Work-Integrated Learning Program for Hospitality Management

Question: Write about theWork-Integrated Learning Program for Hospitality Management. Answer: Work Integrated Learning (WIL) for hotel and hospitality management students is an essential part of the practical work environment. Smith (2012) views work integrated learning as a process in which the time spent in the workplace forms an essential component of an educational program of study. The main purpose of WIL program in the hospitality industry is to enhance student learning outcomes and promote workplace autonomy. This theory is also supported by Gibson, et al. (2008) who believes that WIL program is a structured learning strategy that gradually incorporates educational study with learning through practical work experience in a field related to a students career specialization. The program can be either work-based or experience-based (Smith, 2012). The vocational nature of hotel and hospitality management is vital to utilize WIL as a process of transferring classroom experience to the workplace. In that sense, Smith believes that students technical skills can be effectively transferred to the real work environment and promote professionalism. As such, WIL placement with reference to the hospitality management is ideal for students having a compulsory term of work integrated learning. Solnet Hood (2008) developed a framework for work-integrated learning that features the relationship between students, academics, and managers as the three aspects of learning. It is the responsibility of the organization to ensure that students benefit from the WIL programs through proper supervision and assessment with the help of the students specific institutions. As such, work integrated learning is not just a supplementary to the education curriculum, but a crucial component of the education process. Through the WIL program, students are provided the opportunity to be nurtured and developed by the organizational mentors (Baker, 2014). That certainly instills a sense of professionalism and practice within students leading to a productive learning outcome. Baker (2014) confirms that the significance of work integrated learning being a part of a program in hospitality management cannot be overlooked or overrated. Attached students gain valuable skills and experience through the a pplication of their classroom experience in the workplace. This way, students develop their interactive skills and enhance their relationship with clients, fellow workers, and the management for the benefit of both the organization and self. It is important that students should be mentored on a practical basis beyond what they learn in their classrooms. In the organization, a trainer acts as a counselor and a leader. As such, the organizations work integrated learning must be supported by a coaching that provides the order of events necessary for a successful learning outcome as outlined in the table below. Table 1: Design principles of Work Integrated Learning Placement Design Principle Training Connection Relevance The WIL placement program is designed essentially to meet the needs of the organization and its employees. Senior management support Senior managers acknowledge the significance of the training program and clearly demonstrate their approval through their actions and resources over the short, medium, and long-term. Systematic alignment Systematically structured processes are used to identify, select, and matching trainers and trainees. Task specification Roles and responsibilities of students and trainers are clarified and mutually accepted. Flexibility Trainees go through a variety of learning activities and work environments Innovation and technology Trainees and trainers utilize the internet to update and manage the organizational details of their training partnership. Assessment Procedures are executed to constantly assess and upgrade the components of the program Source: Smith (2012) The design of an integrated training program can enhance the sense of personal adjustment that both the trainer and the trainee may need. Groenewald (2004) believes that such a plan is a systematic way through which expectations can be identified and met. Also, since the plan reflects the negotiated agreement between mentors and students, it is structured in a way that provides the flexibility necessary over the given learning period. Spowart (2006) agrees with this idea by stating that the plan should not be entirely a formal contract but should be based on both the professional and personal expectations of the students. And for the trainer to implement the plan, he or she has to consider the students learning outcome which can be provided by their particular educational institutions. The importance of academic institutions involvement in the development of the WIL program is that it provides the organization with the valuable information about the students needs, purpose, expectati ons, and the mode of assessment and feedback (Gibson, et al., 2008). Tse (2010) suggests that work integrated learning programs for hospitality management students aim at nurturing them by identifying and developing the necessary competencies needed in the real workplace. As such, the primary objective of the WIL program is to enhance students employability and not their academic performance. And for the program to be successful, each stakeholder has to play a specific role. Wilkins, et al. (2007) believes that the best WIL placement program is that which involves the hosting organization from the start and demonstrates an obvious commitment to the learning outcomes of the students. In that sense, the hosting business does not view students as sources of cheap labor but as potentials in the current dynamic business environment. In the hotel and hospitality sector, organizations need to play the role of promoting work-integrated learning experience as that offers an ideal opportunity for leaders to create long-term relations and a greater capability to meet the changing needs of the industry. The success of the training programs depends on the competence of trainers, and their ability to create strong interpersonal relationships and a supportive workplace. The table below outlines the necessary skills and knowledge of competent mentors. Table 2: Skills and knowledge of mentors Skill and Knowledge Trainer Interpersonal Patient, empathic, honest, compassionate, and open and friendly Communication Skilled in collaborative aspects of conflict resolution and understand both verbal and nonverbal style of communication Responsiveness Good listeners and can understand all that is said and unsaid Competence Updated with current trends as well as recent research. Versatility Flexible and comfortable relating with individuals from diverse backgrounds. Acknowledges the diversity in the points of view Contemplative Self-reflective and possess strong supervision skills. Utilize past experience to build on the current situations Source: Solnet, et al. (2009) The main purpose of the Work Integrated Learning placement program is to nurture students and develop their interactive skills beyond what they have gained in their academic institutions. Furthermore, helping students to acquire practical skills through this program creates within them, a sense of self-control and professionalism necessary in the current workplace. Bibliography Baker, L. 2014. Enhancing Employability Skills and Graduate Attributes through Work Integrated Learning. 2013 Postgraduate Research Papers: A Compendium. 2014, p. 51. Gibson, E., et al. 2008. Towards the Development of a Work Integrated Learning Unit. Sydney: Macquarie University, 2008. Groenewald, T. 2004. Towards a Definition for Cooperative Education. [book auth.] R.K. Eames, C. Coll. International Handbook for Cooperative Education: An International Perspective of the Theory, Research, and Practice of Work Integrated Learning. Boston: World Association for Cooperative Education, 2004, pp. 17-25. Smith, Calvin. 2012. Evaluating the Quality of Work Integrated Learning Curricula: A Comprehensive Framework. Higher Education Research Development. 2012, Vol. 31, 2, pp. 247-262. Solnet, D. and Hood, A. 2008. Generation Y as Hospitality Employees: Framing a Research Agenda. Journal of Hospitality and Tourism Management. 2008, Vol. 15, pp. 59-68. Solnet, D., et al. 2009. A Lodging Internship Competency Model: Enhancing Educational Outcomes through Work Integrated Learning. Journal of Hospitality and Tourism Education. 2009, Vol. 21, 4, pp. 16-24. Spowart, Jane. 2006. Hotel School Students' Views of their Preparation for Work Integrated Learning: An Exploratory Study. Asia-Pacific Journal of Cooperative Education. 2006, Vol. 7, 2, pp. 10-15. Tse, Tony SM. 2010. What do Hospitality Students find Important about Internships? Journal of Teaching in Travel Tourism Management. 2010, Vol. 10, 3, pp. 251-264. Wilkins, H.C., Merrilees, W. and Herington, C. 2007. Towards an Understanding of Total Service Quality in Hotels. International Journal of Hospitality Management. 2007, Vol. 26, 4, pp. 840-853.