statement of the problem, the
significance of the study, scope and delimitations, and definition of terms.
Introduction
The essential part of a company's success is the readiness of its
employees towards implementing productive collaborative work, advancing
technology, organizing policies, and continuing improvement of the workplace
dynamics. However, the most difficult aspect of it is the preparedness and
ability of new employees to adapt and adjust to the changing dynamics of the
workplace environment.
According to the Commission on Higher Education (CHED), only 20%
(or 120,000) of 600,000 college graduates in the Philippines were working in
2017, with the remaining 80% either unemployed or underemployed. Statistics
suggest that Filipino learners are lacking in competencies.
In the areas of social, cognitive, and psychological competencies, a
research brief titled "A Developmental Perspective on Workplace Readiness:
Preparing High School Students for Success" (Lippman & Keith 2009)
highlights specific competencies that research has identified as necessary for

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a person to become a valued and skilled employee. The elements to be
chosen to assess the students' workplace dynamics preparation are the
highlighted specialized abilities.
To begin, social competency is defined as the collection of skills
required to successfully connect with others, to be giving and thoughtful, and
to employ approved social practices. The capacity to communicate effectively,
collaborate with diverse groups, and settle conflicts are among the social
abilities identified in the workplace readiness studies.
Second, cognitive competency, which refers to basic academic skills, is
only one criterion for determining workplace preparation, and some firms,
rather than depending on college transcripts, run their hiring exams to decide
whether a student is ready for a job. Obtaining a career preparation credential,
prior internship or work experience, the ability to use technology, and critical
thinking/problem-solving skills are all examples of cognitive competencies.
Finally, psychological competency focuses on mental health as a
valuable working asset. Based on the reports of high levels of despair and
anxiety in the workplace, good psychological development can assist young
adults to succeed at work. Positive self-esteem, optimism, and planners are
among the personal qualities linked to psychological development identified in
the workplace readiness literature, which includes coping skills, resilience,

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flexibility, good judgment, and self-management skills such as motivation,
initiative, responsibility, time management, and moral development.
The questions concern the preparedness of new Human Resource
employees, particularly Navotas Polytechnic College undergraduate HR
students, in confronting and meeting workplace dynamics after completing
their education.
` The researchers would like to assess as to whether Human Resource
students at Navotas Polytechnic College are ready to pursue their chosen
area in the workplace dynamics. The researchers want to figure out what
factors influence the respondents' readiness in the workplace. The study will
raise awareness and act as a guide for readers, particularly students, in
assessing their preparation in various workplace dynamics and improving their
abilities in the defined developmental viewpoint on workplace readiness. The
findings of the study could lead to the development of methods for HR
students' preparation in a changing workplace.
Background of the Study
According to a research conducted by Junior Achievement in the United
States in 2013, entitled "Are Students Prepared for the Workplace? New Tools
for a New Generations." Based on the report, graduating students are
unprepared to contribute meaningfully to their employers' success because

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they lack basic abilities like communication, problem-solving, and critical
thinking. Many students are aware that they are having difficulty learning these
"life" skills. Because they want to be meaningfully involved when they enter
the workplace, they reasonably recognize they require guidance, direction,
and assistance.
A growing body of research identifies factors that are required for a
successful transition from secondary school or college to gainful employment.
Businesses in the United States, on the other hand, believe that only half of
the students have the most important workplace skills, such as oral and written
communication, critical thinking, and problem-solving. Hiring professionals
who routinely examine the skills of new entrants into the workplace (high
school and college graduates) have a realist outlook: only 20% of young job
hires are "highly qualified" for their new roles, according to them. Eighty
percent (80%) are "somewhat qualified," "somewhat unqualified," or
"extremely unprepared." These ratings portray a vivid image of the graduating
students' preparedness to be effective contributors.
As a result, the goal of this study is to determine students' readiness
and preparation for future employment in the workplace. This research may
assist to identify students' competencies or skills to develop future
employment preparedness.
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Theoretical Framework
Physical Competency
Social Competency Readiness

Workplace of HR
Readiness and Cognitive Competency Students in
Competencies Workplace
Psychological Dynamics
Competency
Spiritual
Competency
Figure 1.1.
The theoretical figure depicts the essence of the current
research, which is based on the Workplace Readiness and Competencies
theory. The theory relies on Child Trends' 2008 article "A Developmental
Perspective on College and Workplace Readiness," which emphasized many
aspects affecting college students' readiness for the workplace setting. The
study is backed up by plenty of research and theory from a variety of sources,
including the National Research Council's Competency Framework and Erik
Erikson's Theory of Psychosocial Development.
The five developmental domains are used to categorize and
discuss the competencies required for work readiness, according to the
theory: 1) physical competency; 2) social competency; 3) cognitive
competency; 4) psychological competency, and 5) spiritual competency. The

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current criteria developed by business and government leaders tend to
emphasize general behaviors, skills, and competencies required for workplace
success. However, the researchers chose only three of the developmental
domains, social, cognitive, and psychological competencies, as necessary for
a person to become a valued and skilled employee in the future.
Conceptual Framework
Input Process Output
1. Demographic Profile Request to Assessment of the

of the Respondents. conduct a demographic
Survey profile and
readiness
2. Readiness
Distribution and variables
Variables:
retrieval of
research Proposed
questions Recomendation
2.1. Social
for a readiness
Competency program for HR
Analysis and
2.2. Cognitive interpretation of students in
Competency data workplace
2.3. Psychological dynamics
Competency
Figure 1.2
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Figure 1.2 illustrates the paradigm for the assessment on Assessment
of the Readiness of Selected Human Resource Students of NPC in Workplace
Dynamics during the First Semester of the Academic Year 2021-22.
The input consists of the 252 respondents of Human Resource students
from Navotas Polytechnic College. Research questions were also part of the
input and the variables of readiness in terms of social competency, cognitive
competency, and psychological competency. The process is composed of the
request to conduct a survey, retrieval of the survey questionnaire, the analysis
of data, and interpretation of data. The output is an analytical assessment of
the demographic profile and readiness variables in terms of social
competency, cognitive competency, and psychological competency and a
proposed readiness program for human resource students in workplace
dynamics is also the output based on the findings of the study.
Statement of the Problem
This study aimed to assess the Readiness of Selected Human
Resource Students of NPC in Workplace Dynamics during the First Semester
of the Academic Year 2021-2022.
More specifically, it sought answers to the following questions:
1. What is the profile of respondents in terms of the following variables?
1.1. Age
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1.2. Gender
1.3. Civil Status
1.4. College Year Level
2. What is the assessment of the respondents on readiness in terms of the
following variables?
2.1. Social Competency
2.2. Cognitive Competency
2.3. Psychological Competency
3. Are there significant differences in the assessment of the respondents
on readiness when grouped according to demographic profile?
4. What readiness program for Human Resource students could be
proposed based on the results of the study?
Hypothesis
Ho: There are no significant differences in the assessment of the
respondents on readiness when grouped according to demographic profile.
Scope and Limitation of the Study
The researchers chose to present the significance of the study in a
general manner:
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This research focuses on the assessment of the readiness of chosen
Human Resource students in terms of workplace dynamics. The study's goal
is to find out if there are any significant disparities in respondents'
assessments of preparation in terms of social, cognitive, and psychological
competencies.
The respondents were used to determine the study's validity. The
participants in this study were 252 students enrolled in Navotas Polytechnic
College's BSBA Human Resources course. The correctness of this study is
determined by the participant’s responses to the survey questionnaire.
Significance of the Study
The result of the study would benefit the following:
Students of Human Resource. This study would be a great help in HR
students in determining their readiness in terms of social, cognitive, and
psychological competencies, as well as identifying their preparation in terms of
workplace dynamics.
Academic Council of the NPC. This study would be a great help in the
development and enhancement of the competencies required for students
when they enter the workplace dynamics following their college graduation.
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Programs of NPC. This study could help other programs to use the
study as a reference to design their strategies for enhancing their students'
abilities and competencies.
Business Organizations. The result of the study would help the
business organizations because the indicated competencies may offer them
skilled and valued employees.
Future Researchers. The outcome of the study may help to be utilized
as a support study for future academics interested in the topic, or it could be
used to undertake additional research for future usage and replication in
different settings.
Definition of Terms
The following terms were conceptually and operationally defined to facilitate a
better understanding of the study.
Cognitive Competency. It refers to knowledge and information-related
skills such as the capacity to use technology and critical thinking/problem-
solving abilities.
Competency. It refers to a student's or employee's knowledge,
information, and abilities that are required to assess the readiness of
workplace dynamics to function efficiently.

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Psychological Competency. It refers to the concept of psychological
competency that emphasizes mental health as a desirable workplace asset.
Readiness. It refers to the NPC students' level of preparedness in
terms of workplace dynamics.
Social Competency. It refers to a set of abilities that enable people to
successfully connect with others, to be generous and thoughtful, and to
engage in acceptable social behaviors.
Workplace Dynamics. It refers to the relationships between
coworkers, the delegation of responsibilities, and the employees' commitment
to the company's mission.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the literature and studies that the researchers
considered in strengthening the importance of the present study. It also
presents the synthesis of the art to fully understand the research for better
comprehension of the study.
Readiness In Workplace Dynamics
With the changing nature of the workplace, the demand for skilled
employees continues to rise as modern advancements and industry
innovations result in the creation of new positions that require competent
individuals. In preparation for entering the workplace dynamics, a research
study entitled "Examining Institutional Career Preparation: Student
Perceptions Of Their Workplace Readiness And The Role Of The University In
Student Career Development." shows that employers are greatly discouraged
and frustrated by the lack of workplace readiness skills that millennial students
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are graduating with from colleges and universities, Molly (2017). Including
those skills and competencies such as cognitive, psychological, and social.
The recent study is related to the present study because the present
study is related to assessing the workplace readiness of the students and
identifying the lack of competencies needed for students to acquire the
readiness skills in the workplace area.
On the other hand, a study entitled "Employers Expect Interns to Show
up with Skill" by Maurer (2017) stated that workplace readiness is more than
just the acquisition of discipline-specific skills and knowledge. Hence, while
having the said skills, we cannot say that the person is ready for any changes
in the workplace. Moreover, According to McClarty, et al. (2017) in a study
entitled "Examining the Role of Summer Camps in Developing Academic and
Workplace Readiness", workplace readiness refers to a worker who has basic
academic preparation and the life skills needed to maintain employment. In
addition, Kokemuller (2017) claimed that in an article entitled "Definition of
Workplace Readiness", a general definition of workplace readiness is the set
of common traits possessed by competent and capable high school graduates
as they continue education or enter the workforce. More technically, workplace
readiness assessments are specific profile tests used to assess specific
individuals and groups to determine how they score on expected workplace
traits. It is related to the present study as it aims to assess the workplace

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readiness of the students including the competencies needed to perform well
in the workplace dynamics.
Peltola (2018), pointed on a study entitled "Lead Time: An Examination
of Workplace Readiness in Public Relations Education" that workplace
readiness at the entry-level requires educators to inculcate a strategic
approach to assignments and align their students with emergent skills - social
intelligence, novel and adaptive thinking, cultural competency, new media
literacy, transdisciplinary digital platforms, and virtual collaboration. Measuring
workplace readiness means understanding whether the employees are willing
to learn new skills and respond to unique challenges and unfamiliar situations
that they may come across during their work. As articulated in an article
entitled "What is Workforce Readiness", by Sattar (2019), workplace readiness
refers to the competence and willingness of employees to change and adapt
according to the needs of the workplace. It is related to the present study as
the present study includes competencies that embody skills that are needed in
the preparation for entering the workplace area.
According to Scott (2021), in a study titled "About Workplace Readiness
Skills" that, workplace readiness skills are important because they ensure
workers have the basic academic, critical thinking, and personal skills
necessary to maintain employment. Academic skills such as reading, writing,
basic math, and communication skills are essential for optimal job
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performance. The ability for employees to think and make sound decisions is
essential. Furthermore, workers who possess personal qualities such as
punctuality, work ethic, and a friendly and cooperative attitude perform their
jobs honestly and have respect for their co-workers and superiors. Similarly, a
study entitled "Mastering Workplace Readiness Skills for Organizati " by
Sarma (2021) also stated that workplace readiness skills refer to the qualities
that employers look for in employees. It is a combination of attributes and
behaviors that will make employers hire a candidate. Wherein behaviors, soft
skills, or job readiness are in. Workplace readiness applicants are employable
because they make healthy decisions. The easy to adapt new skills to different
work circumstances. They are also called soft skills, employment ability skills,
or job readiness skills. These skills help employees know how to cope with
managers and coworkers. They help enhance the value of timeliness and
develop an awareness of how others view them. Workplace readiness skills
ensure that employees have the academic, critical thinking, and personal skills
required to keep their jobs. Based on this study, these are the things for the
employees to be said as workplace-ready having this quality of creativity and
innovation, critical thinking and problem-solving, initiative and self-direction,
integrity, work ethic, etc. This thought supported the present studies in
readiness in workplace dynamics, competencies, and all mentioned variables
above. Therefore, the aforementioned related literature that the readiness of

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students in entering workplace must acquire skills, abilities, or competencies in
able to prepare in workplace area. As the present study is determining the
competencies needed for students to be quality and good employees in their
future workplace and able to choose by the employers.
Competencies in Workplace Dynamics
A set of specialized knowledge and abilities required to perform a task
is referred to as competence. It is the ability to efficiently execute tasks and
obligations. To obtain competence, an individual must be able to perform a
variety of responsibilities at a specific skill level. In addition, Peltola (2018)
claimed that higher education’s ability to deliver competent graduates to the
industry is tied to students’ capacity to transfer core skills and competencies
that enable them to adapt quickly to changing opportunities; empower them to
recover quickly from difficulties, and further advance the operational goals and
professionalization of the field. It is related to the present study as the present
study determines that the students must acquire competencies in being able to
adapt to workplace dynamics.
Competencies in the workplace play a vital role in the success of fresh
graduates in their chosen field. In the research entitled "Competencies for
fresh graduates’ success at work: Perspectives of employers." Pang, et al.
(2018) stated that with the increasing demands from employers of fresh
graduates comes an increasing need for a better understanding of graduate

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competency requirements. From the survey conducted, it is apparent that
employers in Hong Kong desire a diverse range of competencies in fresh
graduates and rate all 26 competencies listed in the survey as important to
some degree for graduates’ success in the workplace. It is related to the
present study as it determines the importance of competencies in the
employability and success of fresh graduates in the workplace. Moreover, it
serves as the determinant of their performance in the workplace dynamics.
Furthermore, competence plays an essential role for everyone. The
effectiveness of each job will be significantly influenced by competency, as
Wong (2020) stated in a study entitled "Competency Definitions Development
Assessment a Brief Review", an abundance of empirical evidence has
suggested that competencies play important roles in human resource
management (HRM) practices for different types of organizations . Rather,
underlying human traits and long-term quality behaviors, which he referred to
as "competencies," might be more successfully measured and validated for
individual job performance and life achievement. In addition, a study entitled
"Comparison of Employability Between Highschool and Vocational Graduates
in the Modern Machinery Industry" by Hidayat and Saleh (2020) claimed that
employee competencies consisting of knowledge, abilities/skills, attitudes are
adjusted to the field of work required by the organization, to produce
outstanding employee performance. Similarly, Das and Barman (2021) also

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stated, many organizations now are realizing the importance of the
competency-based approach, where the HR leaders attempt to tap the
competencies of the individual employees to effectively engage the employees
to meet the organizational goals and objectives. It is related to the present
study as it determines that competencies are essential in entering the
workplace that the present study indicated that readiness in workplace
dynamics must include competencies.
As articulated by Das and Barman (2021) in a study entitled "Posits of
Workplace Competencies in Management Education Research - A review
triangulation for discerning NEP 2020 (India)’s relevance", workplace
competencies are skills and abilities that allow individuals to function in an
organizational setting and also frequently referred to as work readiness
competencies. These workplace competencies can be broadly classified as
technical and behavioral. In a workplace context, competency is a combination
of cognitive skills (technical knowledge, expertise & abilities), and personal or
behavioral characteristics (principles, attitudes, values & motives). It is related
to the present study as it determines the competencies required to be efficient
in the workplace dynamics. In addition, it includes technical competencies
specifically cognitive skills that the present study aims to assess.
According to Sieck (2021) in a study entitled "What is Competence and
Why is it Important", competence means that you can do something well. For
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this reason, These are specific competencies that have been identified as
necessary for a person to become a valued and skilled employee in the areas
of social, cognitive, and psychological. The capacity to properly handle social
interactions is known as social competence. In other terms, social competence
is the ability to get along with others, develop and maintain close relationships,
and participate in social situations inappropriate ways. Cognitive
skills/competency help you comprehend data, remember team goals, pay
attention during an important meeting, and more in the workplace. Personal
attributes and properties of a leader, as well as professional qualities and
features that are expressed in professional management activities, serve as
the basis of psychological competence.
The essence of Competencies on Students Workplace Readiness
Post-graduating students should recognize the necessity of being able
to explain their competence to potential employers as part of their entry-level
work preparation. Work competencies have been used for a long time and are
extremely beneficial for increasing organizational productivity. The traits or
skills required to do a job or task are referred to as competencies. In addition,
a study entitled "Beyond Skills: Why Competencies Are Important As Your
Organization Grows" by Maher (2017) stated that competencies have long
been used as a framework to help focus employees’ behavior on things that
matter most to an organization and help drive success. They can provide a
Page | 20
common way to harmonize, select and develop talent. The benefits are clear
for employees and managers, and ultimately, the organization. Hence, for
employees, competencies offer a description of the standards of excellence for
current roles and potential future roles, or in other words, they describe what
great performance looks like. For managers, they provide resources to help
them select and develop employees and provide language to guide
performance feedback and for organizations, they provide an action-oriented
translation of what it looks like to demonstrate the values that are key to
success. As an organization grows, a focus on skills without looking at the
broader competencies will not be enough to develop leaders and drive career
development for employees.
The present study is related to the recent study because it determined
that the competencies are a long-term use for the success of employees in an
organization wherein the present study are including competencies for
employment success in the workplace.
Similarly, a study titled "Role of Employee Competency on
Performance" by Satyendra (2020) pointed out, competent employees, are the
main resource for an organization in acquiring a competitive advantage. Land,
buildings, or materials do not contribute to organizational productivity, rather, it
is ‘people capital’ which runs the organization and produces value from
existing resources. The best source for the organizational competitive

Page | 21
advantage lies with its employees. Strategies, business models, products, and
services can all be copied by competitors, but talented and competent
employees represent a sustainable source of differentiation.
Human assets are critical resources for an organization and the
organization to be successful in its functioning requires the organizational
employees to be competent and effective employees. The performance of the
employees, s well as the organizational performance and success, depends
on the employees’ competencies. Competencies enable the employees of the
organization to have a clear understanding of the behaviors to be shown at the
workplace and the levels of performance expected to achieve organizational
results. They provide the employees with an indication of the behaviors and
actions which are required at the workplace and which are valued, recognized,
and rewarded.
Moreover, employees’ competencies are normally considered as a wide
comprehensive-holistic concept of employees’ job performance. Employees’
competencies mean the whole of internal and diverse qualities of the
employees which operate in an integral way as a base for their successful
performance in a specific context. Competencies are normally defined as the
underlying characteristics of the employees which can be a motive, trait, skill,
aspect of one’s self-image, social role, or a body of knowledge that they use.
Also, competencies are means of being able to perform a work role to a

Page | 22
defined standard concerning real working environments. For employees to be
successful at the workplace, they need to learn and demonstrate the expected
competencies. Thus, in the organization, it is necessary to identify the
competencies. Some competencies such as creativity, intelligence,
collaboration, and empathy are common competencies that are needed in all
the employees of the organization.
This study is related to the present study as it provides more insights
that the students who’ve been future employees in a workplace must acquire
competencies in able to perform effectively, progressively, and successfully in
the workplace environment. Therefore, competencies play essence in the
student’s workplace readiness in preparation for entering the said area.
Social Competency
Others' assessments of how well people use their social abilities are
referred to as social competency. In essence, social skills are all of the talents
and actions that provide the groundwork for socially competent behavior. As
Little et. al (2017) stated in a study entitled "Defining social skills. In J. L.
Matson (Ed.), Handbook of social behavior and skills in children" there have
been many definitions of social skills put forward over the years, but in
general, most agree that social skills are socially appropriate learned
behaviors that facilitate positive communication and interactions with other
people. It is related to the present study as the present study is determining

Page | 23
the readiness of students in entering workplace dynamics in terms of social
competency that also refers to the social skills or abilities of the students.
As articulated by APA (2020) in an article entitled "Social Competence",
social competence involves the ability to evaluate social situations and
determine what is expected or required; to recognize the feelings and
intentions of others, and to select social behaviors that are most appropriate
for that given context. Moreover, In a study entitled "Social Competency: Why
Your Leaders Need It" by Orechwa (2021), stated that social competency is a
crucial leadership skill that requires self-awareness the development of social
skills to lead to positive interactions in your workplace. Accordingly, defining
social competency habits is important for efficient communication within the
team and will set the tone for an engaging atmosphere. In addition, Orechwa
(2021) also stated that social competency is a powerful concept that plays a
big role in keeping unions out. It is related to the present study as it determines
the significant effect of social competency in terms of the workplace and in the
interaction skills to develop quality skills that can help to become a good
employee in the workplace.
On the other hand, Indeed Editorial Team (2021) stated in an article
entitled "Social Skills: Definitions, Examples and Why They're Important" that
social skills, also referred to as soft skills or interpersonal skills, are important
because they enable to foster and maintain meaningful relationships with

Page | 24
employers, colleagues, and network contacts. For this reason, no matter which
industry to work in or the experience level have, social skills are beneficial to
and can elevate professional career. In most cases, people are present in
practically every aspect of our life. As a result, being socially competent is
critical for connecting and bonding. It is related to the present study as it
emphasizes that social competency is a vital component for the workplace that
is included in the present study.
In addition, social skills are essential for workplace readiness success.
An article entitled “Top Social Skills for Workplace Success” by Doyle (2021)
stated that interpersonal skills, social skills are what we all use to interact and
communicate with other people. These skills include both verbal skills (the way
you speak to other people) and nonverbal skills (your body language,
gestures, and eye contact). Because social skills are so essential, almost
every employer looks for job candidates with these competencies. You must
demonstrate that you have strong social skills in your resume, cover letter, and
interview. It is related to the present study as it determines the social skills
that help to communicate or interact with other people verbally and nonverbal.
Vantage Circle (2021) pointed out that in a study entitled "Interpersonal
Skills in the Workplace: Importance and Ways to Improve", social competence
is one of the critical factors for employees to build a positive attitude for life.
Building social relationships with coworkers and other individuals is a common

Page | 25
source of enjoyment. In addition Doyle (2021) stated in a study entitled "Top
Social Skills for Workplace Success", that social skills are essential for
workplace success. Building social relationships with coworkers and other
individuals is a common source of enjoyment. In addition, Doyle (2021) stated
that social skills are essential for workplace success. Therefore, social skills
are vital because they can help to communicate more effectively and
efficiently, allowing the employee to develop, maintain, and strengthen
connections with coworkers, clients, and new contacts. Regardless of job,
industry, or level of expertise, these abilities are critical to retain and grow. As
a result, it is related to the present study as it determined that social
competency is important in communication in terms of the workplace to
become effective and efficient in a social relationship at the workplace.
Cognitive Competency
According to Kassymova G. K et al. (2019), cognitive competence is a
set of mental processes, where cognitive skills are abilities that make
individuals responsible for their actions allowing them to interact with the
environment. Furthermore, survey conductors divide workplace competencies
into five groups: First competence is to be able to allocate resources correctly,
for example, time and finance management. The second one includes
interpersonal skills such as teamwork, mentoring, and teaching skills. The
next ones are to acquire and to use the information and the ability to
Page | 26
understand the working system. The last workplace competence is the ability
to use the latest technology well. By analyzing this survey result we can
conclude that it is very important to develop cognitive competence while
students are studying. After graduation from university, they should be
competent to work. This supported the previous study because having this
competency where the ability in workplace readiness needed to succeed in
entering workplace dynamics.
Specifically, cognitive competency is the skills and capacity of
knowledge and information. In addition, a study titled "Importance of Cognitive
Skills in HR" by Mayhew (2021) claimed that cognitive skills are mental
capabilities, such as perception and reasoning, that are necessary to process
information and acquire knowledge. Similarly, a study entitled "Cognitive Skills:
Definition, Examples and How to Improve Them" by V. Shukla (2021)
articulated that cognitive skills, also known as cognitive capacities, cognitive
abilities, and cognitive functions, are brain-based skills to execute mental
activities which are firmly related to learning and problem-solving. Humans
have a high capability of cognitive execution hence every individual is
competent in learning or remembering. n addition to A. Doyle (2021) also
stated in a study entitled "Important Cognitive Skills That Employers Value",
that cognitive skills include the ability to learn, process, and apply knowledge,
Page | 27
analyze and reason, and evaluate and decide. Cognitive skills also include the
skills associated with perception, memory, judgment, and language.
It is related to the present study because the present study is related to
assessing the workplace readiness of the students specifically in cognitive
competency as one of the competencies needed in the readiness of students
to acquire the readiness skills in the workplace area.
According to the study entitled "Employee Development and Cognitive
Skills" by Fisher (2021), identifying cognitive skills is determined b how a
person thinks, learns and understands things. In addition, Fisher (2021) also
stated that an employee’s success may be determined by the strength of his
cognitive skills. As employees with great cognitive abilities can learn quickly,
handle numerous complex jobs at once, and be extremely productive without
requiring a lot of supervision. It is related to the present study because one of
the variables of the research especially in cognitive competency determines
how a student can project his cognitive abilities to ready himself in the
workplace environment.
Fachrunnisa (2021) pointed out that cognitive engagement is how
employees and employers interrelate through participating in exchanging
ideas and knowledge to solve organizational problems. Similarly, this study
aims to investigate the concept of cognitive engagement as a result of talent-
based training aimed at improving individual performance. The previous study,

Page | 28
titled "Cognitive engagement: an outcome of talent-based training to increase
individual performance," is linked to the current study as the present study
determine the readiness of future employees in terms of cognitive competency
not to include the cognitive engagement of employers and employees but how
the cognitive competency of students can use to engage and interact their
cognitive competency in workplace dynamics in the future.
On the other hand, a study entitled "Cognitive Skills: What They Are,
Why They Matter, How to Improve Them" by S. Plessis (2021) stated that in
essence, when cognitive skills are strong, learning is fast and easy. When
cognitive skills are weak, learning becomes a challenge. This is somewhat
related to the present study because the present study aims to assess the
student’s workplace readiness. For this reason, the research will determine the
student’s competency in terms of cognitive and can help to identify their skills
in cognitive competency whether it is strong or not that will determine their
readiness in the workplace environment in terms of cognitive competency.
Psychological Competency
A study entitled "The Importance of Emotional Intelligence in the
Workplace" by Chignell (2018) pointed out that emotional intelligence refers to
someone’s ability to perceive, understand and manage their feelings and
emotions. As psychological competency emphasizes mental health as a vital
workplace advantage, and strong psychological development can support

Page | 29
young adults in achieving professional success. Personal qualities linked to
psychological development identified in the workplace readiness literature
include positive self-esteem, optimism, and planners, as well as coping skills,
resilience, flexibility, good judgment, and self-management skills such as
motivation, initiative, responsibility, time management, and moral
development. Moreover, this skill also entails making judgments, solving
issues, and communicating with people based on emotional understanding.
This is related to the present study as the study aims to assess the individual
psychological competency in the recent study including the variables needed
to assess.
Furthermore, psychological competence is more likely to increase
individual sentiments of self-efficacy and personal mastery, as well as a core
competence, in work environments that provide a strong work-life balance.
The majority of the time, skilled employees are people who want to improve
their psychological competency at work. As A. Fotieadis et al. (2019)
articulated in a study entitled "The Mediating Roles of Psychological
Autonomy, Competence, and Relatedness on Work-Life Balance and Well-
Being", by satisfying the need for psychological competence, employees are
more likely to increase their motivation for continuous capacity building.
Therefore, phycological competency is an important skill to acquire workplace
readiness in preparation to enter the said area. it is related to the present

Page | 30
study as psychological competency is an important skill to acquire workplace
readiness in preparation to enter the said area.
Moreover, psychological competency has a huge role in fresh
graduatesadaptingt or coping in the workplace. Mental and emotional
readiness should possess in the workplace dynamic. According to the
University of Alberta (2020) an article entitled “Psychological Competencies
and Requirements", the aptitudes, skills, and competencies required for
individuals to be successful in their roles. These include interpersonal skills
and emotional intelligence necessary to contribute to a successful team, such
as compassion, respect for others, and the ability to build connection and
belonging in a diverse workplace. This is related to the present study as the
study aims to assess the individual psychological competency in the variables
needed to assess.
According to Indeed Editorial Team (2021) an article entitled "Self-
Confidence in the Workplace: Why It's Important and How To Improve It", self-
confidence is being confident in one's self-judgments, decisions, abilities, and
skills. Also, self-confidence is important in the workplace. It allows the
employees to take risks, while also evaluating areas of improvement, both
things that help them to develop as an employee. In addition, according to an
article entitled "Mental Health - Psychosocial Risk Factors in the Workplace"
the of Canadian Center for Occupational Health and Safety (2021) in terms of
Page | 31
psychology, a workplace where there is a good fit between employees'
interpersonal and emotional competencies, their job skills and the position
they hold. A good fit means that the employees possess the technical skills
and knowledge for a particular position as well as the psychological skills and
emotional intelligence (self-awareness, impulse control, persistence, self-
motivation, empathy, and social deftness) to do the job. Note that a subjective
job fit (when employees feel they fit their job) can be more important than an
objective job fit (when the employee is assessed and matched to the job). It is
related to the study as self-confidence can be included in self-esteem and
emotional intelligence is linked as part of psychological competency.
Moreover, self-confidence show as a psychological competency thaaalety in
workplace readiness needed to succeed in entering workplace dynamics.
It was clear in the aforementioned relateliteraturees and studies that the
workplace dynamics readiness must acquire competence include includes the
knowledge and abilities or skills that students would attain to be prepared in
entering the above-mentioned area. The competencies needed for workplace
dynamics readinesincludees the social, cognitive, and psychological
competency that played as a vital competency to achieve progressive,
efficiency, and success in the woodworker as an employee of an organization.
It showed that the competencies mentioned are relevant in the preparation of
future employees to succeed be and able to adapt to workplace dynamics.

Page | 32
Furthermore, the cited literature provided hhelpinexplainingg how the said
variables help in preparing the students in the workplace dynamics. This
thought is supported by various studies and research on the readiness on
workplace dynamics, competencies, and given variables above.

Page | 33
CHAPTER III
RESEARCH METHODS
This chapter presents the description of the research design, the locale
of the study, respondents of the study and nature of the business, research
instrument, data gathering procedures, and statistical tools that were used in
the study.
Research design
The research design of this is quantitative. A quantitative research
design is described as a systematic analysis of phenomena through the
collection of measurable data and the application of statistical, mathematical,
or computational methods. According to Bhandari (2021), quantitative
research is the process of collecting and analyzing numerical data. It can be
used to find patterns and averages, make predictions, test causal
relationships, and generalize results to wider populations.
This quantitative research applied and utilized the descriptive research
method, which is quantitative to collect and statistically analyze data. The
descriptive research method is a comprehensive research instrument that
allows a researcher to collect data and use statistical analysis to characterize
the demographics of data. According to Voxco (2021), the descriptive
research method is a type of quantitative research that aims to collect

Page | 34
measurable data to r perform statistical analysis on a population sample. It is
common market research or social research tool that entails performing survey
research with quantitative variables to collect and characterize the nature of a
demographic group.
Locale of the Study
This study is conducted at Navotas Polytechnic College. The Navotas
Polytechnic College is located in the city of Navotas. Founded in 1994, the
Navotas Polytechnic College is a public college managed by the city
administration of Navotas. It's on Bangus Street, near the corner of Apahap
Street, in Kaunlaran Village's North Bay Boulevard South. Navotas
Polytechnic College or NPC, has been around for almost 28 years and has
been established as a well-respected public college in Navotas. NPC offers
courses in a variety of fields, including business administration, education,
computer technology, and short courses. B.S.E.D (Bachelor of
Secondary Education) with a major in English and Mathematics,
B.E.E.D (Bachelor of Elementary Education). The three majors of a Bachelor
of Science in Business Administration degree are Marketing, Financial
Management, and Human Resource Management. Lastly, the ICS/AIS
(Associate Information System). NPC provides the high-quality education that
students needed.
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The purpose of Navotas Polytechnic College is to provide opportunities
to students who are deserving but do not have the financial resources to pay
tuition fees, to allow them to pursue tertiary education and acquire knowledge
and skills through excellence in academic and technological courses so that
they can live with dignity as humane individuals and as members of the
community who can contribute to the growth and advancement of Navotas. As
a result, Navotas Polytechnic College continues to be a valuable resource for
young people who desire to pursue their ambitions.
Respondents of the Study
The Human Resource Management course is the process of managing
people in organizations in a systematic and structured manner. It is an
organizational department function that handles all concerns affecting the
people within the organization. Compensation, recruitment, hiring,
performance management, organizational development, safety, wellness,
benefits, employee motivation, communication, policy administration, and
training are all fall under the role of an HRM.
However, the entire population of HR students at NPC from the first to
the fourth year is 724, but the researchers chose only 252 to partake in the
research. The researchers employed a stratified random sampling technique

Page | 36
and used the National Education Association's formula in the United States for
calculating the sampling size, which includes a 95% confidence level, a 5%
margin of error, and a 50% population proportion.
Research Instrument
This study used researchers made research instrument. It was
composed of research questions formulated to assess the selected HR
Students in Navotas Polytechnic College’s readiness in workplace dynamics.
Construction
The research instrument is composed of two parts. Part 1 of the
research instrument is the demographic profile of the respondents including
the age, gender, civil status, and college year level. Part 2 is the research
instrument body with 15-item research questions. There are 5 questions for
each variable, these variables are social competency, cognitive competency,
and psychological competency. The researcher’s constructions of research
questions ensure that the description for indicated variables is aligned with the
definitions from related literature.
Validation
The researchers used content validation and seeks assistance and
advice from research professors to scrutinize the relevance and consistency of
the formulated research questionnaires. The research instrument has been

Page | 37
validated and approved by three (3) experts and with a degree in the course of
Human Resource Management that includes the HR practitioners employed at
the City Government of Navotas City and by the HR and Admin Assistant
employed in Wheels Incorporated at Pasay City. The commendations and
observation of the validators are taken into consideration in the final copy of
the research questions.
Data Gathering Procedures
The researchers secured permission from the research professor and
HR students to conduct the survey. However, because the study's local is from
the jurisdiction of the school to where the researchers are attending college,
the researchers did make a request letter to administer survey questionnaires
at Navotas Polytechnic College Administration. It is justified and
understandable that this is a partial fulfillment in the subject of business
research.
Upon grant of such request to the HR professors and students, the
researcher conducted an online survey using the Google Form to make the
selected HR respondents answer the questionnaires. The survey
questionnaires were composed of 2 parts questions that include the
demographic profile of the respondents and the survey questionnaire body
that used the 5-Likert scale with verbal interpretation about the level of
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readiness to measure the different responses of respondents on the aspects
of readiness, the social competency, cognitive competency, and psychological
competency. After the data gathering, the researchers will tally and analyzed
for interpretation according to the frequency and percentage of the items
answered by the respondents. After the retrieval of the answered
questionnaires, the researcher analyzed and interpret the data.
Statistical Tools
The following statistical tools and interpretation will be applied for
detailed discussion and analysis of the data gathered:
Frequency and Percentage. Frequency is a tabulation of the number
of times that each different value appears in a particular set of values.
Frequencies are raw counts. It is converted to a percentage through the
division of the frequency for each value by the total number of observations for
all the values. Frequency and percentage were used as descriptive statistics
to describe the relationship of a part to whole in this study, frequency
distribution and percentage were computed in describing the profile of the
respondents in terms of age, gender, civil status, and college year level. The
percentage was also used to present the proportion of responses for each
Likert-scale item question. It was used to answer research questions 1 and 2.
The formula utilized was:

Page | 39
Where: % - percentage
f - frequency of responses
N - total number of respondents
Weighted Mean. This was calculated to determine the average
responses of the respondents on the 15-item Likert scale questions to
determine the readiness of selected Human Resource students of NPC in
workplace dynamics in terms of three variables: social competency, cognitive
competency, and psychological competency. It was used specifically for
research quest the ion number 2. The formula used was:

n
∑ w i xi
W x= i=1
w
Where:
W x=Weighted Mean
n
∑ wi xi =The ∑ of the weight of X ' s

i=1
w=The ∑ of weight of X
Page | 40
Standard Deviation. This was calculated to measure the amount of
variation or dispersion of responses on the Likert-scale questions from the
weighted mean. It was used specifically for research question number 2. The
formula used:
s = sample standard deviation
N = the number of observations
xi = the observed values of a sample item
x = the mean value of the observations
Table 3.1
Scale, Range, and Verbal Interpretation
Scale Range Verbal Interpretation

5 4.20 – 5.00 Very Ready
4 3.41 – 4.19 Moderately Ready
3 2.60 – 3.40 Somehow Ready
2 1.80 – 2.59 Least Ready
1 1.00 – 1.79 Not Ready
Analysis of Variance (ANOVA). This was used to determine if there is
a significant difference in the assessment of the respondents on their
readiness in workplace dynamics in terms of social competency, cognitive

Page | 41
competency, and psychological competency. ANOVA is the most appropriate
statistical tool to use since it tells if there are any statistical differences
between the means of three or more independent groups. Hence, this was
used specifically for the research questions. The formula used was:
MSS B
F=
MSS w
Where:
MSS B −¿ Mean Sum of Squares Between-column/Treatment
MSS W −¿ Mean Sum of Squares Within-column/Treatment
Page | 42
CHAPTER IV
RESULTS AND DISCUSSIONS
This chapter contains all the results of the data gathered using
statistical analysis, each item is precisely presented and discussed in a tabular
form. The purpose of this study was to assess the readiness of selected
Human Resource students of Navotas Polytechnic College (NPC) in
workplace dynamics.
The findings are presented under the following major headings: profile
of the respondents; and respondents’ assessment on their readiness in
workplace dynamics in terms of social competency, cognitive competency,
and psychological competency, and the significant differences on
respondents’ assessment on readiness in terms of the said variables when
grouped by their profile. The findings are also discussed in the light of
previous research findings and available literature, where applicable, to
identify similarities and differences between this study and previous studies
and literature.
The data gathered using survey-questionnaire were distributed through
Google Forms. The data were statistically analyzed by a statistician through
Microsoft Excel application and Statistical Package for the Social Sciences
version 25. The statistical treatment used for the data were frequency count,
Page | 43
percentage, weighted mean, standard deviation, ranking, and Analysis of
Variance to measure quantitative data. Data gathered through the
questionnaire was subjected to frequency counts. These responses to the
questions, which are quantified, are then presented in percentage forms. The
analysis of data is presented in tabular form.
4.1 Profile of the HR Respondents
This first section of the questionnaire sought to determine the
information of the respondents. It covered the respondents’ age, gender, civil
status, and college year level. Though not central to the study, the personal
data helped contextualize the findings and the formulation of appropriate
recommendations.
Table 4.1.1
Profile of the HR Respondents in terms of Age
Age Frequency Percentage
19 - 22 years old 162 64
23 - 26 years old 77 31
27 - 31 years old 10 4
32 years old and above 3 1
Total 252 100
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Table 4.1.1 presents the profile of the HR respondents in terms of
age. The majority of the HR respondents with the frequency of 162 or 64%
are 19 to 22 years old, followed by 77 or 31% who are 23 - 26 years old, 10
or 4% are 27 - 31 years old and lastly, 3 or 1% of the HR respondents are 32
years old and above. It can be implied that the dominant age range group of
HR respondents belongs to 19 - 22 years old.
According to Allen (2019), 19 - 22 years old are belong to the late
adolescents in terms of stages of adolescence. According to the recent study
of Marciniak (2020), stated that late adolescents possess the maturity in
dealing with decision-making for readiness towards the workplace. And
maturity included the competencies development on readiness in workplace
dynamics.
Table 4.1.2
Profile of the HR Respondents in terms of Gender
Frequenc Percentage
Gender
y
Female 170 67
Male 82 33
Total 252 100
gender. The majority of the HR respondents are female with a frequency of

Page | 45
170 or 67%, while male HR respondents are 82 or 33%. It implied that HR
students of Navotas Polytechnic College were dominated by females.
According to the recent study of Bently (2020), an exclusive survey in
terms of workplace readiness, indicate that a female or woman was
moderately well prepared in entering the professional workplace and
possess the competencies and skills such as analytic and critical thinking,
oral and communication skills, and interpersonal skills.
Table 4.1.3
Profile of the HR Respondents in terms of Civil Status
Civil Status Frequency Percentage
Single 246 98
Married 4 2
Widow/Widower 1 0
Legally Separated 1 0
Total 252 100
Table 4.1.3 presents the profile of the HR respondents in terms of civil
status. The highest percentage of the HR respondents, specifically, 98% or
246 out of 252 are single, while 4 or 2% are married. There is 1 HR
respondent or 1% who is a widow/widower and another 1 or 1% who is
legally separated. It can be implied that selected Human Resource students
of NPC are single.

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According to Lawdepot (2020), single status is not legally bounded to
anyone or not been married. According to the recent study of Hughes
(2017), single status has an advantage on the readiness of students in
shifting to the workplace. The recent study state that single status acquire a
lot of time to prepare in employment planning and flexible to take a risk at
work than any married or another status.
Table 4.1.4
Profile of the HR Respondents in terms of

College Year Level
Year Level Frequency Percentage
First Year 6 2
Second Year 47 19
Third Year 139 55
Fourth Year 60 24
Total 252 100
college year level. The majority of the HR respondents with the frequency of
139 or 55% are in the third year. It is followed by 60 or 24% of HR
respondents who are fourth-year students; 47 or 19% are at second-year
level, and only 6 or 2% are first-year students. It implied that the majority of
Page | 47
the HR students enrolled in Navotas Polytechnic College were under the 3 rd-
year level.
According to Stahi (2019), 3rd-year college level is also called junior
level in terms of students classification. According to the recent study of
Aracil (2018), stated that students in the junior college level o,r known as 3 rd-
year level on their professional degree acquire the competencies they
needed for preparation for the transition to the workplace by the level they
are attending.
4.2 HR Respondents’ Level of Readiness in Workplace Dynamics

To establish the level of readiness of the HR respondents on
workplace dynamics in terms of social competency, cognitive competency,
and psychological competency, the average mean responses were obtained,
ranking of each statement, and verbal interpretation.
Table 4.2.1
Level of Readiness of the HR Respondents in Workplace Dynamics

in terms of Social Competency
Weighted Verbal
Social Competency Rank
Mean Interpretation
2.1 I am excellent in interpersonal
skills which makes me able to Moderately
4.06 4
work with others in the Ready
workplace.
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2.2 I have self-regulation which

gives me the ability to control
impulses, delay gratification, Moderately
4.13 1
resist temptation and peer Ready
pressure, reflect on one’s
feelings, and monitor oneself.
2.3can to understand or ‘read’ other

people’s facial expressions and Moderately
4.10 2
gestures; recognizing emotions Ready
in others and oneself.
2.4 I am excellent at oral and written Moderately
4.02 5
communication. Ready
2.5 I have a positive self-identity
which gives me a sense of
Moderately
competence, personal power, 4.08 3
Ready
sense of self-worth, and sense
of purpose.
Overall Weighted Mean 4.08 Moderately Ready
Legend: “Not Ready (1.00 – 1.79)”, “Least Ready (1.80 – 2.59)”, “Somehow Ready (2.60 –
3.40)”, “Moderately Ready (3.41 – 4.19)”, “Very Ready (4.20 – 5.00)
It revealed in table 4.2.1 the HR respondents’ assessment on their
level of readiness in the workplace dynamics in terms of social competency.
As shown, the overall weighted mean of 4.08, verbally interpreted as
“Moderately Ready”, implies that HR student-respondents are adequately
ready in workplace dynamics as to social competency. Among the indicators
of social competencies, respondents are most moderately ready on self-
regulation, self-control, resisting temptations, and peer pressure (R = 1, WM

Page | 49
= 4.13). They are also moderately ready on understanding one’s feelings or
emotions (R = 2, WM = 4.10). They are moderately ready on positive self-
identity which gives them a sense of competence, personal power, sense of
self-worth, and sense of purpose (R = 3, WM = 4.08). They are also
moderately ready in terms of interpersonal skills that enable them to work
with others in the workplace (R = 4, WM = 4.06). Lastly, HR respondents are
moderately ready on oral and written communication (R = 5, WM = 4.02). It
implied that the findings of the study revealed that Human Resource
students are ready enough in the workplace dynamics in terms of social
competencies such as self-regulation, empathy with others, positive self-
identity, interpersonal skills, and communication skills.
The present study is related to the recent study of Mamun (2017),
who stated that social competency helps the students to develop their
employability skills for workplace preparation and make them confident to
work in a performance-oriented work environment as lifelong learners. A
recent study shows that students with social competencies like positive
attitude and effective communication, etc. have much better readiness in the
workplace environment compared to the students who are lacking in these
skills.
Table 4.2.2
Page | 50

in terms of Cognitive Competency
Weighted Verbal
Cognitive Competency Rank
Mean Interpretation
2.1 I can be able to handle multiple
complex tasks simultaneously Moderately
3.75 5
and be highly productive without Ready
needing much supervision.
2.2 I can be able to identify,

Moderately
conceptualize, and solve 3.91 4
Ready
intricate problems at work.
2.3 I have a sustained attention

ability which helps me to focus Moderately
4.02 1
on a single task for a long Ready
period.
2.4 I am excellent in logic and

reasoning skills which helps me
Moderately
solve problems and generate 3.92 3
Ready
ideas and I can turn ideas into
reality.
2.5 I have the ability of visualization

skills to effectively interpret
images and visual Moderately
3.95 2
representation of data that I use Ready
to analyze important
documents.
3.40)”,
“Moderately Ready (3.41 – 4.19)”, “Very Ready (4.20 – 5.00)
Page | 51
It can be gleaned in table 4.2.2 the HR respondents’ assessment on
their level of readiness in the workplace dynamics in terms of cognitive
competency. As shown, the overall weighted mean of 3.91, verbally
interpreted as “Moderately Ready”, implies that HR student-respondents are
adequately ready in workplace dynamics as to cognitive competency. Among
the indicators of cognitive competencies, HR respondents are most
moderately ready on sustained attention ability which helps them to focus on
a single task for a long period (R = 1, WM = 4.02). They are also moderately
ready on visualization skills to effectively interpret images and visual
representation of data (R = 2, WM = 3.95). They are moderately ready on
logic and reasoning skills which helps them solve problems and generate
ideas (R = 3, WM = 3.92). They are also moderately ready on identifying,
conceptualizing, and solving intricate problems at work (R = 4, WM = 3.91).
Lastly, HR respondents are moderately ready on handling multiple complex
tasks simultaneously and being highly productive without needing much
supervision (R = 5, WM = 3.75). It implied that the findings of the study
revealed that Human Resource students are ready enough in the workplace
dynamics in terms of cognitive competencies, especially in terms of
sustained attention ability and visualization skills.
The present study is similar to the recent study of Hall (2017), which
said that credentials on cognitive required abilities prepare students at all

Page | 52
levels for testing that leads to workplace readiness and, perhaps more
importantly, with the skills needed for twenty-first-century success.
Table 4.2.3
in terms of Psychological Competency
Weighted Verbal
Psychological Competency Rank
Mean Interpretation
2.1 I can work under pressure
Moderately
without panicking and making 3.73 5
Ready
mistakes at work.
2.2 I am adaptive and productive to

Moderately
constant changes in any work 3.92 4
Ready
that I am doing.
2.3 I have positive self-esteem and

an optimistic but realistic Moderately
4.10 2
mindset in any challenges I will Ready
face inside and outside of work.
2.4 I am energetic and ready for

Moderately
anything that I will do without 3.98 3
Ready
the support of any person.
2.5 I am fully responsible for any

Moderately
work and errors that I will face at 4.25 1
Ready
work.
Page | 53
3.40)”,
“Moderately Ready (3.41 – 4.19)”, “Very Ready (4.20 – 5.00)
It can be seen in Table 4.2.3 presents the HR respondents’
assessment of their level of readiness in the workplace dynamics in terms of
psychological competency. As shown, the overall weighted mean of 4.00,
verbally interpreted as “Moderately Ready”, implies that HR student-
respondents are adequately ready in workplace dynamics as to
psychological competency. Among the indicators of psychological
competencies, respondents are most moderately ready on being responsible
for any works and errors that they will face towards work (R = 1, WM = 4.25).
They are also moderately ready on having positive self-esteem, optimism,
and a realistic mindset in any challenges they will face inside and outside of
work (R = 2, WM = 4.10). They are moderately ready for anything that they
will do without the support of any person (R = 3, WM = 3.98). They are also
moderately ready in terms of adapting and producing constant changes in
any work (R = 4, WM = 3.92). Lastly, HR respondents are moderately ready
on working under pressure without panicking and making mistakes at work
(R = 5, WM = 3.73). It implied that the findings of the study revealed that
Human Resource students are ready enough in the workplace dynamics in

Page | 54
terms of psychological competencies, especially in terms of being
responsible and having positive self-esteem, optimism, and a realistic
mindset in any challenges.
The present study is related to the recent study of Mundy (2021), who
proposes that workplace readiness skills in psychological be routinely
mapped onto graduate attributes and course learning outcomes to be readily
available by students as to increase students’ potential to articulate their
learned work readiness skills once in the workplace. The skills of graduates
are particularly important in the mental health skills where pre-existing
shortfalls, gaps, and discrepancies between skills acquired during the study,
and skills required at employment are widening.
4.3 Significant Differences on the Assessment of the HR Respondents

on their Level of Readiness in Workplace Dynamics When Grouped by
Profile
To determine the significant differences in the assessment of the HR
respondents on their level of readiness in workplace dynamics when
grouped by their profile, Analysis of Variance or ANOVA was performed.
Table 4.3.1
Significant Differences on HR Respondents’ Level of Readiness
in Workplace Dynamics When Grouped by Age
Aspect Profile F-value p-value Decision Remarks
Social
Age 2.940 0.027 Reject Ho Significant
Competency
Page | 55
Cognitive Fail to Not

2.069 0.095
Competency Reject Ho Significant
Psychological
3.026 0.024 Reject Ho Significant
Competency
Note: If p-value ≤ α: reject the null hypothesis; If p-value > α: accept the null hypothesis
F-Critical/Tabular Value at 0.05 Level of Significance (α) = 2.70
Table 4.3.1 shows the result of the ANOVA test to determine the
significant differences in the level of readiness of HR respondents in
workplace dynamics when grouped by their age. A one-way between-
subjects ANOVA was run and its result showed significant differences in the
readiness of HR respondents on social competency when grouped by
respondents’ age; F (3,248) = 2.940, p = .027. Significant differences in the
readiness of HR respondents on psychological competency were also found
when grouped by respondents’ age; F (3,248) = 3.026, p = .024. However,
no significant differences in the readiness of HR respondents on cognitive
competency when grouped by respondents’ age; F (3,248) = 2.069, p = .095.
It implied that the study revealed that the readiness of Human Resource
students on social and psychological aspects in workplace dynamics vary by
age, while in terms of cognitive aspect, all students are moderately ready.
The recent study of Chung (2017) is related to the present study as it
shows that when people reach a certain age their readiness at the workplace
in social and psychological competencies significantly increases or

Page | 56
decreases. It states that reaching adolescence can obtain or maintain
certain abilities of communication and realistic mindset that belongs to the
social and psychological skills for workplace employment success.
Table 4.3.2
in Workplace Dynamics When Grouped by Gender
Social Fail to Not

2.022 0.140
Cognitive
Gender 3.654 0.031 Reject Ho Significant
Competency
Psychological
3.230 0.046 Reject Ho Significant
Competency
workplace dynamics when grouped by their gender. A one-way between-
subjects ANOVA was run and its result showed significant differences in the
readiness of HR respondents on cognitive competency when grouped by
respondents’ gender; F (1,250) = 3.654, p = .031. Significant differences in
the readiness of HR respondents on psychological competency were also
found when grouped by respondents’ gender; F (1,250) = 3.230, p = .046.

Page | 57
However, no significant differences in the readiness of HR respondents on
social competency when grouped by respondents’ gender; F (1,250) =
2.022, p = .140. The study implied that the findings revealed that the
readiness of Human Resource students on cognitive and psychological
aspects in workplace dynamics vary by gender, while in terms of the social
aspect, all students are moderately ready.
The present study is related to the recent study of Tan (2018), which
stated that gender influences the workplace readiness of the students in
terms of cognitive and psychological competencies that they acquired. The
recent study shows the female and male disparities in the outcome of
cognitive competencies such as the mental and building abilities and
psychological competency such as the behavioral.
Table 4.3.3
in Workplace Dynamics When Grouped by Civil Status
Social Fail to Not

0.976 0.410
Cognitive Fail to Not

Civil Status 2.192 0.097
Psychological Fail to Not

2.121 0.106
Page | 58
workplace dynamics when grouped by their civil status. A one-way between-
subjects ANOVA was run and its result showed no significant differences in
the readiness of HR respondents on social competency when grouped by
respondents’ civil status; F (3,248) = 0.976, p = .410. No Significant
differences in the readiness of HR respondents on cognitive competency
were also found when grouped by respondents’ civil status; F (3,248) =
2.192, p = .097. Also, no significant differences in the readiness of HR
respondents on psychological competency when grouped by respondents’
civil status; F (3,248) = 2.121, p = .106. It implied that the study revealed the
readiness of Human Resource students on social, cognitive, and
psychological aspects in workplace dynamics do not vary by civil status.
The present study is related to the recent study of Distor (2018),
which stated that there is no significant relationship or difference in the
readiness to workplace competencies in terms of civil status. It states that
the married is not a hindrance to a good performance as a single or married
status may both perform well in the workplace.
Table 4.3.4
Page | 59

in Workplace Dynamics When Grouped by College Year Level
Social Fail to Not

1.404 0.242
Cognitive College Fail to Not

1.668 0.168
Competency Year Level Reject Ho Significant
Psychological Fail to Not

2.533 0.049
workplace dynamics when grouped by their college year level. A one-way
between-subjects ANOVA was run and its result showed no significant
differences in the readiness of HR respondents on social competency when
grouped by respondents’ year level; F (3,248) = 1.404, p = .242. No
Significant differences in the readiness of HR respondents on cognitive
competency were also found when grouped by respondents’ year level; F
(3,248) = 1.668, p = .168. Also, no significant differences in the readiness of
HR respondents on psychological competency when grouped by
respondents’ year level; F (3,248) = 2.533, p = .049. This implied that the
study on readiness of Human Resource students on social, cognitive, and

Page | 60
psychological aspects in workplace dynamics do not vary by college year
level.
The present study is related to the recent study of Flaherty (2021),
implicating that employers generally have confidence in higher education
and value the college degree. They believe that a college degree is a
readiness for more than specific competencies that are important for
workplace environment success. This is related to the present study as it
shows that a college degree is more significant rather than a college year
level, but the entire college educational attainment.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
This chapter presents the summary of findings, conclusions,
recommendations, and references based upon the data of the study.
Summary of Findings
This study aims to assess the Assessment of the Readiness of
Selected Human Resource Students of NPC in Workplace Dynamics during
the First Semester of the Academic Year 2021-2022.
More specifically, it sought answers to the following questions:

Page | 61
1. What is the profile of respondents in terms of the following
variables?
1.1. Age
1.2. Gender
1.3. Civil Status
2. What is the assessment of the respondents on readiness in
terms of the following variables?
2.1. Social Competency
2.2. Cognitive Competency
2.3. Psychological Competency
3. Are there significant differences in the assessment of the
respondents on readiness in terms of the above-mentioned variables?
4. What readiness program for Human Resource students could
be proposed based on the results of the study?
Hypothesis
Ho: There are no significant differences in the assessment of
the respondents on readiness in terms of Social Competency, Cognitive
Competency, and Psychological Competency.

Page | 62
The study was conducted at Navotas Polytechnic College during the
First Semester of the Academic Year 2021 - 2022. The respondents were
the two hundred fifty-two (252) HR students employed by stratified random
sampling technique that used the National Education Association's formula
in the United States for calculating the sampling size. The research
instrument used was researchers made research instrument type that been
validated and approved by the expert’s validators with a degree in the course
of Human Resource Management. It has two (2) parts namely: Part I.
Personal Profile of the respondents in terms of age, gender, civil status, and
college year level. Part II. Readiness of Selected HR students in Workplace
Dynamics in terms of social competency, cognitive competency, and
psychological competency. The statistical tools used in the study were
frequency and percentage; weighted means; standard deviation; and
analysis of variance (ANOVA) to test the hypothesis.
The salient findings of the study are as follows:
1. The personal profile of the HR respondents were presented as
follows:
1.1. In terms of age, it was found out that most of the selected
Human Resource students respondents were at the age bracket of 19-22
years old and as seen in the frequency of 164 or 64% are 19-22 years old.
Followed by 23-26 years old or 4% and lastly 3 or 1% of the respondents 32

Page | 63
years old and above. It concludes that the dominant age of Human Resource
students of Navotas Polytechnic College ranges from 19-to 22 years old.
1.2. As regard gender, it was seen that the most selected Human
Resource students respondents were female with a frequency of 170 out of
252 or 64% of the whole population of Human Resource students. It
constituted more than half of the entire population. On the other hand, other
HR students respondents were male as shown in the frequency of 82 out of
252 or 33% of the whole HR students population. It concludes that the
dominant gender of Human Resource students of NPC is female.
1.3. As to civil status, the majority of the selected HR students
respondents were single as seen in the frequency of 246 out of 252 or 98%
of the whole HR students population. It constituted almost the entire HR
students population. On the other hand, some of the student respondents
were married frequency of 4 or 2%, widow/widower 1 or 0%, and legally
separated 1 or 0%. It shows that more than three-fourths of the entire
population. It concludes that the dominant civil status of Human Resource
students of NPC is single.
1.4. In terms of the college year level, the majority of the HR
students respondents were the third year with the frequency of 139 or 55%
of the HR students population. It constituted more than half of the entire HR
students population. On the other hand, fourth-year HR respondents have a

Page | 64
frequency of 60 or 24% of the whole HR population. Second-year with a
frequency of 47 or 19% of the whole respondents and the first year,
frequency of 6 or 2% of the whole HR students respondents. It concludes
that the dominant college year level of Human Resource students of NPC is
the 3rd-year level.
As the summary of profile of selected Human Resource students of
Navotas Polytechnic College during the First Semester of the Academic
Year 2021-2022, it was found out that majority of the HR students
respondents were at the age bracket of 19 – 22; female; single; and 3 rd-year
college student.
2. The assessment of the selected HR students respondents in
readiness on workplace dynamics were revealed as follows:
2.1. In terms of social competency, the assessment of the HR
student's readiness in the workplace dynamics was "Moderately ready" as
seen in the overall weighted mean of 4.08. It further showed that HR
students are adequately ready in workplace dynamics as to social
competency. Moreover, it showed that HR students are ready enough in
workplace dynamics in terms of social competency, specifically, self-
regulation, empathy with others, positive self-identity, interpersonal skills,
and communication skills.

Page | 65
2.2. As to cognitive competency, the assessment of the HR
student's readiness in the workplace dynamics was "Moderately ready" as
seen in the overall weighted mean of 3.91. It further showed that HR
students are adequately ready as to cognitive competency. Moreover, it
showed that HR students are ready enough in workplace dynamics in terms
of cognitive competency, specifically, sustained attention ability and
visualization skills.
2.3. As regards psychological competency, the assessment of the
HR student's readiness in the workplace dynamics was "Moderately ready"
as seen in the overall weighted mean of 4.00. It further showed that HR
students are adequately ready as to psychological competency. Moreover, it
showed that HR students are ready enough in workplace dynamics in terms
of psychological competency, specifically, being responsible and having
positive self-esteem, optimism, and a realistic mindset in any challenges.
As regard to the summary of the selected HR student's readiness in
workplace dynamics, the assessment of the student's readiness was
"Moderately ready" as seen in the grand weighted mean of 4.00. It further
showed that students were adequately ready in workplace dynamics in terms
of competencies such as social, cognitive, and psychological.

Page | 66
3. The significant differences in the assessment of the selected HR
students' readiness in workplace dynamics in terms of social, cognitive, and
psychological competency when grouped by personal profile were presented
as follows:
3.1. In terms of age, it was found out that there is a significant
difference in the readiness of respondents on social competency when
grouped by respondents’ age; F (3,248) = 2.940, p = .027. Moreover,
significant differences in the readiness of respondents on psychological
competency were also found when grouped by respondents’ age; F (3,248)
= 3.026, p = .024. However, there are no significant differences in the
readiness of respondents on cognitive competency when grouped by
respondents’ age; F (3,248) = 2.069, p = .095. It further showed that the
readiness of Human Resource Students in terms of social and psychological
aspects in workplace dynamics vary by age. Whereas, in the cognitive
aspect, all students were moderately ready.
3.2. In terms of gender, it was revealed that there is a significant
difference in the readiness of respondents on cognitive competency when
grouped by respondents’ gender; F (1,250) = 3.654, p = .031. In addition,
there is also a significant difference in the readiness of respondents on
psychological competency when grouped by respondents’ gender; F (1,250)
= 3.230, p = .046. On the other hand, there are no significant differences in

Page | 67
the readiness of respondents on social competency when grouped by
respondents’ gender; F (1,250) = 2.022, p = .140. It further showed that the
readiness of selected Human Resource students in terms of cognitive and
psychological aspects in workplace dynamics vary by gender, while in the
social aspect, all students were moderately ready.
3.3. In terms of civil status, it showed that there are no significant
differences in the readiness of respondents on social competency when
grouped by respondents’ civil status; F (3,248) = 0.976, p = .410. Also, there
are no significant differences in the readiness of respondents on cognitive
competency when grouped by respondents’ civil status; F (3,248) = 2.192, p
= .097. Moreover, there are no significant differences in the readiness of
respondents on psychological competency when grouped by respondents’
civil status; F (3,248) = 2.121, p = .106. It further showed that the readiness
of selected Human Resource students on social, cognitive, and
psychological aspects in workplace dynamics do not vary by civil status.
3.4. In terms of college year level, it revealed that there are no
significant differences in the readiness of respondents on social competency
when grouped by respondents’ year level; F (3,248) = 1.404, p = .242. Also,
there are no significant differences in the readiness of respondents on
cognitive competency when grouped by respondents’ year level; F (3,248) =
1.668, p = .168. Moreover, there are no significant differences in the

Page | 68
readiness of respondents on psychological competency when grouped by
respondents’ year level; F (3,248) = 2.533, p = .049. It further showed that
the readiness of selected Human Resource students on social, cognitive,
and psychological aspects in workplace dynamics do not vary by college
year level.
As the summary of the significant differences on the assessment of
selected HR students' readiness in workplace dynamics when grouped by
profile. It revealed that in terms of age, there is a significant difference in the
readiness of HR students in terms of social and psychological aspects in
workplace dynamics, while in the cognitive aspect, there are no significant
differences found. As to gender, there is a significant difference in the
readiness of HR students in terms of cognitive and psychological aspects in
workplace dynamics, while there are no significant differences in social
aspects in workplace dynamics. As regards civil status, there are no
significant differences in the readiness of the HR students in terms of social,
cognitive, and psychological aspects in workplace dynamics. As to the
college year level, there are no significant differences in the readiness of the
HR students in social, cognitive, and psychological aspects in workplace
dynamics. It further showed that the majority of the findings in the selected
HR students' social, cognitive, and psychological aspects in workplace
dynamics do not vary in terms of the student's profile.

Page | 69
Conclusions
Based on the findings of the study, the following conclusions are
arrived at:
1. Majority of the selected HR students of Navotas Polytechnic
College are 19 - 22 years old; female; single; college year level is under 3 rd-
year level.
2. The assessment of the readiness of selected HR students of
Navotas Polytechnic College in workplace dynamics was moderately ready
in terms of social competency, cognitive competency, and psychological
competency.
3. There are significant differences in respondents’ level of readiness
in workplace dynamics in terms of social and psychological when grouped by
age. It implied that the readiness of selected Human Resource students on
social and psychological aspects in workplace dynamics vary by age, while
in terms of cognitive aspect, all students are moderately ready.
4. There are significant differences in respondents’ level of readiness
in workplace dynamics in terms of cognitive and psychological when
grouped by gender. The readiness of selected Human Resource students on
cognitive and psychological aspects in workplace dynamics vary by gender,
while in terms of the social aspect, all students are moderately ready.
Page | 70
5. There are no significant differences in respondents’ level of
readiness in workplace dynamics when grouped by civil status. The study
revealed the readiness of selected Human Resource students on social,
cognitive, and psychological aspects in workplace dynamics do not vary by
civil status.
6. There are no significant differences in respondents’ level of
readiness in workplace dynamics when grouped by college year level. This
implied that the study on readiness of Human Resource students on social,
cognitive, and psychological aspects in workplace dynamics do not vary by
college year level.
Recommendations
Based on the conclusions of the study, the following
recommendations are arrived at:
1. The NPC may pursue improving the workplace dynamics
readiness of the 19 – 22 years old; female; single; and 3 rd-year level.
Including the other ranges of ages, male, other civil statutes, and another
year level in the research study.
2. The Navotas Polytechnic College academic council may
continue to prepare, determine, and enhance the Human Resource students

Page | 71
at NPC skills at the social, cognitive, and psychological competencies in their
readiness to workplace dynamics.
concentrate to promote and enhance the HR student’s competencies in
terms of social and psychological especially in the age range of 19 – 22
years old as well as the other age bracket in the present study.
emphasize the competencies in cognitive and psychological in terms of
gender, especially in females, and focus on the male to raise their readiness
at workplace dynamics.
5. The Navotas Polytechnic College academic council might
maintain the workplace dynamics readiness in terms of social, cognitive, and
psychological of all the civil statuses and year levels in the present study.
6. The Navotas Polytechnic programs may continue to conduct
strategies such as seminars and programs on developing the abilities and
competencies of HR students in preparing them for workplace dynamics.
7. The future researchers and other State Colleges and
Universities may adapt the present study and focus on the 4 th year students
respondents to validate more the readiness of the students in terms of social
competency, cognitive competency, and psychological competency as well

Page | 72
as they may add more competencies to determined the skills and abilities
that students possess.
Proposed Readiness Program in Workplace Dynamics for HR
Students
Be Successful: Mastering HR
TITLE Workplace Dynamics Readiness
Skills/Competencies
 College Webinar and
Workshops Learning Skills
PROGRAM  Video Conferencing
 Discussion Board and
Forums
CONTENTS
 Effective Communication
Skills
In terms of improving Social  How to Improve Social
Competencies Interaction Cues
 Developing Conflict skills

Page | 73
 Making Connection at Work
 Improving Logic and
Reasoning skills
 Problem and Solving Skills

In terms of improving Cognitive
 Enhancing Attention and
Competencies
Working Memory
 Boosting Imagery and
Visual skills
 Improving One’s Self-
Confidence and
Determination
In terms of improving  How to create Goal Setting
Psychological Competencies  Developing Energy and
Stress Management
 Being Accountable and
Responsible
Page | 74
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klL7PYdFhM2X0WR19o38y6W0AREX9o3~BfBi2nTxYfnnhuZ
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Page | 85
APPENDICES
Appendix A – Survey Questionnaires
SURVEY QUESTIONNAIRES
Name:_________________________________________________________
(Optional)
TITLE: “An Assessment of the Readiness of Selected HR Students of NPC in

Workplace Dynamics”.
PART I. PERSONAL PROFILE

Directions: Kindly check ✔ your appropriate profile about age,
gender, civil status, and college year level.
Part I. Respondent’s Profile

1. Name: (Optional)
1.1 Age
____ 19 – 22 Years Old
____ 23 – 26 Years Old
____ 27 – 31 Years Old
____ 32 – Above Years Old
1.2. Gender
_____ Male _____ Female
1.3. Civil Status

Single Widow / Widower
_____ Married _____ Legally Separated

_____ First Year
_____ Second Year
_____ Third Year
_____ Fourth Year
Page | 86
PART II. READINESS OF SELECTED HR STUDENTS OF NPC IN

WORKPLACE DYNAMICS
Instruction. Please answer the following as truthfully as possible. Your

responses shall have the following points or weights: 5- Very Ready (VR), 4-
Moderately Ready (MR), 3- Somehow Ready (SR), 2- Least Ready (LR), 1-
Not Ready (NR).
Readiness 5 4 3 2 1
Social Competency
Please indicate how much you agree or disagree
with the following statement about social
competency towards the readiness of HR students
in workplace dynamics.
1. I am excellent in interpersonal skills which makes
me able to work with others in the workplace.
2. I have self-regulation which gives me the ability
to control impulses, delay gratification, resist
temptation and peer pressure, reflect on one’s
feelings, and monitor oneself.
3. I can understand or ‘read’ other people’s facial
expressions and gestures; recognizing emotions
in others and oneself.
4. I am excellent at oral and written communication.
5. I have a positive self-identity which gives me a
sense of competence, personal power, sense of
self-worth, and sense of purpose.
Cognitive Competency 5 4 3 2 1
with the following statement about cognitive
1. I can be able to handle multiple complex tasks
simultaneously and be highly productive without
needing much supervision.
2. I can be able to identify, conceptualize, and solve
intricate problems at work.
3. I have a sustained attention ability which helps
me to focus on a single task for a long period.
Page | 87
4. I am excellent in logic and reasoning skills which

helps me solve problems and generate ideas
and I can turn ideas into reality.
5. I have the ability of visualization skills to
effectively interpret images and visual
representation of data that I use to analyze
important documents.
Psychological Competency 5 4 3 2 1
with the following statement about psychological
1. I can work under pressure without panicking and
making mistakes at work.
2. I am adaptive and productive to constant
changes in any work that I am doing.
3. I have positive self-esteem and an optimistic but
realistic mindset in any challenges I will face
inside and outside of work
4. I am energetic and ready for anything that I will
do without the support of any person.
5. I am fully responsible for any work and errors
that I will face at work.
Thank you!
Page | 88
Appendix B – Request for the Content Validation of Research Instrument
Republic of the Philippines

BUSINESS ADMINISTRATION DEPARTMENT
Phase 1, Brgy.North Bay Boulevard South-Kaunlaran, Navotas City
December 14, 2021
MS. YVONE IVY O. DERDER

HR and Admin Assistant, Wheels Inc., Pasay City
Dear Ms. Derder:
Good day!
We, the 3rd year BSBA HR students of Navotas Polytechnic College will be conducting business
research with the title “An Assessment of the Readiness of Selected HR Students of NPC in
Workplace Dynamics”. The said research is a partial fulfillment of the requirements for the
subject BACC7 Business Research. At the present, the researchers successfully constructed a
research instrument to be used in the administration of a survey to our sample.
In this regard, the researchers would like to request you to help us with the content validation of
our research instrument.
Your favorable response to this request is highly appreciated.
Thank you and more power!
Respectfully yours,
JENNIFER BAUTISTA MA. OLGA FRANCISCO EUGENE MAGA

Researcher Researcher Researcher
JASMINE LATUGA FLORIEL PANGILINAN SHARMAINE FIGURACION

Page | 89
Noted by:
Prof. EUGENE S. ABDON, MPA Ms. YVONE IVY O. DERDER

Research Adviser HR Practitioner
Page | 90

December 14, 2021
MS. MA. CONCEPCION T. ABAYON

HR, Navotas Municipal Hall
Dear Ms. Abayon:
Good day!
Respectfully yours,


Page | 91
Noted by:
Prof. EUGENE S. ABDON, MPA

Research Adviser
Page | 92

December 14, 2021
MS. HANNALYN PANDAAN

HR, Navotas Municipal Hall
Dear Ms. Pandaan:
Good day!
Respectfully yours,


Page | 93
Noted by:

Research Adviser
Page | 94
Appendix C – Request for Determining the Population for Getting the
Sampling Size

November 24, 2021
Ms. MARIA BERNADETTE REYES

College Registrar, NPC
Dear Ms. Reyes:
Good day!
We, the 3rd year BSBA HR students of Navotas Polytechnic College will
be conducting business research with the title “An Assessment of the
Readiness of Selected HR Students of NPC in Workplace Dynamics”. The
said research is a part of the partial fulfillment of the requirements for the
subject BACC7 Business Research.
In this regard, the researchers would like to request the total number of
all Human Resource students at our college to help us to determine the
sampling size of our respondents, also, the common age of students per year
level to get the appropriate age range to be included in the demographic
profile of our survey questionnaires.
Any information/data will be given to us will be treated with the utmost

confidentiality.

Page | 95
Respectfully yours,
Bautista, Jennifer Figuracion, Shanemarie

Researcher Researcher
Francisco, Ma. Olga Latuga, Jasmine

Maga, Eugene Pangilinan, Foriel

Noted by:

Research Adviser
Page | 96
November 25, 2021
JENNIFER BAUTISTA
BSBA Human Resource Student
Navotas Polytechnic College
Dear Ms. Bautista:
In response to your letter dated November 24, 2021, regarding the data required for your
subject Business Research, listed are the student population of Bachelor of Science in
Business Administration major in Human Resource and the average age of HR students per
year level.
Year Level Student Population Average Age

First Year 22 22.81
Second Year 252 20.79
Third Year 346 22.65
Fourth Year 104 22.18
For your reference.
Very truly yours,
Ms. MARIA BERNADETTE G. REYES

College Registrar
Appendix D – Statistician Certificate
UGS-22-001-08
Page | 97
STATISTICIAN’S CERTIFICATE
This is to certify that the undersigned has statistically reviewed and
analyzed the data for the study entitled, “AN ASSESSMENT OF THE
READINESS OF SELECTED HUMAN RESOURCE STUDENTS OF NPC IN
WORKPLACE DYNAMICS” by Bautista, Jennifer; Figuracion, Shanemarie;
Francisco, Ma. Olga; Latuga, Jasmine; Maga, Eugene; and Pangilinan, Floral
in partial fulfillment of their requirements for the subject BACC7 Business
Research.
Signed this 21st day of January in the year 2022 at Navotas Polytechnic
College.
Control No. : 22-001-08
GTR No. : 108014
Signed:
Maureen M. Neri, LPT, MST Mathematics

Statistician
License No: 1071968
Page | 98
Appendix E – Grammarian Certificate
To whom it may concern,
This is to certify that this study entitled, “AN ASSESSMENT OF THE
READINESS OF SELECTED HUMAN RESOURCE STUDENTS OF NPC IN
WORKPLACE DYNAMICS” by Bautista, Jennifer; Figuracion, Shanemarie;
Francisco, Ma. Olga; Latuga, Jasmine; Maga, Eugene; and Pangilinan, Floral
have been edited and found free from material and technical error, therefore
accepted for grammar, composition, and plagiarism content level.
Signed this 8th day of February in the year 2022 at Navotas Polytechnic
College.
Signed:
Mr. Tristan Lemuel P. Asigurado, LPT,

English Teacher
Page | 99
Grammarian
CURRICULUM VITAE
JENNIFER BAUTISTA
[email protected]
Blk 25 Lot 45 Phase 2 Area 1 NBBS
Dagat-Dagatan, Navotas City
PERSONAL INFORMATION:
Birthday: December 29, 1999

Birthplace: Tondo, Hospital
Religion: Roman Catholic
Status: Single
EDUCATIONAL BACKGROUND:
Tertiary

Bangus St. Cor. Apahap St., NBBS, Navotas City
(2019 – Present)
3rd Year College (2021 – Present) Bachelor of Science in Business

Administration Major in Human Resource Development and Management
Secondary
Page | 100
Kaunlaran High School

Junior-Senior High School
Phase I, Kaunlaran Village, Navotas City
(2013 – 2019)
Primary
Kapitbahayan Elementary School

Burgos, Kaunlaran Village NBBS, Navotas City
(2007 – 2013)
Page | 101
CURRICULUM VITAE
SHANEMARIE P. FIGURACION
[email protected]
Blk 5 Bagong Silang St.,
San Jose, Navotas City
Birthday: June 24, 2001

Status: Single
Tertiary

(2019 – Present)

Secondary
Ninoy Aquino Senior High School

Senior High School
Maya-maya St., Longos, Malabon City
(2017 – 2019)
Page | 102
Longos National High School

Junior High School
(2013 – 2017)
Primary
Ninoy Aquino Elementary School

(2007 – 2013)
Page | 103
CURRICULUM VITAE
MA. OLGA S. FRANCISCO

[email protected]
16 F. Cruz St.,
Tangos North, Navotas City
Birthday: November 18, 2000

Birthplace: Navotas City Region
Status: Single
Tertiary

(2019 – Present)

Secondary
Arellano University – Elisa Esguerra Campus

Senior High School
Gov. Pascual Avenue, Malabon City
(2017 – 2019)
Page | 104
Sanroque National High School

Junior High School
A. Leongson St., Sanroque, Navotas City
(2013 – 2017)
Primary
Sanroque Elementary School

A. Leongson, Sanroque, Navotas City
(2007 – 2013)
Page | 105
CURRICULUM VITAE
JASMINE B. LATUGA
[email protected]
Blk 7 Lot 7 Gurami St., Phase B NBBS
Kaunlaran, Navotas City
Birthday: July 23, 1998

Birthplace: Navotas City
Status: Single
Tertiary

(2019 – Present)

Secondary
Bangkulasi Senior High School

Senior High School
Sioson St., Bangkulasi, Navotas City
(2017 – 2019)
Page | 106
Navotas National High School

Junior High School
M. Naval St., Sipac Almacen, Navotas City
(2013 – 2017)
Primary
Bangkulasi Elementary School

Luna St., Bangkulasi, Navotas City
(2007 – 2013)
Page | 107
CURRICULUM VITAE
EUGENE MAGA
[email protected]
213 Tuazon St.,
San Jose, Navotas City
Birthday: May 30, 2000

Birthplace: Navotas Hospital Religion
Status: Single
Tertiary

(2019 – Present)
3rd Year College (2021-Present) Bachelor of Science in Business

Secondary

Senior High School
(2017 – 2019)
Page | 108

Junior High School
(2013 – 2017)
Primary
Navotas Central Elementary School

M. Naval, San Jose, Navotas City
(2007 – 2013)
Page | 109
CURRICULUM VITAE
FLORAL I. PANGILINAN
[email protected]
0039 Oldfishport St.,
North Bay Boulevard North, Navotas City
Birthday: June 5, 2000

Religion: Jehovah’s Witnesses
Status: Single
Tertiary

(2019 – Present)

Secondary

Senior High School
(2017 – 2019)
Page | 110

Junior High School
(2013 – 2017)
Primary
Bangkulasi Elementary School

Luna St., Bangkulasi, Navotas City
(2007 – 2013)

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NAVOTAS POLYTECHNIC COLLEGE

AN ASSESSMENT OF THE READINESS OF SELECTED

HUMAN RESOURCE STUDENTS OF NPC IN

A Business Research Paper

Presented to the Faculty of Business Administration

Of Navotas Polytechnic College

In Partial Fulfillment of the Requirements for

the Subject BACC7 Business Research

Francisco, Ma. Olga

CERTIFICATION AND APPROVAL SHEET

This business research paper entitled “An Assessment of the Readiness of

Selected HR Students of NPC in Workplace Dynamics” was prepared and

submitted by Bautista, Figuracion, Francisco, Latuga, Maga, and

Pangilinan in partial fulfillment of the requirements for the subject. BUSINESS

RESEARCH has been examined and recommended for Oral Examination.

EUGENE S. ABDON, MPA

Approved by the Panel on Oral Examination on 21st February 2022

with the grade of ___.

ARMAN L. GUINTO, Ph.D. EMY E. CORPUZ, MBA

Accepted in partial fulfillment of the requirements for the subject,

HERNAN M. OLIVEROS, MBA

showering his blessings throughout our research work and completing it

With boundless love and appreciation, we would like to extend heartfelt

We would like to express our sincere gratitude to our adviser, Prof.

Hernan M. Oliveros, MBA, a Business Administration Coordinator who

facilitated and approved the conduct of this study.

To the composition of the defense panel, we are sincerely thankful to

encouragement and insightful comments.

Our sincere thanks to the expert validators, Ms.Yvonne Ivy O. Derder,

HR Practitioner & Admin Assistant, Ms. Ma. Concepcion T. Abayon, HR

Practitioner, and Ms. Hannalyn Pandaan, HR Practitioner for helping us in the

kindness, and commendations that they gave to us.

Our deepest appreciation and thanks to all the HR students of the

Navotas Polytechnic College who participated in this study by answering the

research survey questionnaires.

We are grateful to our statistician, Ms.Maureen M. Neri, LPT, MST,

the statistical analysis and Grammarly review of this study.

help and encouragement that they gave to us.

us to improve and complete this research study.

Title: “An Assessment of the Readiness of Selected HR Students of NPC in

The readiness of employees to integrate productive collaborative work,

advance technology, organize policies, and continue to improve workplace

dynamics is a vital element of a company's success. The most challenging

part of it, however, is new employees' readiness and competence to transform

and adapt to the new dynamics of the workplace environment.

As a result, competencies that students must acquire to be ready for

workplace dynamics are recognized. A research brief titled "A Developmental

Perspective on Workplace Readiness: Preparing High School Students for

Success" (Lippman & Keith 2009) highlights specific competencies that

research has identified as necessary for a student to become a valuable and

competent employee in the areas of social, cognitive, and psychological

competencies. The highlighted specialized abilities are the variables to be

selected to measure the students' workplace dynamics preparation.

This quantitative research applied and utilized the descriptive research

The descriptive research method is a comprehensive research instrument that

allows a researcher to collect data and use statistical analysis to characterize

the demographics of data.

The research instrument used in the study was researcher-made. It was

made up of research questions designed to assess the readiness of Navotas