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COLLEGE OF INTERNATIONAL TOURISM AND HOSPITALITY MANAGEMENTNARRATIVE REPORTSeptember 19, 2021 – November 5, 2021 ASTORIA Culinary and Hospitality Institute 15 Escriva Dr, Ortigas Business District, Pasig, 1600 Metro ManilaStudent: Argete, Paulyn, Toelentino Year Level/Course: 4 th year, Bachelor of ...

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LYCEUM OF THE PHILIPPINES UNIVERSITY CAVITE

NARRATIVE REPORT September 19, 2021 – November 5, 2021 ASTORIA Culinary and Hospitality Institute 15 Escriva Dr, Ortigas Business District, Pasig, 1600 Metro Manila

Student: Year Level/Course:

Argete, Paulyn, Toelentino 4th year, Bachelor of Science Travel And Tourism Management

Supervisor:

Dela Cruz, Amy

Internship Adviser:

Lobo, Reymarie

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LYCEUM OF THE PHILIPPINES UNIVERSITY CAVITE ACKNOWLEDGEMENT This student who completed a virtual internship at ASTORIA Culinary and Hospitality Institute, wish to extend her deepest and sincerest gratitude to the following for it would not have been possible without the support of many people. To our supervisors/virtual coaches and virtual assistant, Ms. Amy Dela Cruz, and Mr. Christian Mejico Belen, for their abundantly helping hand and offered invaluable assistance, guidance, and endeavor to assist us for the completion of our training To my beloved family, I wish to express my love and gratitude for their understanding and endless love, through the duration of my training. Above all, I would like to give my sincerest and warmest appreciation to the Lord, and Savior, ALMIGHTY GOD, who is the source of their strength, knowledge, and skills, which always hears their prayers, guides their path, and never leaves their side throughout their journey in life.

PAULYN T. ARGETE

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ABSTRACT

INTERNSHIP REPORT IN ASTORIA CULINARY AND HOSPITALITY INSTITUTE

Paulyn T. Argete Proponent The Virtual Internship Program or VIP taken by the trainee is Food and Beverage training program. This training program prepares the students to become work-ready and competent in terms of acquired knowledge, skills, attitudes and values needed in the hospitality industry in the new normal. For this Food & Beverage Service on-the-web training program, it maximized the use of technology through virtual session (ACHI, 2021). The Virtual Internship Program is designed as a self-paced meaning all training content is in the Electronic Learning Management System or ELMS. This training program is 1) Asynchronous (80%) – Communication is not conducted live and occurs through audio-visual materials. This mode is more flexible, with students learning at their most convenient times. 2) Synchronous (20%) – Communication happens in real time, with teaching conducted via live videoconferencing. This mode is more engaging because students can ask questions, which the instructor can answer promptly and clearly. The trainee works in the comfort of their house, and learning in their own time and schedule. The result of the virtual internship shows that it is also a good experience that might be beneficial for the students in their future careers, it might not be as effective as the normal face-to-face internship, students still gained useful information that are not being taught in college. It might not be as effective compare to normal face-to-face internship, the new knowledge and practice given to the students are as great as in the normal internship, it just lack of on-hands experience. It is recommended to propose and execute an action plan for the problems identified. Recommendations such as enhancing and modifying the training schedule to provide more hands-on sessions in view of their desire to render good quality service; hands-on sessions should be alternate with the live coaching sessions, to further enhance the knowledge and skills of the trainees.

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CONTENTS

Acknowledgement

Page

Abstract

1

Table of Contents

3

1. Introduction 1.1. Overview of the Industry 1.2. Company Profile 2. Methodology 2.1. Description of Activities done in the company 3. Analysis 3.1. Learning Experience vis-à-vis Subjects taken 3.2. SWOT Analysis 3.3. Problem Identification and Analysis 4. Recommendations 4.1. Proposed Intervention/s 4.2. Alternative Courses of Action

4 5 8 10 10 11 12 12

References

13

Appendices

14

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INTRODUCTION

Overview of the Industry Astoria Culinary and Hospitality Institute (ACHI) were established for professionals, non-professionals, as well as hospitality and tourism management students who wish to enhance and further develop their skills in the service industry. Established in 2011, Astoria Hospitality and Culinary Institute (ACHI) aspires to continually provide its trainees equal opportunities to deepen their potential and passion, in the hopes of building a better tomorrow in the field of hospitality. Astoria Culinary and Hospitality Institute (ACHI) strategic goal is to forge strong partnerships with schools and individuals to expand our network and increase corporate visibility, thereby providing our graduates with better employment opportunities globally. (ACHI, 2021) According to Astoria Culinary and Hospitality Institute (Astoria, 2021) On-theWeb Training (OWT) programs for Housekeeping, Front Office, Food & Beverage Service and Food Production are based on the DOT Training Manual published by AAHRMEI and the DOT Memorandum Circular 2020-002 on the Health and Safety Guidelines Governing the Operations of Accommodation Establishments Under the New Normal as a point of reference. The minimum requirements of the DOT Training Manual were met and exceeded by incorporating the standards and best practices of Astoria Hotels & Resorts in the new normal. To be able to provide quality education to the students despite the unprecedented hit of COVID-19, Astoria Culinary and Hospitality Institute (ACHI) utilized the convenience of the digital arena and created a fully integrated advanced and accessible learning system. The On-the-Web Training (OWT) programs were designed as 1) Asynchronous (80%) – Communication is not conducted live and occurs through audio-visual materials. This mode is more flexible, with students learning at their most convenient times. 2) Synchronous (20%) – Communication happens in real time, with teaching conducted via live videoconferencing. This mode is more engaging because students can ask questions, which the instructor can answer promptly and clearly. (Astoria, 2021) COLLEGE OF INTERNATIONAL TOURISM AND HOSPITALITY MANAGEMENT 4

LYCEUM OF THE PHILIPPINES UNIVERSITY CAVITE According to Astoria Culinary and Hospitality Institute (ACHI), Weekly Learning Log for the self-assessment of students where they put the lessons they have learned, successes, difficulties and challenges they have encountered will be one of the requirements. Close coordination between the school and the Host Training Establishment (HTE) via Google Meet or Zoom to ensure students of their learning outcomes. There are teaching assistants whose main duties are to aid the students and support the faculty with their technical and modular concerns will be available and reachable online. These programs are designed to have learner-centered activities, which will be assessed through the various forms of tests and program assignments that are conducted to determine student progress towards the attainment of OJT or work immersion outcomes. These may be formative, summative and performance-based in nature. Learning Outcomes will be met by assessing the students’ technical knowledge, skills, and understanding of hygiene and safety guidelines. Company Profile  Company Name ASTORIA Culinary and Hospitality Institute  Logo

 History of the Company Developed in 1996 by Cathay Land Incorporated (CI) & Millennium Properties Brokerage Incorporated, Astoria Plaza was formally opened to the public on February 2001. Established in 2011, Astoria Hospitality and Culinary Institute (ACHI) aspires to continually provide its trainees equal opportunities to deepen their potential and passion, in the hopes of building a better tomorrow in the field of hospitality. COLLEGE OF INTERNATIONAL TOURISM AND HOSPITALITY MANAGEMENT 5

LYCEUM OF THE PHILIPPINES UNIVERSITY CAVITE The Astoria Plaza is proudly affliated with the Cathay Group of Companies and is managed with distinction by Genesis Hotels & Resorts. Its sister properties under the Cathay conglomerate include Cathay Land Incorporated, Cathay Metal Corporation, Cathay Pacific Steel Corporation, Amalgamated Iron Works, Eurotiles Industrial Corporation, Ceramic Plaza, Federal Hardware, PC Express and South Forbes City in Sta. Rosa, Laguna.  Vision To develop a reputation of EXCELLLANCE IN EVERYTHING WE DO: Guest, Owners, Employees and Community.  Mission To be the leading first class serviced apartment in the Ortigas Business District exceeding guest’s expectation by providing the highest quality product and services.  Products / Services ASTORIA Culinary and Hospitality Institute are offering different types of products and services, such as On -The-Job Training (Ojt) Program, Dualized Training Program, Hotel on Wheels (How), Stay & Learn, Faculty Immersion, Work Immersion for Senior High School Students, and Virtual Classroom / ELearning. In this Virtual training programs for College & Senior High School based on the Department of Tourism (DOT) Training Manual. Training programs such as Virtual Housekeeping Training, Virtual Front Office Training, Virtual Food and Beverages Services Training, and Virtual Food Production Training  Unit / Department that is the subject of intervention o Logo/Nature/ Function / Principles

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METHODOLOGY Description of Activities done in the company •

•

•

Scope The Virtual Internship Program or VIP taken by the trainee is Food and Beverage training program. This training program prepares the students to become work-ready and competent in terms of acquired knowledge, skills, attitudes and values needed in the hospitality industry in the new normal. For this Food & Beverage Service on-the-web training program, it maximized the use of technology through virtual session (Atoria, 2021). The Virtual Internship Program is designed as a self-paced meaning all training content is in the Electronic Learning Management System or ELMS. This training program is 1) Asynchronous (80%) – Communication is not conducted live and occurs through audio-visual materials. This mode is more flexible, with students learning at their most convenient times. 2) Synchronous (20%) – Communication happens in real time, with teaching conducted via live videoconferencing. This mode is more engaging because students can ask questions, which the instructor can answer promptly and clearly. The trainee works in the comfort of their house, and learning in their own time and schedule. Schedule The Food and Beverage training program was scheduled in accordance of completing 2 modules. The training is to be taken only within 2 months. There are 1 video module, weekly logs, 1-2 practice activities, and 1 assessment per month, due to being a self-paced program, trainees are given practice and assessment to complete, and that will be submitted once a module is completed. Every Friday there will be a synchronous class meeting. Duties and Responsibilities / Activities Submitted The Virtual Internship Program requires students or trainees to exert effort and seriousness. Due to being in a tight situation, trainees were not given the chance to work in an actual job, resulting for the trainees to experience OJT virtually, with this the trainees’ duties and responsibilities are to complete the program within the given time and schedules. There are 7 modules in total, 7 portfolios and 2-4 quizzes per modules were given and to be completed within the schedule the company has provided.

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LYCEUM OF THE PHILIPPINES UNIVERSITY CAVITE Week 1, in the first meeting it was an orientation. During the orientation they informed the trainees about the schedules. The trainers showed us and how to access the e-learning website of ACHI and explained each features of the elearning. Trainees were divided into different classes/batch. Week 2, on this week the trainees had their department orientation and it took place also in our first class meeting. During the department orientation the trainees met their trainer; she took the lead in the orientation and shared valued leanings and personal experience to the class. Week 3, a portion of module 1 was talked on this week. There were no practice activity and quizzes about module 1 given. The trainer only discussed the lesson for this week and shared valuable personal experience working in the food and beverage industry. Week 4, continuation of module 1 was scheduled to be taken. The trainer gave practice activity about virtual tours of the hotel area such as banquet area and coffee shops related activity. In this week topic about different guidelines for the new normal in the restaurant that staffs and guest needs to follow strictly to prevent the spreading of germs and viruses and for the health protocol was tackled. Week 5, in this week, we had the started taking or tackling module 2. Trainees had tackled a quarter or the introduction of module 2 in this week. Safety protocols inside a hotel were tackled. The trainer mentioned that the sanitation in the F&B is heightened, storing in the F&B operation is strict and important, because this is where the supply and items are stored. Some of the trainees also share their different experience in their past jobs and current jobs which were a great opportunity for me to hear. Week 6, in this week, continuation of module 2 was scheduled. There were no practice activity and quizzes about module 2 given. The trainer only discussed the lesson for this week and shared valuable personal experience working in the food and beverage industry. Week 7, this is the last week of the training program and the last part of module 2 was scheduled to be taken. Practice activity and assessment was about table set up was given. The trainees were tasked to take a video of themselves doing any kind of table set up.

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ANALYSIS

Learning Experiences vis-à-vis Subjects taken An internship is a professional learning experience that provides students with meaningful, practical skills in their subject of study or career interest. An internship allows a student to explore and enhance their profession while also learning new skills (UMBC, 2021). Unfortunately due to the pandemic COVID-19, students are taken off of opportunity to experience working in the real industry. The students have no choice but to take virtual internship for safety purposes. Learning experience from virtual internship is not that different from the subject taken. The learning gained from virtual internship might contain the same lessons from the subject taken, but rather it is more enhanced compare to the subject taken. Though the students were taken off of opportunity to experience real work, virtual internship is also a good experience. SWOT Analysis •

Student/Intern Strengths: - The trainee manages their time effectively for it is a self-paced learning. - Able to adjust fast with the tasks given due to being comfortable in the comfort of home. Weaknesses: - Due to the reason that this is a virtual internship, there is a lack of practical experience. - Not able to grasp the difference of real work from online learning. Opportunities: - Through virtual setting, trainees had the opportunity to explore in video making related activity. - Communication is made simple with the use of social media and other communication channels. Threats: - Due to being in an online situation, there is a lack of Internet connectivity. - Lack of real life job experience that might have been a good opportunity for the trainee.

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•

Organization Strengths: - Organization is well prepared for a synchronous meeting. - Very hands-on and approachable in guiding trainees. - Supervisors are amazing in their field, that they can share their knowledge to the trainees in a much easy way. Weaknesses: - Due to moving natural training to online training, misinformation might occur. - Giving slow feedbacks due to many trainees the organization is handling. Opportunities: - Make a name for their organization in the educational field. - High customer volume and growth rate. Threats: - Failure to show full potential due to virtual setting.

Problem Identification •

•

Student/Intern - Slow internet connections might occasionally hinder the student intern's ability to learn quickly. - Video activities were difficult to create due to a lack of resources and loud noises in the student household. Organization - Lack of hands-on experience due mainly to the virtual setting. - Feedback from the tasks provided by the trainee is slow since the trainee and trainer are working in a virtual environment.

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RECOMMENDATIONS The student trainee contains the insights toward how the virtual internship program incorporated to the basic flight attendant training program offered by the ASTORIA Culinary and Hospitality Institute will be enhanced, alternative courses of action to have a better company management and advice to the upcoming student-trainees who will conduct their internship at the same company. Recommendations: 1. Lack of hands-on experience due mainly to the virtual setting. - The company should enhance and modify their training schedule to provide more real-time hands-on sessions. - In view of their desire to render good quality service, hands-on sessions should be once a week alternate with the live coaching sessions, to further enhance the knowledge and skills of the trainees. 2. Feedback from the tasks provided by the trainee is slow since the trainee and trainer are working in a virtual environment. - Assigning employees for checking each activity to avoid slow feedback for the trainees’ works.

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REFERENCES

Astoria.

(2021).

ASTORIA

Program

offerings. https://e-learning-

achi.astoriahotelsandresorts.com/About/ProgramOffering Astoria.

(2021,).

Astoria

Culinary

and

Hospitality

Institute. https://astoriaculinaryandhospitalityinstitute.com/e-learning/ UMBC. (2021). What Is an Internship? Career Center. https://careers.umbc.edu /employers/internships/what-is-an-internship/

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APPENDIX (Pictures)

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NOTICE OF ACCEPTANCE

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