Learning and Development Methods in Practice in The Tourism Industry

 Here we aim to examine how organizations conduct various learning and development activities. And the methods and factors in which them activities be based upon. 

According to Armstrong, and Taylor, (2020) When considering the learning needs analysis, most organizations come up with general need gap based on general assumptions as what certain jobs require as skills. However, they have argued that since the assumptions could be wrong, the organizations must come up with carefully conducted gap analysis where 3 levels such as corporate, collective, and individual level is being concerned. Figure 1.0 depicts how these three levels are interconnected upon their functionality within an organization. Further they argue as once the individual needs are assessed and understood, the emergence of common needs which may provide an outline about group needs, which subsequently give an idea of about corporate needs to learning and development.

Process of learning need analysis is also called the gap analysis where they determine where the organization is to where it should be, according to Armstrong, and Taylor, (2020). 

Singh and Jaykumar (2019) investigated the perceptions and opinions of faculty, students and employers on the nature of soft skills as relevant employability skills that students or entry level graduates of a hospitality institute need to possess to secure employment. According to their study they found communication, work ethics and teamwork, interpersonal and customer service skills and professionalism and self-management as key areas that needs learning and development. This research was carried out via systematic surveys.

Different approaches in learning and development.

Workplace learning 

Workplace learning is “a process whereby people, as a function of completing organizational tasks and roles acquire knowledge, skills, and attitudes that enhance individual and organizational performance” (Hicks et al 2007, p. 62). 

According to Doyle, Findlay, and Young, (2012) Workplace learning is one of the most popular learning methods that is in use in the tourism and hospitality industry, hence we give extra focus here to workplace learning.

Doyle, Findlay, and Young, (2012) says that learning outcomes within a workplace learning context have also been examined by various writers and in a review of the related literature, Crouse et al., (2011) identified more than 19 learning outcomes that were incorporated into two broad categories, individual, and organizational outcomes. 

Further Doyle, Findlay, and Young, (2012) has summarized findings of several researchers as, “training has resulted in motivating employee creativity, assisting in new-service development, improving performance and enhancing employee engagement, improving employee satisfaction, reducing turnover rates, and professional development. Training has also been used in improving managers’ and employees’ social, ethical, and environmental responsibility, helping staff gain formal certification, and improving intentions to stay on the job. The relationship between training and work-related injuries has also been investigated and training can reduce problems such as “understaffing, theft, constructive dismissals, sexual harassment, and poor food hygiene . . .” (Poulston, 2008, p. 422).” 

Furunes (2005) identified six main outcomes of training: 

“knowledge acquisition; changing attitudes; problem solving; interpersonal skill development; participant acceptance; knowledge retention” (p. 235). Also Doyle, Findlay, and Young, (2012) stated, “One-to-one training was perceived to be the most effective for five of the six outcomes with role plays perceived to be most effective for interpersonal skill development.”

Barriers to workplace Crouse, Doyle, and Young, (2011) States the barriers to workplace learning as shown in the table 1.0 .

Table 1.0: Workplace learning barriers.

Cont.… Table 1.0: Workplace learning barriers.

Facilitators to workplace learning 

Workplace learning facilitators “are those factors that motivate, sustain, and/or enhance learning” (Hicks et al., 2007, p. 64). In terms of workplace learning facilitators in hotels, Yang (2010) suggested that leadership roles such as mentor, facilitator, and innovator, were associated with knowledge sharing and organizational learning. Employees need to receive support from “immediate superiors, work groups, and the business unit as a whole” (p. 50) in the form of encouragement, trust, and communication in order to improve knowledge sharing and organizational learning. 

Self-directed learning 

Armstrong, and Taylor, (2020) also states Self-directed learning as another approach to learning and development. And defines self-directed learning, “Self-directed learning is based on the principle that people learn and retain more if they find things out for themselves. But they still need to be given guidance on what to look for and help in finding it. Learners have to be encouraged to define, with whatever guidance they need, the knowledge and skills required to do their work. They need to be told where they can get the material or information that will help them to learn and how to make good use of it.” 

“Experiential and self-directed learning can be enhanced in the workplace by activities such as induction, planned experience, coaching, mentoring and e-learning and planned development.” (Armstrong, and Taylor, 2020. P.305)

Conclusion: According to Armstrong, and Taylor, (2020), Effectiveness of the training and development process in the tourism industry depends on various factors such as determining the programme based on a thorough evaluation of learning needs, clear objectives, set standards for the delivery, determining right approaches for L&D (Formal, informal or both), understanding facilitating factors and barriers for learning in whatever learning and development approach that to be used, established methods of evaluation of learning and development actions. 

“Further, line managers should be aware of and sensitive to differences in the workplace learning factors as a result of gender and of individuality. Human resource managers and line managers might have to focus more on individuals and helping them develop by creating individual learning plans that access appropriate learning strategies and outcomes and that provide for appropriate facilitators as well as reducing barriers that affect any one individual.” (Doyle, Findlay, and Young, 2012. P.275) Also they provided evidence that proves why it is important for Learning and development professionals to become learning facilitators rather than simply training providers or instructors.

References: 

Armstrong, M. and Taylor, S., (2020). Armstrong's handbook of human resource management practice. Kogan Page Publishers. 

Chiang, C., Back, K., & Canter, D. D. (2005). The impact of employee training on job satisfaction and intention to stay in the hotel industry. Journal of Human Resources in Hospitality & Tourism, 4(2), 99–118. 

Choi, Y., & Dickson, D. R. (2010). A case study into the benefits of management training programs: Impacts on hotel employee turnover and satisfaction level. Journal of Human Resources in Hospitality & Tourism, 9(1), 103–116 

Chow, C. W., Haddad, K., & Singh, G. (2007). Human resource management, job satisfaction, morale, optimism, and turnover. International Journal of Hospitality & Tourism Administration, 8(2), 73–88. 

Crouse, P., Doyle, W. and Young, J.D., (2011). Workplace learning strategies, barriers, facilitators and outcomes: A qualitative study among human resource management practitioners. Human Resource Development International, 14(1), pp.39-55. 

Doyle, W., Findlay, S. and Young, J.D., (2012). Workplace learning issues of hotel employees: Examining differences across management status and gender. Journal of Human Resources in Hospitality & Tourism, 11(4), pp.259-279. 

Furunes, T. (2005). Training paradox in the hotel industry. Scandinavian Journal of Hospitality and Tourism, 5(3), 231–248. 

Hicks, E., Bagg, R., Doyle, W., & Young, J. D. (2007). Canadian accountants: Examining workplace learning. Journal of Workplace Learning, 19(2), 61–77. 

Higley, J. (2007). ABVI leaders stress learning, earning. Hotel & Motel Management, 222(2), 4–49. 

Hilton trains to retain staff. (2005). [Abstract]. People Management, 11(18), 14. 

Singh, A. and Jaykumar, P., (2019). On the road to consensus: key soft skills required for youth employment in the service sector. Worldwide Hospitality and Tourism Themes. 

Nelson, D. C., & Nesmith, M. (2003). The impact of safety training on work-related injuries at eating and drinking places. Journal of Human Resources in Hospitality & Tourism, 1(4), 19–32. 

Ottenbacher, M., Shaw, V., & Lockwood, A. (2005). An investigation of the factors affecting innovation performance in chain and independent hotels. Journal of Quality Assurance in Hospitality & Tourism, 6(3/4), 113–128. 

Poulston, J. (2008). Hospitality workplace problems and poor training: A close relationship. International Journal of Contemporary HospitalityManagement, 20(4), 412–427. 

Wong, S., & Pang, L. (2003). Motivators to creativity in the hotel industry— Perspectives of managers and supervisors. Tourism Management, 24(5), 551–559.