Conclusion
The result of the study shows that the practicum 1 hospitality management graduating students are ready for employment or competent for they have very good rating of all the competencies. Competencies such as customer service, flexibility, concern for order, quality and accuracy, teamwork and cooperation as well as self-control will allow students to understand how to operate efficiently and professionally in the demanding environment of hospitality.
The importance of the work-integrated learning experience cannot be denied as students will be exposed to realities and the competencies that they require in the workplace ( Rainsbury, et al., 2002).
Developing and enhancing their skills, competencies, personal attributes, enthusiasm, self-confidence and knowledge are highly needed in the work place for the graduates to be more employable and likely to be successful in their chosen careers, which benefits themselves, the workforce, the community and the economy. It is essential that higher education be responsible to provide its graduates the skills to be able to operate professionally within the work environment (Vignali & Hodgson, 2007).
References
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http://smallbusiness.chron.com/competencies-hospitality-industry-13466.html
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N. p. The Chronicle of Higher Education, 2011. Print. The. Moran, Darcie.
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Kohn, Alfie. What Does It Mean to Be Well Educated? and More Essays on Standards, Grading, and Other Follies. Boston, MA: Beacon, 2004. Print.
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at the same time as ‘employability’ has spawned a broad variety of definition, we focal point upon that of the attractive. Student Employability bringing mutually. Team (ESECT) which defined employability as ‘a set of skills, information and individual attributes that create a personality more likely to protect and to be winning in their selected profession(s) to the benefits of themselves, the workforce, the community and the economy’. This meaning and the unambiguous apprehension to join maintain for knowledge and enhanced employability, which marked out the ESECT approach, both emphasized employability as a process rather than a state and accorded a potentially strong role for Personal Development Planning (PDP) in the consideration of it. Elsewhere key members of the ESECT team (Knight and Yorke, 2004, p.9) argue for the importance
Raelin (2000) writes that work-based learning can be illustrious from usual classroom learning in many different and important ways. Firstly, work-based learning is focuses in the region of reflection on work practices; it is not just about a subject of gaining a set of technical skills, but also about a case of reviewing and getting knowledge from experience. Secondly, work-based learning outlook learning as forthcoming from your action and problem solving inside a working environment, and so it is cited on live projects and challenges to individuals and organizations.
In this capacity as a Graduate Associate, I intend to gain skills related to outreach and development in student affairs. Mainly, constructing programs and promoting services for classmates which best fit their needs for professional advancement. I anticipate being able to further advance my skills related to evaluation as it relates to programs and methods. It is in my view that evaluating programs and projects from the beginning is critical to the efficacy and efficiency within higher education. Reflection and data provide quantitative and qualitative information to document strengths and weaknesses for future areas of programmatic
There is a large volume of published studies discussing the roles of HEIs; however, the debate on their role of promoting learners’ employability is still doubtful. Governments and employers view HEIs as having an economic objective with a strong believe that their main role has been changed from educating students to training them for employment. Harvey (2000b) discussed this opposition and concludes that it is the obligation of HEIs/departments to develop students’ employability. He adds that academics should focus more on how to teach a subject and not only focus on what should be taught.
The reason I chose the Hotel Management industry is because it is a career path that I have always been interested in and curious about. It is a fast growing widespread global industry. I’ve always wanted an exciting career, which would integrate my business and creative skills in a way, which would be more energetic, active and fun than most orthodox and boring office desk jobs. I also desired to work in an industry, which I was fervent about. For my first year Applied study period I had the opportunity to work at The Taj hotels, resorts and palaces, India and my experience there established many of my principles of how the hotel industry operated. Despite my refining on the job experience, that allowed me to explore the various departments and requirements of the everyday job, I had never elaborately researched the prospects of working and skills and requirements required in the Hotel Management industry; and this Is exactly what I aim to accomplish with this report.
Delivering Employability Skills courses can most of the time be described as “challenging”. My approach is to combine a reasonable amount of practical activities and engaging aids, like flash cards, tarsia puzzles, video presentations and demonstrations, with usual “teacher talks” and group discussion.
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