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Challenges for service leaders: Setting the agenda for the virtual learning organization
Abstract
Uses a literature-based review to frame the questions for tomorrow’s learning organization (the review is contained in section 2 of Teare et al., The Virtual University: An Action Paradigm and Process for Workplace Learning, Cassell, London, 1998, 351pp.) and some of the applications are related to the pioneering work conducted by the global lodging organization, Marriott International during 1998/1999, in partnership with International Management Centres. The contention is that the multi-faceted challenges of service leadership, competitiveness, profitability and return on investment, require a highly responsive and supportive learning community. This delivers on the challenges and derives benefits in the form of rapid access and reduced cost, by utilizing a “virtual” network or university design. Depicts a sequence of “change factors”, “enablers” and “impacts” that provide a reference point framework for learning and for focusing on business outcomes. If these are the key deliverables, what kind of learning process is needed to ensure that managerial and organizational activity is properly aligned? It is proposed that work-based “action learning” is the only sustainable means of building the intellectual capital and competence of the organization so as to achieve its service leadership and business goals.
... It is useful to share updates on SNS with a large number of relevant users or friends in a secure manner. EASiER in [19] presented architecture to support broadc ast encryption over the SNS. It off ers fi ne-grained access control on the user's data by using attribute-based encryption, where user attributes are used as encryption key. ...
... Comparison between various stream ciphers algorithms like RC4 and Rabbit is as follows [18,19] : ...
... The property that ensures that the information is not modifi ed. 19. The protocol used for email security. ...
Abstract - Cryptography is considered as the strongest tool for controlling against multiple security threats. Information and data
security is the primary concern for Cloud computing users. The data of all the customers are stored on the cloud. Therefore, CSP is
responsible for providing security measures to secure data by including use of cryptography and encryption algorithms to achieve
data/system goals like Confi dentiality, Integrity, Availability, Authenticity, Accountability and Non Repudiation. This paper aims
to identify, analyze and report the evidence published in the literature (In major journals and conference proceedings) of different
cryptographic security algorithms.
... Studies undertaken by a number of authors in last two decades have helped the current study to examine staff turnover and provide some insight in relation to the Indian hotel industry. Examples of such studies in descending year of publication include - Yang et al. (2012), Zhou et al. (2012), Wells and Peachey (2011), Slatten et al. (2011), Blomme et al. (2010), Chalkiti and Sigala (2010), Cho et al. (2009), Moncarz et al. (2009), Lockyer (2007, Choi (2006), Horner and Swarbrooke (2004), Birdir (2002), Stalcup and Pearson (2001), Choi et al. (2000), Teare and O'Hern (2000), Deery and Shaw (1999), Iverson and Deery (1997), Cho et al. (1996), Ohlin and West (1993), Boles et al. (1995), Cantrell and Sarabahksh (1995) and Hogan (1992). Several of these authors indicate that staff turnover in the hotel and hospitality industries is one of the most pressing issues to be addressed and that turnover rates in hospitality industry are much higher than in other industries. ...
... Yang and Wan (2004) note that this subject has been examined in the hospitality-related literature for at least 10 years. Authors such as Birdir (2002), Stalcup and Pearson (2001), Choi et al. (2000), Teare and O'Hern (2000), Deery and Shaw (1999), Iverson and Deery (1997), Cho et al. (1996), Ohlin and West (1993), Boles et al. (1995), Cantrell and Sarabahksh (1995), Yang (2010), Cho et al. (2009), Chalkiti andSigala (2010), Yang et al. (2012) and Hogan (1992) have also published various studies on the topic in different academic journals. Studies have shown that high staff turnover rates in the hotel industry are not country specific but are a worldwide phenomenon (Birdir, 2002). ...
... Since employees are referred to as internal customers-how does their loyalty impact their intention to leave the organisation? Redford (2005), Birdir (2002), Stalcup and Pearson (2001), Choi et al. (2000), Teare and O'Hern (2000), Deery and Shaw (1999) and Yang et al. (2012) have examined and provide some insight into why there are staff turnover issues in both the hotel and hospitality industries. Drawing from these studies, it is noted that organisational loyalty is increased by promoting a perception of the organisation as one which values long-term commitment from its employees. ...
The aim of this study is to assess the antecedents of employee' intentions to resign from their jobs in luxury hotels in India. Two aspects are considered in this context: firstly, the employees' enthusiasm for the profession and organisation, the nature of the work and its impact on social and family life. Secondly, their level of satisfaction with the job in terms of organisational loyalty, relationship with supervisors, job security, earnings and additional benefits. A theoretical model (see Fig. 1) and seven hypotheses are tested to indicate whether the employees' level of agreement with statements about the job and their level of satisfaction with the job will impact their intentions to quit. The study further examines if any current employees intend to leave their job. The term luxury hotel is used to represent 5 star and 4 star hotels of India. Findings from the analyses of 884 responses suggest that, when considering intentions to resign from the job, a negative relationship is found between professional and organisational enthusiasm and perceptions about the work being stimulating. No support was found for a positive relationship between the extent work impacted social and family life and the intention to quit. However, results supported the notion that the employee's organisational loyalty has a negative effect on his/her intention to resign from the job. Our findings contradict several other studies in that they suggest the employee's intention to resign from the job increases as job security and earnings improve. The study is distinctive as it explores intentions luxury hotel employees in India to leave their jobs; three is little evidence in the wider literature of similar attempts in the context of the Indian hotel industry. The outcomes have implications for both theory and practice as this is the first such major study in the context of the hotel industry in India where there is a population of over a billion people and an expanding hotel industry.
... Many commentators describe the relative benefits of eLearning in higher education, however, there are ramifications for unprepared, technology focused institutions, when trying to implement distance learning courses. O'Hearn (2000), contends that university structures are rigid and unproven, regarding the incorporation of technological advancements. Holley (2000) states that eLearning is difficult to implement without the full cooperation and support of lecturers, as the degree of interaction between lecturers and students is still predominant in eLearning environments (Volery 2000). ...
... On a tactical level, the changing role of lecturers, the changeable learning environment and the design of eLearning facilities will all contribute to a potentially more flexible organisational structure. Despite the apparent dysfunctional effects the implementation of distance learning techniques can assert on university structure, O'Hearn (2000) adds that contemporary university structures must be changeable and adaptable, able to embrace new learning and communications technology offered through eLearning, or face the consequence of limiting students direct access to global knowledge repositories that have the ability to extend higher education. ...
... Does this suggest that the social requirements for 'life long learning' could contribute the downfall of the traditional university? This opinion is supported by O'Hearn (2000), who outlines the requirement for alternative learning facilities, that are not bounded by traditional academic structure but can offer the equivalent qualifications. In South Korea the government revised the Lifelong Education Law 1999, and allows private educational institutions to grant degree level qualifications (Jung 2000). ...
The Internet is a technological development that has the potential to change not only the way society retains and accesses knowledge but also to transform and restructure traditional models of higher education, particularly the delivery and interaction in and with course materials and associated resources. Utilising the Internet to deliver eLearning initiatives has created expectations both in the business market and in higher education institutions. Indeed, eLearning has enabled universities to expand on their current geographical reach, to capitalise on new prospective students and to establish themselves as global educational providers. This paper examines the issues surrounding the implementation of eLearning into higher education, including the structure and delivery of higher education, the implications to both students and lecturers and the global impact on society.
... Yang and Wan (2004) note that this issue has been examined within the hospitality-related literature for at-least past 10 years. Authors such as Birdir (2002); Stalcup and Pearson (2001); Choi, Woods and Murrmann (2000); Teare and O'Hern (2000); Deery and Shaw (1999); ; Cho, Sumichrast and Olsen (1996); Ohlin and West (1993); Boles, Ross and Johnson (1995); Cantrell and Sarabahksh (1995) and Hogan (1992) have also examined this issue in various studies published in different academic journals. Studies have shown that staff high turnover rates in the hotel industry are not country specific, rather seems to be a worldwide phenomenon (Birdir, 2002). ...
... Staff turnover within both the hotel and hospitality industry has been an increasing issue for a number of years. A number of authors, such as Birdir (2002); Stalcup and Pearson (2001) ;Choi, Woods and Murrmann (2000); Teare and O'Hern (2000); Deery and Shaw (1999); ; Cho, Sumichrast and Olsen (1996); Ohlin and West (1993); Boles, Ross and Johnson (1995) ;Cantrell and Sarabahksh (1995) and Hogan (1992), have attempted to examine this issue and provide some insight into why this issue still exists in both the hotel and hospitality industries. Birdir (2002) describes staff turnover within the hotel industry as one of the most pressing issues that must be focused on. ...
Tourism and Hospitality industry in India has tremendous growth potential Associated Chambers of Commerce and Industry of India (Assocham) (2012) also enforce it in its latest paper Title “Emerging Opportunities in Rising Sector”, in which, it expect that Healthcare and Hospitality sectors are likely to grow at 20-25% Per annum and expected to create 16, 00,000 new jobs in the year 2013. Accommodation sector is consider to be one of the major component of hospitality industry in which wide variety of hotels (From Five Star Deluxe to Budget, Heritage Hotels, Motels etc.) are available. According to Hospitality Valuation Services (HVS) (2011) survey the supply of new branded hotels in 2008-2009 was 94115 rooms, which rose in 2010-2011 to 102438 rooms. Thought the growth on the hotel industry is robust and rosy but at the same time the industry is also facing many challenges the employee turnover is also one of them. Federation of Hotel & Restaurant Associations of India (FHRAI) (2001) survey report clearly states the problem of high turnover in this sector. The present paper is an honest effort to identify various causes of high turnover in the Indian hotel industry focusing the capital New Delhi. The entire research revolves around three major objectives that are to investigate employees‟ opinion on various causes for the high employee turnover in hotel industry; to examine consequences of the high employee turnover
... Yang and Wan (2004) note that this issue has been examined within the hospitality-related literature for at-least past 10 years. Authors such as Birdir (2002); Stalcup and Pearson (2001); Choi, Woods and Murrmann (2000); Teare and O'Hern (2000); Deery and Shaw (1999); ; Cho, Sumichrast and Olsen (1996); Ohlin and West (1993); Boles, Ross and Johnson (1995); Cantrell and Sarabahksh (1995) and Hogan (1992) have also examined this issue in various studies published in different academic journals. Studies have shown that staff high turnover rates in the hotel industry are not country specific, rather seems to be a worldwide phenomenon (Birdir, 2002). ...
... Staff turnover within both the hotel and hospitality industry has been an increasing issue for a number of years. A number of authors, such as Birdir (2002); Stalcup and Pearson (2001) ;Choi, Woods and Murrmann (2000); Teare and O'Hern (2000); Deery and Shaw (1999); ; Cho, Sumichrast and Olsen (1996); Ohlin and West (1993); Boles, Ross and Johnson (1995) ;Cantrell and Sarabahksh (1995) and Hogan (1992), have attempted to examine this issue and provide some insight into why this issue still exists in both the hotel and hospitality industries. Birdir (2002) describes staff turnover within the hotel industry as one of the most pressing issues that must be focused on. ...
Meeting, Incentive, Conference and Exhibition (MICE) Tourism: Present & Future Prospects in Chandigarh Capital Region Abstract Chandigarh is always crown as first planned city in India and is known internationally for its architecture and urban design. Today, it is an administrative capital of two states and emerging business city of North India. According to MGI (2010) report on “Indian cities urbanization” Chandigarh is one of the fastest and dynamic cities of North India and currently it is a favorite place to live and hold an important place for investment and growth in years to come. This results in the growth of business tourism, especially Meeting, Incentive, Conference, Exhibitions (MICE) tourism in the Chandigarh capital region. MICE is one of the most innovative & demanding form of business tourism. Currently, MICE tourism in India is having the annual growth 15 to 20 percent. To promote a city as MICE destination requires a good amount of infrastructural facilities. Government of India (2006) plans to develop few cities as MICE destinations, Chandigarh is also one of them. This paper tries to find out the present & future prospects of MICE tourism in Chandigarh “the city beautiful”& nearby regions. For this an opinion survey of MICE stakeholders such service providers (which include hotels, travel agents) and MICE customers is done and analysis is done with the help of Situation Actor Process–Learning Action Performance (SAP- LAP) tool. Key words: MICE, Chandigarh region, Situation Actor Process–Learning Action Performance (SAP- LAP) tool.
... Unfortunately, experts of the discipline are reporting different experiences in real world situations. Hartley (2000) details that any university incorporating e-learning initiatives into organizational strategy must take into consideration the following: the financial constraints of the strategy, suitability of the technology, implementation of the technology and the range of e-learning requirements within the institution. If sufficient attention is given to all these considerations, the university is in control of its online learning future. ...
... Many commentators describe the relative benefits of e-learning in higher education; however, there are ramifications for unprepared, technology focused institutions, when trying to implement distance learning courses. O'Hearn (2000) contends that university structures are rigid and unproven, regarding the incorporation of technological advancements. Shirley (2001) reported that the increased investment in e-learning initiatives in Australian universities appears to have occurred as a reaction to the view that higher education is in crisis. ...
Electronic learning is a type of education where the medium of instruction is information and communication technologies (ICT). e-learning can be defined as the application of information and communication technologies to core institutional functions such as administration, materials development and distribution, course delivery and tuition, and the provision of learner services such as advising, prior learning assessment and program planning.
e-learning can be either blended learning in which the technology is used to enhance the face-to-face teaching, or it can be purely online learning, that is, the delivery of courses completely through information and communication technologies.
This paper reports the different point of view about e-learning education in general and its credibility in particular. It demonstrates that one of the important factors of the e-learning credibility is the quality of assessment employed to measure how learners perceive the information. The paper recommends a way by which such assessments should be held to preserve the educational standards on one hand, and guarantee confidence in online learning, on the other.
... More specifically, our results revealed that crowdsourced workers' trust might be the most important social system factor because it significantly mitigated the negative impacts of both task requirements and technology complexity on job performance. Teare and O'Hern (2000) found that workers in a virtual workplace perceived high job difficulties and complexity and low job satisfaction, which correlated with the lack of trust. Additionally, Palvia (2009) asserted that although trust within the virtual work environment can be temporary and fragile, it encourages workers to reduce any potential risk of misunderstanding task requirements to instill more confidence in fulfilling job roles. ...
Purpose
Crowdsourcing food delivery represents great potential for future development and expansion of the restaurant business. Accordingly, job performance and retention of delivery workers are critical for success. Therefore, this paper aims to investigate how to enhance crowdsourced delivery workers’ job performance and intent to continue working by applying the sociotechnical systems theory.
Design/methodology/approach
The data analysis was conducted using responses obtained from crowdsourced food delivery workers. A structural equation model was developed to verify the hypothesized relationships. To test the proposed moderating roles of a three-dimensional concept of social capital within the research model, multi-group analyses were implemented.
Findings
This study confirmed the significant relationships between crowdsourcing risks related to workers’ low job commitment and technical systems, attributing to reduced job performance and intent to continue working. Results documented that social systems including networks, trust and shared vision mitigated the negative impact of the perceived difficulty and complexity of technical systems and job performance.
Originality/value
Although technology has contributed significantly to the effectiveness of online food delivery, the literature has mainly focused on its benefits and has ignored the critical aspects derived from a virtual and technology-based workplace. This gap was addressed by verifying the important roles of social factors (networks, trust and shared visions) in reducing the negative impacts of technology-driven risks (perceived difficulty of task requirements and technology complexity) within the crowdsourcing food delivery context.
... According to Shaba [36], online learning efforts will have a direct impact on the subsequent structure of universities on both a strategic and a technological level in the next decades. According to O'Hearn [37], current university institutions must be dynamic and adaptive, they must be able to accept new technologies in learning and widen the learning process to include a broader range of activities. Quality of online instruction requires teachers to be trained for online teaching to create students' satisfaction and a higher academic achievement [38,39]. ...
The current research was an attempt to compare the impacts of online English language learning and face-to-face English language learning on Iranian EFL learners’ grammatical knowledge and their learning motivation. To this end, the Oxford Quick Placement Test (OQPT) was given to 81 Iranian EFL students, and 50 of them who were at the intermediate level were selected as the participants of the study. Then, they were randomly divided into two groups; one experimental group (EG) ( n = 25 ) and one control group (CG) ( n = 25 ). After that, both groups were pretested by a grammar test and a motivation questionnaire. After pretesting, the participants of the EG received the treatment through online instruction. On the other hand, the participants of the CG were taught the grammatical points through a face-to-face instruction. At the end of the treatment, both groups took the posttest of grammar and motivation. The EG outperformed the CG on both the grammar and motivation posttests, according to the findings of paired and independent samples t -tests. Implementing online instruction assisted Iranian EFL learners to enhance their grammatical knowledge and increase their learning motivation. The implications of this research can encourage teachers to use online learning methods in their classes.
... According to Shaba [35], e-learning initiatives will directly impact the future structure of universities on both strategic and technical levels. Based on O'Hearn's [36] work, modern academic institutions need to be capable of adapting to new technologies in the classroom and broadening the scope of their students' learning opportunities. ...
Technology-based teaching and learning are always an innovative technique that absorbs many researchers’ attention throughout the words. Considering the vital role of online learning, this study aimed to examine the effects of e-learning on Iranian EFL learners’ reading comprehension and reading motivation. To this end, the OQPT was given to 101 Iranian EFL learners, and 60 of them who were at the intermediate level were selected as the participants of the study. Then, they were randomly divided into two groups: one experimental group (EG) (n = 30) and one control group (CG) (n = 30). After that, a reading comprehension test and a reading motivation questionnaire were administered to both groups as the pretests of the study. After pretesting, the participants of the EG received the treatment through e-learning. Eight lessons of Connect Book 4 were taught to the experimental participants online. On the other side, the participants of the CG were taught traditionally, through a face-to-face fashion. In the last session, a reading comprehension test and a reading motivation questionnaire were again given to both groups. The independent-samples t-test revealed that the EG outflanked the CG on the posttests. The e-learning instruction aided Iranian EFL learners in enhancing their reading comprehension and reading motivation. Regarding the findings of this study, some implications are mentioned for learners, teachers, and curriculum designers.
... Although it has yet to obtain widespread recognition as a method for developing managers and for bringing learning to the workplace, action learning is receiving increased attention from business (Boshyk 2000;Dotlich and Noel 1998;Harrison 1996;Horan 2007;Marquardt 2004;Parkes 1998) and business education (Abraham, Arnold and Oxenberry 1996;Adams 2001;Chan and Anderson 1994;Dilworth 1996; Jones-Evans, Williams and Deacon 2000;Mumford 1995;Revans 1971;Teare and O'Hern 2000;McGill and Beaty 2000;Pedler 2008). The affirmed benefits of action learning programmes include the development of an enquiring, democratic, networking form of organisation, and for individuals they include the development of selfconfident people who can think clearly, who challenge and ask questions. ...
This paper looks at the ‘learning’ of action learning through an investigation into the use of action learning in Australian MBA programmes. It examines the theory and practice of action learning and uses a search of the literature to determine the key elements that define the method. It then explores the use of action learning in Australian MBA programmes searching for an increased understanding of how the
method is taught and applied. The intent of the research was to reveal the essence of what the method involves, how action learning is being taught and how it is used for the education and development of managers.
The research involved interviewing Australian MBA directors and those involved with introducing action learning into MBA programmes. The results confirmed much of what had been reported in the literature and highlighted the variety of interpretations of what was reported as being ‘action learning’. Analysis of the teaching methods used with action learning in MBA programmes provided insights into how action learning is
being taught for providing managers with experience in working with a team and applying management skills.
... lp learning in a agile environment and highlights how important it is to build interactive communities within eLearning environments. Indeed, eLearning allows to have an increased access to knowledge and interactive resources at all educational levels. On the other hand, there is a need to improve organizational processes associated with eLearning.(O'Hearn, 2000) confirms that "university structures are rigid and unproven, regarding the incorporation of technological advancements".It is also important to put emphasis on the lack of design strategies adapted to the eLearning process and the evaluation of its success implementation in the higher education context. For this purpose, William Horton( ...
... Most reported introductions have followed the tentative, bottom-up pathway (Collis and Van der Wende 2002;Gosper et al. 2008), and universities generally do not expect radical introductions (Middlehurst 2003). However, formalised implementation strategies seem especially important for universities, which have been described as rigid institutions with little track record in incorporating technological advances, when what are required are flexible organisations with a culture of risk taking and innovation (O'Hearn 2000). Universities are also Bprofessional bureaucracies^, where academic staff often hold stronger allegiances to their discipline than they do to their university, and want to control the content, method, and materials used in their courses. ...
... Most reported introductions have followed the tentative, bottom-up pathway (Collis and Van der Wende 2002;Gosper et al. 2008), and universities generally do not expect radical introductions (Middlehurst 2003). However, formalised implementation strategies seem especially important for universities, which have been described as rigid institutions with little track record in incorporating technological advances, when what are required are flexible organisations with a culture of risk taking and innovation (O'Hearn 2000). Universities are also Bprofessional bureaucracies^, where academic staff often hold stronger allegiances to their discipline than they do to their university, and want to control the content, method, and materials used in their courses. ...
Web-based lecture technologies are being used increasingly in higher education. One widely-used method is the recording of lectures delivered during face-to-face teaching of on-campus courses. The recordings are subsequently made available to students on-line and have been variously referred to as lecture capture, video podcasts, and Lectopia. We examined the literature on lecture recordings for on-campus courses from the perspective of students, lecturers, and the institution. Literature was drawn from major international electronic databases of Elsevier ScienceDirect, PsycInfo, SAGE Journals, SpringerLink, ERIC and Google Scholar. Searches were conducted using key terms of lecture capture, podcasts, vodcasts, video podcasts, video streaming, screencast, webcasts, and online video. The reference sections of each article were also searched and a citation search was conducted. Institutions receive pressure from a range of sources to implement web-based technologies, including from students and financial imperatives, but the selection of appropriate technologies must reflect the vision the institution holds. Students are positive about the availability of lecture recordings. They make significant use of the recordings, and the recordings have some demonstrated benefits to student learning outcomes. Lecturers recognise the benefits of lecture recordings for students and themselves, but also perceive several potential disadvantages, such as its negative effect on attendance and engagement, and restricting the style and structure of lectures. It is concluded that the positives of lecture recordings outweigh the negatives and its continued use in higher education is recommended. However, further research is needed to evaluate lecture recordings in different contexts and to develop approaches that enhance its effectiveness.
... Holley (2000:35) states that e- learning is not easy to employ without the complete cooperation and support of lecturers, as the degree of interaction between lecturers and students is still predomi- nant in e-learning environments (Volery 2000:37). Long- established universities should be able to race with other independent education providers in relation to social demands for 'life long learning' and globalised education services (O'Hearn 2000;24). ...
Despite the highlighting on e-learning, it was obvious that models for successful deployment have not yet been recognized. Even with the huge quantities of money being spent, it is not clear that any enhancement in student learning outcomes has been recognized. To address this issue, this qualitative research aimed to explore and understand dimensions of E-learning Maturity Model (ELMM). An inductive approach, using qualitative methods, was used in this research. Fifty interviewees suggested five dimensions: Students' Attitudes, University attitudes from students' perspectives, E-learning features, E-learning implementation and Effects of E-learning on students. Students from different majors and levels participated in this study. Findings of this study show that, there are significant five factors which formulate ELMM. Moreover, the study demonstrates that e-learning features have significant effects on student. It also highlights the relevance of using qualitative research in exploring maturity concept in elearning.
... Despite the relative benefits of e-learning in higher education, there are some challenges for disorganized, technology concentrated institutions, when attemping to put distance learning courses into practice. O'Hearn (2000) asserts that university structures are inflexible and unproven concerning the amalgamation of technological developments. By the same token, Holley (2000) indicates that e-learning is hard to implement without the full participation and approval of lecturers in that the degree of interaction between lecturers and students is still paramount in e-learning contexts (Volery, 2000). ...
The nature of higher education is changing in the world today. Rising tuition fees, reduced budgets, and an increasing need for distance education (New Media Consortium, 2007) are pushing educational institutions to reinvestigate how education is delivered. In line with this shifting context, e-learning is being practiced more and more frequently in higher education, providing modern and stimulating occasions for not only educational institutions but also students (Wagner, Hassanein and Head, 2008). Despite the relative benefits of e-learning in higher education, there are some challenges for disorganized, technology concentrated institutions, when attemping to put distance learning courses into practice. This article, therefore, aims at defining the concept of e-learning, providing an overview of e-learning in relation to higher education, expounding types of e-learning, listing benefits and drawbacks of e-learning, summarizing e-learning practices in North Cyprus universities and making recommendations for successful implementation of e-learning in North Cyprus higher education context.
... Bu bakımdan, her konaklama işletmesinin enformasyonu zamanında elde etme ve yayma fonksiyonunu yerine getirecek bilgi sistemine ihtiyacı bulunmaktadır (Lazer ve Layton, 1999). Yapılan görgül çalışmalar, müşterinin anlaşılmasının ve elde tutulmasının, buna bağlı bir kalite ve iyileştirmenin konaklama işletmeleri yöneticilerinin gözünde en öncelikli konular olduğunu ortaya koymaktadır (Bowen, 1997;Teare ve Bowen, 1997;Teare ve O'Hern, 2000). Konaklama işletmeciliği, bilgi ve enformasyon paylaşımını arttıran yatay ve dikey bütünleşmelerin (Olsen vd., 1998) yoğun görüldüğü bir alandır. ...
In this study, the aim is to figure out the differentiations happening between the strategy-groups about information acquisition and dissemination factors. Data is collected by questionnaires that are distributed to from 3, 4 and 5 star hotels and “special” hotels from all parts of Turkey. Than, information acquisition and dissemination factors are identified (customer-oriented information acquisition, rival-oriented information acquisition, information dissemination in formal ways, and information dissemination in informal ways). Especially, the enterprises which implement both strategic views effectively (cost leadership and differentiation) were more effective to information acquisition and dissemination. The enterprises which implement cost leadership strategy were found to be more rival-oriented and sensitive to information about its competitors.
ÖZET
Bu çalışmada, konaklama işletmelerinde enformasyon elde etme ve yaymanın farklılaştırma ve maliyet liderliği stratejileri itibariyle farklılaşıp farklılaşmadığının tespiti amaçlanmıştır. 2006-2007 döneminde Türkiye genelinde anket çalışması yürütülmüştür. Kolayda örnekleme yöntemi ile 208 adet 3,4,5 yıldızlı otel ve “özel işletme” belgeli konaklama tesisine ulaşılmıştır. Konaklama işletmelerinin enformasyon elde etme ve yayma süreçleri müşteriler hakkında enformasyon elde etme, rakipler hakkında enformasyon elde etme, enformasyonun biçimsel yollarla yayılması ve enformasyonun biçimsel olmayan yollarla yayılması faktörlerinden oluşmaktadır. Her iki stratejik seçeneği (maliyet liderliği ve farklılaştırma) aynı anda ve etkin olarak hayata geçiren işletmeler enformasyon elde etme ve yayma konusunda daha etkindirler. Maliyet liderliğini stratejik pozisyon olarak benimseyen işletmeler daha fazla oranda rakipleri ile ilgili enformasyona odaklanıyor görünmektedir.
... The Internet has allowed universities to expand beyond their local campuses and create global learning institutions for today's information age [15]. This globalised network of education services has resulted in enhanced domains of knowledge being available to students [13]. Recent studies indicate that e-learning has a fundamental impact on the structure of higher education. ...
Web-based learning tools provide integrated environments of various technologies to support diverse educators’ and learners’ needs via the Internet. An open source Moodle e-learning platform has been implemented at universities in Egypt as an aid to deliver e-content and to provide the institution with various possibilities for implementing asynchronous e-learning web-based modules. This paper shows that the use of interactive features of e-learning increases the motivation of undergraduate students for the learning process.
... Sin embargo, en la práctica, se demuestra que las instituciones adoptan el eLearning estando poco preparadas para comprender y/o reflexionar sobre el modelo pedagógico subyacente (Ghislandi & Raffaghelli, in press). (O'Hearn, 2000), indica que las rígidas estructuras universitarias se muestran frecuentemente impreparadas para adoptar avances tecnológicos. Algunos autores declaran que el eLearning es difícil de implementar sin una completa cooperación y apoyo de los académicos, en el sentido del nivel y tipo de interacción que un docente académico está dispuesto a permitir en su curso (Holley, 2002;Volery, 2000). ...
Cuando puede decirse que un un curso eLearning académico es un "buen curso"? La pregunta parece simple pero la respuesta no lo es. De hecho la discusión sobre el tema en el ámbito científico critica la cultura dominante de una "calidad" ligada a la producción industrial, mayormente basada en la racionalización y la conformidad a estándares predefinidos que requieren la recolección masiva de datos cuantitativos, con mayor interés en los resultados educativos como visión de un sistema productivo (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). En cambio, la calidad de la formación en red requiere una reflexión que apoye una comprensión profunda de los complejos elementos contextuales, dimensiones interactivas y relacionales, y sobre todo, un proceso continuo de reflexión sobre la elaboración de ambientes y recursos que apoyen el aprendizaje. El concepto de Learning design, referido a la creación de ambientes de aprendizaje y recursos ad hoc, adaptados y centrados en las necesidades de aprendizaje, resulta ser una dimensión clave. Sin embargo, esta visión muchas veces entra en neta contradicción con las tradiciones de enseñanza académica, centradas justamente en el enseñar más que en el aprender. Las herramientas que apoyan la reflexión sobre la didáctica universitaria podrían ser por lo tanto fundamentales para apoyar procesos de innovación didáctica conectados a su vez a una calidad que se construye entre portadores de intereses. En este artículo, las autoras introducen un set de rúbricas denominadas AdAstra, apuntando a demostrar como las mismas pueden ser consideradas una herramienta de mediación de la reflexión de docentes universitarios sobre la innovación conectada a la calidad -a través de una evaluación continua ex ante, Abstract. When you can say that an eLearning academic course is a "good" course?. The question sounds simple but the answer is not. The ongoing discussion in the field criticizes the dominating culture of "quality" linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system's productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions, and most of all, a continuing process of reflection on the
... The reason for this substantial investment in hotel employee training is apparent: hotels are not only selling their core products (e.g. accommodations), but also the service experience that is created and provided by their employees (Raleigh, 1999;Teare and O'Hern, 2000). ...
Purpose – The purpose of this study is to investigate the perceived importance of soft skills for hotel employees, their willingness to use electronic learning (e-learning) as a training tool to improve their soft skills, and the impact of hotel employees' individual characteristics (i.e. motivation, self-efficacy, technology anxiety) on their intentions to use e-learning across different age groups. Design/methodology/approach – The sample was randomly selected from hotel employees working at various upscale international chain hotels in South Korea. The data were analyzed using structural equation modeling (SEM) to simultaneously measure the impact of four independent variables on the intention to use e-learning for both younger and older learners. Findings – The analysis revealed that responsibility, self-esteem, sociability, and working with diverse groups were rated more important by younger hotel employees. The results suggest that learners who have higher extrinsic motivations in using e-learning will be more likely to use e-learning. However, the other variables (i.e. technology anxiety, self-efficacy, and intrinsic motivation) did not significantly affect the intention to use e-learning. Research limitations/implications – The findings are practical for hotel managers/trainers, because they can focus on external rewards instead of internal rewards to motivate employees to use e-learning. Age did not have a moderating effect between technology anxiety and the intention to use e-learning. Since the respondents tend to be younger and have a higher standard of education compared with those of the general population, they may more accurately represent hotel employees at upscale or international chain hotels. Originality/value – The study proposes a framework to examine the impact of hotel employees' individual characteristics on their intention to use e-learning. The study also validates some relationships that have shown inconsistent results in previous studies. Future research could employ qualitative studies to investigate underlying dimensions of the variables tested in this study.
... Many commentators describe the relative benefits of e-learning in higher education; however, there are ramifications for unprepared, technology focused institutions, when trying to implement distance learning courses. O'Hearn [7] contends that university structures are rigid and unproven, regarding the incorporation of technological advancements. Shirley [8] reported that the increased investment in e-learning initiatives in Australian universities appears to have occurred as a reaction to the view that higher education is in crisis. ...
Electronic learning is a type of education where the medium of instruction is information and communication technologies (ICT). e-learning can be defined as the application of information and communication technologies to core institutional functions such as administration, materials development and distribution, course delivery and tuition, and the provision of learner services such as advising, prior learning assessment and program planning.
e-learning can be either blended learning in which the technology is used to enhance the face-to-face teaching, or it can be purely online learning, that is, the delivery of courses completely through information and communication technologies.
This paper reports the different point of view about e-learning education in general and its credibility in particular. It demonstrates that one of the important factors of the e-learning credibility is the quality of assessment employed to measure how learners perceive the information. The paper recommends a way by which such assessments should be held to preserve the educational standards on one hand, and guarantee confidence in online learning, on the other.
... Holley (2000:35) states that eLearning is difficult to implement without the full cooperation and support of lecturers, as the degree of interaction between lecturers and students is still predominant in eLearning environments (Volery 2000:37). Traditional universities should be able to compete with other independent education providers in relation to social demands for 'lifelong learning' and globalised education services (O'Hearn 2000). This paper draws from a wealth of relevant literature by proponents of the use of e-learning in HEIs, but towards the end the authors take a position on the extent to which the application of technology in HEIs has impacted information dissemination and delivery of courses to students. ...
Informal learning (IL) in hospitality and tourism (H&T) is a significant contributor to improving individual and organisational performance. However, prior research in this field is fragmented and there is a need to assemble and evaluate these studies. This paper presents the first known systematic review and critique of the literature in this field. A filtered search resulted in 70 empirical studies published in ABDC ranked journals. Analysis of the studies revealed the following: (1) concentration of research in developed-country contexts, (2) limited exploration of theories that encapsulate both personal and work environment factors that might influence participation in informal learning, (3) lack of research designs that incorporate rigour such as multi-source data, mixed-methods, causality testing, or multilevel analysis, and (4) limited exploration of the antecedents and outcomes of employees’ engagement in IL activities. Drawing on these findings, the paper provides several suggestions for future research.
Listening and appreciating the views of the academic staff and students is critical in a learning period characterised by abrupt changes in the mode of classroom delivery where the traditional classroom teaching and learning is replaced by virtual classes. This study explored the “carrots” and “sticks” of on-line learning experienced by both academic staff and students at Uganda Martyrs University in Uganda. The study used a qualitative research approach involving in-depth interviews for academic staff and focus groups with selected university students from three academic Faculties. The study results showed that both students and academic staff found on-line learning beneficial in terms of incurring reduced transport expenses and chances of getting infected with Covid-19 due to reduced physical mobility. Due to increased use of technologies, the participants became more innovative and conscious in time use during the teaching-learning process. However, the effectiveness of on-line learning was limited by the challenges of limited data, unreliable internet connection, failure to record lectures, few zoom links at Faculty level, limited class control, and unstable attendance by students. Results further revealed the challenges of time constraint for computational subjects, assessment challenge, limited skills and knowledge in using , limited consultations, and speedy lecturers. The results provide valuable information on the progress in adjusting to the demands of the “new normal” in higher education teaching and learning. Concerted efforts of institutional leadership, academic staff and students should be the norm especially in acquiring and using ICT Infrastructure to enable academic staff and students’ transit to the “new normal”.
Technology has bridged all areas in society from government, corporate, society and education. Technology has changed the classroom dynamics in higher education institutions. Management education attracts the most elite students into our programs. These students join the faculty so that they can acquire qualifications and skills and one day join the business, entrepreneurship or corporate world. The new technologies are teaching tools that can be used to assist academics to enhance their teaching in the classroom. Some of these technologies are: desktop and laptop computers; notepads, Software; including assistive software; interactive whiteboards; digital cameras; mobile and wireless tools, including mobile phones; Electronic communication tools, including e-mail, discussion; Virtual learning Environments and Learning activity management systems e.g. E-Learning. Management educators should embrace technology in their curriculum and program offerings.
This chapter examines literature about distance higher education in Africa, as presented by different scholars. The evolution of distance education has been well explored from the print to the current era of information and communication technology. Challenges and opportunities in the provision of distance higher education have been discussed and better practices for providing quality distance education have been suggested. It is concluded that the provision of distance education must be carefully planned and the technologies employed in its delivery must be reflective of the context in which they are used.
This chapter examines literature about distance higher education in Africa, as presented by different scholars. The evolution of distance education has been well explored from the print to the current era of information and communication technology. Challenges and opportunities in the provision of distance higher education have been discussed and better practices for providing quality distance education have been suggested. It is concluded that the provision of distance education must be carefully planned and the technologies employed in its delivery must be reflective of the context in which they are used.
Technology has bridged all areas in society from government, corporate, society and education. Technology has changed the classroom dynamics in higher education institutions. Management education attracts the most elite students into our programs. These students join the faculty so that they can acquire qualifications and skills and one day join the business, entrepreneurship or corporate world. The new technologies are teaching tools that can be used to assist academics to enhance their teaching in the classroom. Some of these technologies are: desktop and laptop computers; notepads, Software; including assistive software; interactive whiteboards; digital cameras; mobile and wireless tools, including mobile phones; Electronic communication tools, including e-mail, discussion; Virtual learning Environments and Learning activity management systems e.g. E-Learning. Management educators should embrace technology in their curriculum and program offerings.
The growth of Institutions beyond physical structures is no longer a new phenomenon. The enabling environment being presented with Information and Communication Technology (ICT) is taking on greater importance for bringing a lot of benefits to educational institutions such as universities. The benefits ICTs brings include increasing productivity, improving competence, providing better services and knowledge sharing, increasing competitiveness and reducing costs. As the demand for efficiency and competence increases, so does the ICT world. Every day new applications and software's are developed to meet the demand of users. Cloud Computing qualifies as one of the demanded technology at the moment because it gives users the impression of having infinite computing means, of which they can use as much as they need, without having to worry about how those resources are provided. A preliminary review through a qualitative research approach was employed where three higher institutions in Namibia were engaged. The focus was on gaining an initial overview of the needs and resource base capabilities of such typical institutions found in a typical developing country environment. The findings from this initial exercise will inform to a greater extent the positive indicators and probable hindrances to full implementation of cloud solutions.
The evolution of ICT has changed all sections of society and these changes have been creating an irreversible impact on higher education institutions, which are expected to adopt innovative technologies in their teaching practices. As theorical framework this study select Rogers theory of innovation diffusion which is widely used to illustrate how technologies move from a localized invented to a widespread evolution on organizational practices. Based on descriptive statistical data collected in a European higher education institution three years longitudinal study was conducted for analyzing and discussion the different stages of a LMS adoption process. Results show that ICT integration in higher education is not progressively successful and a linear process and multiple aspects must be taken into account.
The aim of this study is to assess whether the relationship between intention to leave the job and its antecedents is quadratic or linear. To explore those relationships a theoretical model (see Fig. 1) and eight hypotheses are proposed. Each linear hypothesis is followed by an alternative quadratic hypothesis. The alternative hypotheses propose that the relationship between the four antecedent constructs and intention to leave the job might not be linear, as the existing literature suggests. Findings from the analyses of 884 responses representing the staff of luxury hotels in India, suggest that the effect of two antecedents i.e. job security, earnings and organisational loyalty, were found to be linear. The two other antecedents i.e. organisational enthusiasm and stimulating job, confirmed a quadratic relationship with intention to leave the job, although one result suggesting that neither high salary nor job security are guarantees of improvements in staff turnover has been somewhat surprising. These results are unique within the context of human resource practices in luxury hotels. The study is distinctive with its findings based on quadratic analysis. It has implications for managers of luxury hotels to the effect that too much of a good thing may not ensure that employees will remain in the job. Secondly, there is little evidence in the literature of similar analytical approaches within the context of luxury hotels in India or elsewhere being undertaken to assess staff turnover. In this way, the outcomes have implications for both practice and theory.
Learning systems could be considered a key piece within the mechanisms of internationalisation. In the last two decades, intensive debate on eLearning models have led to support collaborative learning in international learning communities, with strong emphasis in "conversational models" (Laurillard, 2003), instead of activities of "learning resources delivery". Nevertheless, the different social contexts dialoguing through international virtual learning environments, will require analysis of specific methodologies of instructional design that can be aligned to human development needs, cultural and economic realities of reference. Too frequently e-learning, stimulates implementation through "borrowing/lending best practices" , in a logic that many times resembles the hegemonic view of "center-periphery" transfer of knowledge. These facts create the space for reflection on "tailored" instructional design, that introduces technologies adhering to communicational and cultural profiles, in order to generate unique learning cultures. In this paper, a model of analysis of instructional design is introduced, in order to support the above mentioned position; a further supposition to introduce this model of analysis is that tailored instructional design will support inclusive learning cultures, with higher impact on educational and social needs.
This qualitative study explored the perceived inhibitors of e-learning teaching practice through the experiences of ten
academics identified at a university of technology (UoT). Data were collected through in-depth interviews with participants
traced through the snowball sampling technique. The interviews were audio-recorded and transcribed verbatim for content
analysis through iterative and reflexive procedures. Five inhibitors to e-learning were identified in the study: technical problems,
logistical issues, staff resistance to change, absence of e-policy and lack of staff motivation and training. This paper advances
the notion that a clear exploration of the significant dimensions that inhibit the successful adoption of e-learning will contribute
greatly towards the establishment of mitigating strategies to off-set this undesirable trajectory. The study adds to the body of
knowledge in that it elaborates on the implementation of e-learning by identifying the structural and contextual variables that
determine its rejection. This will provide management and academics with the impetus to establish policies and structures that
minimise these inhibitors. It is also hoped that the study will provide guidance on the management of e-learning-based
initiatives among higher education institutions (HEIs) in South Africa.
E-learning, which encompasses the use of technology and other computer enhanced learning methods, has been identified one way of delivering low cost and efficient education service in both developed and developing countries. These technologies have been adapted to support other methods of teaching in Higher Education Institutions (HEIs). However, despite efforts by many HEIs to integrate e-learning in their teaching processes, many of them have not succeeded or they have not obtained benefits from the e-learning due to barriers that limit the integration process. This study was conducted to investigate the factors affecting the integration of e-learning with other teaching methods. To achieve this, five Higher Education Institutions in Uganda were purposively identified to participate in the study. A self-administered questionnaire was administered to a sample of 341 students and staff from the selected HEIs. Quantitative statistics including means, frequencies and percentages were used to analyze the data. The main barriers to integration of e-learning were identified as lack of knowledge, lack of resources and staff failure to adapt to new teaching technologies.
Even if the question of eLearning quality has been intensely discussed in the recent years, with several approaches and models arising, consistent transferring of concepts into practices is still difficult (Elhers & Hilera, 2012 ). In fact, eLearning is given different importance by the several stakeholders; consequently, the educational institutions’ culture of quality –meanings, discourses, representations and practices- is highly variable (Ehlers & Schneckenberg, 2010) and adapting to external frameworks and models of quality could be difficult. As a result, the implementation of quality eLearning in HEI is slowed down or blocked (Conole, Smith, & White, 2007). This article analyzes three quality models taking into account the different underlying values and quality cultures underpinning practices, in an attempt to show how the embedded epistemological values generate technical practices that may or may not respect the complexities of quality as a contextualized, multiperspective, multidimentional process. Drawing on this analysis, the authors introduce the concept of “mediated quality” as approach that takes into account the participants engagement as insiders of a (quality) learning culture. An example of this approach is given through the case of quality of teaching/learning, and the mediation introduced through Learning Design.
This article provides a case study of how Kentz Engineers & Constructors, with more than 10,000 employees in 26 countries, are leveraging learning to ‘Build better futures’ for its stakeholders: clients, shareholders, employees and communities. Kentz provide opportunities for learning at all levels, ensuring that ‘no one is left behind’. This case study focuses on the development of leaders within Kentz, including utilizing action learning to align the development of people with the process of mobilizing people to effect change and turn strategy into effective action. It draws upon the experiences of participants at different levels within Kentz in examining their learning, their action and the learning process.
Purpose
– This paper seeks to explore the range of research that has been published in the field of hospitality management development and discuss the implications of findings for the field of talent management.
Design/methodology/approach
– The paper provides a literature review into factors influencing and components of management development. It encompasses literature that addresses management learning, management development and career progression as these are seen to impact on talent management. Secondary research into articles published under the broad heading of “management development in the hospitality industry” in management, hospitality and tourism journals from 2000‐2007 was conducted. After this initial trawl the author themed these into categories to aid presentation and discussion of findings.
Findings
– There are four key areas which emerge from this review. First, there is research which focuses on factors which influence management development; second, there is a focus on hospitality management skills and competencies; third, there is work on hospitality careers; and finally, there is work on hospitality management development practices.
Originality/value
– The paper highlights the relationship between characteristics and approaches traditionally associated with management development to those that can now be seen to fall within the rubric of talent management. The paper concludes with the presentation of a framework to articulate key characteristics and influences on management development and talent management in the hospitality industry.
Cultural diversity continues to be a pressing issue in managing service quality, particularly in the cruise industry. As a result of recent growth, many cruise lines recruit from as many as 100 different nations. The result is a truly multicultural environment in which supervisors and subordinates may maintain very different national and ethnic cultures. This study sampled 313 high customer contact cruise line managers and assessed whether similarity in national culture between service leaders and subordinates impacted perceived leadership style, goal clarity and organizational satisfaction. It was determined that employees who reported to managers from the same country reported higher levels of consideration behaviors on the part of their manager and higher overall organizational satisfaction. Based on these findings, recommendations are made for managing within the diverse service environment.
Recounts how learning and development strategy at Costa Coffee (a division of Whitbread Restaurants) was investigated and shaped through a postgraduate research study. Describes the research methodology, which sought to benchmark Costa Coffee’s learning and development department and team against two competitors, resulting in the creation of a new benchmarking model. Shows how the model can be used to measure and monitor learning and development effectiveness and offers conclusions for organizations in hospitality, retail and other industries.
Purpose
This paper seeks to explore how organizations can use workplace learning to cope with and respond to change, create and sustain an active learning culture and monitor and evaluate their investment in organizational learning.
Design/methodology/approach
The paper uses a series of questions and summaries from selected articles to review workplace learning and its role in developing professionalism, skills and competency and the main implications for training.
Findings
The paper concludes that a carefully crafted strategy for workplace learning will yield significant individual and organizational benefits.
Practical implications
The paper draws on a decade of experience in designing and implementing workplace learning initiatives used by large organizations in hospitality, tourism and other service industries.
Originality/value
The paper provides a checklist that can be used to evaluate the effectiveness of organizational learning.
e-Learning implementation is an area in progress that continues to evolve with time and further research. Researchers in the field argue that e-Learning is still in its infancy, resulting into numerous implementation strategies across a wide e-Learning spectrum. This paper explores the e-Learning state of art. It provides a general overview of the learning process, evaluates some current implementation trends pointing out a range of frameworks and strategies used in the past decade. It further looks at the changes created by the adoption of e-Learning within the higher education process. This is followed by an identification of emerging issues from which two problems are identified; 1) the limited uptake of technology as an instruction delivery method; and 2) the ineffective use of technology to support learning. In respect to this, future research should therefore seek to further investigate these aspects and to explore suitable approaches for effective implementation of e-Learning to support learning. Not the least in higher education contexts.
This paper presents a conceptual, contingent model of hospitality management development (MD). Having explored the dimensions and relationships in the model, it is then applied to the UK hospitality industry through analysing the nature of the hospitality industry for potential influences on MD and evaluating research into its practice. The embryonic model is presented as a vehicle to enhance understanding of the complex influences and contexts of hospitality MD and to distinguish distinctive characteristics of MD in the hospitality industry.
In the recent past, most practitioners and researchers in hospitality have focused on the development of programs and practices for preventing employees leaving a job. The purpose of this paper is to examine an alternative focus, which is the possibility of sharing and retaining the knowledge which resides in employees’ minds. The operational practices of this focus would not only add value for internal and external customers, but also benefit overall organizational effectiveness in today's knowledge-oriented era. Semi-structured interviews were administered in four International five-star hotels in Taiwan. This study aims to examine the extent to which the hotels implement knowledge management (KM) practices, the manner in which they are implemented and the impediments they face. The data clearly shows that KM practices, such as programs and cultures that support knowledge acquiring, sharing and storing, can benefit such hotels.
Purpose
– The understanding of the factors that influence the selection of accommodation by guests is an important issue for international accommodation providers. The purpose of this research is to gain a greater understanding not only of the factors that influence the selection of motel accommodation by guests, but also of when and under which situations these factors become trigger points for decision making, focusing in particular on the influence that the length of stay has on the trigger points that impacted the selection process.
Design/methodology/approach
– To undertake this research, five focus groups were conducted, involving participants who had previous experience in staying in motel accommodation either for business, on vacation or a combination of the two. Participants were selected and invited from a large variety of occupations and backgrounds.
Findings
– Three levels of trigger points were identified for different lengths of stay. For overnight stays requirements were “minimalist”, convenience being the prime trigger point, and visitors felt they could tolerate most situations. For stays of two‐four nights there were certain requirements, “essentials”, that provided the necessary requirements for sleeping, eating and relaxation, while for stays longer than four nights, additional requirements that enhanced the stay, “enhancers”, were sought, raising the provision of the “essentials” to a higher level of sophistication and comfort.
Originality/value
– This research, although conducted in New Zealand and in a specific part of a market, illustrates how complex the process of accommodation selection is by guests and in particular how the trigger points for selection change with the length of stay. It indicates how the physical facilities provided need to be tailored to the market in relation to the length of the visitor's stay.
Suggests that more and more organizations are attempting to establish a culture of learning that values the knowledge that employees have derived from learning how to perform effectively in the workplace. Reviews recent contributions to the literature on aspects of managerial learning and addresses the question "how do managers learn best in the workplace?" Draws from articles published between 1994-1996 in eight journals: Executive Development; Journal of Management Development; Journal of Organizational Change Management; Leadership & Organization Development Journal; Management Development Review; Team Performance Management; The Journal of Workplace Learning; The Learning Organization. Focuses on four themes: managerial learning and work; coaching, mentoring and team development; competences, managerial learning and the curriculum; work-based action learning. Concludes with a summary of the implications for managerial learning.
Relates aspects of consumer behaviour and in particular the decision process to the procedures and processes for delivery and assuring customer service. The main themes are: understanding customers; designing and delivering services; and assuring total quality services.
Considers how to create a learning environment and the implications for learning organizations. Draws on an Internet conference with managers from airport owner and operator BAA plc to debate four themes: modelling the learning process in organizations; organizational readiness; teamworking and learning and networked learning. Relates these to an agenda for organizational learning and renewal.
According to Revans, for an organization to be successful in today’s rapidly changing environment, its capacity to learn must exceed the rate of change imposed on it. Through an examination of the processes by which individuals in organizations learn, develops a learning process model to facilitate continuous improvement and innovation in business processes. Draws on relevant theories which provide an understanding of how and why people learn, barriers which prevent learning, and the role managers need to play in the learning process. Provides a vision of what may be achieved by the systematic implementation of the learning process model. Deming’s system of profound knowledge provides a focus for learning activity. The model has been developed in a way which will be of practical use to managers working in organizations.
Aims to address the question “What does a learning organization learn about?” Proposes a syllabus approach which covers six key areas; learning about one’s job in the organization; learning about alignment of culture, values and strategy; learning about the likely future; learning about the organization’s supply chains; learning how to challenge existing norms and ways of thinking; and developing an organizational memory. Discusses action learning as a developmental methodology which can address most of these syllabus areas. Concludes each section with prescriptive recommendations for practitioners.
Considers the inter-linking business relationships between aspects of strategy formulation, implementation and performance as they relate to the hospitality industry. The “relating strategy” theme is developed and elaborated by reviewing approaches to strategy and external analysis, structure and performance. Includes case examples from Forte Hotels, Granada Group plc, Hilton International, Holiday Inn Worldwide and Hyatt International Corporation.
It is clear from studies of organizations and a considerable body of anecdotal evidence that organizational life is strongly influenced by organizational leaders. In particular, the vision, style of leadership and motivation that enables them to “make things happen” and inspire others to follow their direction. Reviews recent contributions to the literature on aspects of organizational learning and considers how organizational processes might encompass effective learning support for individuals and groups of learners. Draws from articles published between 1994-1996 in seven journals: Executive Development; Journal of Organizational Change Management; Journal of Management Development; Leadership & Organization Development Journal; Management Development Review; The Journal of Workplace Learning; The Learning Organization. Concentrates on three areas: organizational vision; leadership and motivation; organizational change and performance. Concludes with a summary of the implications for organizational learning.
The managerial activity of learning about events and trends in the organization’s environment is known as environmental scanning. This process differs from industry or competitor analysis in two main respects: it is broad in scope and future-directed. Assesses the extent to which information needs are currently met by scanning activities and profiles the “top 30” hospitality industry issues as reflected by UK-based and North American hospitality management journals. Concludes with a priority ranking of the “top 30” issues assigned by UK hotel general managers and summary comments from this group on the implications for organizational learning.
The Virtual University: An Action Paradigm and Process for Workplace Learning
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