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SFC EMPLOYEES PREPAREDNESS


FOR CAREER DEVELOPMENT
Sherwill C.Balisi
Researcher
Introduction
The present society is influenced by various technological advances. It is obvious that
robotics dominates the workfield in schools, offices, industries and even in supermarkets
and grocery stores. It is apt at this point that we should update ourselves to cope with
these rapid technological breakthrough to address the needs of our modern society. The
diminishing cultural values, behavior modifications are among the few product of this
modernization as manifested in the behavior of our modern youth.
Harmonious relationship and mutual respect are vital in the workplace, to achieve
such; we must be well equipped with such social interaction which is human relation. To
introduce change or new development, a person must be well prepared to accept
innovations to avoid trauma or emotional sabotage among members of an organization.
The preparedness of a person is a great indicator for a person to accept new development
and adopts changes. However each employee or worker must have the aspiration to
contribute in the attainment of the mission-vision of the institution. An individual maybe
effective and productive but no one is aware of his needs and sentiments, this assumption
might just be true in some organization and this management biases such as an employee
is forced to work to be efficient, another is an employee follow strictly orders but they not
self motivated to work, these scenarios do not seem to create an atmosphere of fair
relationship. The goal therefore of an organization is to see to it that all of the employees
are given the best benefits that would sustain employee satisfaction by giving their best
performance, and join in the realization of the objectives of the organization.
Statement of the problem
The study attempted to asses the employees preparedness for career development and
as basis for charting proper direction of their career path. Specifically, it seeks to answer
the following questions:
1.

What is the profile of the respondents in terms of nature of work and gender?

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2.

What are the perceived preparedness for career development of the respondents
in general?

3.

What are the perceived preparedness for career development of the respondents
when grouped according to nature of work and gender?

4.

Is there a significant difference in the preparedness for career development of St.


Ferdinand College Employees when grouped according to nature of work and
gender?

Null Hypothesis
1. There is no significant difference in the preparedness for career development of
St. Ferdinand College Employees when grouped according to nature of work and
gender.
Research Methodology
The descriptive survey method and documentary analysis were used in this study.
The respondents of the study were the 171 personnel of St. Ferdinand College as of
Academic Year 2007-2008. This study made use of two instruments to gather necessary
data. First HRD documents which contains the profile of the teaching and non-teaching
personnel and the second was a questionnaire to determine the preparedness for career
development of employees. inventory checklist.
The data gathered were analyzed and interpreted using the following statistical tools;
Mean, Weighted Average Mean,frequency and percentage distribution.
The null hypothesis was tested using the student T-test since the hypothesis is looking
for the difference between the respondents preparedness for career development using the
formula.
T=

X2 X1
S 2 ( n1 + n 2 )
n1n2

S2 = [ x12 (X1)2] + [X22 (x2)2]


N1
N2
( N1 + N2 ) - 2

The hypothesis was tested with a 5% level of significance with the decision rule
of rejecting the hypothesis if the computed value is greater than the tabular value.

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Findings
1. Profile of Respondents
a. Nature of Work
Table 1
Frequency & percentage Distribution of
Respondents According to Nature of Work
Nature of Work
Teaching Personnel
Non-teaching Personnel
TOTAL

f
113
58
171

Percentage
66.08
33.92
100

Table 1 shows how the respondents are classified according to their nature of
work. As seen from the table, the respondents were classified into 2 types of jobs which
is Teaching and Non-teaching. There were 113 or 66.08 percent who are academic
personnel and the remaining 58 or 33.92 percent are on Non-Academic personnel. Since
SFC is an Educational Institution, it is expected that employees are dominated by
teaching personnel in number.
Table 2
Frequency & Percentage distribution of
Academic Personnel According to Gender

Male
Female
Female

Teaching Personnel
f
%
39
34.51%
74
74

65.49%
100%

Non-Teaching Personnel
F
%
22
37.93%
36
58

62.07%
100%

Table 2 presents the frequency & percentage distribution of Academic Personnel


according to Gender. It is reflected in the table that 39 or 34.51% are Male and 74 or
65.49% are female. It is expected that teaching is dominated by female because teaching
needs more patience which female possess most.

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On the contrary, It is also seen in the table that 22 or 37.93% of the non-teaching
personnel are male and 36 or 62.07% are female, this shows that female tends to prefer
working in the offices than male.
2. Employees Preparedness for Career Development
Table 3
Perceived Preparedness for
Career Development of SFC Employees
Preparedness Indicators
I am strongly driven to get ahead.
I am willing to move if it means promotion.
I believe in respecting superiors.

Weighted
Mean
3.018
2.882
3.825

Adjectival
Rating
Prepared
Prepared
Highly
Prepared
Highly
Prepared
Prepared
Highly
Prepared
Prepared
Prepared

I believe in trusting subordinates.

3.585

I have the ability to make decisions.


I have strong self-confidence to do my job

3.427
3.632

I have some fear of failing


I have strong orientation on the operations of my
organization
I am loyal to the overall goals of my organization

2.650
3.392

I have the ability to handle people


I am ready to take risks
I am ready to assume a heavier accountability or
responsibility
I have the ability to plan and organize
I have the ability to communicate well, verbal or written
I am ready to speak before large audiences
I have the ability to go along and socialize with different
groups of people in the community
I can go alone by myself for outside training in distant (and
strange) places, national or international
I am ready to focus on my career, more than any other matter
I am driven to work effectively & productively not thinking
so much of its financial reward
I am set to accept future challenges, constructive criticisms
and face organizational problems

3.298
3.275
3.298

Highly
Prepared
Prepared
Prepared
Prepared

3.368
3.333
3.287
3.427

Prepared
Prepared
Prepared
Prepared

3.012

Prepared

3.351
3.404

Prepared
Prepared

3.462

Prepared

3.643

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General Weighted. Mean

3.3285

Prepared

Table 3 presents the perceived preparedness for career development of SFC


employees in general It can be gleaned in the table that the employees are highly
prepared as indicated by the following indicators: respecting superiors 3.825, trusting
subordinates 3.585, strong self-confidence in handling their job 3.632 and the last is
loyalty to the goals of the organization 3.632. It shows that these indicators drives the
employee for career development.
Table 4
Perceived Preparedness for
Career Development of SFC Teaching & Non-Teaching
Preparedness Indicators
I am strongly driven to get ahead.
I am willing to move if it means promotion.
I believe in respecting superiors.
I believe in trusting subordinates.
I have the ability to make decisions.
I have strong self-confidence to do my job
I have some fear of failing
I have strong orientation on the operations of my
organization
I am loyal to the overall goals of my organization
I have the ability to handle people
I am ready to take risks
I am ready to assume a heavier accountability or
responsibility
I have the ability to plan and organize
I have the ability to communicate well, verbal or written
I am ready to speak before large audiences
I have the ability to go along and socialize with different
groups of people in the community
I can go alone by myself for outside training in distant (and
strange) places, national or international
I am ready to focus on my career, more than any other matter
I am driven to work effectively & productively not thinking
so much of its financial reward
I am set to accept future challenges, constructive criticisms
and face organizational problems

Weighted
Mean

Adjectival
Rating

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General Weighted. Mean
Table 4 shows the level of preparedness of employees for career development.
Teaching personnel got a mean of 3.38 which means they are prepared. In like manner,
the non-teaching personnel are also prepared for career development with a mean of 3.24.
The teaching personnel recorded the highest mean along belief in respecting
superiors, 3.62; while loyalty to the over-all goals of the organization got a mean of 3.52
which means very much. This applies that these area drive the employees to go on
career development.
Table 5
Perceived Preparedness for Career Development
of SFC Non-Teaching personnel

Preparedness Indicators
I am strongly driven to get ahead.
I am willing to move if it means promotion.
I believe in respecting superiors.
I believe in trusting subordinates.
I have the ability to make decisions.
I have strong self-confidence to do my job
I have some fear of failing
I have strong orientation on the operations of my
organization
I am loyal to the overall goals of my organization
I have the ability to handle people
I am ready to take risks
I am ready to assume a heavier accountability or
responsibility
I have the ability to plan and organize
I have the ability to communicate well, verbal or written
I am ready to speak before large audiences
I have the ability to go along and socialize with different
groups of people in the community
I can go alone by myself for outside training in distant (and
strange) places, national or international
I am ready to focus on my career, more than any other matter
I am driven to work effectively & productively not thinking
so much of its financial reward
I am set to accept future challenges, constructive criticisms

Weighted
Mean

Adjectival
Rating

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and face organizational problems
General Weighted. Mean
Table 5 reveals the perceived preparedness for career development of St.
Ferdinand College employees when grouped according to gender. Male and female
faculty show preparedness for career development with a general weighted mean of
3.320 for male, and 3.323 for female.
The male faculty showed that they are highly prepared to undergo further training
as indicated by the following indicators: Respecting superior, 3.71; trusting subordinated
with mean value of 3.54; strong self-confidence on their job, 3.59, loyalty to the goals of
the organization, with mean of 3.84. This mean that the male faculty are open for any
personal and professional improvement.
The female employees also shows preparedness to undergo professional and
personal improvement as revealed by the following factors: respecting superior, 3.90;
trusting subordinates, 3.64; strong self-confidence to their job,3.64 aware on the school
operation with a mean score 3.52; showing loyalty to the organization,3.61; prepared to
accept future challenges and constructive criticism with a mean score of 3.50. It only
means that both the male and female employees are highly prepared for any career
development.

Table 6
The obtained T-value of SFC Employees Preparedness for

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Career Development
Variable

Test

Level

Degree of

Obtained

Critical

Decision

Interpretation

Statistics

of

Freedom

Value

Value

Value

(n1+n2)-2

1.3571

1.652

Retain

No significant

the H0

difference

Significant
Teaching
VS

t-test

0.05

Non-

169

Teaching
Gender

exist
t-test

0.05

(n1+n2)-2
169

0.759

1.652

Retain

No significant
Difference
exist

Table 6 presents the result of the T-Test to find out whether the nature of work and
gender would create a difference in the preparedness of employees for career
development.
Data shows that when grouped according to nature of work, the employees
preparedness for career development do not significantly vary. This is indicated by the
obtained t-value of 1.357 which is less than the critical t-value of 1.652. This accepts the
null hypothesis. Similarly the gender variable does not cause significant difference in the
employees preparedness for career development as shown by the computed t-value of .
0759 with less than the critical value of 1.652. Hence, the null hypothesis is accepted.

Conclusion
1.

The perceived preparedness for Career Development between Teaching and


on-teaching employees of St. Ferdinand College do not differ significantly.

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2.

The perceived preparedness for Career Development between Male and


female employees of St. Ferdinand College do not vary significantly.

Recommendations
1.

St. Ferdinand College, as an Educational Institution should establish, review,


maintain and update the professional, personal and social needs of the
employee since they are prepared for career development, for them to
enhance and develop their skills and realize their professional needs.

2.

There should be an array of trainings to enhance the professional, personal


and social needs of the employees like research and development, stress
management,

time

management,

organization

management,

English

Language Proficiency and report writing.


3.

Technical conceptual and behavioral needs of the employees should be


satisfied to achieve total development of the employees through in-service
training, seminar workshops.

4.

It is recommended that there should be further researches on the Technical,


Conceptual and Behavioral needs of the employees as basis for training
program that will address their needs.bn The following are suggested topics
for research undertakings:
1. An evaluation on the Effectiveness of skills or knowledge Acquired By
SFC Employees in Seminars Attended.
2. A study on the job Satisfaction of SFC Employees in Relation to their
Existing Organizational Climate.