HUMAN RESOURCE MANAGEMENT PRACTICES

OF KOREAN FIRMS IN THE PHILIPPINES AS

PERCEIVED BU FILIPINO WORKERS

A Thesis

Presented To

The Faculty of College of Business Administration

Major in Human Resource Development Management

In Partial Fulfillment

Of the Requirements for the Degree

Bachelor if Science in of Business Administration

Major in Human Resource Development Management

OH, HYUN JUN

SALVO, STEPHANIE P.

MARCH 2011

1
 Table of Contents

Page

Title page 1

Table of Contents 2

CHAPTER

1 Background of the Study

Statement of the Problem

Theoretical Framework

Conceptual Framework

Hypothesis

Significance of the Study

Scope of Delimitation

Definition of Terms

2 Review of Related Literature and Studies

Conceptual Literature

Related Studies

Foreign Studies

Local Studies

Relevance of the Related

Literature and Studies

in the Light of the

Present Study

3 Research Design and Methodology

2
 Research Design

Research Locale

Population Description

Research Instrument

Validation of Instrument

Data Gathering Procedure

Statistical Treatment of Data

4 Presentation Analysis and

Data interpretation of Data

5 Summary, Conclusion and

Recommendation

Summary of findings

Conclusion

Recommendations

Bibliography

Curriculum Vitae

3
 CHAPTER I

THE PROBLEM AND ITS SETTING

BACKGROUND OF THE STUDY

Philippine economy has evolved over the years. Evolution in the Philippines

through a lot of time and ability to survive economically while, people

accumulate experience through the learning process due to the high economic

power want to have a life free of the desire began to pile up. Therefore, through

their competition for the high margin of living abroad began to look further.

What? They want to work high?

For their family and social life through the people skills to the establishment, in

order not to be ignored, in order to marry, to be able to raise good children, a

house to buy, to buy a car, anranhan for life after retirement. They are built to

learn and experience things.

In this topic, but I've found an issue of. The problem why people go abroad to

work with people who work more than one year is it a minority? The reason, from

the cultural differences and language began. People of other countries, cultures

and language barriers that blocked the wages they receive and are struggling

figure. The Philippines is studying hard in the country further to foreign countries

that receive low wages and suffer the problems of cultural differences and

language barriers that blocked the light, people are seeing you.

But few people learn the language and cultural differences of other countries that

are successful; the case can go to the country. I found this paper through my

4
cultural and language differences on the topic, many people go back to the

springboard to a foreign country I hope better.

This study would be discussing the Korean styles inside a company. As of now

more and more Koreans are entering our country and making their own business.

With the country facing a crisis in unemployment this could be the bridge. We

would be talking about Korean business firms. We would look into their work

environment, work values, culture, system and the language barriers. We would

also be tackling about some problems and provide possible solutions.

STATEMENT OF THE PROBLEM

GENERAL PROBLEM:

The study will seek to determine the human resource management practices of

Korean firms in the Philippines.

Specifically, the study will seek to answer the following questions:

1. What are the human resource management practices by Korean firms

in the Philippines in terms of:

1.1 Reward Policies

1.2 Work Management

1.3 New Employment Practices

1.4 Skill Formation

1.5 Staffing Arrangement

1.6 Training and Development

2. What are the problems enacted by both Koreans and Filipinos working

in Korean firms?

5
 3. What recommendations can be made to enhance the human resource

management of Korean firms?

THEORETICAL FRAMEWORK

The framework of this study is hinged basically in the systems approach of as

conceptualized by Turban and Meredith (1994) and supported by the production

theory is conceived by Jhones and Taylor (1990). The use f the systems is

approach in this study finds its justification in what noted authors cited as to when

it should be used and how it is used in educational studies.

A system is a collection of human resource, concepts and procedures that is

intended to perform some identifiable function or to serve a goal. It is divided into

3 distinct parts: the inputs, which are the raw materials; the process; which

transforms inputs into outputs; and the outputs, which are the finished products.

These are all connected by the feedback loop, which refers to the flow of

information to the decision maker. Boundary separates the system from the

environment which impinges on the system. There is a complex interdependency

between parts so that an alteration of one part would impact on the other parts

which has to make the necessary adjustment mechanisms (Turban and Meredith,

1994: 21-22). Viewed from the production theory conceived by Jhones and Taylor

(1990: 51) a Business firm as an organization is seen in a simplified theoretical

world of a production unit. The inputs take the forms of labor inputs such as the

permanent and regular workers and employees and the capital inputs such as the

buildings and equipment. The raw materials are the workers and employees. The

outputs are the finished products- the service. The production theory applied in

6
the business firms setting defines what particular outputs the business firms aim to

produce and the inputs the need to produce there outputs. The business firms then

as viewed from these theories as a system wherein the inputs are processed in a

production unit. It is in this production unit where all well-orchestrated interaction

of its sub elements. This could only be realized through a truly developed and

well managed human resources who are the ones that control utilize, and

manipulate all other resources in order to produce the desired outputs. To business

firms for this matter the desired outputs are their employee bearing the qualities

set inn the business firms’ goals and objectives.

Figure 1 presents the theoretical framework of the study drawn from the foregoing

theories.

CONCEPTUAL FRAMEWORK

Central to the realization of the human resource management to come out with the

desired outputs is the transformation process, which is defined within the human

resource management functions. The direction then is this study is to look into the

areas of concern in the HRM of Korean Firms. It is designed to identify the

strengths and weaknesses of the human resource management in view of an

improved HRM though the reinforcement and enhancement of the strengths and

addressingproperly the weaknesses through corrective measures. Figure no 2

presents the schematic diagram of the conceptual framework.

7
 Figure 1

Theoretical Framework

(Cited From: Fundamentals of Management Science by Turban and Meredith

1994 p.22)

ENVIRONMENTAL BOUNDARY

INPUTS TRANSFORMATION OUTPUTS

AL PROCESS

HR and other sources Human Resource

Performance

Employee, staff, Management

workers Functions Quality of
Service

DECISION-MAKER

ECONOMIC, POLITICAL, SOCIAL, LEGAL, PHYSICAL CHALLENGES

8
 Figure 2

A SCHEMATIC DIAGRAM OF THE CONCEPTUAL FRAMEWORK

KOREAN BUSINESS
FIRMS IN THE
PHILIPPINES
HUMAN RESOURCE
MANAGEMENT

CORRECTIVE
FURTHER
ENHANCEMENT MECHANISM

PERCEPTION OF THE FILIPINO WORKERS

ON HUMAN RESOURCE MANAGEMENT
PRACTICES ALONG:
A. HUMAN RESOURCE ACQUISITION,
RECRUITMENT, SELECTION AND
PLACEMENT, ORIENTATION

B. HUMAN RESOURCE DEVELOPMENT

C. HUMAN RESOURCE MAINTENANCE

MOTIVATION APPRAISAL
COMPENSATION AND BENEFIT
MANAGEMENT

STRENGTHS WEAKNESSES

9
In view of the realization of this paradigm, the researcher conducted the study in

the following pattern, shown as figure 3:

FIGURE 3

THE FLOW OF THE STUDY

OUTPUT
PROCESS 1. Perceptions on
INPUT -Retrieval of the strengths and
questionnaires weaknesses
QUESTIONNAIRE
- processing of Data
2. recommendatio
ns

HYPOTHESIS

The following hypothesis is tested in this study

There is no significant difference between the perceptions of the faculty and staff

on the strengths and weaknesses of the human resource management practices of

Korean firms along:

 Human resource acquisition

 Human resource development

 Human resource maintenance

10
SIGNIFICANCE OR IMPORTANCE OF THE STUDY

The result of the study can be helpful and advantageous in many ways in the light

of the current problems faced by the local and foreign companies in the

Philippines. It can deliver them a success in their ambition to become better

company in the near future.

To aspiring students who are planning to study human resource managent

practices in the near future, this will give them a head start on what to expect.

To the future researchers, the data obtain from the study will serve information

base for further study on the topic.

To the management of the company and employees in Korean business firms, it

will help them address the problems that are faced by the employees and for the

employees to better understand the work environment in a foreign companies.

To the the smaller companies to have knowledge so that they could be able to

compete along with the bigger companies.

To the Filipinos who would want to work in a Korean business firms to ready

themselves on the difficulties that they are about to face.

SCOPE AND DELIMINATION OF THE STUDY

The main objective of this study is to determine the human resource

management practices of Korean firms in the Philippines. As perceived by

the Filipinos working in Korean business firms and Korean owners. The

aspects that will be looked into are reward policies, work management,

new employment practices, skill formation, staffing arrangement, training

11
 and development, and welfare programs and working environment as well

as the problems that are enacted.

The study was limited to 9 Korean business firms namely Sing Sing

Orange School, Jade Company, Ladies Shoes Company, Shoe Maker,

Shoe Factory, Sandals Factory, Sole Manufacturing, Megasole and Shoe

Icon.

The instruments was administered to employees and workers of selected

Korean business firms in the area of Ortigas, Quezon city and Antipolo

city, taking into consideration their work schedules and activities in their

respective departments. The respondents were assured of the

confidentiality of the results. The study was conducted during the school

year 2010-2011.

DEFINITION OF TERMS

Salary

 A salary is the money that someone is paid each month by their employer,

especially when they are in a profession such as teaching, law, or

medicine.

Bonus

 A bonus is an extra amount of money that is added to someone's pay,

usually because they have worked very hard.

Leaves

 Sick leave is the time that a person spends away from work because of

12
 illness or injury

Insurance

 Insurance is an arrangement in which you pay money to a company,

and they pay money to you if something unpleasant happens to you,

for example if your property is stolen or damaged, or if you get a

serious illness.

Fellowship

 A fellowship is a group of people that join together for a common

purpose or interest.

Working holiday

 Young people across the country are traveling to an arrangement with

disclosing that give special permission to work in the system.

Shifting

 Shifting is used to describe something which is made up of parts that are

continuous moving and changing position in relation to other parts.

Knowledge management

 Comprises a range of strategies and practices used in an organization to

identify, create, represent, distribute, and enable adoption of insights and

experiences. Such insights and experiences comprise knowledge, either

embodied in individuals or embedded in organizational processes or

practice.

13
Accounting

 Accounting is the activity of keeping detailed records of the amounts of

money a business or person receives and spends.

Budget

 Your budget is the amount of money that you have available to spend.

The budget for something is the amount of money that a person,

organization, or country has available to spend on it.

Commission

 A commission is a piece of work that someone is asked to do and is

paid for.

Training

 Training is the process of learning the skills that you need for a particular

job or activity.

Orientation

 Orientation is basic information or training that is given to people starting

a new job, school, or course

14
The establishment of vocational guidance

 Facilitate the adaptation of vocational choice and job placement agencies

to ensure the school is conducted focusing on enlightenment and

educational activities for new employees, etc.

License

 The verb license or grant license means to give permission. The noun

license (American English) or license (British English) refers to that

permission as well as to the document recording that permission

Partnership

 A partnership is an arrangement where entities and/or individuals agree to

cooperate to advance their interests. In the most frequent instance, a

partnership is formed between one or more businesses in which partners

(owners) co-labor to achieve and share profits or losses

Apprenticeship

 Apprenticeship is a system of training a new generation of practitioners of

a skill. Apprentices (or in early modern usage "prentices") or protégés

build their careersfrom apprenticeships. Most of their training is done

while working for an employer who helps the apprentices learn their

trade, in exchange for their continuing labour for an agreed period after

they become skilled. Theoretical education may also be involved,

15
 informally via the workplace and/or by attending vocational schools

while still being paid by the employer.

Job analysis

 Job Analysis is the process of describing and recording aspects of jobs and

specifying the skills and other requirements necessary to perform the job.

Training activities

 the process of bringing a person, etc., to an agreed standard of

proficiency, etc., by practice and instruction.

Workshop

 A workshop is a room or building which provides both the area and tools

(or machinery) that may be required for the manufacture or repair of

manufacturedgoods. Apart from the larger factories, workshops were the

only places of production in the days before industrialisation.

Chapter 2

Review of Related Literature and Studies

This chapter deals with the concepts, principles, theories and approaches

related to human resource management (HRM) as well as its position in the

general management scheme. It is presented through the following sub

headings:

16
 a. The development of HRM as a management area, its nature, definition,

value and position in the general management scheme.

b. The HRM management functions such as HRM acquisition, development,

and maintenance.

It also includes a discussion on related on HRM aspects, which are relevant to

the present study.

Conceptual literature

A. The development of HRM as a management area its nature, definition,

value, and position in the general management scheme

The realization of the importance of the human resources in an organization set

the primordial evolution of the concept of HRM. This started from the conception

of the human capital theory, which gained considerable following in the 1960’s.

this concept grew by leaps and bounds in the succeeding decades evolving and

developing until it finally found its niche in the organizational management and

taking a definite form as HRM.

There are several views on the nature and definitions of HRM. One view is that it

is regarded as a management strategy. Fowler1987), as cited by storey(1995:36),

argues that the difference lines in terms of the language- that the difference does

not lie on what it is, but on who is saying it. In a nutshell, HRM represents the

discovery of personnel management by strategically oriented managers.

Following the same argument is the view of Warner and Croswaithe (1995:3) on

17
HRM being a part of management, which is conducted by the principals/senior

managers at the strategic level.

Another view of HRM is its relationship to personnel. Sison(1991:28) has an

evolutionary view on this. According to him, the intricate demands of the present

times in the field of business have evolved new concepts of personnel

management, which widened in its scope transcending an entire organization or

industry taking the form of HRM. Thus HRM is now referred to as a

comprehensive approach geared towards meeting the ever-growing need of the

organization and its employees. Along this line, Martirez (1991) tries to establish

the relationship between personnel and management at the same time setting the

demarcation lines on the differences of their nature and focus. While HRM in its

earliest form is personnel management and both are people oriented, personnel

management’s existence was in view of the welfare of the organization’s

proprietors and managers in contrast with HRM which is people-based, and

further characterized by its humane treatment of, and respect for both the

individual and society’s well-being. It does not cater only to the organizational

needs and development, but also functions to align organizational goals and

objectives with that of the employees. It further finds its philosophy in the human

capital theory, wherein, the human resource is viewed as a capital investment so

that well-developed and managed human resources would yield a high return of

investment.

HRM in the light of its nature, definition, and use as viewed in its contemporary

form is managing people who come into the organization with their total

18
knowledge, skill, abilities, talents, values, attitudes, and beliefs thus the term

human ‘resources’. Human resources in this context then comprise the most

important resources of an organization. Its management scope includes the

performances of planning, recruiting, selecting, developing, utilizing, and

rewarding the human resources in the organization. Its foremost concern is

securing and maintaining the right quantity and quality of people needed to meet

the organization’s objectives. It focuses on seeking and developing ways of

bringing the best in people so that they could contribute towards the corporate

goals not sacrificing the employees’ own personal goals, but most importantly,

enhancing their opportunities to achieve their own personal goals (Andres,

1991:4-5).

As to its relationships with other aspects of the management and its position in the

general management scheme, Martirez (1991:9) relates personnel management to

be subsumed in human resource management while itself an area of general

management. Warner and Croswaithe (1995:3) on the other hand, aptly describe

its operational design as being conducted by all managers, from the senior

managers in the strategic level to the personnel specialists in an advisory and

auditing role, and line managers at the operational level. Similarly, Werther,

(1993:20) describes the HRM department’s service role in the capacity of

assisting employees and managers. Corollary to this is their staff authority to

advice other managers. Andres (1991:34) further elaborates on these by setting

the HRM manager’s authorities, wherein an HRM manager exerts line authority

within the HRM department; functional and cooperative authority to ensure that

19
personnel objectives and policies are carried out; and provides staff services to

line managers in assisting them in personnel hiring, training, evaluation,

rewarding, promoting, and imposing discipline on all employees in all levels. This

clearly illustrates how human resource management cuts through all areas and

levels of management. From all the foregoing discussions, Thomson and Mabey

(1994:6) provide a fitting conclusion stated as: the success of HRM, therefore,

depends on integrating its importance into the organization’s strategic policy and

planning, and in ensuring that all managers in all levels adopt its policies and

principles as part of their everyday week activities.

In the educational setting, HRM was not widely used until recently. There were

usually personnel or staffing departments in universities and other educational

sectors. With the recent trends and demands of the times, this is fast changing.

With the outside pressures on schools, there is the need for a managerialistic

approach in running these institutions (Warner and Croswaithe, 1995:1). So HRM

now has found its way into educational management. Basically, HRM goals and

objectives in schools are no different from those of other organizations. Castetter

(1986:6-7) enumerates the following goals of HRM in the educational system as:

to attract, develop, retain, and motivate personnel in order to achieve the school’s

purpose; assist individual members to achieve certain unit standards of

performance; maximize the career development of personnel; and to reconcile

individual and organizational objectives.

B. The Management Functions of HRM

20
The management functions basically include getting people (human resource

acquisition), preparing them (human resource development), and keeping them

(human resource maintenance). It is discussed as follows:

B.1 HUMAN RESOURCE ACQUISITION

This is also referred to as procurement of human resources and includes the

following phases:

B.2 HUMAN RESOURCE DEVELOPMENT

Human resource development (HRD) is a term, which encompasses faculty

development, staff development, in-service trainings, in-service education, and in-

service learning, thus it is discussed in literature in these forms. As to its

importance in school organization, Fitch (1990:3) views it in the perspective of

being the best approach to meet the escalating challenges of society placed upon

the schools.

In the school setting, an interesting observation is that, it is an irony or paradox

that education and knowledge creation is the business of universities, as well as

providing continuing education to the work force, yet staff development is not a

strong feature of universities. Along the same line, universities promote

themselves and their educational wares to student, parents, employers, and the

whole community, yet in terms of organized continuing education of their

members; this has been neglected (duke, 1992:96). With the challenges facing the

21
educational sector today, HRD could not just be relegated to the lowest priority

but should be the foremost one.

As to definition, Thomson (1994:20) defines human resource development (HRD)

as the: “strategic management of training, development, and of management of

professional education interventions so as to achieve organizational goals while at

the same time ensuring the full utilization of the knowledge and skills of

individual employees”

In view of staff development as the lifeblood of the teaching faculty, fitch

(1990:27-29) proposes the following framework for organizational design for

staff development to be anchored in the following elements: staff Development

Philosophy: the school being committed to the goal of providing quality education

accomplishes this goal through staff development program that enable the

personnel to continually grow, and expand their ability to facilitate the learning

process. This is further hinged on the belief that development programs are

designed to compliment competency and effectiveness.

Mission statement: the purpose of staff development is to provide on-going

programs and service designed to explore new developments in education to assist

in the implementation of promising practices, to improve job related skill, and

improvement of the school system.

Rationale: Education being a lifelong process and in light of today’s fast changing

world, and with its important role in nation building, it becomes essential for

school employees to keep on developing their present skills and learning new

22
ones. So that staff development provides opportunities for school employees to

grow professionally and personally.

Castetter (1986:295-311) on the other hand provides the following process of

HRD or personnel development, which comes in three phase’s ideal for schools:

Phase 1: Diagnosing Development Needs

This, according to fitch (1990:38), is an extremely and important segment which

provides priority direction and sequencing. Castetter (296) lists the needs analysis

levels as: individual needs relating to position effectiveness and transition,

personnel and professional development, and position security; group needs

referring to specific group needs; and organizational needs are those involving the

total system.

Phase 11: Design of Development Plans:

This refers to the planning stage, which according to fitch (41) is identification of

the core program area to be addressed to. This is followed by planning steps that

includes exploring the availability of quality services and resources, then

determining which would be most relevant for the identified needs. Then the

initial action steps of the plan are undertaken.

Phase 111: Implementing the Development Programs

There are some significant criteria in the implementation phase and these are:

administration and broad policy must be evident; the rationale and objectives

must be clear; adequacy, quality, and coordination of the materials to be used;

23
there must be reasonable plan for achievement of desired objectives; and

communication flow and feedback must be a part of the process and program.

Phase IV: Evaluating the Development Program

This is usually sadly omitted resulting to a lack of feedback for the provision of

corrective measure and lack of gauge on the program impact. Evaluation results

provide answers to the following; what has the program changed in the behavior

of the participant (participant impact); did the participant’s performance improve

the position setting (position impact); and in what ways and to what extent do the

development efforts contribute to attainment of organizational goals

(organizational impact)

B.3 HUMAN RESOURCE MAINTENANCE

Abasolo (1991:7) refers to HRM maintenance as referring to all activities

intended to provide the best working environment possible.

As soon as an employee is hired and placed, the organization has the obligation to

maintain and ensure the employee’s retention within the organization.

Related Studies

A. Foreign studies

The following studies reviewed by the researcher are presented in the

sequence from studies on HRM in general moving to studies on specific

areas of HRM in the school setting.

In the U.K. scenario, Warner and Croswaithe (1995:2) conducted a

survey in 1992 on principals of new universities and colleges to find out

24
the views of Higher Education Managers on HRM. The principals of the

universities and colleges were asked to rank the five most important areas

of management in their institutions to be selected from property, finance,

HRM, income generation, marketing and quality. The results revealed

that almost all the principals ranked financial management as one of their

two top priorities with HRM coming a very close second to it. They were

again asked what HRM issues they considered were of paramount

importance. The four most important issues which they gave were:

appointment of staff, staff development, internal communication and

appraisal. When asked about the time they spent on HRM, their responses

were: an average week for college principals. Some principals answered

though that they spent at least half a week on HRM.

Other studies dwelt on specific areas of HRM. Still in the U.K. colleges

and universities where in sixty three planning statements were scanned

and classified according to what they said about institution’s performance

and plans for staff development into four groups: major, moderate, minor

commitment, and no mention. The findings were: of the sixty three

planning statement, forty one were categorized to have major

commitment which had bold and upfront mention or reference on staff

development; thirteen had a moderate commitment which had no mention

of staff development. Another aspect revealed in this study was how staff

development is presented. Some directly link it with quality assurance

25
and a few with research. Moreover, while staff appraisal features

generally, it is frequently linked with staff development.

In the western European universities, martin (1992:15) came out with

several findings on the current situation and emerging issues. She cites

the case of the Belgian university of Louvain, which she found to give

high priority on staffing problems, is proactive in its approach. This is

reflected in their being able to set goals and objectives which allowed:

acceleration of appointments deemed necessary in anticipation of

retirements by year 2000; work load being minimized to give more time

for research; and granting staff development either through sabbatical or

continuing training of staff. Martin further reports that this university has

a center for university evaluation with the task to foster evaluation of

university institutions geared to assessments and improvement efforts. A

common mechanism in European universities related to quality assurance

and improvement is the teaching staff evaluation by students.

Another aspect of HRM is motivation of which there are several studies

reviewed by the researcher. One is that cited by Sergiovanni (1980:84-89)

which is a comparison on the result of the Birada study of 330 educators

in 1977 employed by the Calgary Alberta public school system with the

reconstructed data in 1969 collected from 1,593 secondary school

teachers employed in 36millionis high schools who were grouped by age

into 20-34yrears, 25-35 years, 35-44 years, 45 years and over. The focus

26
of the study was to compare their perceived needs along Maslow’s

hierarchy of needs. The result showed that in the 1966 data, the overall

average in all age groups perceived self-esteem as their greatest need

deficiency followed by autonomy and self-actualization needs with social

need accounting for the smallest perceived need. Contrasted with the

results in the 1977 data, almost a decade later showed also in general,

esteem needs as a dominant area of perceived need deficiency. It is

rivaled by the increases for all groups at the self-actualization level on

one hand, and security on the other. Motivation studies find its relevance

on its impacts on management in the determination of the motivators, it

does not make sense to motivate at the self- actualization level if the

employee is insecure or motivate at the security level when autonomy is

desired.

Another interesting study was that made linking staff motivation with

incentives as reported by Jacobson (1988) cited by Keith and Girling

(1991:109). This was based on the theory that when incentives are

directed at individuals, expectancy theory asserts that their motivation is

more than a function of the desirability of the incentive. This was applied

in a study of an incentive program designed to reduce teacher

absenteeism in New York State School district. Any teacher could draw

one phase from a fixed bonus pool for each day absent less than seven. A

full time faculty with perfect attendance can earn a bonus as high as

27
$400.12. It was found out to be very effective on its first year of

implementation.

There are several studies also on appraisal. Craft (1996:31) for one

reports a summary of the benefits of appraisal gleaned from the Pilot

Study made by the National Steering Group (1986). These are: for

teachers - improved morale and increased confidence, better-informed

references. And better to career planning; for schools as institutions-

better internal professional relations and communications, wider

participation in and targeting of in – service training; and for the

curriculum-better planning and delivery.

Still on appraisal, Bago (1992) cites Risdon’s study (1978) results on the

perceptions of performance appraisal by supervisors and subordinates. It

was revealed in this study that there was no significant difference which

existed in the perceptions of performing appraisal by superior and

subordinates with regards to the purpose, needs, and methods. It was

further found out that the need for performance appraisal is seen as more

important by the superior that by the subordinate. Both superior and

subordinate though prefer an appraisal system, which provides an

opportunity for the ratee to rate him or herself.

On staff development in the U.S. scenario, De Vries and Colbert’s report

in the year book of the Association for Supervision and Curriculum

28
 Development (ASCD, 1990), cite in their report, “the Los Angeles

Experience”, that although, the L.A. unified school district is the largest

school district in the U.S., they still have a coordinated staff development

program rooted in local, state, federal legislation, administrative

guidelines. Their program cuts through two levels of implementation, the

centralized and decentralized programs. Centralized programs include

specialized training for new teachers and in-service education.

Decentralized program is defined by the needs of the region and district

which also includes trainings and other programs based on the needs and

priorities of the district or region.

Still in line with staff development is the study of the Petaluma schools

cited by Keith and Girling (1991:175-176). The Petaluma schools in 1986

launched an experimental process to change staff development district-

wide. Previously, an administrator from the district central office plans

for staff development activities. A problem encountered in this set-up was

poor attendance. This provided the rationale for the experiment. The

administration and teachers union were able to point out the serious flaw

of this system, and that is lack of teacher involvement in determining

staff development needs as well as in designing and executing the

activities. With this discovery the district is now immersed in an

experimental process to redesign their staff development management.

B. Local studies

29
In the local scene, several studies were done on assessing the strengths and

weaknesses of personnel practices similar to this present study. Closely

related studies dealt on determining the degree of acceptability of human

resource management practices. Most studies dealt with specific areas of

human resource management such as staff development, motivation, job

satisfaction, appraisal, and productivity studied within different dimensions

such as assessments, correlation between these areas, or proposing models for

programs on these aspects other studies dealt on the assessments of

management styles along Likert’s four management styles. These studies will

be represented along these studies as it was enumerated.

Raksham (1985) conducted a study on the personnel practices and policies of

the 7th day Adventist secondary schools in northern Philippines union

mission. The study revealed that orientation program was non-existent, and

that management policies were not thoroughly explained. In addition, the

respondents also expressed their desire for a participative democratic

management approach, and that if possible a personnel manager be an

educator in the basis of his or her educational perspective of personnel

concerns.

Along came the Narbarte (1994) conducted a study on the 7th day colleges of

the Philippines along a wider scope of concern that Raksham’s. Her problem

focused on the elevation of human resource management policies and their

effects on the motivation, productivity and quality of works life as well as

determining the perceived human resource management weaknesses. The

30
study came out with the ff. major findings:(a).on the while, SDA had sound

HRM policies in all the aspects of concern like the human resource planning,

recruitment, selection and placement, orientation, compensation, performance

appraisal, training and development, discipline, promotion and separation but

were not properly implemented; (b). When correlated to motivation,

productivity and quality of work life all the policies and practices along the

aforementioned areas were fairy motivating and fairly supportive to

productivity and quality of work life. Except for the practice of having the

human resource management takes the responsibility of recruitment which

was rated poorly motivating a not supportive to productivity and work life.

As to the perceived weaknesses, salary and relationship with supervisor were

highest in the list followed by long hours of working, unfair salary scheme,

nepotism, favoritism, too much red tape, and hand to implement policies. On

the other hand strengths were also discovered like it was revealed that the

respondents had high educational qualifications which was attributed to

SDA’s encouraging policies on human resource development which were in

the form of financial support, study leaves, and provisions for trainings of

under qualified employees as well as hiring from within, which was found out

to be a morale booster to employees and more economical to the schools.

Another study from which similar parallelism could be drawn with that of the

proceeding cited studies was that done by Daquila (1985). The problem dealt

on the determining the existence and observance of personal policies and the

job satisfaction of the UNO-R faculty members. Among her findings which

31
wassimilar to that of Raksham’s study was the apparent absence of policies

on the recruitment and orientation as evidenced by the faculty manual and the

Collective Bargaining Agreement not containing any provisions on these

matters. Another salient finding was that, most faculty members claim no

knowledge of the salary and wage administration, specifically on how points

in the classification and promotion are transformed into peso value. This finds

similarity with Narbarte’s(1994) findings.

On the other hand, a contrasting findings of this study with that of Narbarte’s

study was in the aspect of faculty development, whereas, SDA schools are

highly encouraging in the employee development resulting to high

educational qualification, the exact opposite was found out in this study,

wherein HRD output was considerably low which foremost was attributed to

having no specific guidelines on FDP contrasts coupled with harsh

stipulations for grantees. Another factor affecting the indifference to

educational qualification was attributed to inequity of compensation. When

correlated with job satisfaction, the faculty overall had a moderate level of

satisfaction.

Another line of HRM studies dealt on specific areas of HRM such as

acquisition, HRD such as staff development and the like, motivation and

appraisals.

Egsaen (1998) in his study on the recruitment, selection, merit, and promotion

scheme of Easter College Inc. came out with the following findings: teachers

32
have more chances of getting recruited than non-teaching; advantages are

partially given to faculty members and employees; there is lack of speedy

implementation of evaluation which led to demoralization; criteria for

evaluation are subject to different interpretations; transparency in the

evaluation process is lacking; documents submitted in recruitment are not

checked for authenticity; and that papers are slowly processed after

orientation.

Vital to development of staff development programs is needs assessment,

which forms the foundations of the programs. In recognition of this fact,

several studies had been conducted on this aspect. One was conducted by

Reyes (1993) which dealt on assessing the needs of administrators and that of

the teachers through their perceptions. The study yielded results which

showed that the teachers perceived the administrators to be wanting in the

aspect of on-the-job training, orientation skills, and strategies appraising the

performance of the staff. The administrators on the other hand desired for

themselves proficiency and skills in conducting meetings, appraising staff

performance which finds congruence with that of the teacher’s perception, as

well as preparing school budget and evaluating pupils’ cognitive and affective

studies. Other studies on this were incorporated in studies of development

program.

The success of any plan is affected by the participant and end-user’s

participation in the conception of the plans. The study conducted by Nacional

(1981) on the planning and participation on staff development clearly reflects

33
this. The study found out that lack of involvement in the planning and in

decision-making. Other factors discovered to have an effect also were the

preoccupation of teachers on their school jobs and duties as well as lack of

funds. Equally important in the implementation process is the orientation on

such programs. This is reflected in Rocha’s (1986) conclusions of her study.

She concluded that early orientation of new staff members would prevent fast

turnover of personnel because the new personnel could have known what to

expect and can accept whole heartedly the responsibility that comes with it.

In line with this, Rocha (1986) in her study also found out in the rating of

needs assessments of the respondents, the factors they considered in

development plans are: upgrading oneself, faculty morale and spiritual

formation, improving teaching skills, and broadening one’s knowledge in

subject taught.

Related to this is the assessment process. This is done to gauge the affectivity

and relevance of present programs in view of planning and improvements.

This is illustrated in Noveno’s (1996) study, which revealed that the faculty

and non-teaching personnel were not satisfied with how the staff development

program was carried out. They perceived that various activities were

repetitive, wanting in variation, and scheduled inappropriately. Other

weaknesses found out were lack of information dissemination to personnel on

who is directly responsible for the program, chances of attending off-campus

seminars are not fairly disseminated, and that non-teaching personnel had few

chances of attending such which is similar to Egsaen’s (1998) findings. The

34
strengths on the other hand were expressed in activities being in consonance

with the vision and mission of the college, and capability of the college to

send personnel to off-campus trainings and seminars.

Another closely related study foregoing is the one conducted by Basilio

(1998) entitled “Towards an Improvement Human Resource Development

Program” of the Ifugao State College. It was intended to assess the existing

HRD program activities prescribed by the civil Service. The findings

reflected that all the HRD activities prescribed by the civil service were

implemented. The implementation of the HRD program rated fairly

satisfactory maybe accounted to several problems, which surfaced in the

study with regards to the implementation. These are HRD activities being

inadequately funded and lacking in administrative support and sponsorship,

and the practice of favoritism on the choice of the program participants and

grantees. On the side of incentives for attending the HRD activities were the

same for both administrators and faculty.

One sadly neglected area of HRD is staff development for the non-teaching

personnel. The researcher was able to read one which was the investigation of

Arcilla (1995) entitled “The Non-Teaching-Personnel Development Programs

in Chartered and Non-Chartered Tertiary Government Schools”. As to

program content, it was found out that the training and development activities

provided by the school and outside agencies were directed mostly to functions

of generalism and support services, clientele services, research, and

productive services. As to effect on recipients, it was found out to have

35
improved performance. In chartered schools, the extent of contribution in

personal and professional growth was to a “full extent” compared to the non-

chartered which was to a “large content”. Also emphasized in the in the

findings was the need for emphasis and revitalization of counting education.

Problems encountered were lack of funds, grants were given only to a limited

few, and the most highlighted prevalent problem was the lack of non-teaching

personnel development activities. Some of these problems fin similarities

with that of the other studies cited in this discussion, which shows the

universality of these problems in school institutions.

Human resource development in the school setting is manifested in the forms

of faculty and staff development programs. Considering the educative role of

schools, it should follow that their people keep up with the recent trends and

be able to meet the needs of their clientele, thus they should always be honing

their skills and upgrading their knowledge. How schools are fairing in this

area can be gauged by how they value such program. This is reflected in

Malubay’s (1997) study wherein the results showed that the subject

institution invests much not only in professional advancement by sending

their staff and faculty to reputable learning centers here and abroad for

seminars and graduate studies, but also in spiritual enrichment.

Several studies also dwelt on proposing development programs. Gaffud

(1994) in her study entitled “Human Resource Development for Northern

University” came out with a general plan for the development particularly of

top and middle managers and faculty. This plan focused on creating harmony

36
among the individual members and in meeting the individual and institutional

needs through management values and styles that facilitate the career,

professional, and personal development of the academic community. The

study utilized the assessment ratings of the PACU-CA (Philippine

Association of Colleges and Universities- Commission on Accreditation), the

needs analysis taken from records, reports, and other official documents of

the institution.

In Pino’s (1992) study of a proposed resource development plan for managers

and teachers of the University of Cebu’s College, the baseline assessment for

the proposed program was the finding that the administrators were quite

satisfied with tier opportunities for personal growth and career advancement,

while teachers were just somewhat satisfied. Others result include the

findings that the teachers’ motivation was just considerable on the extent

theimmediate heads support the faculty in their duties, their recognition for

good performance, their effort to minimize frustrations in the week-setting,

and the quick action they take when problems arise.

Bugacia (1984) did a similarstudy, but hers was proposed three-year faculty

development plan for Southern Christian College. A faculty development plan

or staff development plan is considered a specific part of the more

comprehensive scope, which is HRD. In the contrast with Gaffud’s method,

which based its needs analysis from existing pertinent records, this study was

based on a need analysis survey. Her findings indicate that the teachers need

to develop skills in communication, update skills in academic advising,

37
develop new teachings methodologies and strategies, prepare syllabus or plan

content, development skills in the classroom management, develop teacher-

student relationship, develop skills in test construction and analysis of test.

These needs were also reflected in the previously cited studies like that of

Rocha (1986). These needs analysis findings pointed out the necessity for a

comprehensive program in response to these needs which became the

cornerstone of the proposed faculty development plan.

Also equally important to consider in HRD related programs are the effects

on the recipients. Endaya (1996) for one investigated the effects of the

continuing education programs of the U.S.T. on the faculty recipients and the

college served. Her salient findings included the following: A. the four major

colleges had a common goal of developing faculty members in terms of

knowledge, skills, and attitudes in order to upgrade the quality of education in

their respective colleges. B. focused on the development activities lined up by

the colleges was in awareness of the recent development and skills training in

the fields of specialization and the principles and methods in education. C. on

outputs, the faculty of the four colleges was generally competent in their field

of specialization and was effective in their teaching but was not yet

community service-oriented. D. on the quality of curricular programs

attended and frequency of attendance, both faculty and staff of the four

colleges agreed that the activities best attended were the faculty meetings,

convocations and seminar workshops in their field of specialization, and both

agreed also that the least attended were observation tours and travels,

38
authorship of published articles, consultancy services, and research and

experiments. E. on the extent of benefits from the continuing education

programs (CEP’s) as a whole, the respondents from the four colleges rated the

individual social benefits they obtained from CEP’s of their colleges as to

their great extent, much more so on the adoption of better methods of

teaching, development of new methods, processes and techniques to meet

student and society’s needs. On the economic aspect, to a moderate extent

only.

Another important aspect of maintaining human resource is motivation.

Managers cannot afford to ignore this because it has been proven again and

again that it has been linked to personnel performance, job satisfaction, and

productivity. It cannot be denied that satisfied workers work at their optimum,

which is vital to an organization’s survival.

Isidro (1997) in her investigation of the decision-making, motivation, and job

satisfaction of NOPSSCEA (Negros Occidental Private Schools Sports,

Cultural, and Education Association) college instructors led her to conclude

that the NOPSSCEA instructors are highly motivated to perform better in

their jobs if they are given opportunities for growth, and if they are

recognized for their contributions and performances. The higher level needs

offers more opportunities for motivation, and that consequently when these

higher needs are met, the employees can be more productive- this being in

conformity with Maslow’s theory. This stresses the importance of knowing

what motivates employees. Similar to his study is Abringe’s (1991)

39
 investigation on the job motivation of teachers in government colleges in

Negros Oriental the results reflected that the work itself, context of work,

responsibility, quality of supervision, interpersonal relationship, and pay

ranked high as motivators. While achievement and recognition ranked

moderate to high possibility of growth, school policy, and administration

ranked high to moderate, and advancement just moderate.

Mirales (1994) investigated motivation and maintenance correlated to the job

satisfaction of the teaching and non-teaching employees of two universities. It

was found out that the motivational factors namely; achievement of tasks

advancement in profession, work itself, responsibility, and growth in task

capability were the most important factors related to job satisfaction. While

maintenance factors like compensation, policy and administration, job security,

personnel relationship with administrators and co-employees, and working

conditions came second.

Rico (1998) studied also the non-academic personnel performance in relation to

their level of motivation and job related needs satisfaction. The study found out

that the level of work motivation is not significantly related to job related need

satisfaction of the employees. Other specific findings were that respondents agree

that feedback is necessary for them to improve and that salary motivates them

moderately.

40
Another important factor in maintaining human resources is performance

appraisal. The following are some studies reviewed by the researcher. One study

on this is Bago’s (1992) evaluation of the M.O.R.E. as a tool of performance

appraisal in selected organization. The study came out with finding that M.O.R.E.

can be an effective tool for performance appraisal, and that orientation and

reorientation on this will maintain its effectivity. Moreover, the rank and file

enumerated the following as specific application, of this instrument; measuring

performance, incentive rewards, and renewal of appointment, basis of training,

merit and salary increases, promotion, and transfer. Similarly, Keley (1998) in her

study entitled, “the faculty performance appraisal of the university of Baguio; its

credibility”’ used the students to validate the instrument in view of them being the

ultimate recipient of the quality of teaching. It was found out that the students

found it moderately valid, moderately reliable, and moderately acceptable. She

strongly recommended that even if it’s credible there is still room for

improvement, and a part of the improvement process should include the provision

of teachers’ participation in the revision and improvement process.

Another line of research in HRM is assessments of management styles according

to Likert’s management categories. The following are some investigation

reviewed by the researcher.

Martinez (1984) investigated the management styles of some schools in region

IV. Her main problem was to determine the subordinates/personnel impression on

the prevailing management styles in these schools along Likert’s management

41
categories. The overall observation reflected that there is more participation of

rand and file or personnel on communication processes and least on decision-

making. Results further showed that more participative management was reflected

in leadership processes, although it was to a certain extent.

Portillo’s (1991) study was also along this same line focusing on the assessment

of the management styles of the St. Paul’s schools in the Philippines. It was found

out in this study that the actual management style of human resource in Paulinian

schools is that of system three, or consultative-democratic. Moving to the desired

type four or the participative-democratic, another salient finding relative to HRM

was that, the difficulty of acquiring and retaining qualified human resource led to

the multiple roles assumed by the administrators. There were no long-range plans

also on training activities, such as that, the activities offered are a series of

unrelated workshops and courses, which have little relevance to one another.

The same type of investigation was done by Canoy (1996) in U.S.T. these were

the findings of the study; there was a strong aspiration for a more participative

management style as shown by the respondents. This was manifested in the

finding that both the faculty and administrator respondents agree that they were

not given enough roles and opportunities to participate in the goal setting process

of the university regarding human resources. Administrators were consulted in the

setting of the university goals, while the faculty on the other band seems not to be

well informed on the goal setting process as their administrators have not

42
informed them. Along the line of HRM.A salient inference was that one major

reason for the difficulty of maintaining the best academic personnel was due to

the salary being disproportionate to the assigned academic responsibilities. This

point out that employees’s retention relies heavily on salary rates, understandably

in these times of economic and financial crisis. Another finding was that

development and training is severely inadequate, and does not provide enough

incentive to personnel to pursue higher academic goals and excellence, this finds

congruence in some of the aforecited studies. On the other side of the spectrum,

there are a lot of underutilized intellectual and academic employees.

The study of Marcellana (1997), on the other hand dealt with determining the

HRM practices in the universities and colleges in region V which differed with

the preceding studies cited in that this study focused on the views of the top and

middle managers on HRM. The study was geared to determine the HRM practices

in the schools studied as perceived by the top and middle managers along the

following HRM practices in the following areas namely; human resource

acquisition, development, motivation, and maintenance, and the degree of

acceptability of the practices to the managers. He also correlated the relationship

of these areas with the variables in the respondents’ profile such as age, sex, etc.

the study revealed that the most acceptable HRM practice in selection was that the

process was done by a committee headed by the dean or department head subject

to the approval of the president, while the most unacceptable was selection being

left to the discretion of the dean concerned. Further still, along motivation,

43
promoting harmony and understanding among the teachers came out as the most

acceptable practice followed by allowing the deans a degree of autonomy in their

operations, while allowing teacher to teach in other schools was the least

acceptable. Still on motivation, the practice of extending tuition grants to family

members of employees provided they study in the school is the most acceptable

together with the practice of giving liberal praise to teachers for any outstanding

performance. The most unacceptable practice in motivation was giving benefits to

teachers which exceed what the law requires. The most acceptable maintenance

practice was dealing with employees on cases necessitating punishments being

done in a professionalmanner with the practice of retirement’s benefits required

by law being given to qualified personnel coming on close second, while the least

acceptable was on work loads being gradually reduced for personnel who

remained long in the school while their pay goes up.

Relevance of the Conceptual Literature and Related Studies in the Light of the

Present Study.

The related literature and studies reviewed broadened the background and

deepened the insights of the researcher on the research topic. The theories,

principles, concepts, viewpoints, as well as approaches gleaned from the related

literature and related studies provided the framework for the direction and

conceptualization of this study. Specifically, these were utilized by the researcher

in the formulation of the research instrument. These also aided in the analysis of

data gathered in the study.

44
 Chapter 3

Research Design and Methodology

Research Design

This is a descriptive study which sought the direct responses of the target

respondents through the research instrument which was the survey questionnaire.

Research Locale and Population

This study was conducted in the area of Antipolo, Ortigas and Quezon City. The

respondents include the workers and employee of companies namely Sing Sing

Orange School, Jade Company, Ladies Shoes Company, Shoe Maker, Shoe

Factory, Sandals Factory, Sole Manufacturing, Megasole and Shoe Icon. The

researcher intend for a total enumeration of the population total target 50.

The Research Instrument

The research instrument consisted of one set of questionnaire with three parts.

The questionnaire dealt with the personal profile of the respondents as regard their

length of service, age, gender, civil status and position for the first part. Second

part of the questionnaire dealt with the human resource management practices

wherein the respondents were asked to choose from five options in a scale of 1-5

which reflect their perceptions on the extent of their being practiced at their

respective Korean business firms and lastly it consists of questions that asking the

45
respondents about their personal experiences relative to the indicators in the

questionnaire serving the purpose of an interview.

Development of the instrument.After reading the and studying samples of

questionnaire from related studies, the researcher prepared his own questionnaire.

He also consulted some knowledgeable people about how to prepare one. The

researcher saw to it that there were enough items to collect data to cover all

aspects of the problem and to answer all the specific questions under the

statement of the problem. Then he submitted the questionnaire to his adviser for

correction after which it was finalized.

For validation purposes, the questionnaire was given to the adviser. After finding

out their assessment of the questionnaire, few items were revised for more clarity

and definiteness.

Methods of collecting data

Permission to float the questionnaires was asked from companies Sing Sing

Orange School, Jade Company, Ladies Shoes Company, Shoe Maker, Shoe

Factory, Sandals Factory, Sole Manufacturing, Megasole and Shoe Icon. After the

permission was granted, the questionnaires were then personally distributed and

emailed by the researcher to the regular and permanent workers and employees of

the identified Korean business firms. the retrieval of the questionnaire took 4days.

Statistical treatment of the data

The following statistical tools were utilized in the analysis and interpretation of

the collection of data.

46
1) Percentage: this simply shows the relationship of a part to a whole. This is

used to describe the profile of the respondents; in treating the data

gathered from the problem no 1 and 2.

2) Weighted Mean: this is usually used to calculate the average that takes

place into account the importance of each value to the overall total. This

also gives the composite rating per item. This was used to treat the data

gathered from the second part of the questionnaire to strengths and

weaknesses in the HRM practices of Korean business firms in the

Philippines.

47
 Chapter 4

Presentation, Analysis, and Interpretation of Data

This chapter presents the data according to the problem presented in the chapter 1

to gether with the analyses, and interpretation of data.

Profile of the Respondents

Table 1, 2 and 3 discuss the profile of the respondents in terms of:

• Type of Korean firm

• Gender

• Position

Type of Korean firm

Table 1 illustrates the type of Korean firm in which he repsondents work. The

large percent which is 46.67% comes from the Sole Manufacturing; second to

highest would be Shoe Factory which is 24.44%; then the Shoe Icon which comes

third with the percentage of 11.11%; and Shoe maker which has 6.67%; the only

eng tutorial firms which comes from 4.44%; lastly would be the 2 companies

which tied up for 2.22% which is Megasole ad Ladies Shoe Company; while

2.22% of the respondents did not write their firms.

48
 Table 1. Frequency and Percentage Distribution of Type of Firm Where

Respondents Work

Type of Firms Frequency Percentage

Sole manufacturing 21 46.67%
Shoe maker 3 6.67%
Shoe icon 5 11.11%
Shoe factory 11 24.44%
Megasole 1 2.22%
Ladies shoe company 1 2.22%
English tutorial 2 4.44%
Blue 4 1 2.22%
Total 45 100%

Gender

Table 2 shows that female most likely work in Korean business firms. 55.56% of

the respondents are female while 44.44% of the respondents are male.

Table 2. Frequency and Percentage Distribution of Respondents

In terms of Gender

Gender Frequency Percentage

Female 25 55.56%
Male 20 44.44%
Total 45 100%
Position

As to the profile according to their job position. Two positions tied up for 4 or

8.9% are assistant head and designer; highest percentage of the respondents came

from Factory worker which is 42.22% or 19; 3 positions tied up for 4.44% or 2

49
which are Secretary, Line Leader, and Tutor; 13.33% or 6 of the respondents are

Department Head/ Supervisor; 11.11% or 5 of the respondents are marketing

assistant; the least which is 2.22% or 1 is the marketing staff.

Table 3. Frequency and Percentage Distribution of Respondents

In Terms of Position

Position Frequency Percentage

Assistant Head
4 8.89%
Department Head/

Supervisor
6 13.33%
Designer
4 8.89%
Factory Worker
19 42.22%
Line Leader
2 4.44%
Marketing Assistant
5 11.11%
Marketing Staff
1 2.22%
Secretary
2 4.44%
Tutor
2 4.44%
Total 45 100%

Problem 1. What are the human resource management practices by korean

firms in the Philippines?

1.1 reward policy

1.2 work management

50
1.3 new employment practices

1.4 skill formation

1.5 staffing arrangement

1.6 training and development

Reward Policy

Table 4 reflects the perception of the faculty and staff on the strengths and

weaknesses in the reward policy of Korean firms. It is shown that the workers and

employees does perceived any of the practices as strengths evidenced by their

consistent rating of “satisfactory” on all indicators.

Their responses in the last part of the questionnaire provide enlightening insights

In the light of these findings.

Table 4. Human Resource Management Practices of Korean Firms in the

Philippines in terms of Reward Policy

Verbal
Reward Policy Average
Interpretation
1. Salary 4.20 Good

51
 2. Bonus 2.56 Fair
3. Leaves 2.09 Fair
4. Insurance 2.64 Satisfactory
5. Fellowship 3.91 Good
Average 3.08 Satifasctory
Legend : 4.21- 5.00 Very Good

3.41- 4.20 Good

2.61-3.40 Satisfactory

1.81-2.60 Fair

1.00-1.80 Poor

Work Management

As perceived by the respondents to shifting is 2.91 or satisfactory; as to

knowledge management 3.43 or good; to accounting is 3. 58 which is good; and

budget is 3.11 which is satisfactory; then commission is 2.98 which is

satisfactory.

For the perception of the work management in Korean firms, table 5 shows that

the respondents perceive indicators 2 and 3 to be satisfactory and good. Does it

mean that it needs improvements.

Table 5. Human Resource Management Practices of Korean Firms in the

Philippines in terms of Work Management

Verbal
Work Management Average
Interpretation
1.Shifting 2.91 Sattisfactory
2. Knowledge Management 3.53 Good
3. Accounting 3.58 Good
4. Budget 3.11 Satisfactory
5 Commission 2.98 Satisfactory
Average 3.22 Satisfactory
Legend : 4.21- 5.00 Very Good

52
 3.41- 4.20 Good

2.61-3.40 Satisfactory

1.81-2.60 Fair

1.00-1.80 Poor

New Employment Practices

The perception of the respondents reflecting to the new employment practices are

shown in the table 6. The respondents indicated 3 for satisfactory. The identified

perceived strength by some respondents is stated as, “the new employee is

introduced to people whom he/she will work with”, is a simple matter which does

not entail much effort or expense but vital nonetheless as pointed out by

Borromeo (1993). According to him leave the new employee to find his/her way

around is a poor way to treat a valuable new resource.

Table 6. Human Resource Management Practices of Korean Firms in the

Philippines in terms of New Employment Practices

Verbal
New Employment Practices Average
Interpretation
1. Training 3.29 Satisfactory
2. Orientation 3.13 Satisfactory
3. The establishment of vocational
Satisfactory
guidance 2.98
4. Job skills assessment system 3.27 Satisfactory
5. Development of skills 3.29 Satisfactory
6. Employment opportunities 3.16 Satisfactory
7. Employment promotion 3.29 Satisfactory
Average 3.20 Satifactory
Legend : 4.21- 5.00 Very Good

53
 3.41- 4.20 Good

2.61-3.40 Satisfactory

1.81-2.60 Fair

1.00-1.80 Poor

Skills Formation

Table 7 shows the perceptions of the respondents with regards to the strengths

and weaknesses on skill formation. Indicators 3.24 or satisfactory were perceived

by the respondents.

Table 7. Human Resource Management Practices of Korean Firms in the

Philippines in terms of Skills Formation

Verbal
Skills Formation Average
Interpretation
1. Self Education & Training 3.42 Good
2. License 3.07 Satisfactory
3. Partnership 3.36 Satisfactory
4. Apprenticeship 3.13 Satisfactory
Average 3.24 Satisfactory
Legend : 4.21- 5.00 Very Good

3.41- 4.20 Good

2.61-3.40 Satisfactory

1.81-2.60 Fair

1.00-1.80 Poor

Staffing Arrangement

54
Table 8 shows the perceptions of the respondents with regards to the strengths and

weaknesses on Staffing Arrangement. Indicators 3.21 or satisfactory were

perceived by the respondents.

Table 8. Human Resource Management Practices of Korean Firms in the

Philippines in terms of Staffing Arragement

Verbal
Staffing Arrangement Average
Interpretation
1. Job analysis 3.36 Satisfactory
2. Job distribution after assessing the
Satisfactory
organizational makeup 3.13
3 Clear eligibility requirements per position 3.11 Satisfactory
4. Talents of employees are practiced in
Satisfactory
areas most appropriate for them 3.24
Average 3.21 Satisfactory
Legend : 4.21- 5.00 Very Good

3.41- 4.20 Good

2.61-3.40 Satisfactory

1.81-2.60 Fair

1.00-1.80 Poor

Training and Development

Table 9 shows the perceptions of the respondents with regards to the strengths and

weaknesses on Training and Development. Indicators 3.24 or satisfactory were

perceived by the respondents.

55
 Table 9. Human Resource Management Practices of Korean Firms in the

Philippines in terms of Training and Development

Verbal
Training and Development Average
Interpretation
1. The possibility of developing 3.36 Satisfactory
2. Training activities 3.20 Satisfactory
3. Workshop 3.16 Satisfactory
Average 3.24 Satisfactory
Legend : 4.21- 5.00 Very Good

3.41- 4.20 Good

2.61-3.40 Satisfactory

1.81-2.60 Fair

1.00-1.80 Poor

Problem 2 and 3

2. What are the problems encarted by both Koreans and Filipinos working in

Korean firms?

As perceived by Korean company in the Philippines. Philippine local workers

around South Korea to represent the company investigated the complaints.

Workers to meet 45 of these details came out through questionnaires. A survey in

which 12 workers were not heard back. And he had nine workers in the office

very pleased with the job and showed that expression. And the problem with

vacations and illness, only 6, four workers were offered the same issues. Dialogue

as a problem that six workers have been offered the same issues.

Insurance for Labor on the issue, four workers have been offered. Cultural

differences between Korea and the Philippines and its culture for the problems

that four workers were offered the problem. The rest of the Filipino workers

56
include managers of Korea in respect to competition issues and attitudes and want

to profit on the marketing strategy and the stress of the workers, national

differences, low salaries and the global financial crisis has been proposed for the

problem.

3. what recommendations can be made to enhance the human resource

management of Korean firms?

The respondents of this issue recommended, that the solution has been proposed.

For starters, the Philippines pay plan and to follow the law, respect, good

communication, power transmission, help enhance, be patient and honest,

sickness and vacation, benefits and compensation, lastly to improve morale.

Chapter 5

SUMMARY, CONCLUSION AND FINDINGS

57
This chapter presents the summary of findings, conclusions and recommendations

being offered.

Summary of findings

The study sought to determine the human resource management practices ok

Korean firms in the Philippines as perceived by Filipino workers. The researchers

would like to know how Koreans manage firms in the Philippines, especially

human resource management. The findings of the study according to:

1. Profile of the respondents:

Type of Korean firm: 93% of the respondents come from the shoe firms and

4.44% come from tutorial center firms and 2.22% of the respondents did not write

their firms.

Gender: there is a disappropriate ratio of female to male respondents. The female

dominate in the number comprising 55.56% while the male comprises of 44.44%.

Position: most number of respondents come from factory workers which is

42.22%. 4.44% are tutors, while 26.66% are heads and leader, and 8.89% are

designers, and for staff and assistant which has 17.77%.

2. What are the human resource management practices by korean firms in

the Philippines?

As the respondents percieved it all of the following are indicated as satisfactory

which are reward policy, work management, new employment practices, skill

formation, staffing arrangement, and training and development.

Conclusion

In the light of the foregoing findings, the following conclusions were drawn:

58
1. Relative to the respondents’ profile, it is concluded that:

1.1 Majority of the respondents belong to the shoe firms.

1.2 Majority of the respondents are females.

1.3 Most of the respondents are factory workers.

2. Relative to the human resource management practices by Korean firms in the

Philippines:

The average of the following sub topics reward policy, work management, new

employment practices, skill formation, staffing arrangement, and training and

development is satisfactory which means there an improvement should be made.

Recommendations

According to the reward policy, work management, new employment practices,

skill formation, staffing arrangement, and training and development their should

be an emprovement in all aspect. By proving sick leaves and vacation leaves and

more trainings and should imply proper training.

Most of all the problem with language and culture diffirences should be

addressed. By giving them a head first on the company culture and that employees

should undergo a seminars in order for them to understand the Owners, and same

with the owners to study the culture and language on order for themto be able to

communicate well and understand each other.

Further research on the topic should be encouraged to improve the Korean

business firms in the Philippines.

SURVEY QUESTIONNAIRE

59
 TRINITY UNIVERSITY OF ASIA

COLLEGE OF BUSINESS ADMINISTRATION

We are students at Trinity University of Asia, and we are conducting a study on

Human Resource Management Practices of Korean firms in the Philippines as

perceived by Filipino workers. The results of this study will hopefully improve

the Human Resource Management practices in the Philippines. It is our

understanding that you are currently working in a Korean business firm.

Type of Firm: ________________________________________________

Age:_____________________________________________

Gender:______________________________

Civil Status: _____________________________________

Position: ________________________________________

Number of Years: ______________________________

Kindly evaluate your company’s human resource management practices and

provide the necessary data by checking your choice on this five-point scale with 5

as the highest level, as

5 – Very Good

60
 4 – Good

3 – Satisfactory

2 – Fair

1 – Poor

Areas of Concern LEVEL

5 4 3 2 1

A. Reward Policy
A.1. Salary
A.2. Bonus
A.3. Leaves
A.4. Insurance
A.5. Fellowship
A.5. Working Holiday

B. Work Management
B.1.Shifting
B.2. Knowledge Management
B.3. Accounting
B.4. Budget
B.5 Commission

C. New Employment Practices

C.1, Training
C.2. Orientation

C.3. The establishment of vocational

guidance
C.4. Job skills assessment system
C.5. Development of improved
C.6. Employment Opportunities
C.7. Employment Promotion

61
D. Skill Formation
D.1. Self Education & Training
D.2. License
D.3. Partnership
D.4. Apprenticeship

E. Staffing Arrangement
E.1. Job Analysis
E.2. Job After assessing the makeup
E.3 To clarify the eligibility requirements
E.4. Talent can put in place is important to

make the device.

F. Training and Development

F.1. The possibility of developing
F.2. Training activities
F.3. Workshop
2. what do you think are the problems faced by both koreans and filipinos

working in korean firms?

3. what is your recommendations that can be made to enhance the human

resource management of korean firms?

62
Thank you very much for sharing your time and honest answer to us. The

researchers ensure confidentiality with this information that you have shared with

us.

OH, HYUN JUN

#22 DONA FRANCESCA FILINVEST EAST ANTIPOLO CITY

Contact no. 09154812148

E-mail: jjuni845@yahoo.co.kr

PERSONAL BACKGROUND

Birth Date: February 29, 1984

Gender: Male

Age: 27 yrs old

Birth Place: In-cheon Korea

Nationality: Korean

EDUCATIONAL BACKGROUND

COLLEGE Trinity University of Asia 2008-presesnt

Quezon City

BSBA Major in

Human Resource

Development Management

63
UNIVERSITY Han-Seo University 2003-

2004

Aerial Navigation

Seo-san, Korea

HIGH SCHOOL Chung Amn High School 1999 - 2002

Seoul, Korea

MIDDLE SCHOOL Chung Amn Middle School 1996 - 1999

Seoul, Korea

ELEMENTARY Jeong Cheon Elementary 1990 - 1996

Su-won, Korea

WORK EXPERIENCE

Millitary Service 2004-2006

I-dong, Korea

Kang-nam, Korea

Service Crew 2002

Christien Crispier

Korea

64
Stephanie P. Salvo
154 San Juan St. Mayamot Antipolo City

Contact no: 09154812147

Email address: stephanie_salvo07@yahoo.com

_________________________________________________________________

PERSONAL BACKGROUND

Date of birth: February 4, 1992

Gender: Female

Age: 19

Birthplace: Marikina City

Religion: Born Again Christian

EDUCATIONAL BACKGROUND

COLLEGE Trinity University of Asia 2008 - present

Quezon City

BSBA Major in

Human Resource

Development Management

65
HIGH SCHOOL Marikina Science Hgh School 2004 - 2008

Marikina City

ELEMENTARY SCHOOL Glenadale Immanuel Academy 2004

Taytay, Rizal

WORK EXPERIENCE

Sing Sing Orange Etc. Inc March 2010-

July 2010

Online Teacher

Pasig City

66