Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data gathered

through the questionnaire with regards to the common recruitment methods

employed at industries.

1. The profile of the respondents in terms of Age, Sex, Length of Service

and Position of Faculty and Staff.

Table 1 presents the frequency, percentage and rank distribution of the

profile of the respondents in terms of Age.

Table 1

Age of Faculty and Staff

Age Frequency Percentage Rank

(f) (%) (r)
36-40yrs old 9 22.5 3

41-45yrs old 13 32.5 1

Faculty 46-50yrs old 11 27.5 2

51yrs old and above 7 17.5 4

Total 40 100.0

30yrs old and below 5 25 1.5

31-35yrs old 5 25 1.5

36-40yrs old 4 20 3

Staff 41-45yrs old 2 10 5

46-50yrs old 3 15 4

51yrs old and above 1 5 6

Total 20 100.0
 22

Table 1 reveals that most of the respondents in the faculty belonged to

age bracket 41-45yrs old with a frequency of 13 or 32.5 percent, while the least

number of faculty respondents belonged to age bracket 51yrs old and above with

a frequency of 7 or 17.5 percent.

Table 1 also reveals that most of the respondents in the staff belonged to

age bracket 31-35yrs and 30yrs old and below with a frequency of 5 or 25

percent, while the least number of staff respondents belonged to age bracket

51yrs old and above with a frequency of 1 or 5 percent.

This table implies that the Faculty respondents under the age of 41-45yrs

old got the frequency of 13 or 32.5 percent while 51yrs old and above got the

least frequency of 7 or 17.5 percent.

It also implies the Staff respondents under the age of 31-35 and 30yrs old

and below got the frequency of 5 or 25 percent while 51yrs old and above got the

least frequency of 1 or 5 percent.

Schwartzman (2007). This study, which analyzes psychometric test results

of women in different age groups, finds that verbally abilities remain virtually

unchanged, while reasoning and speed abilities decline with age.

Table 2 presents the frequency, percentage and rank distribution of the

profile of the respondents in terms of sex.

 23

Table 2

Sex of Faculty and Staff

Sex Frequency Percentage Rank

(f) (%) (r)
Female 21 52.5 1

Faculty Male 19 47.5 2

Total 40 100

Female 11 55.0 1

Staff Male 9 45.0 2

Total 20 100.0

Table 2 shows that the most of the respondents in Faculty are female with

a frequency of 21 or 52.5 percent while the male respondents obtained a

frequency of 19 or 47.5 percent.

It also shows that the most of the respondents in Staff are also female with

a frequency of 11 or 55.0 percent while the male respondents obtained a

frequency of 9 or 45.0 percent.

This affirms that the most of the faculty and staff members are female

which occupy a largest population of employee in the University.

Related to the study of Parker supported by Albright (2009), she gave

advice “my advice to woman is to have a sense of confidence that what you have

to offer is worthwhile. You have to make a difference. Then, having made up your

mind that you have been put on this earth to make a difference you must use the

resources that are available to you through a process like I KNOW and the whole
 24

network, for example to be able to do that”. Similarly to the study boosting of self-

confidence of woman can make difference in any field that they may choose in

the future.

Table 3 presents the frequency, percentage and rank distribution of the

respondents in terms of length of service.

Table 3

Length of Service of Faculty and Staff

Length of Service Frequency Percentage Rank

(f) (%) (r)
5yrs and below 6 15.0 4

6-10yrs 14 35.0 1

Faculty 11-15yrs 11 27.5 2

16yrs and above 9 22.5 3

Total 40 100.0

5yrs and below 14 70. 1

Staff 6-10yrs 5 25.0 2

11-15yrs 1 5.0 3

Total 20 100.0

Table 3 reveals that in terms of length of service majority of the

respondents in Faculty rendered their service for 6-10yrs with the percentage of

35.0. Hence, 5yrs below of service obtained 15.0 percent of the respondents.

It also reveals that the most of the respondents in Staff rendered their

service for 5yrs and below with a frequency of 14 or 70 percentage.

 25

The data imply that the most of the faculty members of University of Rizal

System served the university for a long period of time while the staff employees

of the university has a less period of time in their job.

This finding supports the statement of Titus Oshagbemi (2007) that the

worker’s length of service related to their level of satisfaction. The inquiry is

premised on the assumption that the less satisfied workers tend to resign while

the more satisfied ones tend to remain in a job. Employees with a service of

Table 4 as shown in the next page presents the frequency, percentage

and rank distribution of the respondents in terms of position. 6-10 years are

found to be highly satisfied on their job.

Table 4

Position of Faculty and Staff

Position Frequency Percentage Rank

(f) (%) (r)
Assistant Professor 15 35 2

Faculty Instructor 19 62.5 1

Associate Professor 6 2.5 3

Total 40 100.0

Admin Aid 1 5.0 3.5

Admin Staff 2 10.0 2.5

Administrator 1 5.0 3.5

Barangay Utility 2 10.0 2.5

Staff Campus Cashier 1 5.0 3.5

Campus Registrar 1 5.0 3.5

 26

Campus Secretary 1 5.0 3.5

Emergency Lab. 7 35.0 1

HRMO 1 5.0 3.5

Municipal Utility 2 10.0 2.5

Nurse 1 5.0 3.5

Total 20 100.0

Table 4 illustrates that in terms of position; most of the respondents in

faculty were Instructor with the highest frequency of 19 or 62.5 percent, while

Associate Professor got the lowest of 6 or 2.5 percent.

It also states that in terms of position, most of the respondents in Staff

were Emergency Laborer with the highest frequency of 7 or 35.0, while the

lowest are Admin Aid, Administrator, Campus Cashier, Campus Registrar,

Campus Secretary, HRMO and nurse got the lowest frequency of 1 or 5.0

percent.

According to Sharma (2010), teachers preferred training in diagnosing

students learning needs, identifying student’s personal needs and difficulties,

organizing instruction for enrichment, developing learning activities on subjects,

adopting problem, solving skills, developing emotional intelligence skills

publishing research papers conducting action research and developing total

quality management skills. Hence, training for the aforesaid competencies are

highly required.
 27

In addition, Baht (2013), training is a motivational factor which enhances

the knowledge of the employees towards the job by which employees become

proficient in their jobs and they become able to give better results.

2. The extent of Adequacy and Relevance of the Trainings provided to the

Faculty and Staff of University of Rizal System Rodriguez.

Table 5 as shown in the next page present computed mean verbal

interpretation and ranking of Adequacy among Faculty of University of Rizal

System Rodriguez.

Table 5

Computed Mean, Verbal Interpretation and Rank of Adequacy among

Faculty of University of Rizal System Rodriguez

Adequacy Mean Verbal Interpretation Rank

(x) (VI) (r)
1. Collaborative Teaching Seminar 3.62 A 8.5

2. Life and Retirement Program 3.75 MA 4

3. Instructional Materials Writing 3.52 MA 14.5

4. Stress and Emotional Management 3.45 MA 17

5. Code and Work Ethics 3.72 MA 5

6. Health and Wellness Education Program 3.70 MA 6

7. Advanced Teaching Strategies 3.55 MA 13

8. Teacher Leadership Initiatives 3.62 MA 8.5

9. Classroom Management 4.02 MA 1

10. Information Technology Management 3.35 A 18.5

11. Financial and Credit Risk Management 3.27 A 20

12. Promotion and Career Program 3.35 A 18.5

13. Human Relation 3.62 MA 8.5

14. Public Speaking Techniques 3.47 MA 16

 28

15. Gender and Development Seminar 3.90 MA 2

16. Disaster Risk Reduction Management 3.62 MA 8.5

17. Seminar on Research and Extension Activity 3.52 MA 14.5

18.Entrepreneurship and Business Management 3.17 A 21

19. Personality Development 3.60 MA 11.5

20. English Enhancement Seminar 3.60 MA 11.5

21. Enhanced and Gender Responsive Training 3.82 MA 3

Average 3.58 MA

Legend: MA-Much Adequate, A-Adequate

Table 5 connotes that in terms of Adequacy, the Faculty respondents is

agree in classroom management ranked first with the mean of 4.02 and verbally

interpreted as Much Adequate and Entrepreneurship and Business management

obtained the lowest mean of 3.17 and verbally interpreted as Adequate.

Miller, Brownell and Smith (2007), in fact when special educations are

highly stressed by the unmanageability of their workload, they are more likely to

leave the special education classroom.

Similarly teachers must be trained in order for them to be efficient in

teaching, enhance knowledge and skills of administrators and supervisors in

handling and managing classroom programs for children.

Table 6 as shown on the next page presents computed mean, verbal

interpretation and ranking of the Relevance among Faculty of University of Rizal

System Rodriguez.
 29

Table 6

Computed Mean, Verbal Interpretation and Rank of Relevance among

Faculty of University of Rizal System Rodriguez

Relevance Mean Verbal Interpretation Rank

(x) (VI) (r)
1. Collaborative Teaching Seminar 3.85 MR 6

2. Life and Retirement Program 3.82 MR 8

3. Instructional Materials Writing 3.70 MR 11.5

4. Stress and Emotional Management 3.52 MR 18

5. Code and Work Ethics 3.85 MR 6

6. Health and Wellness Education Program 3.55 MR 17

7. Advanced Teaching Strategies 3.60 MR 13.5

8. Teacher Leadership Initiatives 3.72 MR 10

9. Classroom Management 3.90 MR 1

10. Information Technology Management 3.60 MR 13.5

11. Financial and Credit Risk Management 3.07 R 21

12. Promotion and Career Program 3.87 MR 3

13. Human Relation 3.57 MR 15.5

14. Public Speaking Techniques 3.40 R 20

15. Gender and Development Seminar 3.77 MR 9

16. Disaster Risk Reduction Management 3.85 MR 6

17. Seminar on Research and Extension 3.70 MR 11.5

Activity
18.Entrepreneurship and Business 3.42 MR 19
Management
19. Personality Development 3.57 MR 15

20. English Enhancement Seminar 3.87 MR 3

21. Enhanced and Gender Responsive 3.87 MR 3

Training
Average 3.67 MR

Legend: MR-Much Relevant, R-Relevant

 30

As shown in Table 6 in terms of Relevance, classroom management

ranked first with a mean of 3.90 and verbally interpreted as Much Relevant and

Financial and Credit Risk Management ranked last with a mean of 3.07 and

verbally interpreted as Relevant.

According to McLaughlin (2009), Managing or handling classroom called

classroom management, it is the set of techniques and programs intended to

help teachers deal more effectively on teaching.

Table 7 presents computed mean, verbal interpretation and ranking of

Adequacy among Staff of University of Rizal System Rodriguez

Table 7

Computed Mean, Verbal Interpretation and Rank of Adequacy among Staff

of University of Rizal System Rodriguez

Adequacy Mean Verbal Interpretation Rank

(x) (VI) (r)
1. Office Risk Management 2.80 A 9.5

2. Leadership Skills Training 3.30 A 3

3. Civil Service Commission Rules and 3.20 A 4

Regulation
4. Proper Handling of Emergency Cases 2.70 A 13

5. Advanced Cardiac Life Support Training 2.85 A 7

6. Health and Wellness Education Program 3.95 MA 1

7. Career Management Skills 2.70 A 13

8. Business Ethics for the Office 2.70 A 13

9. Proper Recording and Filing of Files 2.80 A 9.5

10. Computer Literacy and Software Skills 2.80 A 9.5

11. Effective Business Writing 2.65 A 15

12. Disaster Risk Reduction Management 3.85 MA 2

13. Stress and Emotional Management 3.00 A 6

 31

14. Effective Communication Skills 3.05 A 5

15. Government Procurement Act (RA. 9184) 2.50 LA 16

16. Public Speaking Techniques 2.80 A 9.5

Average 2.97 A

Legend: MA-Much Adequate, A-Adequate, LA-Less Adequate

Table 7 reveals that most of the items presented under the adequacy of

the training programs, most of the programs are verbally interpreted as

adequate. Hence, the weighted mean of them all is 2.97 and verbally interpreted

as adequate. Item number 6 states that health and wellness program, earns the

highest weighted mean of 3.95. However, item number 15 specifying that

Government Procurement Act (RA. 9184) ranks the least with the weighted mean

of 2.50 and still favourably interpreted as less adequate.

According to Hannagan (2008), training helps the employees to gain new

skills, knowledge and attitudes. A workforce that is regularly trained is bound to

be more flexible to take up new tasks every time there are openings within the

organization.

Similarly, employees that are well trained have in the past registered less

absenteeism and attrition trends.

The data imply that University of Rizal System Rodriguez training

programs were almost adequate to all employees wherein they will gain more

knowledge and learning’s that can be used as an experience.

Table 8 as shown in the next page presents computed mean, verbal

interpretation and ranking of Relevance among Staff of University of Rizal

System Rodriguez.
 32

Table 8

Computed Mean, Verbal Interpretation and Rank of Relevance among Staff

of University of Rizal System Rodriguez

Mean Verbal Interpretation Rank

(x) (VI) (r)
1. Office Risk Management 2.75 R 10.5

2. Leadership Skills Training 3.30 R 4

3. Civil Service Commission Rules and 3.55 MR 3

Regulation
4. Proper Handling of Emergency Cases 2.80 R 8

5. Advanced Cardiac Life Support Training 2.70 R 13.5

6. Health and Wellness Education Program 4.35 MR 1

7. Career Management Skills 2.75 R 10.5

8. Business Ethics for the Office 2.75 R 10.5

9. Proper Recording and Filing of Files 2.85 R 7

10. Computer Literacy and Software Skills 2.70 R 13.5

11. Effective Business Writing 2.65 R 15

12. Disaster Risk Reduction Management 3.75 MR 2

13. Stress and Emotional Management 3.05 R 5

14. Effective Communication Skills 3.00 R 6

15. Government Procurement Act (RA. 9184) 2.55 LR 16

16. Public Speaking Techniques 2.75 R 10.5

Average 3.01 R

Legend: MR-Much Relevant, R-Relevant, LR-Less Relevant

Table 8 reveals that most of the items presented under the relevance of

the training programs are all verbally interpreted as relevant. Hence, the

averages weighted mean of them all 3.01 and verbally interpreted as relevant.

Item number 6 states that health and wellness program, earns the highest

weighted mean of 4.35. However, item number 15 specifying that Government

 33

Procurement Act (RA. 9184) ranks the least with the weighted mean of 2.55 and

still favourably interpreted as less relevant.

According to Truitt (2011), it is incumbent on training and development

professionals to design implement and evaluate the effectiveness of their

programs in reducing disputes in workplace performance.

The data imply that most of the trainings of University of Rizal System

Rodriguez are relevant except the Government Procurement Act wherein not all

of the staff of this university is applicable to learn and gain this training.

3. The suggestions of the Faculty and Staff to improve training provided by

the University.

The suggestion of the Faculty and Staff is to improved trainings given and

seminars that related to his/her any of specialization, give national and

international trainings. Besides that, they suggest to know first the needs they

want to improve, In Faculty, they suggest that all the members have a chance to

undergo trainings, and to help them to find seminars that related to his/her job if

the University can’t provide to them. The Staff suggested help them to find more

training about Communication Skills, Basic Customer Skills, and IT Related

Trainings. In addition, they all suggest that the budget of the trainings and

seminar are sufficient enable to get a good speaker.