The purpose of this study is to investigate hotel industry employers' expectations of, and satisfaction with, graduate competencies in comparison with graduate perceptions…
The purpose of this study is to investigate hotel industry employers' expectations of, and satisfaction with, graduate competencies in comparison with graduate perceptions of what is required for their roles and their satisfaction with how well their education experience prepared them.
The research involved a questionnaire survey of 41 employers and 33 graduates in the Irish hotel sector, supplemented by a series of interviews. This sector was chosen because it represents the main destination of graduates who specialise in hospitality and tourism management.
The competencies consistently regarded as important across both samples related to interpersonal and professional knowledge skill domains. However, a number of gaps were evident with regard to satisfaction with how the education experience prepared graduates for careers in the industry.
The study was confined to graduate and employer views on hospitality and tourism management education in Ireland. Its findings would benefit from a future comparative analysis including generic business graduates, as well as support from different national contexts.
The findings highlight the need for greater collaboration and partnership between the industry and education providers in preparing students to meet the needs of the hotel industry. In particular, the focus of the curriculum and the pedagogical approaches used need to be reviewed to ensure closer alignment.
The research focuses not only on the critical competencies needed by hotel managers but also on the level of satisfaction experienced by both graduate and employer samples.
Presents an examination of human resource development (HRD) in the Irish hotel industry and focuses primarily on the case of the small firm as part of a larger study…
Presents an examination of human resource development (HRD) in the Irish hotel industry and focuses primarily on the case of the small firm as part of a larger study examining best practice HRD within the Irish hotel sector. HR utilisation has clearly become a critical feature for those firms where HRs are potential assets in the search for competitive advantage; this is particularly pertinent for the hotel industry. Almost every hotel firm claims to be people‐oriented and to believe in HRD. In practice, however, a much smaller number follow through on these claims. All in all, it is clear that many employers in the hotel industry still have to be convinced of the benefits to be derived from HRD. Current research suggests that small hotel firms tend to favour informal training methods and usually value training which is specific to the job in question. In addition, HRD activity is almost exclusively directed at the solution of immediate work problems rather than the long‐term development of people. Where a more strategic HRD approach is adopted, the most significant driving force is the importance placed on training and learning by owner‐managers. Their positive attitude and belief in staff development is a key feature. Concludes that until the connection between sound HR practices and organisational success is firmly rooted in the mindset of the hotel industry, HRD will not gain the status it deserves.
Workplace learning and HRD are considered legitimate topics for study and investigation alongside organisational strategies and practices. Considers key themes in the…
Workplace learning and HRD are considered legitimate topics for study and investigation alongside organisational strategies and practices. Considers key themes in the workplace earning literature in addition to its relationship with HRD. Identifies a paradigm shift from formalised, intermittent and discontinuous learning to increasingly informal, experiential, asynchronous and real‐time situated learning. Highlights three contemporary themes in both the workplace learning and HRD literatures, namely: knowledge, expertise, competence and capability; organisational learning; and employability and career issues.