A PROFESSIONAL DEVELOPMENT PLANNING BASED CURRICULUM

Transcription

1 A PROFESSIONAL DEVELOPMENT PLANNING BASED CURRICULUM Preparing Students for 21 st Century Career Opportunities Best Educational Innovation MKG Hospitality Awards 2015

2 PREPARING STUDENTS FOR THEIR CAREER Professional Development Plan (PDP) Glion Institute of Higher Education uses an educational model that encompasses experience based learning. During their studies, students start building professional and managerial competencies that enable their career development and ultimately employability. + In year one students experience craft based learning in Kitchen, Service, Housekeeping, and Front Office. Alongside the practical aspect, theory courses are used to support their overall learning and career development. Through the PDP course students also start an e-portfolio journey that is then completed in their final year of study. + During the two internship semesters students undertake an online course that helps them develops a range of professional competencies but also building a e-portfolio + In the final year the assessment center course provides students with the unique opportunity to reinforce prior learning, investigate their career profile, and further develop their PDP and e-portfolio. Interview skills are also developed to maximize a students overall attractiveness and employability for industry partners.

3 WHAT EMPLOYERS ARE LOOKING FOR Employers are looking for specific skills in students / graduates According to IPFW, employers are looking for specific skills when hiring graduates, including the following: + Analyse, synthesize & interpret information + Interpersonal communication (oral & written) + Interact well with diverse cultures/groups + Knowledge of community resources + Research and planning + Critical thinking + Ability to understand & improve human relationships + Resolve conflicts/ counselling + Insightful + Work well under pressure Hospitality and Tourism Management Skills and Related Careers. (Indiana University Purdue University Fort Wayne (IPFW), 2015)

4 DEVELOPING STUDENTS SEMESTER AFTER SEMESTER Operational Administration Management S1 S2 S3 S4 S5 S6 S7 Craft-Based Learning (8 weeks) Service Kitchen Rooms Division Competencies S1 Team Building Customer Satisfaction Interpersonal Comm. Work Organization Personal Presentation Professional Behaviour Professional Dev. E-portfolio CV, Motivation Letter Interview Skills Community of Practice Personal Development Competencies S2 Accountability Leadership & Supervision Planning & Evaluation Internship 1 Online Course Building E-portfolio Competencies S3 Professionalism Communication Collaboration Integrated Project F&B Marketing Finance Mngt Entrepreneurial Mngt Rooms revenue Mngt Competencies S4 Self-Development Team Work Task Management Problem Solving Internship 2 Online Course Problem Solving Assignment Competencies S5 Professionalism Leadership Problem Solving Assessment Center (S6-S7) 360 Evaluation Interview Readiness Strengths / Weaknesses Career Planning Dissertation / Capstone Project 10,000 words 270 hours work Critical Analysis Competencies S6-S7 Professionalism Independent Learner Explore Issues Synthesize Communicate Complex Data

5 SEMESTERS 1 & 2: PRACTICAL MEETS THEORY Laying the foundation: + In Semester 1 and 2, students experience 8 weeks of practical environment in: + Kitchen + Service + Housekeeping + Front Office Objective: + To provide real life customer facing experiences to build professional competencies trough the development of skills including problem solving, team building, working under pressure, communication. The Professional Development Planning Course: Student start to think about their career, their strengths, weaknesses, their career aspirations, and development plans are defined and explored. Students start building their own online e-portfolio (provided by our business partner Pathbrite) that encompasses a media based platform that showcases abilities and achievement. Students can show their body of work and knowledge through an e-portfolio that brings a traditional CV alive.

6 SEMESTER 3: 1 ST INTERNSHIP Building on the foundation: + The 1 st internship at the end of year one provides many students with their first work experience. Professional, communication and collaboration competencies are focused upon and student develop practical skills whilst working across the globe (in over 50 countries) in many well known hotels and hospitality businesses. + The applied learning in practice course is taken online while students work and provides them with a sense of community as it brings together faculty and peers from across the globe. Students and faculty work on a series of discussion forums that focus on themes to include, first impressions, professionalism, career aspirations, professional connections, and so forth. A student e-portfolio through Pathbrite is also updated and added as students develop their skills and competencies. 1 st Internship Objective: As the first internship is of operational nature students have to develop 3 key competencies that employers are seeking: + Professionalism + Communication + Collaboration

7 SEMESTER 5: 2 ND INTERNSHIP Developing competencies: + The 2 nd internship is just before the final year of study and seeks to further develop competencies and bring together theory and practice. The internship focuses on managerial competencies such as professionalism, leadership, and problem-solving. + The reflection on practice online course is taken during this 2 nd internship and encourages reflection and development of further competencies. Discussion forums include career development, networking, problem solving and leadership. + Students also continue to develop their e-portfolio through Pathbrite and submit a problem solving assessment based upon a real life business problem experience in the workplace. A student research is then shared back with the employer. 2 nd Internship Objective: As the second internship is generally of administration nature students have to develop another 3 key competencies that employers are seeking: + Professionalism + Problem Solving + Leadership

8 SEMESTER 3 AND 5: INTERNSHIPS NEW: Online Course during students internship Glion has recently developed a credit bearing online course that is taking place during both students internships that allow them to: + Showcase their accomplishments + Highlight their experience and build an e-portfolio + Establish a career path + Develop professional competencies + Become a member of professional organizations that could help them develop professionally

9 SEMESTER 3 AND 5: INTERNSHIPS Using an interactive platform Blackboard Through this online course, using a platform called Blackboard, students work through a number of activities that highlight their work experience and competencies. + Students interact through case studies + They work on discussion forums and review case studies + They develop their e-portfolio that includes reflective journal and their professional development plan

10 SEMESTER 3 AND 5: INTERNSHIPS Developing a Community of Practice The course also encourages dialogue, through a community of practice discussion forum between students and faculty as well as students to students. Students will interact about topics such as: + Making a good first impression + Charting a plan for developing weaker skills and knowledge + Improve communication skills through reflection + Identify professional practices + Create a strategy and plan for leaving a positive lasting impression + Build a network of contacts The entire process is facilitated by online tutors who are following students progress. + Tutors also tie/relate this online course to other courses work in order to create a holistic educational experience. + They suggest resources specific to the competencies students need to focus on and the challenges they face as they embark on their career.

11 SEMESTER 3 AND 5: INTERNSHIPS Community of Practice Examples of questions students have to answer and reflect upon What is the best way to handle difficult customers? How can I overcome a bad first impression? Which professional behaviors should I improve and how? Who should I network with to get my dream job?

12 SEMESTER 3 AND 5: INTERNSHIPS Pathbrite + During their internship, students use Pathbrite to develop their e-porfolio. + It helps students collect, track and share a lifetime of experiences bringing them closer to their internship or career + Your résumé may check the box, but your portfolio will tell the story you want them to hear. (pathbrite) Investments in education must include investments in learning technologies that stay with students for life and maintain their relevance over a lifetime. Heather Hiles, CEO

13 SEMESTER 4: INTEGRATED PROJECT Developing Students Decision Making Abilities + This is a comprehensive problem based learning style project that brings together aspects of the core hospitality subjects of the semester including Food & Beverage, Marketing, Finance, Rooms revenue and Entrepreneurial management. + The students learning experience is blended by using lectures, field visits, incorporating interviews with industry partners, tutorials to assist students with the management of the project, library support through use of research databases. Objectives: + To develop students decision making abilities by encouraging analysis and judgements made from a sound base of integrated knowledge whilst considering a live industry based scenario rather than an academic oriented simulated version. + To develop analytical, evaluation and reflection skills towards proposing a solution to the problem / scenario presented. + To develop team building and team work Outcome: + To integrate the 5 core courses of the semester so students develop a holistic understanding of an integrated and real hospitality business

14 FINAL YEAR: DEGREE SPECIALISMS After the second internship student can choose a specialism or minor depending on their future career interest. Students can choose the main Bachelor of Business Administration in Hospitality Management or one of the following BA in Hospitality Management with: + Real Estate Finance and Revenue Management OR + Sales and Marketing OR + Sustainable Development in Tourism OR + Human Resources OR + Event Management OR + Luxury Brand Management

15 SEMESTER 6 & 7: CAPSTONE PROJECT Dissertation: Dissertation + The dissertation capstone will aim at providing the undergraduate student with an academic applied learning experience that follows a traditional research project process. Students research a selected topic based on either a qualitative or quantitative research design. Primary data analysis together with existing knowledge from peer review sources are used to make recommendation for an research question and for further research. The focus of the dissertation capstone is to combine the research process with the applied research within the hospitality industry. Objective: + To conduct a research based study to develop a students professional and managerial competencies to include independent learning, use of complex data, data synthesis, problem solving, time management, and communication skills. Outcome: + Students will develop a dissertation thesis and a portfolio document summarizing research and literatures.

16 SEMESTER 6 & 7: CAPSTONE PROJECT Applied Business Project: Applied Business Project (ABP) + The applied business project (ABP) capstone will aim at providing the undergraduate student with an applied learning experience within an industry consulting-related environment. The focus of the capstone will be on researching business solutions to a business need or a challenge designed to assist industry partners in future real life projects. Objective: + To provide final year students with a real life consultancy style experience. The objective and raison d être is to continue the development of a students professional and managerial competencies to include independent learning, use of complex data, data synthesis, problem solving, team building, working under pressure, and communication skills. Outcome: + Students will develop an Applied Business Project, an Industry Partner Presentation, and a Reflective Review document.

17 SEMESTER 6 & 7: CAREER ASSESSMENT Getting ready for Employment The Assessment course provides students with the unique opportunity to acquire the necessary tools and arguments to develop a career plan that prepares them to fully face future employers during the hiring / interview process in their last semester of studies. Objectives: + Students have the opportunity to identify their strengths and natural role orientation through an objective assessment led by a certified firm. + Students need to present and demonstrate their competencies within the framework of job interviews with professionals. + Students receive the necessary support so they can unlock their potential through coaching sessions and a personal development plan. As a result of this assessment, students will be extremely well prepared for interviews, as they will have gained a natural confidence regarding their professional and personal objectives.

18 SEMESTER 6 & 7: CAREER ASSESSMENT Profiling and planning for their career This Assessment Centre course is spread over 2 semesters as follows: + Semester 6 + Motivation Letter (Part I) + Personality Inventories (Part II) + Semester 7 + Job Interview Course (Part III) which consists of 5 steps: + Step 1: Job Interview Course + Step 2: Individual job Interview with a professional + Step 3: Personal Development Planning Course + Step 4: Reflection on written Assessment Report + Step 5: Coaching and Personal Development Planning / Pathbrite development

19 GLOBAL ACHIEVEMENT / OUTCOME Being employable Our ultimate objective is to prepare students to be employable. To achieve this, students develop each semester specific skills and different competencies through their educational journey ranging from craft-based-learning, to theoretical classes, professional internships and online courses as well as group projects and individual projects (capstone). This seamless educational process blends a range of techniques and technologies to provide this holistic experience and readiness for employment. Employability Military, gap period & Other Continue studies Work, internship, in contact w/ employer % 8% 7% 5% 14% 11% 79% 86% 84%

20 COMMENTS FROM RECRUITERS / FACULTY What our faculty says about PDP Barbara MILLER Undergraduate Dean Glion Institute of Higher Education. We are developing future industry leaders and our curriculum content must make sense to our students, faculty, industry partners, and any future employers. To narrow the gulf between education and industry we constantly update courses and involve industry in content and teaching and learning developments. A students future employability, success, and professional development are the foundation stones of our undergraduate curriculum. Our PDP curriculum focus supports a student on their learning journey and encourages developmental thinking and learning from beginning to end.

21 COMMENTS FROM OUR STUDENTS What the students say about Experience Based Learning Students from various classes were asked to comment globally about their Professional Development Plan (done through Socrative, hence anonymous) + PDP is very useful and prepares us for life + PDP is valuable for the real world + PDP helps us improve our teamwork, creativity and our soft skills + It helps to organize ourselves + It focusses on our goals + It helps to know ourselves better and to know what jobs we want + It gave me tools to present myself differently and helped me to prepare for interviews