Service-leadership competencies for hospitality and tourism management

Testa, Mark R.; Sipe, Lori J.

doi:10.1016/j.ijhm.2011.08.009

Cited by 107 publications

(89 citation statements)

References 53 publications

(81 reference statements)

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“…The business environment comprises several unfavorable factors such as layoffs, downsizing, and loss of job security, and other related forms of organizational change have eroded the psychological contract between employees and employers (Epitropaki, 2013;Ye et al, 2012). In addition, supervisor's influence to support superior service is critical to tourism organizations (Asree et al, 2010;Gill et al, 2010;Testa and Sipe, 2012;Uen et al, 2012). Therefore, when employees cannot perceive the fulfillment of commitments by organizations or employers, such as in terms of pay, promotion, and job security, employees exhibit decreased willingness to devote their skill, effort, knowledge, and loyalty (Cavanaugh and Noe, 1999), which leads to an increase in the turnover intention (Collins, 2010;Sutton and Griffin, 2004).…”

Section: Introductionmentioning

confidence: 99%

Psychological contract fulfillment in the hotel workplace: Empowering leadership, knowledge exchange, and service performance

Chen

2015

International Journal of Hospitality Management

104

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Section: Introductionmentioning

confidence: 99%

Psychological contract fulfillment in the hotel workplace: Empowering leadership, knowledge exchange, and service performance

Chen

2015

International Journal of Hospitality Management

104

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“…Competency categories comprise managerial skills like problem solving and decision-making (Northouse, 2013), behaviors needed to lead others like visioning and communication (Kaur, 2015), and factors of emotional intelligence like self-awareness and regulation (Boyatzis, 2006). Competency based approaches to management education are fueled by the importance of graduates who can put theory into practice (Testa & Sipe, 2012).…”

Section: Competency Modelsmentioning

confidence: 99%

“…Leadership development has become a central focus in hospitality management and education (Testa & Sipe, 2012) both in the US and across the globe (Lueng, Wen, & Jiang, 2018). Indeed, a review of necessary skills in the hospitality arena provided by Alhelalat (2015) centers on leadership skills and their prevalence in hospitality management schools.…”

Section: Introductionmentioning

confidence: 99%

A Dynamic Model of Mentoring for Hospitality Leadership Development

Sipe¹,

Testa²

2020

OJL

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Mentoring programs have become mainstay methods of developing leadership skills in the hospitality and tourism context. The following provides the theoretical foundation and overview of a mentoring program implemented for a blended graduate hospitality management program. This provides a model for others seeking to create hybrid mentoring for leadership development. Through structured reflection assignments and industry mentors, the Mentor EDGE program has countered many of the potential drawbacks of traditional mentoring programs, particularly in the online space.At the same time, mentoring programs can be challenging to implement particularly in the distance education space where little face-to-face contact takes place between students and the program. Online education is at its best when students have regular interaction and opportunities for collaboration. This is contrary to the "first generation" of e-learning which dominates much online education, which is very much a linear and passive process (Adams & Morgan, 2007). Consequently, hospitality educators are faced with a variety of questions in terms of organization and execution of a successful mentoring program, especially regarding logistics and consistency. Will a directive or non-directive (Klasen & Clutterbuck, 2002) method be used? Will the mentors be selected for the students, or will the relationship develop organically? If they are selected by the institution, how will compatibility be monitored and managed? Finally, how will consistency in the experience for each pairing be ensured?The purpose of this paper is to overview an innovative mentoring program we call Mentor EDGE, designed and implemented as part of a blended Masters degree in hospitality leadership at a large public university in California. The first section discusses the theoretical foundations that guided the initial program design to include leadership development theory, distance learning, and mentoring. In the second section of the paper, we examine the Mentor EDGE component of the program in detail, highlighting the design principles in action and the challenges of implementing personalized, experiential leader development for graduate students. Section three of the paper summarizes the results of two iterations of the Mentor EDGE program. Feedback from students, mentors, and faculty is presented as well as the changes implemented in response to this feedback. Finally, we provide a discussion section that highlights key theoretical principles in action alongside our own learning and process of continuous improvement. The paper concludes with implications for the advancement of leader development, distance education, and mentoring theory.

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“…Career development competencies for adults are personal competencies that enable adults to make appropriate and satisfying career choices, enter their chosen career, transition between chosen careers, and plan for their future (Crites, 1976;Defillippi and Arthur, 1994;Kong et al, 2012;Valkeavaara, 1998). The Ohio Department of Education (1999) used a modified DACUM (Developing a Curriculum) job analysis process to develop the occupational competency profile for educating adults about careers.…”

Section: Literature Reviewmentioning

confidence: 99%