ASSESSMENT OF THE LEADERSHIP SKILLS OF PSBA-QC GRADUATING

STUDENTS

A Marketing Research Presented to the Faculty of

Philippine School of Business Administration - Quezon City

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Science in Business Administration

Submitted by:

Leader: Insular, Andrea Rachel G.

Members:

Bacad, Lyca Jayn B.

Carag, Nadia Kaye T.

De Leon, Francesca Sophia L.

Fajardo, Lyka R.

Fernandez, Neil Patrick Andrew L.

Sol, Rose Anne Maureen B.

Submitted to:

Dr. Emirita R. Alias

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 APPROVAL SHEET

In partial fulfillment of the requirements for the Degree of the Bachelor of Science

in Business Administration, this Marketing Research entitled “ASSESSMENT OF THE

LEADERSHIP SKILLS OF PSBA-QC GRADUATING STUDENTS” has been prepared

and submitted by DR. EMIRITA R. ALIAS who is hereby recommended for Oral

Examination.

DR. EMIRITA R. ALIAS

Adviser

Approved and recommendation by the Committee and Oral Examination with

grade of ____%.

______________________

Chairperson

_________________ _________________

Member Member

Accepted and approved in partial fulfillment of the requirements for the degree

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION.

RAUL C. ADATTU, CPA, DBA

DEAN – Undergraduate Study, PSBA Q.C

Date: ____________
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 TABLE OF CONTENTS

Title Page ___________________________________________________ i

Approval Sheet ________________________________________________ ii

CHAPTER 1 THE PROBLEM AND ITS SETTING

Introduction_ ___________________________________________5
Background of the Study ___________________________________________ 6
Theoretical Framework ____________________________________________ 12

Figure 1: _______________________________________________________ 15

CONCEPTUAL FRAMEWORK _______________________________________9

Figure 3: _______________________________________________________ 16

SEMINARS ______________________________________________________17

TRAININGS _____________________________________________________18

Statement of the Problem __________________________________________ 19

Hypothesis ______________________________________________________ 20

Scope, Delimitation and Significance of Study ___________________________20

Significance of the Study ___________________________________________ 21

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 CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

Leadership _________________________________________________________ 23

Synthesis of Reviewed Materials ________________________________________ 28

CHAPTER 3 RESEARCH METHODOLOGY

Research Methodology _______________________________________________ 30

Research Locale _____________________________________________________ 30

Research Design _____________________________________________________ 30

Population sampling or Respondents of the Study ___________________________ 31

Research Instrument __________________________________________________ 31

Statistical Treatment of Data ____________________________________________ 32

Questionnaire _______________________________________________________ 46

Bibliography ________________________________________________________ 51

CHAPTER 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 1.1 ______________ _________________ __________________ 35

Table 1.2___________________________ _______________ ___________ 36

Table 1.3_______________________________ ____________ __________ 37

Table 1.4_______________________ ____ 39

Table 2_______________________________________ ___________ 40

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Table 3_________________________________________ ___ 51

Table 4 ____________________________________________ ___________ 53

CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

Summary of Findings ______________________________________________ 56

Conclusions _____________________________________________ ____ 61

Recommendation ______________________________________________ __ 63

References_________________________ _ 65

APPENDICES_________________________________________ __ __ 73

Appendix A_________________________________________ __ 74

Appendix B________________________________________ _______ _ __ 75

Appendix C________________________ _________________________ __ 86

Curriculum Vitae______________________________________ _________ __95

Bibliography __________________________________________________ __102

CHAPTER 1
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 THE PROBLEM AND ITS BACKGROUND

Introduction

Leadership is the ability to persuade others to follow. Titles have nothing to do

with leadership. Personal characteristics have nothing to do with leadership.

Management is not leadership.

A confident voice, the capacity to act in the world, and the desire to lead others

are more likely to develop in young people who find their own voices in encouraging

school environments. By empowering students, we raise their level of engagement and

improve their participation in the classroom, school, and community. Young people who

are assisted in developing their leadership abilities are more likely to gain a better

understanding of themselves, more confidence, and a greater ability to manage and

organize their own lives. They are also more likely to develop learning processes and

skills, as well as a more profound sense of maturity. Student leaders develop into

independent thinkers who know how to work as part of a team and have a positive

impact on organizations and communities.

Leadership is a social influence process that maximizes the efforts of others to

achieve a goal. Leadership can mean different things to different people, cultures, and

situations. However, it is always a multifaceted role. Leadership does not always look

the same. In fact, it almost never does. Many examples of famous leaders are probably

familiar to you from history books, the news, your community, and so on. These leaders

are remembered for their accomplishments. And we sometimes remember leaders for

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their mistakes. Followers can succeed when their leaders are effective. It establishes a

course of action, creates a vision, and adapts to changing circumstances.

Leadership is complicated and ever-changing. Leaders provide direction and

assist others in doing the right thing to move forward. To accomplish this, they create an

inspiring vision and then motivate and inspire others to help them achieve it. They also

manage the vision's delivery, both directly and indirectly, and build and coach their

teams to make them stronger. They are adaptable and adapt to their surroundings.

Great leaders have exceptional communication skills, which enables them to

share their vision of the future with others. They are able to motivate other to get on

board and work hard to achieve communal goals. Great leaders embody a mission

beyond themselves and refrain from letting their egos get in the way. They are good

listeners, who are willing to respond to feedback from others and admit when they’ve

made a mistake. The eagerness to learn and commitment to continuous improvement

fuels their productivity.

A positive learning environment can be established and sustained by school

leaders. A respectful, trustworthy, and collaborative learning environment understands

that student empowerment improves the work of teachers, has an immediate positive

impact on student learning, and raises school spirit. Students have a lot to offer in terms

of influencing school culture and improving ties between the school and the local

community.

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 Student leaders feel more obligation to lend a hand and serve as role models for

leadership values and principles. The improvement of relationships, trust, and autonomy

results from the development of leadership skills.

Through this study, the researchers aim to determine the role and impact of

leadership skills that the students have acquired from activities while they were in

college, while also taking into consideration the other attributes associated with

leadership that they may have applied in their career journey

Background of the Study

Career success, who wouldn’t want this? A career that makes you financially

stable and enjoying the work as well, in order to achieve this leadership skills is

necessary, this skill is the ability of an individual to lead, oversee the process and drive

the workforce to attain a specific goal. As the saying goes, “get a man in the leadership

you will get the job done.” As undergraduates, aiming to have that career success is a

priority.

Education plays a vital role in undergraduates acquiring leadership skills, wherein

students will be discussed and making it understandable that a good leader should have

the capabilities of bringing out the best of his team members and making them be

motivated on achieving shared goals. It is being focus and can drives the team forward,

can empower them, being responsible or could take responsibility on decision-making,

open for volunteering to new tasks and initiative for innovation, be able to learn, teach

and share information to others, and understanding the strength and weakness of his

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own for the future, specifically for their career success. (The Importance of Leadership

to Workplace, 2017)

Acquiring leadership skills can improve through time or by spending their lives

taking up courses about confidence and professional talking could be a stepping stone

to career success, not all were born leaders other characteristic maybe evident such as

charisma and initiative but not all can be a good leader, that’s why having ways of

enhancing skills is significant. (Rifai, 2017). In 4 years of studying, the possibility of

having leadership skills has been evident in some, in observation of being more

confident in tasks, or having self-esteem in decision-making.

According to Palmer (2013), in a study she conducted the results show that there

is an impact of undergraduate preparations to leadership education and skills on job

readiness. Evidence is seen that a student is ready to take on a job if he/she is exposed

to leadership curriculum or being part of any activities from undergraduate phase which

lead to career success. The institute offers career orientation to undergraduates; some

subjects have been having mock job applications wherein students are required to act

as applicant and being interviewed like one. These were steps that considered

identifying readiness of the students in job applications, those students who have been

part of the student council showed greater performance than those who aren’t and show

more confidence. In an empirical research conducted by Brandfon (2018) the study

shows that students who are involved in co-curricular programs in college are more

likely to graduate on time and be satisfied with their institutions, will excel academically

and are more likely to gain important leadership skills and competencies, and are more

likely to gain skills deemed important by employers and necessary for job success.
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Selective colleges screen for demonstrated leadership experience, and studies have

found that people with high school leadership experience are paid up to 33% more than

those without it. This wage premium is similar to the one associated with a college

degree. (Anderson and Lu, 2018)

It is a fact that leaders among students later become leaders at a workplace

more often than those who have no prior leadership experience. This is because it is

easier for them to take responsibility for other people, and they already know how to

work together. If student leaders can find a way to be respected by both parties, they

will be able to approach corporate life with less fear. The ability cannot be evident even

from a hard training unless you have been practicing it before the real life experience,

with the help of student leadership; this problem can be solved long before young

professionals start working. (Nelson, 2022)

In the modern world, students are facing many career challenges, employment

problems, and conflicts between idealism and benefit. That’s why they need leadership

skills to accept challenges, solve problems and analyze career direction. Becoming

independent, knowing how to take responsibility for your own career without depending

on anyone. That is why acquisition of leadership skills while being a student is

important. (Sharma, 2018) A lot of influences can take up what career the

undergraduates pursued, this could be parental choices, occupations, what they think is

rewarding for them, peers and environments.

The researchers will determine how highlighting skills for a job is significant in the

study. A study by Sanhueza (2011), states that evidence shows that a higher

percentage of leaders in the companies undergo leadership development programs.

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Undergraduates with these like programs may have produced leaders that can highlight

their skills on the job.

Institutes for learning facilities should be able to improve their programs, in order

to advance and target interventions which will ultimately improve the undergraduate

experience and will have subsequent outcomes by engagement in leadership activities

during undergraduate acquisition of skills. (Pfund, n.d.) The researcher believes that

these activities will help the undergraduates have a role and impact on acquiring

leadership skills.

Currently, leadership education is commonly seen in schools of business, which

focus more on management, or in graduate schools of education, specific for

administrative positions. Leadership education is often taught at colleges and

universities if offered at all. Even more rarely seen is an interdisciplinary leadership

program or curricula for undergraduates. According to Brungardt (1996), “Although

leadership has always been an indirect goal of higher education, it has only been

recently that colleges and universities have made major efforts in that direction” (p. 88).

If liberal education is indirectly concerned with leadership education but has not been

previously a high priority, the effect of a direct focus on leadership development and

subsequently career success is unknown. Therefore, the purpose of this study was to

know the role and Impact of Acquired Undergraduate Leadership Skills on one's career

success.

To be an effective leader and help move your career forward, you'll also need

soft skills, such as the ability to be a good listener and communicator. There are several

core leadership skills that are considered important traits to help you become a more
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effective leader. Whether it's taking the initiative, developing critical thinking skills, or

learning how to motivate and empower those around you, you must constantly be

challenging yourself to enhance your leadership capabilities.

By showing that you have what it takes to be a leader, you can fast-track your

career. If you're looking for a new job or promotion, you're more likely to get where you

want to go if you have a steady track record of being successful in leadership roles in

your professional and personal life.

This study will aim to determine how leadership skills that they have acquired in

college have helped them become successful in their career, how they have applied

those skills in their job, and how they will climb the ladder to success using the skills

that they have acquired.

Theoretical Framework

The current study revolves around the leadership skills that university students

acquire during their undergraduate years. Leadership skills are essential for

development, especially during the formative years in college. The role of a leader

entails the responsibility to lead, monitor, plan, and motivate its members. By acquiring

this skill, students will have an asset that they can practice both in their workplace and

personal life, and in return, influences their success in careers. The existing leadership

theories, over a period of time and with countless scrutiny, have changed. Khan et al.

(2016) offered a review of the current leadership theories and how they shifted through

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questioning from various scholars. However, in their paper, the authors noted that the

said theories’ relevance is subject to the context and situations it is being applied.

The earliest attempt to formulate a theory on leadership can be traced back to

the 1840s when Thomas Carlyle (1847, as cited in Khan et al., 2016) introduced the

Great Man Theory. Under this theory, it is asserted that heroes (in this case, leaders)

are naturally “born and not made”. Leaders are inherently born with traits that make

them “leaders,” such that they are naturally charismatic, confident, intelligent, and with

excellent social skills. Only those that have or are born with those traits could ever

become a leader. However, as society progressed, this school of thought turned out to

be “morally flawed,” citing the case of Hitler and the likes (Khan et al., 2016). The Great

Man Theory is realized to be conflicting even in today’s perspective as leadership is no

longer reserved for males or the military as opposed to the social and political context

during the 1800s.

Later on, leadership theory focused on the traits of the leaders, hence, the Trait

Theory. This theory is closely similar to the Great Man Theory. However, it abandoned

the claim that leaders are naturally born. Instead, it accepts that leaders have inherent

traits, such as “height, intelligence, attractiveness, and self-confidence,” and traits that

they have acquired “based on experience or learning.” Furthermore, it believes that a

common trait exists in leaders that are distinctive from those of non-leaders. The failure

to distinguish a common trait shared by leaders and non-leaders led to the development

of the leadership theory. It was later found out that there is minimal distinction between

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the traits of a leader and to non-leader since there are traits present in non-leaders that

are present in leaders as well. This is due to certain traits acquired and developed at

certain times. While this theory considers that leadership can be taught, the principle

that a certain common trait exists in leaders does not have a relation to the current

study or the purpose of this study.

Contrary to the previous theories discussed, the Behavioral Theory of leadership

affirms that “great leaders are made, not born “ (Amanchukwu et al., 2015).

Furthermore, this theory focused on the “actions of leaders, not intellectual qualities or

internal states.” Similar to the Trait Theory, this theory emphasizes that leadership can

be learned through training and observation. This theory is highly related to the current

study as this emphasizes that individuals can be leaders through training and learning.

The current study recognizes that certain leadership traits are learned or acquired

through experiences. Hence, it is helpful to incorporate this variable in this theory that

leadership is an acquired or learned skill of an individual.

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Figure 1: Behavioral Theory Framework

Figure 1 portrays the Behavioral Theory of Leadership. Under this theory, leadership

skills can be gained through learning and observing. Applying this to the study, the data

will be examined if there will be enough evidence to prove that leadership skills can be

acquired through the two manners. If the result of the data yields that observing and

learning have an influence on the student’s leadership skills development, then

leadership skills can be attained through the said conditions, and otherwise if not.

CONCEPTUAL FRAMEWORK

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 The figure below depicts the conceptual view of the study regarding the

Assessment of The Leadership Skills PSBA-QC. It aims to show how the chosen

demographic profile of the researchers have a relationship to Graduating Students, has

no significant relationship to the joining organizations.

Input Process Output

1. What is the
demographic profile of the
respondents?

1.1 Sex. Assessment Of The

Leadership Skills Of
1.2 Age.
PSBA-QC Graduating
1.3 Organization Conduct an online survey Students
Affiliation. questionnaire to the
respondents Training
1.4 Position of the
organization joined

2. What leadership skills Gathering Data

were developed when
joining the organizations?
2.1 Communication
2.2 Self Confidence
Seminars
Interpretation of results
and recommendations

2.3 Critical Thinking

2.4 Creativity

2.5 Adaptability

2.6 Negotiation

Figure 3: Diagram of the Assessment of The Leadership Skills Of PSBA-QC

Graduating Students

SEMINARS

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 A seminar is a gathering of people guided by a professional that concentrates on

a single subject or field, such business, job hunting, or a university subject like literature.

It often lasts a few days and features group discussions, a variety of presenters, and

chances for participants to exchange ideas and concerns about the subject. One of the

many advantages of attending a seminar is that it can help with communication skills,

information, networking, and reinvigorating motivation and confidence. Through

presentations and conversations led by numerous specialists, it provides a thorough

introduction to a subject.

It aims to share knowledge about the latest industry developments so individual

employees can stay ahead of the competition and get inspired by successful stories so

they can motivate themselves as their own leader and achieve their own short- and

long-term professional goals.

It is a feeling of community where people may connect with others in their field

who share their interests, issues, or concerns. The ability to share experiences with

others can sometimes help to allay business anxieties. Being with people who "get" a

person's issues or worries is typically quite uplifting and gives more positivity and

motivation.

Another advantage is how it helps expand your knowledge and leadership skills

by meeting various people and building lasting relationships especially those who have

a potential to become your future partners or clients. This serves as a great opportunity

to hone your communication skills and to widen your mental abilities for new ideas and

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solutions for future challenges. It teaches you the skills you need in order to lead

effectively.

Seminars will serve as their stepping stone before these individuals get to

training. It benefits them by encouraging dialogue, giving and receiving fresh

perspectives, developing new ideas, improving their knowledge and skills, and also to

build a network for their career.

TRAININGS

From the point of view of the individual employee, there are three main aims of

training: To improve the individual's level of awareness. Increase an individual's skill in

one or more areas of expertise. Increase an individual's motivation to perform their job

well.

It’s essential to find engaging leadership training programs with relevant learning

goals. Many leaders can feel their learning is relevant by using research-based

programs that support “learning by doing” that include a safe space for feedback and

self-assessment. Effective training programs also adapt instruction to address

managers’ needs as learners and human beings.

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Statement of the Problem

I. Statement of the Problem

The study aimed to determine the Role of leadership skills of PSBA Q.C

Graduating students.

Specifically, it sought to answer the following question:

1. What is the demographic profile of the respondents?

1.1 Sex;

1.2 Age;

1.3 Organization Affiliation;

1.4 Position of the organization joined

2. What soft skills were developed when joining the organizations?

2.1 Communication

2.2 Self Confidence

2.3 Critical Thinking

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 2.4 Creativity

2.5 Adaptability

2.6 Negotiation skill

2.7 Problem-solving skill

2.8 Decision-making

3. How did the soft skills help develop the leadership skills?

4. How did leadership skills impact one's success?

5. Is there any significant relationship between soft skills developed when joining
an organization?

Hypothesis

In order to determine the success of graduating students, the researchers formed

the hypothesis.

H0: There is no significant difference between joining an organization to acquire

leadership skills.

Scope, Delimitation and Significance of Study

The researchers will focus on the Role of Leadership Skills of PSBA Q.C

graduating students
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 The researcher's study will be conducted only PSBA students who were a

member of an academic or non-academic organization. The researcher considered 100

respondents.

The researchers would like to know the Role of Leadership Skills of PSBA Q.C

graduating students, including its influence in current situations and whether there is no

significant relationship between soft skills developed when joining an organization, The

research will be conducted online due current conditions and health protocols of Covid-

19 for the safety of both researchers and respondents.

Significance of the Study

The findings of this study aim to find beneficial results and significantly correlate

to:

Organizations - The findings of this study could serve as a foundation for determining

where and how to strengthen their capabilities to help students develop their leadership

skills.

Students - The findings of this study could be their source of self-awareness as a

student. Additional information to change or improve their plans on/while experiencing

learning and to consider joining organizations.

Parents - The findings of this study could be their basis to identify the reason why their

children are excelling, being more capable and have the ability to lead. To identify on

what part, they can support their children.

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Professor/Teacher - The findings of study could be their basis to encourage students

on joining organizations or ways to contribute to their leadership skills of their students.

Educational Sectors - The findings of this study will give contribution for better

curriculum or openness to other organizations, what adjustments could be made in

order to the success of the present organizational plan for students.

Future Researchers - the findings of this study could be their basis for future research

in which other variable or demographic profile of use they might think would have a

different impact in the future.

Definition of Terms

Leadership Skills

Leadership, both as a research area and as a practical skill, encompasses the

ability of an individual, group, or organization to “lead”, influence, and guide other

individuals, teams, or entire organizations.

Impact

Impact that something has on a situation, process, or person is a sudden and

powerful effect that it has on them.

Acquired

Acquired is gaining a new or additional quality, talent, or aptitude, it is also to

gain for oneself as a result of one's efforts or deeds.

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Graduand

A graduand is someone who is eligible to graduate but has not yet graduated.

Once your degree or diploma has been awarded, you become a graduate.

CHAPTER 2

Review of Related Literature and Studies

Review of Related Literature

Leadership

International

Leadership is a process and not just a personal quality. A process, according to

the Merriam-Webster’s Dictionary, is “a series of actions that produce something or that

lead to a particular result”. Among others, Stogdill (1950) and Kotter (1988) have

considered leadership as a process. The leadership process is characterized by

influence, not only the influence of the leader upon followers, as described by many

authors, but the interactive influence between the leader and the followers, as first

suggested by (Bass, 1990) . The leadership process requires that people, the followers,

accept someone as their leader. The leader could be accepted because he or she

makes use of the force to exert influence upon followers, as admitted by Kellerman in

her interview with Volckmann (2012), or may be willingly accepted, as suggested by

Kotter (1988), because the followers perceive that the leader is the appropriate person
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to lead them in a particular context. The purpose of the leadership process is to

accomplish shared goals between leader and followers, as stated by Stogdill, (1950),

Tannenbaum, Weschler, and Massarik, (1961), and Rost (1993). If followers perceive

that the leader is not acting on their behalf the leadership process may be affected cited

in Silva,( 2016).

It discusses leadership, which is relevant and essential to the current topic since

it contains significant information about leadership. According to Silva (2016) Good or

bad leadership depends on the consequences of the process, but the consequences

can be judged differently by different people. Leadership effectiveness is somewhat

easier to assess because effectiveness depends on whether the desired results have

been obtained. Leadership was effective because people who had to choose a leader

did so properly, in accordance with the situation or context, and because the person

chosen as leader responded to the challenges, acting with skill, courage, and firmness.

Leadership is an evolving concept, but it could be satisfactorily defined as “the process

of interactive influence that occurs when, in a given context, some people accept

someone as their leader to achieve common goals". This definition seems to fit properly

to the modern concept of leadership that gives the leader, the followers, and the context

a very important role in the leadership process.

Leadership effectiveness is considered as an outcome when the individuals in

the positions of leadership are able to impact on a group to perform their roles with

positive organizational outcomes. The most common outcome measure to evaluate an

effective leader is examining the consequences of a leader's actions. For instance, if a

leader is able to influence his subordinates or organization in such a way that positive
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outcomes are realized, this constitutes an effective leader. The study states that well

organized and effective group management can directly influence an outcome by

facilitating timely and excellence decisions and direction by the leader or indirect

outcomes and the leader's actions positively impact on a group behavior. The effective

leader creates the situation that is best for the organization through the situation that is

best for the organization through the use of skills and processes. The significance of

business leadership is well expressed by this observation: A good leader can make a

success of a weak business plan, but a poor leader can destroy even the best plan.

Many colleges offer leadership programs or multiple ways students can develop

leadership skills like participation in student clubs or working on campus. Development

of leadership skills is an important aspect of college for students. In higher education

the need for students to develop leadership skills is imperative to prepare them for

transferring to other universities and employment. Many colleges offer leadership

programs and training to their students so they can learn the necessary skills to become

quality leaders. According to this study, college students have several possibilities to

develop their leadership qualities, even if they are not aware of it. This study examined

how students perceived their leadership responsibilities and the definition of leadership.

The study focused on the leadership opportunities that come through involvement in

clubs and groups, particularly for students who hold leadership positions. The results of

the study states that County colleges need to offer leadership training and leadership

opportunities as it will provide graduates with the necessary skills for effective civic

involvement (Jacob, 2006 cited in Dalina, 2016). One can conclude that leadership

training should be offered to county college students as they will benefit from receiving

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training. County College students will grow as students and individuals and gain the

skills to become better leaders and have better chances of obtaining jobs. In relevance

to current study, we will going to investigate the Impact of Acquired Undergraduate

Leadership Skills on one's career success which is similar to this study since this study

documented students’ perceptions of their leadership development experiences at a

county college and where students are developing leadership skills and the types of

opportunities they have to learn them in at a county college. It stated that Students have

always participated in extracurricular activities at college which teach them leadership

skills. This study backs up the idea that students can enhance their leadership skills

through school activities including involvement in student organizations, working on

campus, and other such activities, even if they are unaware of it. It demonstrates how

significantly educational programs or organizations affect how well students' leadership

skills are enhanced.

This research focused specifically on the role of active membership in student

organizations and students’ perceptions of how these activities impacted their

leadership abilities. College graduates self-reported that leadership roles in

extracurricular had a substantial impact on their development of leadership skills and

interpersonal abilities that enhanced their job success. (Dugan & Komives, 2007, as

cited in Smith & Chenoweth, 2015) At the same time as students are learning through

experience, they are gaining knowledge about the theory and concepts of leadership

inside their classrooms with the help of talented faculty, well-written textbooks, team

exercises, and written and oral assignments. These classroom activities are invaluable

to their full understanding and knowledge of what leaders are and how they behave.

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Faculty and academic classroom activities alone cannot do all the work of developing

undergraduates’ intellectual and personal knowledge and skills, that learning also

occurs where students spend the majority of their time, whether in employment,

athletics, residence life, or social/professional settings.

As the results of the study Students who were involved in co-curricular campus

organizations rated themselves higher on a series of related leadership traits including

confidence, honesty, optimism, persistence, and responsibility. Student involvement in

extracurricular student organization activities led to more positive self-perceptions of

leadership traits than for students who were not involved in those organizations. For

relational leadership behaviors, students active in co-curricular organizations also rated

themselves significantly more positively on having stronger people skills, serving as a

model for others, dealing well with stress, dealing effectively with failure, resolving

conflict, communicating clearly, working effectively in teams, and being a good listener.

For each behavior, students engaged in organizations self-rated themselves more

positively than those students not involved. The evidence gained from this study will be

able to support the idea that leadership qualities were affected by student organizations

and their activities in the context of the ongoing research. According to the study,

involvement in student organizations gives students the chance to engage with others

and take on leadership responsibilities, which establishes the foundation for leadership

development. It will help the present study in obtaining an overview of what is known

about how student involvement in organizations affects their ability to develop their

leadership skills.

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In comments on leadership learning, there was a prominent theme of experience being

the most effective method for learning leadership, especially related to facing

challenges and learning from mistakes. a participant mentioned a method of learning

leadership was through being mentored by a colleague or superior. And there is another

comment mentioning “A mentoring program. You meet with a leader you admire once a

week to discuss different case studies and how to handle them. “The Participants of the

study frequently reported that leadership education helped them to develop

communication skills and human relations skills. Participants also reported leadership

education led to improved leadership skills and the initial development of leadership

skills. The participants of the study revealed leadership education led to greater self-

reflection, the ability to see multiple and broader perspectives, and the development of

relationships with mentors. One participant mentioned, “These opportunities have

helped me to create a more positive environment, collaborate more often, and delegate

responsibilities as needed.” Another participant mentioned that “it improved my

understanding of working with different types of people and how to engage them.”

Communication skills were often cited.

Synthesis of Reviewed Materials

The studies and literature reviewed were able to establish the primary variables

and objective of the current study. The reviewed literature and studies revealed that

career development is a continuous process entailing different factors internally (e.i.,

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motivation, goals, expectations, and interests) and externally (e.i., management,

workplace environment, and family background). Considering all these factors toward

career development, White, et. al., 1992 stated that an individual surrounded by a

healthy workspace, equipped with the essential capabilities and abilities, and who is

motivated will have more opportunities to advance their career regardless of gender.

Graduating students commonly considered their career choices during an early

age as it is associated with their interests. However, these are still subject to changes

as they grow up. According to Ahmad, et. al., 2017, factors such as social and

economic status, financial resources, affordability, and future employability have a direct

impact on the career choice of the students. Additionally, the decision-making process

still lies heavily on the student’s career path plans considering impersonal and personal

influences. Furthermore, career success, as perceived by newly graduated students, is

both a subjective and objective matter.

The role of universities in the graduate’s personal success and learning plays a

crucial part in their career or leadership path and competencies. These institutions

serve as a training ground to educate and train students and hone their skills for them to

be competent in their leadership skill since competency has a positive impact on one’s

skills success. One of these skills is leadership with respect to leadership competency.

Leadership is the key variable being assessed in the current study. As discussed above,

this skill has a direct impact on the success or failure of a certain organization.

Additionally, it also affects the behavior and attitude of people in a team or workplace.

Leadership taught or experienced by the students inside these institutions develops the

student's ability to lead as well which, in turn, contributes to leadership skill success.

Page | 29
 Incorporating all the thoughts discussed by the reviewed literature and studies,

the current study relates as the collection was able to discuss the variables. Moreover,

the current study differentiates its purpose as it seeks to assess the role and impact of

the leadership skills by the graduating students.

CHAPTER 3

Research Methodology

This chapter will present the method and procedure to be used in order to

accomplish the study. The researcher will discuss the research locale, research design,

population sampling or respondents of the study, research instrument statistical

treatment of data to determine the Assessment of the leadership skills of PSBA-QC

graduating students.

Research Locale

This study will be conducted among the graduating students of Philippine School

of Business Administration, Quezon City who were a member of an academic or non-

academic organization. PSBA-QC was selected to assess the leadership skills the

graduating students, it is the best location to conduct the research due to the

accessibility of the respondents and also so that the researchers can collect information
Page | 30
and data to determine the level of leaderships skills that the graduating students have

developed in joining organizations.

Research Design

To collect the data that is needed, the researchers will use quantitative research.

Quantitative research deals with data that can be translated into numbers or are

numerical, thus, this method will be used as it allows the researchers to convey

themselves through graphs and numbers. This type of research can be used to

establish generalizable facts about the topic. The Researchers will gather data with the

use of survey questionnaires. This type of research allows a variety of methods to

recruit participants, collect data, and utilize various methods of instrumentation.

Population sampling or Respondents of the Study

The researchers will be gathering a total of 100 respondents for their sample from

those who are in graduating students who have previously joined organizations. All of

these participants will be carefully selected by the researchers through purposive

sampling. Purposive sampling is a non-probability sample that is selected based on the

characteristics of a population and quota sample is a type of non-probability sample in

which the researcher selects people according to some fixed standard. The data

gathered in this study will be treated with utmost confidentiality in accordance with the

researchers-respondent agreement when disseminating the questionnaire.

Page | 31
Research Instrument

In gathering the data, an online survey questionnaire will be conducted through

Google Forms and will be sent out through social media platforms such as Facebook

and Messenger. The instrument will be divided into 2 parts:

The first part of the online survey questionnaire is about the demographic profile

of the respondent of this study.

The second part of the online survey questionnaire consists of the perception

and experience of respondents regarding the leadership skills they have developed in

joining organizations.

The researchers will ensure that consent from the respondents is secured before

conducting the survey. There will be an agreement on the given form that their data and

privacy will be taken with the highest protection. It will also indicate that the answers

gathered from them will only be used for the sole purpose of this study.

The researchers will be collating the responses, which will be analyzed through

statistical data treatment.

Statistical Treatment of Data

Statistical tools are the basic way to make inferences about a population base in

the result of the sample. For appropriate and interpretation, the researchers will use the

following statistical tools:

Page | 32
1. Percentage and Frequency distribution shows information that indicates the

percentage of observation of perception that will exist for every data point or gathering

of information focuses. It is a particularly useful method of expressing the frequency of

survey responses and other data or information.

This is computed using the following formula:

%=(f/N)(100)

Where:

% = Percentage

N = Total number of respondents

f = Frequency

100 = constant value

2. Weighted Mean is used to interpret the degree of importance of each item in the

questionnaire.

Weighted Mean is computed using the following formula:

Where:

n = Number of terms to be averaged

Wi = Weight applied to x values

Page | 33
Xi = Data values to be averaged

3. The Likert Scale is a pre-arranged system, one dimensional scale from which the

interviewee chooses one option that reflects his/her opinion. It assumes that the

strength/intensity of an attitude is linear, on a continuum from strongly agree to strongly

disagree and assumes that attitudes can be measured.

Scale Range Verbal Interpretation

4 4.00 - 3.00 Strongly Agree

3 2.99 - 2.00 Agree

2 1.99 - 1.00 Disagree

1 1.00 - 0.99 Strongly Disagree

Page | 34
 Chapter IV 

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data gathered, the results of the statistical analysis done and

the interpretation of findings. These are presented in tables following the sequence of

the specific research problem regarding “Assessment of The Leadership Skills of PSBA-

QC Graduating Students”.

1. What is the demographic profile of the respondents in the Assessment of The

Leadership Skills Of PSBA-QC Graduating Students regarding sex, age,

organization affiliation, and position of the organization?

Table 1.1

Total Frequency and Percentage Distribution of Respondents According to Sex

Sex f Percentage

Female 67 67.00%
Page | 35
 Male 33 33.00%

Total 20 100.00%

Table 1.1 summarizes the total frequency and percentage distribution of

respondents according to their Sex. Female and Male, there are 67 or 67.00%, and for

the Male, there is 33 or 33.00%.

Table 1.2

Total Frequency and Percentage Distribution of Respondents According to Age

Age f Percentage

19 - 21 yrs old 38 38.00%

22 - 24 yrs old 43 43.00%

25 - 27 yrs old 10 10.00%

28 & above 9 9.00%

Total 100 100.00%

Table 1.1 summarizes the total frequency and percentage distribution of

Page | 36
respondents according to their age. From the19-21 years old age bracket, there are 38

or 38.00%, and by the 22-24 years old age bracket, there is 43 or 43.00%, by the 25-27

years old age bracket, there are 9 or 9.00%, and, there is 28 & above years old age

bracket, there are 9 or 9.00%.  

Table 1.3

Total Frequency and Percentage Distribution of Respondents According to Organization

Affiliation

Organization Affiliation f Percentage

JMP 14 14.00%

JPIA 7 7.00%

FINEX 3 3.00%

RELIGIOUS 15 15.00%

FRATERNITY/SORORITY 11 11.00%

EXTRACURRICULAR CLUBS 19 19.00%

CIVIC ORG 7 7.00%

STUDENT COUNCIL 7 7.00%

Page | 37
 APO 2 1.00%

ROTARACT 5 4.00%

PSBA VOLLEYBALL VARSITY 1 1:00%

SK 1 1.00%

POLITICAL ORG 1 1.00%

CCAFP 1 1.00%

NONE 6 6.00%

TOTAL: 100 100.%

Table 1.3 summarizes respondents' total frequency and percentage distribution

according to their Organization Affiliation. To JMP, there are 14

or 14.00%, JPIA, there is 7 or 7.00%, FINEX, there is 3 or 3.00%, RELIGIOUS, there is

15 or 15.00%, FRATERNITY/SORORITY, there is 11 OR 11.00%,

EXTRACURRICULAR CLUBS, there is 19 or 19.00%, CIVIC ORG., there is 7 or 7.00%,

STUDENT COUNCIL, there is 7 or 7.00%, APO, there is 2 or 2.00%, ROTARACT, there

is 5 or 5.00%, PSBA VOLLEYBALL VARSITY, there is 1 or 1.00%, SK, there is 1 or

1.00%, POLITICAL ORG., there is 1 or 1.00%, CCAFP, there is 1 or 1.00% and, none

for organization affiliation, there is 6 or 6.00%. 

Page | 38
 Table 1.4

Total Frequency and Percentage Distribution of Respondents According to Organization

Position 

Position f Percentage

Member 80 80.00%

Officer 14 14.00%

None 6 6.00%

Total 20 100.00%

Table 1.4 summarizes the total frequency and percentage distribution of

respondents according to Organization position. Members, there is 80

or 80.00%, and Officers, there is 14 or 14.00% and, none, there is 6 or 6.00%. 

Page | 39
 2. What Leadership skills were developed in joining the organizations?

A. 1 COMMUNICATION

Wx Ranking Verbal Interpretation

(Strongly Agree, Agree,

Disagree, and Strongly

Disagree)

1.1 I was able to develop strong verbal 3.3 Agree

communication by joining organizations. 3

1.2 As a member of an organization, I 3.2 Agree

was able to improve my written 7

communication skills.

1.3 I was able to convey nonverbal cues 3.3 Agree

with my co-organization. 0

Page | 40
1.4 I was able to actively listen to my co- 3.4 Agree

organization. 6

1.5 I was able to apply a friendly tone to 3.5 Strongly Agree

engage in open and honest 5

communication by engaging with my co-

members.

Table A.1: The table shown in table 2 is communication wherein the highest weighted

mean is 3.55 on statement 1.5 I was able to apply a friendly tone to engage in open and

honest communication by engaging with my co-members while the lowest weighted

mean is 3.27 on statement 1.2 As a member of an organization, I was able to improve

my written communication skills.

A. 2 SELF-CONFIDENCES

Wx Ranking (Verbal Interpretation) 

(Strongly agree, agree,

disagree, strongly disagree)

2.1 I am able to build my self- 3.3 Agree

confidence to face challenges. 7

2.2 I can show my true self in 3.3 Agree

Page | 41
organizations because of my 4

confidence.

2.3 Self-confidence helps me to 3.4 Agree

socialize well with many people. 6

2.4 I can now take a risk in order to 3.3 Agree

accomplish high goals in my 6

organization.

2.5 I can be more involved in my 3.3 Agree

organization. 9

Table A.2: The table shown in table 2 is self-confidence wherein the highest weighted

mean is 3.46 on statement 2.3 Self-confidence helps me to socialize well with many

people while the lowest weighted mean is 3.34 on statement 2.2, I can show my true

self in organizations because of my confidence.

A. 3 CRITICAL THINKING

Verbal Interpretation

(Agree, Strongly Agree,

Wx Ranking
Disagree, and strongly

Disagree)

Page | 42
3.1 I was able to develop proper critical

thinking skills through participating in an

3.32
organization.
Agree

3.2 Critical thinking helps me to identify

the problem or issue that arises.

3.35 Agree

3.3 Participating in an organization can

help me in properly analyzing and

processing information.
3.37 Agree

3.4 Critical thinking helps me to

evaluate situations that surface in the

3.38 Agree
organization.

3.5 I am able to make a decision based

on the data made available by

participating in an organization.
3.29 Agree

Table A.3: The table shown in table 3 Critical thinking wherein the highest weighted

mean is 3.38 on statement 3.4 Critical thinking helps me to evaluate situations that

surface in the organization. while the lowest weighted mean is 3.29 on statement 3.5 I

Page | 43
 am able to make a decision based on the data made available by participating in an

organization.

A. 4 CREATIVITY

WX Rankings  Verbal Interpretation

(Agree, Strongly Agree,

Disagree, and strongly

Disagree)

3.33 Agree
4.1 I was able to enhance my

creativity through participating in an

organization

3.38 Agree
4.2 Creativity helps me create

possibilities for solving issues.

3.33 Agree
4.3 I am able to realize creative

responses to dynamic situations.

3.46 Agree
4.4 Being part of an organization

enhances my capacity for

innovation.

Page | 44
 3.45 Agree
4.5 Creativity assists me in viewing

failure as an opportunity to learn

and grow.

Table A.4: The table shown in table 4 Creativity wherein the highest weighted mean is

3.46 on statement 4.4 Being part of the organization enhances my capacity for

innovation while the lowest weighted mean is 3.33 on statement 4.1 stating I was able

to enhance my creativity through participating in an organization.

A. 5 ADAPTABILITY 

Wx Ranking Verbal Interpretation

s (Agree, Strongly Agree,

Disagree, and Strong

Disagree)

3.35 Agree
5.1 In my organization, I am

adaptable in a variety of

environments. 

3.44 Agree
5.2 I am willing to adapt to

changing organizational
Page | 45
circumstances.

3.29 Agree
5.3 I am able to adapt to multiple

organizational methods. 

3.41 Agree
5.4 I am able to develop a growth

mindset for being adaptive.

3.25 Agree
5.5 I am willing to bend and break

habits if necessary.

Table A.5: The table shown in table 5 Adaptability wherein the highest weighted mean is

3.44 on statement 5.2 I am willing to adapt to changing organizational circumstances

while the lowest weighted mean is 3.25 on statement 5.5 states, I am willing to bend

and break habits if necessary.

A. 6 NEGOTIATION SKILL 

Wx Ranking Verbal Interpretation

s (Agree, Strongly Agree,

Disagree, and strongly

Page | 46
 Disagree)

Strongly Agree
6.1 By joining organizations, I am able

to build good relationships with other

people. 3.49

Agree
6.2 I am able to create strategies in

negotiating. 3.26

Agree
6.3 With the help of the organization, I

can make the job easier than it was

before. 3.27

Agree
6.4 It boosts and improves my

emotional intelligence and persuasion

skills toward others people. 3.5

Agree
6.5 Negotiation skills help me avoid

future conflict and create value in

responsibility 3.39

Table A.6: The table is shown in table 2 Negotiation wherein the highest weighted mean

is 3.49 on statement 6.1 By joining organizations, I am able to build good relationships

with other people. while the lowest weighted mean is 3.26 on statement 6.2, I am able
Page | 47
 to create strategies in negotiating.

A. 7 PROBLEM-SOLVING SKILLS

Wx Rankings Verbal Interpretation

(Agree, Strongly Agree,

Disagree, and strongly

Disagree)

Agree
7.1 I am able to handle difficult

situations with the help of my 3.2

members. 7

Agree
7.2 I can come up with new creative 3.3

ideas in the organization. 2

Agree
7.3 It makes me a reliable and

dependable member of my 2.7

organization.  6

Agree
7.4 I am able to participate in

solving issues involving different

organizations. 2.7

Page | 48
 Agree
7.5 It helps me to identify the 2.7

problem entailing my organization. 4

Table A.7: The table shown in table 2 Problem solving wherein the highest weighted

mean is 3.32 on statement 7.2 I can come up with new creative ideas in the

organization. while the lowest weighted mean is 2.7 on statement 7.4, I am able to

participate in solving issues involving different organizations.

A. 8 DECISION SKILLS

Wx Rankings Verbal Interpretation

(Agree, Strongly Agree,

Disagree, and strongly

Disagree)

Agree
8.1 My decision-making abilities

enable me to select appropriate

responses to problems. 3.38

Agree
8.2 I can motivate members to

achieve their goals and support

initiatives that promote teamwork. 3.39

Page | 49
 Agree
8.3 I am able to support my opinions

with well-organized justifications and

facts.  3.30

Agree
8.4 I can successfully manage my own

emotions, overcome obstacles, and

diffuse conflicts. 3.30

Agree
8.5 I am able to prioritize challenges

and solutions by using my ability in the

organization. 3.31

Table A.8: The table shown in table 2 Problem solving wherein the highest weighted

mean is 3.39 on statement 8.2 I can motivate members to achieve their goals and

support initiatives that promote teamwork while the lowest weighted mean is 3.30 on

statements 8.3, I am able to support my opinions with well-organized justifications and

facts.

3. How can leadership skills help develop one’s skills?

Part II.B

Wx Rankin Verbal Interpretation

g (Agree, Strongly

Page | 50
 Agree, Disagree, and

strongly Disagree)

1. Brainstorming with my team members 3.47  1 Agree

helps me to communicate comfortably and

effectively.

2. Self-confidence enables me to take 3.42 Agree

chances and step outside of my comfort

zone.

3. Working under pressure contributes to 3.28 Agree

my critical thinking that enables my ability

to solve problems quickly.

4. Creativity can help me to develop 3.41 Agree

innovative solutions to problems.

5. Adaptability can help me being able to 3.43 Agree

quickly pick up new knowledge and

techniques to adapt to changing situations

6. Negotiation skills help me to work 3.33 Agree

efficiently in dealing with other people and

organizations.

7. Problem-solving skills enable me to find 3.38 Agree

Page | 51
the solution to a problem/issue inside the

organization

8. My ability to delegate effectively allows 3.3 Agree

me to provide my staff with new challenges

and learning opportunities while also

encouraging their development.

9. My ability to work in a team helps me to 3.35 Agree

negotiate with others and appreciate

different points of view.

10. Empathy enables me to be a good 3.56 Agree

listener.

Table 3: The table shown in table 3 how can leadership skills help develop one’s skills

wherein the highest weighted mean is 3.56 on statement 1 Empathy enables me to be a

good listener. while the lowest weighted mean is 3.3 on statement 8. My ability to

delegate effectively allows me to provide my staff with new challenges and learning

opportunities while also encouraging their development.

Page | 52
 4. How can leadership skills impact one's career goal?

Part II.C

Wx Ranking Verbal Interpretation

(Agree, Strongly Agree,

Disagree, and strongly

Disagree)

1. Leadership skills contribute to my 3.3 1 Agree

decision making especially in dealing with 7

constraints that are outside of my control.

2. Leadership skills assist me in 3.3 Agree

establishing a vision and direction by 8

providing my mental image of an

extraordinary person.

3. Leadership skills enhanced my ability in 3.3 Agree

engaging in multiple opportunities and 6

overcoming obstacles

4. Leadership skills allow us to achieve 3.4 Agree

great things by creating a positive 6

environment for ourselves.

5. Leadership skills help me to think 3.4 Agree

Page | 53
creatively and improve my Innovation. 3

6. Leadership skills enable me to 3.5 Agree

maximize my potential and become a 2

more productive individual.

7. Leadership skills benefit every aspect of 3.4 Agree

my life, boosting my enthusiasm and 5

refining my communication.

8. Leadership skills enable me to build a 3.5 Agree

good relationship within the organization 5

9. Leadership skills enable me to accept 3.3 Agree

challenges in my future career without 8

hesitation.

10. Leadership skills improve my ability to 3.4 Agree

manage my time effectively to be more 7

efficient.

Table 4: The table shown in table 4 How can leadership skills impact one's career goal

wherein the highest weighted mean is 3.55 on statement 8. Leadership skills enable me

to build good relationships within the organization while the lowest weighted mean is

3.36 on statement 3. Leadership skills enhanced my ability in engaging in multiple

opportunities and overcoming obstacles

Page | 54
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

This chapter looks at the summary of findings, conclusions, and

recommendations which are based on the results of the study and interpretation of the

data presented in this chapter.

The scope of the conclusion of this study is limited to 100 which is composed of

67 females and 33 males.

Summary of Findings

Based on responses of the participants from the survey, the following findings were

revealed.

1. Demographic

1.1 There were more female respondents (67%) compared to male (33%)

1.2 Majority of the respondents were between 22-24 years old at 43%,

followed by the age range 19-21 years old at 38%

Page | 55
 1.3 All participants are students from Philippine School of Business

Administration (PSBA) and member of an organizations.

1.4 14% of participants are officers in their respective organization.

1.5 There are 100 participants in this study

2. Leadership skills

Most participants agreed in every statement that was given by the researchers about

their leadership skills usefulness in their respective organizations.

2.1 Communication skills help them to be able to apply a friendly tone when

having open and honest communication in their co-members and actively listen

as well. It also helps to develop strong verbal communication, convey non-verbal

cues and to be able to improve their written communication skills.

2.2 Self-confidence makes them good in socializing with many people and be

more involved in their organization. it also helps them in facing challenges and

take a risk in order to accomplish high goals. And they can show their true self

because of self-confidence according to results.

2.3 Critical thinking is useful when evaluating situations, analyzing and

processing information based on survey results. It also helps to identify the

issues that arises and also to be able to make decisions based on the data made

available in the organizations.

Page | 56
2.4 Creativity enhances their capacity for innovation and assist them in

viewing failure as an opportunity to learn and grow. Creativity helps them to

create solutions for solving issues and realize responses to dynamic situations

based on findings.

2.5 Adaptability makes them flexible in changing organizational circumstances

and they are able to develop growth mindset for being adaptive. Being adaptable

is useful in variety if environments. According to survey they are willing to bend

and break habits, if necessary, as well.

2.6 According to survey they are able to build good relationship with other

people with negotiation skills. And it boosts and improve their emotional

intelligence and persuasion skill. It also helps them to avoid future conflict and

create value in responsibility. having that ability help them to be able to create

strategy in negotiating and make the job easier than before.

2.7 Problem-solving skills help them in creating ideas and handle difficult

situations in their organizations. It also makes them reliable, dependable and has

the ability to identify the problem and solve the issues in their organizations

according to results.

2.8 Decision-making skills helps to motivate members to achieve their goals

and support initiatives that promote teamwork and enable them to select

appropriate response to problems and provide solutions. Decision-making skills

supports them with their opinion with well-organized justification and facts

according to survey.

Page | 57
3. Developing one’s skills

Most participants agreed in every statement about developing their leadership skills.

3.1 Brainstorming with their co-members helps them to communicate

comfortable and effectively

3.2 Self-confidence enables them to take chances and step outside of their

comfort zone according to results.

3.3 Working under-pressure contributes to critical thinking that enables their

ability to solve problems quickly.

3.4 Creativity help them to develop innovative solutions to problems.

3.5 Adaptability can help them being able to quickly pick up new knowledge

and techniques to adapt to changing situations.

3.6 Negotiation skills help them to work efficiently in dealing with other people

and organizations.

3.7 Problem-solving skills enable them to find solution to a problem/issue

inside their organizations based on findings.

3.8 According to survey their ability to delegate effectively allows them to

provide their staff with new challenges and learning opportunities while also

encouraging their development.

3.9 The ability to work in a team help to negotiate with others and appreciate

different point of view.

Page | 58
 3.10 Empathy enables them to be a good listener.

4. Impact

Leadership skills enables them to build a good relationship within the

organizations and helps them to maximize their potential to become more

productive individual. They also agreed that leadership skills improve their ability

to manage their time effectively to be more efficient, and allow them to achieve

great things by creating a positive environment. It also benefits every aspect of

their life, boosting enthusiasm and refining their communication skill. The

researchers also find that leadership skills help the respondents to think

creatively and improve their innovation. It also assists them in establishing vision

and direction providing their mental image of an extraordinary person and enable

them to accept challenges in their future career without hesitation. Leadership

skills also contribute in decision making especially dealing constraints that are

outside of their control. And leadership skills also enhanced the ability in

engaging in multiple opportunities and overcoming obstacles according to

findings.

5. There is significant relationship between soft skills developed when joining an

organization and one’s career success.

Conclusions

Page | 59
 Based on above- mentioned findings, the conclusions are the following:

The respondents of the study are alumni’s and students currently enrolled in

Philippines School of Business Administration. The majority of the respondents are

female with the percentage of 67%.

In terms of age, 22-24 yrs. old has the highest percentage of 43% while 28 and

above got the lowest with 9%.

In terms of Organization Affiliation, Extra Curricular Clubs got the highest

percentage of 19% while PSBA Volleyball Varsity, SK, Political Org, and CCAFP got the

least with 1%.

In terms of Communication, statement 1.5 "I was able to apply a friendly tone to

engage in open and honest communication by engaging with my co-members." got the

highest weighted mean with 3.55 with a "Strongly Agree" verbal interpretation.

As to Self Confidence, statement 2.3 "Self-confidence helps me to socialize well

with many people." got the highest weighted mean which is 3.46 with an "Agree" verbal

interpretation.

Relating to Critical Thinking, statement 3.3 "Critical Thinking helps me to

evaluate situations that surface in the organization." got the highest weighted mean

which is 3.38 with "Agree" verbal interpretation same with Self Confidence.

Page | 60
 Dealing with Creativity, statement 4.4 "Being part of an organization enhances

my capacity for innovation" got the highest weighted mean which is 3.46 with "Agree"

verbal interpretation.

In terms of Adaptability, statement 5.2 "I am willing to adapt to changing

organizational circumstances" got the highest weighted mean which is 3.44 with an

"Agree" verbal interpretation.

In the context of Negotiation Skill, statement 6.1 "By joining organizations, I am

able to build good relationships with other people" got the highest weighted mean which

is 3.49 with "Strongly Agree" verbal interpretation.

In respect to Problem Solving Skills, statement 7.2 "I can come up with new

creative ideas in the organization" got the highest weighted mean 3.32 with "Agree"

verbal interpretation.

Based on above-mentioned findings, it was revealed that joining an organization

is effective in enhancing leadership skills.

Recommendation

Based on the finding and conclusion presented, the researchers have come up with the

following recommendations:

Page | 61
For Students - The researchers encourage the students to be involved in

organizations, academic or non-academic, as this can help them gain new knowledge

and skills or further hone the skills that they already have.

Professor/Teacher - Students joining organizations is very important for their futures, it

creates a great impact on them. It would help in lots of things such as knowledge, social

skills, and communication skills. The Researchers recommend professors or Teachers

to encourage their students to join an organization, academic or non-academic because

joining organizations would not just teach leadership skills but also means helping to

expand and enhance their skills.

Organizations - The Researcher suggests organizations to give high-quality learning

experiences for students. Consider different strategies that are essential for students

improving their leadership skills, as well as identify the areas in need of improvement

and enhance the skills and abilities of students by putting them into practice.

Furthermore, based on the findings of this study, the researchers would also like the

organizations to focus on training the students on skills related to problem solving as it

has been found to be the least gained skill when joining an organization.

For Future Researchers - The researchers recommend others performing a similar

study in the future to include different grade levels and to carry it out at various schools

Page | 62
around the country. Furthermore, the researchers would like to urge others to perform

studies similar to this one and see if the outcomes would alter over time.

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Abele, A.E., Spurk, D.(2009a) The longitudinal impact of self-efficacy and career goals

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0034-6

Fizer, D. (2013). Factors Affecting Career Choices of College Students Enrolled in

Agriculture. UTM.

https://www.utm.edu/departments/msanr/_pdfs/fizer_research_project_final.pdf

Palmer, C. (2017). Impact of Leadership Education on Perceptions of Job

Readiness in Undergraduate students. (Doctoral dissertation). Retrieved from

https://scholarcommons.sc.edu/etd/4410

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APPENDICES
Page | 71
 Appendix A
Letter Request

Good day!

We are fourth-year students in Philippine School of Business Administration in

Quezon City. We are currently enrolled in Feasibility (Final Defense) and are conducting

research titled 'ASSESSMENT OF THE LEADERSHIP SKILLS OF PSBA-QC

GRADUATING STUDENT’ as a partial fulfillment of the course.  

In this regard, we randomly chose you to participate in the study as a respondent

to ensure the success of this research, please respond to the following questions as

accurately as possible. Rest assured that your participation is fully voluntary and you

have the choice to decline your involvement, all information you provide will be kept

strictly confidential and used solely for this study.

Page | 72
 We appreciate your time! Thank you and God Bless!

Appendix B
Survey Questionnaire

PART I. Demographic profile of the respondents

Name (Optional): ___________________________

Direction: Please tick (✔) the box that indicates your answer.

1.       Sex:      ( ) Male      ( ) Female

2.       Age:      ( ) 19 – 21  ( ) 22 – 24       

                       ( )  25 – 27     

                       ( )  28 & Above

Page | 73
3.     Organizational affiliation:

       Academic organization:

         ( ) JMP

         ( ) JPIA

         ( ) FINEX  

         ( ) BMS

             

       Non-academic organization:

           ( )  Religious Organizations

           ( )  Fraternity/Sorority

           ( )  Extracurricular Clubs / Teams

           ( )  Civic Organizations

           ( )  Others:_________________________

4.       Position of the organization joined:     ( ) Officer      ( ) Member 

PART II A.

Directions: Please answer ALL ITEMS by ticking (✔) the column that corresponds to your

answer in each item by using the following scale.

Page | 74
Weigh Verbal Interpretation

1 Strongly Agree

2 Agree

3 Disagree

4 Strongly Disagree

GH

Part II A. Leadership Skills

A. 1 Communication 4 3 2 1

I was able to develop strong verbal communication through joining

organizations. 

As a member of an organization, I was able to improve my written

communication skills.

I was able to convey nonverbal cues with my co-organization.

Page | 75
I was able to actively listen to my co-organization. 

I was able to apply a friendly tone to engage in open and honest

communication by engaging with my co-members. 

A. 2 Self Confidence

I am able to build my self-confidence to face challenges in my

organization.

I can show my true self in organizations because of my confidence.

Self confidence helps me to socialize well with many people.

I can now take a risk in order to accomplish high goals in my

organization.

I can be more involved in my organization.

A. 3 Critical Thinking

I was able to develop proper critical thinking skills through participating in

an organization.

Page | 76
Critical thinking helps me to identify the problem or issue that arises.

Participating in an organization can help me in properly analyzing and

processing information.

Critical thinking helps me to evaluate situations that surface in

organization. 

I am able to make a decision based on the data made available by

participating in an organization.

A. 4 Creativity

I was able to enhance my creativity through participating in an

organization

Creativity helps me create possibilities for solving issues.

I am able to realize creative responses to dynamic situations.

Being part of an organization enhances my capacity for innovation.

Creativity assists me in viewing failure as an opportunity to learn and

grow.

Page | 77
A. 5 Adaptability 

In my organization, I am adaptable in a variety of environments. 

I am willing to adapt to changing organizational circumstances.

I am able to adapt in multiple organizational methods. 

I am able to develop a growth mindset for being adaptive.

I am willing to bend and break habits if necessary.

A. 6 Negotiation Skills

By joining organizations, I am able to build a good relationship with other

people.

I am able to create strategies in negotiating.

With the help of organization, I can make the job easier than it was

before.

It boosts and improves my emotional intelligence and persuasion skills

towards other people.

Page | 78
Negotiation skills help me avoid future conflict and create value in

responsibility.

A. 7 Problem Solving Skills

I am able to handle difficult situations with the help of my members.

I can come up with new creative ideas in the organization.

It makes me a reliable and dependable member of my organization. 

I am able to participate in solving issues involving different organizations.

It helps me to identify the problem entailing with my organizations.

A. 8 Decision Skills

My decision-making abilities enable me to select appropriate responses

to problems. 

I can motivate members to achieve their goals and support initiatives that

promotes teamwork. 

I am able to support my opinions with well-organized justifications and

Page | 79
 facts. 

I can successfully manage my own emotions, overcome obstacles, and

diffuse conflicts.  

I am able to prioritize challenges and solutions by using my ability in the

organization. 

PART II B.

Directions: Please answer ALL ITEMS by ticking (✔) the column that corresponds to your

answer in each item by using the following scale.

Weigh Verbal Interpretation 

1 Strongly Agree

2 Agree

3 Disagree

4 Strongly Disagree

Page | 80
Leadership Skills that help develop one's skills 4 3 2 1

1. Brainstorming with my team members helps me to communicate

comfortably and effectively.

2. Self-confidence enables me to take chances and step outside of my

comfort zone.

3. Working under pressure contributes to my critical thinking that enables

my ability to solve problems quickly.

4. Creativity can help me to develop innovative solutions to problems.

5. Adaptability can help me being able to quickly pick up new knowledge

and techniques to adapt to changing situations

6. Negotiation skills help me to work efficiently in dealing with other

people and organizations.

7. Problem solving skills enable me to find the solution in a problem/

issue inside the organization

Page | 81
 8. My ability to delegate effectively allows me to provide my staff with

new challenges and learning opportunities while also encouraging their

development.

9. My ability to work in a team helps me to negotiate with others and

appreciate different points of view.

10. Empathy enables me to be a good listener. 

PART II C.

Directions: Please answer ALL ITEMS by ticking (✔) the column that corresponds to your

answer in each item by using the following scale.

Weigh Verbal Interpretation

1 Strongly Agree

2 Agree

3 Disagree

4 Strongly Disagree

Page | 82
Leadership Skills impact in one’s career goal 4 3 2 1

1. Leadership skills contribute to my decision making especially in

dealing with constraints that are outside of my control.

2. Leadership skills assist me in establishing a vision and direction by

providing my mental image of an extraordinary person.

3. Leadership skills enhanced my ability in engaging in multiple

opportunities and overcoming obstacles.

4. Leadership skills allow us to achieve great things by creating a positive

environment for ourselves. 

5. Leadership skills help me to think creatively and improve my

Innovation.

6. Leadership skills enable me to maximize my potential and become a

more productive individual. 

7. Leadership skills benefit every aspect of my life, boosting my

enthusiasm and refining my communication. 

Page | 83
8. Leadership skills enable me to build a good relationship within the

organization

9. Leadership skills enable me to accept challenges in my future career

without hesitation. 

10. Leadership skills improve my ability to manage my time effectively to

be more efficient.

Appendix C

Table Survey Result

Respondents’ perspective of their leadership skills in communication that developed by

joining an organization

Part I. A COMMUNICATION

A S D SD Wx Verbal Ranking
A Interpretation

1.1 I was able to develop strong verbal 36 61 3 0 3.3 Agree

communication by joining 3
organizations.

Page | 84
1.2 As a member of an organization, I 30 67 3 0 3.2 Agree
was able to improve my written 7
communication skills.

1.3 I was able to convey nonverbal 35 60 5 0 3.3 Agree

cues with my co-organization. 0

1.4 I was able to actively listen to my 48 50 2 0 3.4 Agree

co-organization. 6

1.5 I was able to apply a friendly tone 56 43 1 0 3.5 Strongly Agree

to engage in open and honest 5
communication by engaging with my
co-members.

Respondents’ perspective of their self confidence in leadership skills that developed by

joining an organization

A. 2 SELF-CONFIDENCES

A SA D S Wx Verbal Ranking
D Interpretation

2.1 I am able to build my self- 4 55 43 0 3.37 Agree

confidence to face challenges. 1

2.2 I can show my true self in 3 54 12 0 3.34 Agree

organizations because of my 4
confidence.

2.3 Self-confidence helps me to 4 53 1 0 3.46 Agree

socialize well with many people. 6

2.4 I can now take a risk in order to 4 49 17 0 3.36 Agree

accomplish high goals in my 7
organization.

2.5 I can be more involved in my 3 52 9 0 3.39 Agree

organization. 9

Page | 85
Respondents’ perspective of their critical thinking in leadership skills that developed by
joining an organization

A. 3 CRITICAL THINKING

A S D SD Wx Verbal Ranking
A Interpretation

3.1 I was able to develop proper

critical thinking skills through
participating in an organization. 35 62 3 0 3.3 Agree
2

3.2 Critical thinking helps me to

identify the problem or issue that 37 61 2 0 3.3 Agree
arises. 5

3.3 Participating in an organization can

help me in properly analyzing and
processing information. 38 61 1 0 3.3 Agree
7

3.4 Critical thinking helps me to

evaluate situations that surface in the
organization. 39 60 1 9 3.3 Agree
8

3.5 I am able to make a decision

based on the data made available by
participating in an organization. 33 63 4 0 3.2 Agree
9

Respondents’ perspective of their creativity in leadership skills that developed by joining

an organization

A. 4 CREATIVITY
A S D SD Wx Verbal Ranking
A Interpretation

Page | 86
4.1 I was able to enhance my
creativity through participating in 36 61 3 0          3.33 Agree
an organization

4.2 Creativity helps me create 41 56 3 0 3.38 Agree

possibilities for solving issues.

4.3 I am able to realize creative 36 61 3 0 3.33 Agree

responses to dynamic situations.

4.4 Being part of an organization 46 54 0 0 3.46 Agree

enhances my capacity for
innovation.

4.5 Creativity assists me in 45 55 0 0 3.45 Agree

viewing failure as an opportunity
to learn and grow.

Respondents’ perspective of their adaptability in leadership skills that developed by

joining an organization

A. 5 ADAPTABILITY 
A SA D SD Wx Verbal Ranking
Interpretation

5.1 In my organization, I am
adaptable in a variety of 40 55 5 0 3.35 Agree
environments. 

5.2 I am willing to adapt to  

changing organizational 47 50 3 0  3.44 Agree
circumstances.

5.3 I am able to adapt to multiple

organizational methods.  35 59 6 0 3.29 Agree

Page | 87
5.4 I am able to develop a growth
mindset for being adaptive. 41 59 0 0 3.41 Agree

3
5.5 I am willing to bend and break  38 49 1 0 .25 Agree
habits if necessary. 3

Respondents’ perspective of their negotiation in leadership skills that developed by

joining an organization

A. 6 NEGOTIATION SKILL 
A S D SD Wx Verbal Ranking
A Interpretation

6.1 By joining organizations, I am

able to build good relationships with
other people.
3.4
51 57 2 0 9 Strongly Agree

6.2 I am able to create strategies in

negotiating. 3.2
36 54 10 0 6 Agree

6.3 With the help of the organization, I

can make the job easier than it was
before. 3.2 Agree
32 63 5 0 7

6.4 It boosts and improves my

emotional intelligence and persuasion
skills toward others people.

45 51 3 1 3.5 Agree

6.5 Negotiation skills help me avoid 44 52 3 1 3.3

future conflict and create value in 9
responsibility

Page | 88
 Agree

Respondents’ perspective of their problem-solving in leadership skills  that developed

by  joining an organization

A. 7 PROBLEM-SOLVING SKILLS
A SA D SD Wx Verbal Ranking
Interpretation

7.1 I am able to handle difficult

situations with the help of my
members. 3.2
30 67 3 0 7 Agree

7.2 I can come up with new creative

ideas in the organization. 3.3
34 62 4 0 2 Agree

7.3 It makes me a reliable and

dependable member of my
organization.  2.7
38 58 4 0 6 Agree

7.4 I am able to participate in solving

issues involving different
organizations.
36 58 7 0 2.7 Agree

7.5 It helps me to identify the problem

entailing my organization.
2.7
37 58 5 0 4 Agree

Respondents’ perspective of their decision making in leadership skills that developed by

joining an organization
Page | 89
 A. 8 DECISION SKILLS
A SA D SD Wx Verbal Ranking
Interpretation

8.1 My decision-making abilities 48 50 2 0

enable me to select appropriate
responses to problems. 3.3
8 Agree

8.2 I can motivate members to achieve 44 51 5 0

their goals and support initiatives that
promote teamwork.
3.3
9 Agree

8.3 I am able to support my opinions 41 56 3 0

with well-organized justifications and
facts.  3.3
0 Agree

8.4 I can successfully manage my own 38 54 8 0

emotions, overcome obstacles, and
diffuse conflicts.
3.3
0 Agree

8.5 I am able to prioritize challenges 36 59 5 0

and solutions by using my ability in the
organization. 3.3
1 Agree

Part II.B

Respondents’ perspective on how leadership skills can help develop one’s skills

Page | 90
 A S D S Wx Verbal Ranking
A D Interpretation

1. Brainstorming with my team 47 53 0 0 3.47  Agree

members helps me to communicate
comfortably and effectively.

2. Self-confidence enables me to take 45 52 3 0 3.42 Agree

chances and step outside of my
comfort zone.

3. Working under pressure contributes 38 53 8 1 3.28 Agree

to my critical thinking that enables my
ability to solve problems quickly.

4. Creativity can help me to develop 43 55 0 0 3.41 Agree

innovative solutions to problems.

5. Adaptability can help me being able 44 55 0 0 3.43 Agree

to quickly pick up new knowledge and
techniques to adapt to changing
situations

6. Negotiation skills help me to work 37 59 4 0 3.33 Agree

efficiently in dealing with other people
and organizations.

7. Problem-solving skills enable me to 39 60 1 0 3.38 Agree

find the solution to a problem/issue
inside the organization

8. My ability to delegate effectively 32 66 2 0 3.3 Agree

allows me to provide my staff with
new challenges and learning
opportunities while also encouraging
their development.

9. My ability to work in a team helps 37 61 2 0 3.35 Agree

me to negotiate with others and
appreciate different points of view.

10. Empathy enables me to be a good 56 44 90 90 3.56 Agree

listener.

Part II.C

Respondents’ perspective on how leadership skills impact one's career goal

Page | 91
 A SA D SD Wx Verbal Ranking
Interpretation

1. Leadership skills contribute to my 38 61 1 3.37 Agree

decision making especially in dealing
with constraints that are outside of my
control.

2. Leadership skills assist me in 39 60 1 3.38 Agree

establishing a vision and direction by
providing my mental image of an
extraordinary person.

3. Leadership skills enhanced my 37 62 1

ability in engaging in multiple 3.36 Agree
opportunities and overcoming
obstacles

4. Leadership skills allow us to achieve 47 52 1 3.46 Agree

great things by creating a positive `
environment for ourselves.

5. Leadership skills help me to think 44 55 1 0 3.43 Agree

creatively and improve my Innovation.

6. Leadership skills enable me to 52 48 0 0 3.52 Agree

maximize my potential and become a
more productive individual.

7. Leadership skills benefit every 46 53 1 0 3.45 Agree

aspect of my life, boosting my
enthusiasm and refining my
communication.

8. Leadership skills enable me to build 55 45 0 0 3.55 Agree

a good relationship within the
organization

9. Leadership skills enable me to 40 58 2 0 3.38 Agree

accept challenges in my future career
without hesitation.

10. Leadership skills improve my ability 48 51 1 0 3.47 Agree

to manage my time effectively to be
more efficient.

Page | 92
ANDREA RACHEL GENTILEZO INSULAR  
372 Phase I St. Anthony Brgy. Inarawan Antipolo City  
Email Add: insularandrearachel@gmail.com 
Contact number: 09362978491 

CAREER OBJECTIVE: To work in a challenging environment where I could use my

learned skills and ideas, and to develop my professional skills for the success of the
organization. 

EXPERIENCE: 
July 2021 present 
Official Synergy Trainee
Philippine Junior Marketing Association

March 2021
Marketing Associate
Page | 93
 Philippine Junior Marketing Association

October 2020
Community Development Associate
Philippine Junior Marketing Association

October-July 2021
Vice-President for Academic Affairs
Philippine School of Business Administration- Quezon City

September 2019 - 2020

Synergy Trainee
Philippine Junior Marketing Association

SUMMARY OF QUALIFICATION: 
Possesses a high level of perseverance and hard work. 

• Active and participative in all activities. 

• A thorough worker and attentive listener. 

• Focuses on aims and objectives. 

• Determined and motivated at all times. 

• Does not dwell on the problem but think for a solution . 

. 
EDUCATIONAL ATTAINMENT: 

Post-secondary (2021-2022) 
Philippine School of Business Administration
1029 Aurora Blvd. Cubao, Quezon City 2018 
Bachelor of Science Major in Marketing Management 

Tertiary Level (2017-2018) 

Antipolo City Senior High School 
Olalia Road, Brgy. Sta Cruz, Antipolo City 
Accounting Business and Management student 

Secondary Level (2012-2017) 

Page | 94
Antipolo National High School (Grade 7-10) 
Olalia Road, Brgy. Sta Cruz, Antipolo City 

Primary Level (2006-2012) 

Bagong Nayon II Elementary School (Grade 1-6) 
Brgy. San Isidro, Padilla Antipolo City 

TRAINING AND SEMINARS ATTENDED 

 Craft Molding the Lore of Marketing Wizards 

 Ang paglalakbay ng natatanging marketista- Juan Big Idea
(Batangas)  
 STANDOUT- Refining Marketing Competency 
 Youth Transformation- The Series 
 Effective Leadership Habits 2019 
 Leadership Camp Version 2.0 2019 
 Application of Business Concept through Entrepreneurial Spirit 
 Awareness on TEENAGE PREGNANCY, HIV/AIDS, SMOKING and
DRUGS SYMPOSIUM • Leadership Camp 2018 
 FedEx Express / JA International Trade Challenge Workshop Philippines
2018 Awareness on Business Management and Operation Through
Utilization of
 Trainers Perspective and Unified Task 
 Juan Big Idea 2021 Nationwide: 7 Secrets to be a successful Marketista 
 MADWORLD 2021: Unlocking the New Consumer Experience 
 Business Online Exploration: Contriving a Bright Future Ahead 

Character References: 

MARICAR S. LUKBAN, PROFESSOR OF PHILIPPINE SCHOOL OF BUSINESS

ADMINISTRATION 09178562779 
@maricutelukban@gmail.com

Page | 95
FRANCESCA SOPHIA LALUSIS DE LEON  
3-C Magat Salamat Street Project 4, Quezon City
Email Add: sophiaadl@yahoo.com 
Contact number: 09970819898

CAREER OBJECTIVE: Human resources (HR) is the department within a business

that is responsible for all things worker-related. That includes recruiting, vetting,
selecting, hiring, onboarding, training, promoting, paying, and firing employees and
independent contractors.

SUMMARY OF QUALIFICATION: 
Page | 96
Possesses a high level of perseverance and hard work. 

• Active and participative in all activities. 

• A thorough worker and attentive listener. 

• Focuses on aims and objectives. 

• Determined and motivated at all times. 

• Does not dwell on the problem but think for a solution . 

. 

EDUCATIONAL ATTAINMENT: 

Post-secondary (2021-2022) 
Philippine School of Business Administration
1029 Aurora Blvd. Cubao, Quezon City 2018 
Bachelor of Science Major in Marketing Management 

Secondary and Tertiary Level (2016-2017) 

University of the East - Manila
2219 C.M Recto Ave. Sampaloc

Primary Level (2006-2012) 

Pura V. Kalaw Elementary School (Grade 1-6) 
Project 4, Quezon City

FERNANDEZ, NEIL PATRICK ANDREW L.

Krus na Ligas, U.P Diliman, Quezon City
Email Add: fernandezneilpatrickandrew@gmail.com 
Contact number: 09682335721

CAREER OBJECTIVE: to seek a challenging position in a reputed organization

where I can learn new skills, expand my knowledge, and leverage learnings.

WORKING EXPERIENCE:
Page | 97
 MTF enterprises (family business)

• Rental properties (as collector) - 2010-present. 

• Online business - 2016-present)

• Lodging inn with bar (waiter, cashier) - 2017-2018 

• Hardware (fishing supplies) (cashier) - 2017-2018

• Poultry farming - 2015 

• Convenience store (cashier) - 2010-2016 

. 

EDUCATIONAL ATTAINMENT: 

Post-secondary (2021-2022 ) 
Philippine School of Business Administration
1029 Aurora Blvd. Cubao, Quezon City 2018 
Bachelor of Science Major in Marketing Management 

Post-secondary (2007-2008 ) 
Technological Institute of the Philippines
Aurora Blvd. Cubao, Quezon City 2018 

Secondary and Tertiary Level (2003-2007) 

K.N.L High School

Primary Level (2006-2012) 

K.N.L Elementary School (Grade 1-6) 

TRAINING AND SEMINARS ATTENDED 

 About business (2017)

 foodcart business (training) 2015
NADIA KAYE TIMITIMAN CARAG
8 K-F Street Kamuning, Quezon City
Email Add: nadiacarag@gmail.com
Page | 98
Contact number: 09455349006

CAREER OBJECTIVE: To be able to work in a company where I can share my

skills, knowledge, and experience, as well as enhance and develop my skills.

EDUCATIONAL ATTAINMENT: 

Post-secondary (2021-2022) 
Philippine School of Business Administration
1029 Aurora Blvd. Cubao, Quezon City 2018 
Bachelor of Science Major in Marketing Management  

(2017-2019) 
CIIT – College of Arts and Technology
94 Kamuning Rd, Diliman, Quezon City, 1103 Metro Manila
Arts and Design student

(2007-2017) 
Philippine Institute of Quezon City
62 Kitanlad, Lungsod Quezon, 1113 Kalakhang Maynila
Arts and Design student

TRAINING AND SEMINARS ATTENDED 

 Motivational Talk by Francis Kong (2015)

 Disaster Preparedness
 Mental Health Awareness
 Graphic Design Workshop (2017)
 Young Professional Academic Training Center (2020)
 Gender Development and Anti-Illegal Drugs Campaign (2022)

SOL, ROSE ANNE MAUREEN B.

Page | 99
B3L9 Rivaras comp. santan st. fortune, Marikina City
Email Add: solroseannemaureenb@gmail.com
Contact number: 09360343902

CAREER OBJECTIVE: To be able to find an internship where I can fully utilize and
improve my skills and knowledge to contribute to my personal development, as well as
to be a part of a team whose development I can contribute to as a member in
preparation for my future career.

WORKING EXPERIENCE:
MTF enterprises (family business)

• Computer Business (2015 – present). 

• Rental properties (2011 – present)

• Online Business (2019 – present)

. 

EDUCATINAL ATTAINMENT: 

Post-secondary (2021-2022) 
Philippine School of Business Administration
1029 Aurora Blvd. Cubao, Quezon City 2018 
Bachelor of Science Major in Marketing Management 

Secondary and Tertiary Level (2012-2022) 

Fortune High School
Marikina City

Primary Level (2006-2012) 

Fortune Elementary School School (Grade 1-6)
 Marikina City

Page | 100
LYKA REYNOSO FAJARDO
14 D E Rodriguez Street Barangay Parang Marikina City
Email Add: fajardolyka15@gmail.com 
Contact number: 09164036147

CAREER OBJECTIVE: To obtain a marketing job that will allow me to meet my

sales targets and continue to learn in this field. Seeking a marketing staff position where
I can use my leadership skills to help a company grow and exceed expectations and
sales targets.

SUMMARY OF QUALIFICATION: 
Possesses a high level of perseverance and hard work. 

• Computer Skills (Microsoft Words, Excel, PowerPoint)

• Communication Skills Comprehension of written and spoken the English

language. 
• I have multitasking abilities that allow me to balance and keep track of many tasks
at the same time. 

• I am capable of adapting to new conditions and of learning and growing throughout

my career. 
. 

EDUCATIONAL ATTAINMENT: 

Post-secondary (2021-2022) 
Philippine School of Business Administration
1029 Aurora Blvd. Cubao, Quezon City 2018 
Bachelor of Science Major in Marketing Management 

Secondary and Tertiary Level (2017-2019) 

Redeemed in Christ School
Parang, Marikina City

Primary Level (2006-2012) 

Page | 101
Parang High School (Grade 1-6) 
Marikina City

BACAD LYCA JAYN B.

22 e Dagohoy St barangay Marilag Quezon City  
Email Add: Bacadlycajayn@gmail.com
Contact number: 09065754783 

CAREER OBJECTIVE: To obtain a position as Property Specialist in which my

abilities and experience can aid in the growth of the company. I am passionate about
customer service, and I enjoy working with people. I am exceptionally organized, and I
take pride on my work. 

EXPERIENCE: 
2021 present 
Gender and Development Personnel

2019
Student Council Representative

2017
McDonald Metrolane crew Member

EDUCATIONAL ATTAINMENT: 

Post-secondary (2021-2022) 
Philippine School of Business Administration
1029 Aurora Blvd. Cubao, Quezon City 2018 
Bachelor of Science Major in Marketing Management 

Page | 102
Secondary Level (2017-2018) 
World Citi Colleges
Roosevelt College Cubao

Primary Level (2006-2012) 

Teodora Alonzo Elementary School (Grade 1-6) 

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