Hospitality Journal

HOSPITALITY MANAGEMENT INSTITUTES - THE
SKILLS TRAINING INDUSTRY PERSPECTIVE

Prashanti Jaykumar
Over the past few decades, tourism has steadily increased worldwide, India
included, contributing to an increase in revenue, job opportunities and capital
investment. Recognizing the need of the hour and realizing the importance
and necessity of hospitality education, the Government of India initiated and
supported the setting up of Hospitality Management institutes across the
nation. Although hospitality education has a deep-seated position in the world
of education and the students displaying passion and interest in pursuing the
same is ever increasing; there has hardly been any significant change in the
curriculum. The teaching methodologies or the pedagogies used therein;
which would ensure the development of employability skills in keeping with the
changing expectations of the industry concerned is lacking. This is indeed a
cause for great concern! Ideally, the hospitality management programs must
fulfill the expectations of the students, the teaching fraternity and the industry.
Hence, the curriculum must not only deliver the skill sets required in the
workplace but also the academic rigour, i.e. a balance of both theoretical and
practical knowledge. But today, the skill set the industry expects the aspirants to
possess has seen a sea of change. Where hard skills or core competencies were
taught in institutes and demanded by the industry a decade or two back; today
soft skills or non-technical skills are what an entry level hospitality management
graduate is expected to excel in, even more than the hard skills. This shift in the
paradigm of industry expectations needs to be incorporated in the curriculum of
hospitality education. A planned approach towards inculcating these soft skills
in hospitality management students should be undertaken at the earliest, and
institutes should use various pedagogies to build in these soft skills within their
students. This paper looks into ways and means of ensuring the same at the
institute level.
INTRODUCTION
O
ver the past few decades, tourism has grown by leaps and bounds
worldwide, especially so in India, contributing to a substantial
increase in revenue, capital investment and job opportunities,
mainly in the Hospitality and Tourism Industries. This has been given
impetus by the emergence of many niche tourism products like MICE, i.e.
the segments covering medical, sports, wellness, eco-tourism, adventure
etc. As per the Travel and Tourism Council, tourism generated $121
billion i.e. 6.4% of India’s GDP in 2011. According to an analysis done by
IBEF (India Brand Equity Foundation), the Tourism Industry contributed
Journal of Services Research, Volume 18, Number 2 (October 2018 - March 2019)
©2018 by Vedatya Institute. All Rights Reserved.
140 Hospitality Management Institutes
$15.24 trillion in 2017 which is expected to increase to $32.05 trillion by

2028. This ensures India 7th position amongst 184 countries, if we look at
Tourism Industry’s contribution to the nation’s GDP. Travel and tourism
also has become India’s third largest foreign exchange earner. The Foreign
Exchange Earnings (FEE) from tourism in India were $16.56 billion as
compared to $14.19 billion in 2010 observed Kumar (2018), growing
impressively by 16.7%. The Government has also played a crucial role in
ensuring that India continues to enjoy this enviable position on the world
map of travel and tourism. The various marketing initiatives launched by
Indian government like ‘Incredible India’ and ‘Athithi Devo Bhava’ as
well as the many types of visas made available for the foreign tourists
have all helped in strengthening our foothold in the world tourism sector
remarked Kumar (2018). Similarly many efforts by the Indian Government
have helped to boost investment in the hospitality industry, so that it can
ably support the requirements of a possible boom in tourism. Completing
this cycle and as a result of the above two phenomena, employment
opportunities in travel, tourism and the hospitality sector have continuously
increased over the past decade and will continue to do so in the foreseeable
future. Hence, the future of the Tourism Industry looks very attractive and
exciting in India.
Looking back, we see that our government correctly ascertained the
many prospects and promises of a healthy and growing tourism few dec-
ades ago. One of the first things they realized was, that we would need
qualified workforce at all levels in the travel, tourism and hospitality sec-
tors to ensure that tourists visiting India are professionally taken care of at
every step; which would in turn ensure repeat visits and continued patron-
age. With that vision, the Government, under the Tourism Ministry set up
IHMs and ITTMs, where qualified and professionally trained workforce
with the required & appropriate skill sets could be produced and made
available for both the Hospitality and the Travel & Tourism sectors. Over
the years, many private colleges were set up all over India offering degrees
and diplomas to aspiring hospitality management students.
Hospitality education has emerged as one of the most important agenda
for the Governments of many developing nations, as they realized early on
that hospitality and tourism would play a very vital role in their sustained
growth and development opined Mill & Morrison (1999). India too
141 Jaykumar
followed suit, the Government giving due support and thrust to hospitality
and related industries observed Honey & Gilpin (2009). All these efforts
fructified, when more and more aspirants joined institutes which offered
programmes in hospitality, tourism etc., to learn the trade and make it their
profession.
The purpose of this paper is to track the growth in the Hospitality
Industry over the past decade or two in India, understand the industry’s
requirement for skilled and qualified manpower and the eventual shift in
its expectations from the hospitality management graduates entering the
industry at various levels. This paper will also endeavor to look at the
curriculum of hospitality education meted out by government and private
institutes alike, to gain an understanding of the objectives fulfilled, skills
taught and knowledge imparted by them to make the students tailor-ready
for the industry. Taking this forward, an attempt would be ensued to rec-
ognize the glaring and obvious skills gap prevalent in fresh hospitality
management graduates today; i.e. between the skills and the knowledge he
is groomed with by the institute and the skill sets he is expected to possess
by the industry he is entering into. The study also would seek opinions
from faculty members and alumni about their views and suggestions on
the above issues. Though this shift in the expected skill sets by the indus-
try would be the core of this paper, other limitations and complications in
relation to hospitality education would also be looked at; so that ways and
means of dealing with them could be sought and confirmed.
Obviously, these changes need to be made at a micro level i.e. by the
institutes at the designing of curricula & skill development level and the
Hospitality Industryat the recruiting and training level. The information
gathered and suggestions received would enable us to look forward to a
future, where the skills gap would be negligible and all the stakeholdersthe
students, institutes and the hospitality partners benefit from this
concentrated effort.
Literature Review
Hospitality Industry in India: The Hospitality and Tourism Industry
has come to the fore as one of the major driving forces in the growth
and development of the Indian economy. The continuous growth in the
inflow of foreign tourists, not to undermine the huge number of domestic
travelers, have given a major boost to the Hospitality Industry and placed
India firmly on the world map of exotic tourism destinations at a global

level. Some of the factors effecting the inflow or movement of domestic and
more importantly foreign tourists are fluctuation of economic conditions,
perception of safety or threat in that place and even the purchasing power
of the tourist community across the globe observed Sharma &Thusoo
(2017). Being a major contributor to the economic development of India,
and with a lot of support from the Government, the Hospitality Industry
has emerged as one of the dominant industries with great employment
opportunities for the youth of India. As per the Planning Commission, this
sector creates more jobs per million rupees invested than any other sector
reported Sharma &Thusoo (2017).
The hotel industry is an integral part of the Hospitality Industry. Many
International hotel chains, taking advantage of the ample opportunities
offered by India, to , set up hotels in prime locations of our country. In order
to stay abreast with the growth in tourism, the hotel industry also brought
about a sea of change in their infrastructure and operations like up-gradation
of facilities, stringent recruitment processes and in-depth training of their
employees in customer service and guest satisfaction. These efforts by the
hotels were ably supported by the Government through various economic
reforms, changes in the tax policy, allowing foreign direct investment etc.
observed Sufi (2015). Thus over the years, the Indian hotel industry grew
from strength to strength with due contribution from foreign hotel brands
like Hyatt, Hilton, Accor, Marriott etc.
To ensure that the tourists are provided with par excellence services and
unforgettable experiences, the hotel industry needs well-trained, dedicated
and professional manpower. With that goal, Hotel Management institutes
were set up by the Government, so that aspirants could be professionally
groomed according to the industry requirements and expectations. Lured
by opulence of the Hospitality Industry, dreams of travelling to exotic
locations and promise of assured employment in this sector, students
gravitated towards an education in hospitality management enabling
them to be groomed with the appropriate skills, knowledge and attitude
necessary for training hospitality professionals.
Hotel Management Institutes and Programmes
There are around 54 Government institutes in India, which are affiliated
143 Jaykumar
to NCHMCT, offering programmes in hotel management. Hence they all

follow the same curriculum ensuring uniformity in academic standards
observed Kumar (2018). Soon many private institutes came up across the
nation,some offering genuine degrees and diplomas, some and awarding
unapproved ones. This became the root cause for the issues related
to standardization of institutes, their curricula, infrastructure, faculty
qualifications, pay scale disparity etc. in hotel management institutes
observed Kumar (2018). This, in turn churned out poorly-groomed
students, lacking in the right attitude and aptitude for a career in hotels.
Moreover, the curriculum of hospitality education does not match the
expectations of the students or that of the industry they are being prepared
for. According to Nisheeth SrivastavaDirector NCHMCT, in this age of
information technology, students have access to information from many
other sources apart from that provided by faculty members. Thus the
faculty members have not been able to match the students expectations.
Similarly, the industry expectations from the hotel management institutes
and hospitality graduates have undergone a visible metamorphosis over the
past decade or two. The fact remains, that the curriculum in the institutes
continues to be hard-skill based, supported by internships or industrial
exposure. The industryon the other hand, is looking for people with
great soft skills to balance the hard-core technical skills being taught in
colleges, thus resulting in a skills gap. Moreover in the coming times, the
education programmes would be driven by technology, playing a major
role in academic delivery for which the curriculum would need to match
its pace observed Crockett (2002). Hence, the need-of-the-hour is an up-
gradation or revamping of the hospitality education curriculum.
That is not all. There are many other challenges faced by hospitality
education today like lack of industry-institute partnerships, lack of trained
faculty, lack of coordination and co-hesiveness among the stakeholders of
the industry, absence of an autonomous accreditation body for programme
and curriculum design, lack of pedagogic research in hospitality, lack of
a balance in theoretical inputs and practical knowledge remarked Kumar
(2013).
Skill Gap Affecting Employability Opportunities
The skill gap becomes obvious and visible, when the quality of the graduates
from the hotel management institutes does not meet the expectations
of potential recruiters. Skills gap is defined as “ the difference between
the markets need (demand) and the current skills supplied by the local
education institutes (supply)” observed Alsafadi & Abunafesa, (2012).
Ideally, hospitality programmes are designed to groom the students with
skills that would prepare them for the competitive world of hospitality.
These skills ensure that the students are able to deal with the rapidly
changing demands of the professional arena, observed Asirifi et al (2013).
Huge gaps have been found between the formal classroom training and
industry expectations in the hotel industry. Johnstone (1994) states, that
hospitality management programmes should concentrate on those skills
hard and soft, which are deemed essential and imperative for the graduates
to be adept in. Yet these programmes ignore many of these skills in their
modules being taught. As a result, the employers found the new recruits
lacking in some of the crucial skills they expected hospitality graduates
to possess. Goodman & Sprague (1991) suggest, that it is imperative that
hospitality education programmes be continuously upgraded to meet the
changing demands of the hospitality industry; which in turn depends
on changing consumer trends. Hence, hospitality programmes must be
attuned with adapting to this shift, responding with educational content
backed by practical inputs so that the graduates are groomed with strong
skill sets ready for the competitive professional world when they enter it ,
opined Asirifi et. Al. (2013) .
What resulted from such a skill gap is, that the graduates from the
hotel management institutes found themselves without lucrative job offers
from the reputed hotel brands and the percentage of unemployed hotel
management graduated began to increase to a worrisome level. According
to the National Employability Report (2012) for hotel management gradu-
ates by Aspiring Mind, only 6% to 18% of these graduates are fit to work
in the industry, and 19% - 43% candidates were unemployed due to poor
communication skills observed Singh & Jaykumar (2017).
Hard Skills Vs Soft Skills
Skills refer to the level of performance of an individual on a particular task
or capability to perform a job well, defined Noe, Hollenbeck & Gerhar,
145 Jaykumar
(2015). Skills can be divided into technical elements and behavioral

elements. Technical elements refer to the hard, technical skills, used as
a basis for the development of educational curriculum, future profiling
of jobs and technical functions the industry desires the most, observed
Kennady (2016) whereas the behavioral elements refer to the soft skills
which include concepts like skills, disposition, attitudes, beliefs and
values, all non-technical in nature stated Singh & Jaykumar (2017).
Where the hard skills comprise of technical skills and knowledge, the soft
skills encompasses many skills like communication skills, interpersonal
skills, stress management, problem solving, self- management, time
management, customer service skills, decision making skills, leadership
skills, cognitive skills and team working statd Leckey, McGuigan, (1997).
Therefore, soft skills cannot be substituted for technical skills. Rather they
act as “harmonizing skills” that help in bringing about highly effective
performances even in people with excellent hard skills observed John
(2009).
It has been observed that the hotel management curriculum does not
give due importance to honing of the student’s soft skills preparing them
for professional success. Hotel management graduates are expected to
possess great employability skills i.e. ‘skills and attributes that help the
graduated to get jobs benefiting themselves, their company, community
etc.’ stated Sanders and Zuzel (2010), along with good academic qualifica-
tions. The hotel industry looks to recruit such candidates who have a good
balance of hard and soft skills, honed to perfection. Hence, it has become
extremely important for institutes to take the onus upon themselves, to
train the students and improve their soft skills, by incorporating them into
their modules and curriculum, using various pedagogies like soft skills
programmes, mock interviews etc.
Soft Skills Training
The soft skills are competencies that are inherent in an individual. People
develop some of these qualities like communication and interpersonal
skills, to some extent, from their relationships at home and surroundings
from an early age. But, often they are unaware of these skills they have
or their importance for a better professional life remarked John (2009).
Since the development of soft skills has been proven as crucial to job
acquirement and job sustainability and lack of which has created the
skills gap in the professional arena, particularly the Hospitality Industry;
the next step would be to impart the necessary training to the students
while they are in colleges and institutes getting ready to embark into the
professional world.
The aim of a soft skills training programme would be to make the in-
dividuals aware of their hidden skills or capabilities, refine and hone these
skills to culminate in overall development; which in turn would boost their
confidence and worth in the employment market and ultimately result in
success in their chosen profession. It is imperative to align employability
with academic values by linking the institute’s curriculum and employ-
ability, remarked Saunders and Zuzel (2010). Soft skills training should
be incorporated into the Higher Education curriculum, and integrated with
technical training advised by theInternational Youth Foundation(2013).
This would be the much required link between universities and industry
needs bridging the gap between both, to create employability opportuni-
ties for candidates at the entry-level, observed Singh & Jaykumar (2017).
Academic researchers have agreed that the primary reason for such a huge
skill gap is the lack of parallel trainings in institutes and skill application
in the workplace, observed Chung-Herrera et. al., (2003).
Methodology
The above discussion highlights the skill gaps caused due to the candidate’s
inadequacy in employability skills expected by the hospitality industry.
To investigate and understand the perceptions of faculty and alumni
students, on the importance of various soft skills for employability in
the hotel industry; a semi-structured interview was conducted with few
of them. Also taken into the purview of this research is the information
accumulated from quite an exhaustive review of literature.
Results & Analysis: Many soft skills were presented before both the
groups of people (faculty and students) like oral &written communication
skills, honesty, teamwork, collaboration skills, critical thinking, work
ethics, dependability, self-motivation, initiative, risk taking skills,
flexibility, adaptability, leadership quality, interpersonal skills, creativity,
research skills, computer skills and time management skills etc.
147 Jaykumar
On summing up all indings from alumni students & faculty members,

their views on the role played by the above mentioned soft skills in ensur-
ing employability in the hospitality industry and rating them in the order
of their perceived importance, we have:
Soft Skills Faculty Students
Communication 1 1
Work Ethics & Team Work 2 3

Professionalism & Self-Management 4 2
Interpersonal Skills & Customer Service 2 4
Critical & Analytical Thinking 5 6
Information & Knowledge Application 3 5
From the above table, we can see few similarities and some differences
in the perceptions of the faculty members and the alumni students. Both
groups of people felt that communication skills oral and written, were the
most important soft skills one should possess in the hospitality industry.
Where the students felt that adaptability to new technology, team work and
computer knowledge were extremely essential, the faculty members gave
more importance to interpersonal skills, customer care & satisfaction.
Both students & faculty members emphasized that they realized the
value of critical & analytical thinking, but it featured last amongst the
list of soft skills highlighted. The students voted professionalism and self-
management as essential skills to possess, only second to communication
skills in importance.
Conclusions and Suggestions
This paper analyses the various core soft skills perceived as vital or crucial
for employability; and means and methods of integrating them into the
curriculum of hotel management institutes. The aim of this endeavor is to
ensure, that students are adept in these generic skills too, along with tech-
nical or hard skills. In addition to it, the much talked about and worrying
skills gap should also be bridged, resulting in more and more employment
opportunities generated in the long run.
Hospitality subjects like effective communication and personality de-
velopment, hospitality service excellence, word processing & spreadsheet
skills, concentrate solely on communication skills, customer service and
information technology application skills respectively; all of which are

identified as key soft skills essential for a hotel management graduate.
These modules should be made mandatory for the hospitality management
students from the first year itself.
Normally effective communication as a subject, concentrates more on
verbal communication and less on written communication. The need of
the hour is, bring a balance of both written and verbal communication
through various learning activities and assessments thereof. It could be
made compulsory to converse in English only, when the students are in the
premises of the institute. A ‘buddy system’ could be put in place, where a
student with poor spoken English could be teamed with one who is adept
at it. group discussions, extempore, debates and mock-interviews must
be conducted in the class on a regular basis. Written activities must also
be made a part of formative assessments, which would teach the students
formal and professional methods of writing e-mails, reports, curriculum
vitae etc.
For word processing & spreadsheet skills, the basics of the same
must be taught to the students in the first year along with the usage of
software like Micros and Opera. For the next two years, an advanced
course in Information and Technology Application with relevance to the
Hotel industry could be designed. This means we could integrate, making
and using software for inventory management & control, generating
reports pertaining to various modules like breakage, report for the F&B
department, maintenance of Par Stock in the housekeeping department
etc., into the advance course. These activities could also be linked to
assessments. This way the students would become fairly adept at making
and understanding various reports, and how they are an integral part of
operations of their respective departments.
Hospitality service excellence, deals with establishing attributes of
customer service, understanding various processes for complaint handling,
service recovery etc. at the basic level. Live projects could be incorporated
into the module at an advanced level. The students could be delegated a
group leader; and each group could be made responsible for taking care of
guests and their diverse requirements, complaints, queries etc. during the
various events organized in the institute.
Coming to support skills like work ethics & team work, critical &
149 Jaykumar
analytical thinking, professional self-management and interpersonal skills;

they have been recognized as comprehensive and glimpses of the same can
be seen in various modules being taught in few institutes today. During
Food Production practicals and theme lunches and dinners, the students
work in groups, responsible for timely and accurate presentations of their
skills. Embedded in these activities, we have the students portray their
skills in decision making, planning, interpersonal skills, team work, self
and professional management, honesty and integrity, creativity, problem
solving skills and even customer service. The need of the hour is to
introduce many such student engagement activities with varying difficulty
levels; which have the core soft skills integrated in them, structured with
an alignment of learning outcomes, activities and assessment.
Apart from the above suggestions for usage of various pedagogies for
embedding soft skills in the curriculum of hotel management colleges,
listed below are some suggestions for tackling the issues & challenges
faced by hotel management institutes today. These suggestions are from
stalwarts of the industry and academia.
Industry-Institute partnerships to be formed and strengthened, where
the industry takes an active responsibility in curriculum development
and the teaching-learning process.
Faculty Development Programmes should be planned to enhance
their knowledge and skills, motivate them for better performance
and personal growth. Pedagogic research in hospitality should be
promoted by teaming up with industry partners.
Ensure that the students are offered the four pillars for quality
education – infrastructure, facilities, faculties and placements. It
would be a great idea to introduce specialization in the final year of
the bachelor programme.
NCHMCT should act as a nodal agency for standardizing hospitality
education in India and not just for affiliated colleges. Curriculum up-
gradation should be a continuous process & in sync with the change in
industry demands stated Kumar (2013)
To conclude, hospitality education institutes and hospitality industry are
two sides of the same coin, both independent in functions yet interdependent
on each other for grooming of graduates with the right knowledge, skills
and attitudes. It would be in the best interest of the hospitality industry to
take a more active and cohesive participation with the training of college
interns. The industry representatives would guide the institutes on current
trends and expectations of the concerned industry. The institutes would
also need to keep them in mind while designing the curriculum, syllabus
and module structures. Soft skills need to be given a more prominent place
in the curriculum in the times to come. Various pedagogies could be used
to ensure that these skills are also embedded in the institute’s curriculum.
Only when all the above issues are taken into consideration immediately
and steps are taken to resolve them at the earliest, can we have more & more
hotel management graduates groomed, trained and confident, making their
mark in the high profile & fast changing world of the Hospitality Industry.
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Prashanti Jaykumar, Assistant Professor, Vedatya Institute Gurgaon,
Haryana, India. Email: prashanti.jaykumar@vedatya.ac.in.
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HOSPITALITY MANAGEMENT INSTITUTES - THE

SKILLS TRAINING INDUSTRY PERSPECTIVE

$15.24 trillion in 2017 which is expected to increase to $32.05 trillion by

India firmly on the world map of exotic tourism destinations at a global

to NCHMCT, offering programmes in hotel management. Hence they all

(2015). Skills can be divided into technical elements and behavioral

On summing up all indings from alumni students & faculty members,

Work Ethics & Team Work 2 3

Information & Knowledge Application 3 5

information technology application skills respectively; all of which are

analytical thinking, professional self-management and interpersonal skills;

12.11.2018. Available from: https://www.omicsonline.org/open-access/hospitality-

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