Mountaineer Hotel 2009 2010 Def

09/2009 Graduation year Academy of Hotel Management: assessment 4 “Qualified to enter the professional field” Procedure DEMAND-BASED LEARNING 2009-2010

Graduation experience days: • Thursday 8 October 2009 • Thursday 11 February 2009 Assessment 4 “Qualified to enter the professional field”: • Week 19 (2010), hand in report (exact time and date to be confirmed) • Week 23 and 24 (2010), assessment 4 Graduation ceremony: • Week 25 (2010)

Table of Contents

1

Introduction

2

1.1

The Power of Your Difference

3

2

During your 4th year

4

2.1 The graduation contract 2.2 Procedure 2.3 Reporting: the interim reports 2.4 Supervision 2.4.1 The company supervisor 2.4.2 The supervising lecturer

4 4 6 7 7 7

3

Assessment IV

8

3.1 3.2

Procedure conditional requirements assessment 4 How you will be assessed

8 9

4

Appendices

12

4.1 4.2

Hotel competencies Assessment 4 forms & instruments (including guidelines STARR)

13 27

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1.

Introduction

By means of this document we will provide you with important information for the graduation phase of the Academy of Hotel Management at the NHTV in Breda. This handbook contains information about all the various aspects of the graduation. Besides general information, more specific details can be found about the procedure of the graduation: the role and expectations of the company supervisor, the supervising lecture, the role/responsibilities of the student. The graduation year is designed according to the principles of demand-based learning. This means that you have shaped your graduation year according to your own needs and demands. It also implies that you are the owner of your graduation: the sole responsibility for the success of it lies with the student. Possible scenarios for the graduation year are: theoretical deepening of insight (example minor) in combination with a placement, research projects, pre-master study, placements and various combinations of the above mentioned. You have written a PDP (Personal Development Plan) which forms the basis for the graduation year. You have answered 3 main questions: 1. Who am I (supported by practical theories and models); 2. What am I capable off (proof for level 2 of all the competencies); 3. What do I want (detailed planning including SMART goals to bring the competencies to the desired level 3 at the end of his graduation). You have also provided the assessment 3 committee with goals, results and products he/she will deliver during the graduation year. Before starting the graduation year, this PDP has been approved by the assessment 3 committee. The PDP will form the starting point for both the graduation year as well as the assessment 4 interview. During assessment 4 you will have to prove to the assessment 4 committee that you master the competencies at the required level (3). Objective Your objective is to prove that you master the professional competencies as formulated by the Academy of Hotel Management of the NHTV at level 3. The requirements for level 3 can be found below:

3rd level

Complexity Analyses problems, issues and troublespots in complex situations, operates independently in practice, takes decisions, develops new procedures or new plans of approach, uses creativity in tackling and accomplishing assignments

Transfer Analyses one’s own situation, fills gaps in one’s own knowledge via self-managed learning, acquires new skills where necessary, considers and deals with problems with a view that transcends the company or sector level

Responsibility Works in a pro-active manner, at various levels and in a professional manner accounts for the collection of information, choices and formation of theory and the chosen solutions, both towards the commissioner and colleagues, is receptive to critical judgements by colleagues and fellowprofessionals

Timing The graduation phase takes place during the final year of the education. Assessment 3 needs to be completed successfully in order for the student to enter the final phase. The regular assessment 4 will take place in June. In consultation with the board of examiners there is an opportunity for you to take assessment 4 in January.

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1.1

The Power of Your Difference

Demand-based learning is learning to commit yourself to your studies and your work. The PDP, Personal Development Plan, is the binding agent. The starting principle is that you learn to work and/or learn on the basis of your own unique self. In addition, your PDP has been constructed in close consultation with the Academy of Hotel Management and the company. The plan contains benefits for all parties and it is supposed to lead to the desired qualifications at the level of higher professional education, which have been approved by the board of examiners, but you yourself remain owner of your PDP. To achieve the goals formulated in your PDP, you locate and create opportunities, questions and possibilities in the professional field. And conversely, the dilemmas drawn from this professional field produce input for new goals and adjustment of your PDP. The PDP and your educational track are not two separate things, nor are they static. They are the result of continuous interaction between you, the company and the education institution. All parties think, talk and work along side each other, express their interests, and make their contributions. However, you are the initiating and binding factor in this process. As a result, practice and theory are on the same footing. Much the same as your interest and that of the company and the Academy of Hotel Management. To make your educational track a success, proper supervision is required, both contentrelated and process-related. You will receive this supervision from one or more lecturers from IHMSB and from your company supervisor(s). Which supervisor is the most suitable person for which part of the supervision, is something which all supervisors together decide on. You yourself are responsible for your educational track. The Academy of Hotel Management is responsible for the quality of the exit qualifications. This does not mean that the school alone or especially is in charge of assessing you. In this case too, all parties make a contribution to the assessment and to the argumentation for the assessment, based on their own specialist expertise. The aim of this instruction manual is to make clear in which way preparation, supervision, interim reports, interim assessments and the final assessment are to take place.

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2.

During your 4th year

As a graduate in Hotel Management, you have to be able to: a. Work with scientific theories. b. Work in complex circumstances and with complex instruments. For example: the guest has a strong influence, many parties are involved. c. Account for your professional actions: this means that you can make clear what you do and why you do certain things, that you can explain the consequences of this and that you can adjust your actions if necessary. d. Transfer: knowledge and skills acquired during your studies have to be applied to different situations. A distinction is made, in this respect, between profession-specific knowledge and skills (applicable in a variety of situations) and profession-independent knowledge and skills (also applicable outside one’s own sphere of activity). e. Reflect: you have to be able to make your own work and that of other’s the subject of discussion. In the graduation phase, it means looking back upon your work and indicating how and why you did certain things, attaching a professional assessment to this and indicating if and how you would do things differently next time. 2.1

The graduation contract

When you reach agreement with a commissioner, you always have to fill in and sign a contract – in triplicate – so that all agreements are laid down in writing. One copy is for the placement office, one for your commissioner, and the third copy is for your own administration. Make sure to enclose a copy as an enclosure to your PDP.

2.2

Procedure

During the graduation phase, we recommend you to take the following points into consideration: ƒ You can keep a logbook, intended to support your reflection efforts and communication with your supervising lecturer (N@tschool); ƒ Reflect on your learning goals in interim monthly reports (N@tschool) and receive feedback from supervising lecturer; decide this in consultation with your supervisor; ƒ You will receive feedback on your performance from your company supervisor; ƒ Various assessments (see below). We suggest you communicate with your supervising lecturer via n@tschool. At various moments, meetings/interviews between the student, company supervisor and supervising lecturer take place: ƒ The first meeting takes place at the commissioning company and it revolves around the PDP. The meeting is attended by the student, the supervising lecturer, and the company supervisor. After this meeting, agreements with regard to your graduation are laid down definitively (and as such, the activities to be performed and products to be delivered by you).

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ƒ

ƒ ƒ

The performance interview halfway through the graduation phase, is held between you and the company supervisor. The interim assessment form is used in this interview. You make a report of the interview and attache this, together with the assessment form, to your monthly report to the supervising lecturer. You design the interim assessment form by yourself (is linked to HRM competency). During the final assessment, attended by both supervisors and you, you are given a final assessment regarding your overall performance. This assessment serves as feedback for the assessors. The supervising lecturer responds to your interim monthly reports by telephone and/or email.

Please be advised that the above mentioned points are only suggestions! Since the fourth year is demand-based learning, you are self-responsible for the frequency (and mannor) of your communication as well as the proof that you collect to demonstrate that you master the competencies. In addition, you can always ask your supervising lecturer for content-related feedback, or ask him/her to consult other experts (specialist lecturers) at the Academy of Hotel Management. In other words, never contact lecturers other than the supervising lecturer appointed to you. If you want expert advice from other lecturers, you have to do so via your own supervising lecturer. Of course, you can always contact – without the mediation of your supervising lecturer – the student counsellor. There are two graduation experience days. These are scheduled in October 2009 and February 2010. 2.3

Reporting: the interim reports

During your graduation phase, we suggest you report about how you are doing every four weeks. This enables your supervising lecturer to follow and provide feedback on your performance. If your supervising lecturer does not receive any information, he will not be able to assess you, which may lead to a delay of studies. The interim reports These reports should cover the following: ƒ The state of affairs regarding the learning goals formulated in your PDP; ƒ The workday activities carried out (this item does not apply to students who are engaged with their specific assignment full-time). The report needs to make clear which activities have been carried out, their level, their size and the required degree of independence; ƒ Progress with regard to competency development; ƒ A reflection with regard to the course of action followed: ƒ what went well, ƒ what went wrong, ƒ which problems did you run into, and ƒ which were the contributory factors; ƒ The learning goals you believe you will not be able to achieve, with a description of the reason for this; ƒ Learning goals you have achieved, and therefore, are no longer an issue; ƒ Possible new learning goals and related activities; ƒ Objects of attention for the remaining period.

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Special attention should be devoted to report number 3 (after twelve weeks). Attach the following: ƒ A report of the performance interview with your company supervisor; ƒ A copy of the interim assessment form; ƒ Improvement points for the remaining period. 2.4

Supervision

2.4.1

The company supervisor

The commissioner of the graduation assignment appoints a person from within the organisation who is responsible for supervising you. His/Her responsibilities are: ƒ Providing the assignment (research assignment and formulation of the other activities / job profile); ƒ Supervising you on a daily basis; ƒ Acting as your contact person; ƒ Holding performance interviews throughout the graduation period; ƒ Contacting the supervising lecturer in case of problems regarding your performance; ƒ Assessing you at the end of the graduation period. 2.4.2

The supervising lecturer

Tasks of the supervising lecturer are: ƒ Guiding you in writing the graduation plan; ƒ Visiting the commissioner in advance or at the beginning of the graduation period (this only applies for students in the Netherlands); ƒ Discussing the interim reflections with you; ƒ Being available as a supervisor in terms of content. This concerns reading and commenting on the draft of the final report; ƒ Visiting the commissioner for the purpose of the assessment at the end of the graduation period; ƒ Acting as a mediator in the event of problems between the company supervisor and you; ƒ During the assessment meeting, proposing a mark to be awarded for your performance; ƒ Chairing the assessment committee.

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3.

Assessment IV

3.1

Procedure

Conditional requirements Assessment 4 • All course work must be completed (no more incomplete course work as established in Assessment 3). • You must submit a self-evaluation report that meets the form criteria: ¾ Report contains relevant supporting information (name, student number, list of marks, etc.); ¾ Report contains items of evidence for all competencies at level 3; ¾ Your English meets the minimum criteria. Procedure Assessment 4 If the conditional requirements for participation in Assessment 4 have not been met: • No participation in Assessment 4; • You must make up for incomplete course work; • Improvements in order for self-evaluation report to meet form criteria. If the requirement has been met: Participation in Assessment 4. Possible outcomes: • Competent to enter the professional field; • Not yet competent to enter the professional field. The board of examiners attaches ECTS to the outcome of Assessment 4: • Competent to enter the professional field: 60 ECTS; • Not yet competent to enter the professional field: 0 ECTS: in consultation with your supervising lecturer, you draw up a plan to improve your competencies (PDP), strive to achieve the objectives in this plan and take Assessment 4 again when you are up to it. The following sections will briefly sketch the testing stations and the procedures involved in Assessment 4. For a precise rendering of the prevalent regulations with regard to assessments, you are kindly referred to the Education and Assessment Regulations of the Academy of Hotel Management. After you hand in your self-justification report and your ideas regarding testing station 1, it will be distributed among an assessment committee, consisting of: ƒ your supervising lecturer; ƒ an assessor from the professional field; ƒ an external assessor (also from the professional field). The self-justification is read by the assessors. They establish whether the portfolio is sufficient for you to take part in the assessment. If it is not sufficient, deliberations take place before this testing station. An insufficient assessment of the portfolio will be communicated to you on the Friday proceeding to the actual assessment. In this case, the assessment is used to formulate proposals for improvement.

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3.2

How you will be assessed

Name of the assessment “Qualified to enter the professional field” Aim of the assessment The aim of this assessment is to establish your suitability to enter the professional field independently. If the result of this assessment is positive, you will be granted the Bachelor’s degree of Business Administration. What will be assessed? The assessment focuses on the following questions: 1. Do I master the professional competencies at the required finishing levels of the Academy of Hotel Management? 2. Am I capable of developing myself further (in the professional field)? Who will carry out the assessment? You will be assessed by a committee of 3 assessors: the assessment committee. Two assessors work as managers in the professional field and do not know the candidate from earlier work or educational situations. The third assessor is a lecturer from IHMSB and at the same time, the supervising lecturer of your graduation assignment. How will the assessment be carried out? In broad outlines, the format of this final assessment is similar to that of the earlier assessment. A distinctive feature of this fourth assessment is, that you have an even greater influence. You are entitled to insert an extra station. You may determine the nature and the form of this station yourself.

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During the last year, you prepare for this assessment by carrying out your Personal Development Plan (PDP) according to plan. You attach the results to your portfolio. The final assessment consists of 3 components or stations: Assessment 4: Proven competency to enter the profession! Station 1 Writing a self-evaluation report with regard to the personal development plan, the professional competencies and the future profession. Relevant proof from the portfolio to be attached, by way of substantiating the self-evaluation. Station 2 On the student’s initiative he/she can introduce himself. The student is allowed to determine the nature and the form. For example: observation of the student in an authentic work situation, holding a presentation, observation in a role play, an in-tray exercise, invitation to visit the student’s own interactive website, etc. The student accounts for the activities, products and competency development at level 3. Based on the STARR method, the student will be asked to further explain his/her own role and the link to the competencies (level 3) and the theory and models (individual knowledge). The reports offer plenty of possibilities for questions. Station 3 In this station the student will be given feedback about stations 1 and 2. If the student didn’t pass station 1 or 2, he/she has the opportunity of providing information about gaps.

If you want to use the extra station (in station 2), you are responsible for the development and organisation of the station. The assessment committee observes (or otherwise) you in station 2 and assesses you by means of the given criteria. The assessment committee examines the self-evaluation report and the attendant selection from the portfolio. It establishes whether you: - master the professional competencies at the required level; - are capable of developing yourself further (in the professional field). The assessment committee prepares itself for station 2 by choosing one or more of your professional products and by formulating critical questions with regard to your justification of, or reflection on these products. Critical questions may also be prepared with in view of the justification of and reflection on the content and the result of the station designed by you Then, in the justification interview, you will be critically examined by means of the prepared questions and you will demonstrate your capability of verbally accounting for your professional actions (or the result of these actions) and reflecting on these. You will not know in advance the precise content of the interview. In station 3, the results of stations 1 and 2 are discussed and both you and the assessment committee have a final opportunity to clarify or raise certain items. Possible outcomes After the performance interview, the assessment committee establishes the assessment based on the combined results of stations 1, 2 and 3. The following outcomes are possible: 1. You are assessed as qualified to enter the professional field; page 10

2. You are assessed as not yet qualified to enter the professional field; in this case, you are given the opportunity to improve yourself and become qualified to enter the professional field after all. The outcomes will be announced in writing and sent to your home address. Credits Qualified: Not yet qualified:

60 ECTS 0 ECTS

Second opportunity In consultation with your supervising lecturer, you draw up a plan for the improvement of your competencies (PDP), carry out this plan, and undergo Assessment 4 again when you are up to it.

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Appendices

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Hotel Management competencies The competencies have their origins in the national competency profile of Hotel Management Schools in the Netherlands, drawn up in 2004.1. The main difference with regard to the 10 core competencies used in the HHO programme so far, is that the knowledge aspect is much more evidently present. Below the 10 competencies. Competency 1 Creating experiences by delivering hospitality This involves: Providing services in a hospitable and flexible way, in interaction with the guest Developing services with regard to the primary hospitality processes Level 3 Context / complexity International hospitality business • Multicultural management team • Colleagues with different native speakers and cultural backgrounds • Guests with different native speakers and cultural backgrounds Role A leading role in the hospitality industry (operations manager, duty manager, front or back office manager) Operations Steering and coaching employees in the field of delivering hospitable services Solving problems with guests and/or employees (mutually) Developing a hospitality concept Example professional products • Clear working arrangements and procedures • Proof or reflection of behaviour to get satisfield guests and employees • Model behaviour hospitable performance • A hospitality concept Critical situation: Developing an antenna for customer experiences and problems.

BBA COMPETENCY PROFILE HOTEL MANAGEMENT SCHOOLS IN THE NETHERLANDS Professional competencies for the Bachelor programme in hospitality management; Hoge Hotelschool Apeldoorn, Hoge Hotelschool Breda, Hoge Hotelschool Den Haag, Hoge Hotelschool Leeuwarden, Hoge Hotelschool Maastricht. September 2004. 1

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Competency 2 Developing a vision on external developments also through active networking This involves: Recognising, keeping up with, and analysing relevant developments in the external environment Confronting with internal analysis Developing vision and strategy Building personal contacts within the professional community Example professional products: • External analysis reports, such as: trend analysis, competitive analysis, market research, and so on • SWOT analysis • Strategic plan • Up-to-date and relevant personal network Level 3 Context / complexity Real hospitality business (national or international) with real question / need for contemplation of developments in the external environment with regard to an integrated problem. Is responsible for the vision on the environment. Works independently and pro-actively. Has dealings with various stakeholders. Roles Market and environment expert Networker Operations Analysing relevant developments in the external environment In this process, selecting the relevant work models oneself In this process, devising one’s own working process If necessary, directs employees Shaping deliberations with and reports to the various stakeholders Formulating strategic alternatives Giving advice as to which alternative is the best Accounting to the various stakeholders for the choices made Building a relevant personal network Example professional products • External analysis report within the framework of strategic advice • SWOT analysis • Advice with regard to strategy • Up-to-date and relevant personal network Critical situation: These situations can generally be typified as situations in which it is important to be able to determine whether an observation or a trend concerns a threat or opportunity that may be profitable or loss-making, or a hype that will blow over. Competency 3 Creating functional plans

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This involves: Translating one or more strategic goals into functional goals Operationalisation of functional goals in a work plan (budget). Example professional products: Functional plan Level 3 Context / complexity A real assignment for a functional unit of a real hospitality business. Is responsible for part of the work plan. Works independently and pro-actively. Has dealings at various levels within the organisation. Role A leading role in the hospitality industry (operations manager, duty manager, front or back office manager) Operations Operationalisation of a given functional goal in a work plan (budget) for a part of the functional unit (e.g. a menu plan, a direct marketing plan or a revenue plan). Example professional products Partial work plan for a functional unit, for instance within the framework of implementing a strategy Critical situation: Keeping the stakeholders satisfied and building support among the stakeholders Drawing up a realistic and well-substantiated plan. Competency 4 Contributing to the development and implementation of HRM policies This involves: Translating labour and other legal conditions into HRM policy (e.g. absenteeism policy) Recruiting, selecting and appointing employees Drawing up and/or adjusting job and/or competency profiles Drawing up regulations for performance and assessment Coaching and training employees Employee counselling in the case of dismissal and early retirement Example professional products: • Policy document regarding HRM component • Recruitment, appointment and exit interviews • Company-specific job and/or competency profiles • Performance and assessment protocol • Training programmes (incl. materials) • Coaching interviews Level 3 Context / complexity Real assignment for a real hospitality business. Policy: is responsible for the policy component. Works independently and pro-actively. Has dealings at various levels within the organisation. Recruitment, selection and appointment: with regard to operational jobs. Coaching and training: with regard to operational jobs. page 15

Roles A leading role (operations manager, duty manager, front or back office manager), trainer, coach Operations Translating labour and other legal conditions into HRM policy (e.g. absenteeism policy) Recruiting, selecting and appointing employees Drawing up regulations for performance and assessment Coaching and training employees Example professional products • Policy document regarding HRM component • Company-specific job and/or competency profiles • Recruitment and appointment interviews • Performance and assessment protocol

Competency 5 Organising, managing and improving business or organisation processes This involves: Organising business or organisational processes. Managing these processes, partially by means of a Management Information System. Improving these processes. Example professional products: • Description of the business or organisational process • Management plan (procedures and protocols) • Analysis of the business or organisational process • Quality review • Improvement plan • Implementation plan Level 3 Context / complexity A real and complex assignment for a real hospitality business (or a hospitality business to be developed) to organise a specific process (e.g. security, stock, food preparation, maintenance). In addition, the management of all parts of the processes is a continuous object of attention. Works mainly independently by means of the available guidelines and procedures (e.g. operations management models). Role A leading role in the hospitality industry(operations manager, duty manager, front or back office manager) Operations Organising and improving business or organisational processes Example professional products • Description of business or organisational process • Management plan (procedures and protocols) • Implementation plan to improve processes

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Competency 6 Procuring all necessary management information (For the purpose of making strategic decisions as well as directing or adjusting business and organisational processes.) This involves: Determining which internal and external management information is necessary Arranging for the collection of relevant information to record in the MIS Analysing information from the MIS Example professional products: • A description of the information need for the purpose of the Management Information System (MIS) • A description of the process of collecting and properly processing information • An analysis report of the MIS output Level 3 Context / complexity A real assignment for a real hospitality business with its own MIS. Is responsible for the products to be delivered. Works mainly independently and pro-actively, but regular guidance and support is available. Role A leading role in the hospitality industry Operations Determining which internal and external management information is necessary Arranging for the collection of relevant information to record in the MIS Analysing information from the MIS Example professional products • A description of the information need for the purpose of the Management Information System (MIS) • A description of the process of collecting and properly processing information • An analysis report of the MIS output

Competency 7 Initiating change in a planned matter This involves: Analysing the difference between the existing and desired situation Determining the willingness and ability to change Determining the change strategy Drawing up an appropriate intervention plan Example professional products: Change plan Level 3

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Context / complexity Real hospitality business (national or international) with developments in the external environment with regard to an integrated problem. Is responsible for the vision on the environment. Works independently and pro-actively. Has dealings with various stakeholders. Roles Market and environment expert/ advisor Networker Operations Analysing relevant developments in the external environment In this process, selecting the relevant work models oneself In this process, devising one’s own working process Formulating strategic alternatives and giving advice as to which alternative is the best Determining the willingness and ability to change (resistance, blockades, energy, skills, will, power, etc.) Determining the change strategy Drawing up an appropriate intervention plan Example professional products • External analysis report within the framework of strategic advice • Strategic advice • Change plan based on strategic advice • Attendant communication plan Critical situation: Being able to determine whether a change plan is feasible and realistic. Being able to build support for the changes among stakeholders Competency 8 Developing and marketing innovative hospitality products and services Context There is an idea or a problem with regard to the existing products / services on offer or hospitality concept. This may be at the level of the department, the organisation or the chain. (Or as an independent (small) entrepreneur). Market information with regard to the question or the problem is available. The new concept has to be developed in co-operation with various parties involved. Role Imagineer/advisor Operations The hospitality manager directs and supervises the development or adjustment of a hospitality concept / a vision and a hospitality concept. This may involve: • Analysing the question, problem, or cause and market information • Developing a plan of approach for an imagineering path (iterative process) • Developing and supervising creative sessions • Processing the results into a concept • Presenting the concept Example professional products:

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• • •

Description of hospitality concept Presentation of the concept Programme + materials for a creative session

Criteria The plan with regard to new products and services / hospitality concept: • Expresses an individual vision and (core) values • Is characterised by an integral approach (holistic) • Is meaningful and topical • Is distinguishing • Has ‘stamina’ • Can be communicated • Can be experienced or interpreted at several levels • Has a financial underpinning Level 3 Context / complexity A real assignment for a real hospitality business. Is responsible for a part of the work plan. Works independently and pro-actively. Has dealings with various stakeholders. Role Imagineer/advisor Operations Example professional products • Research into value systems? • Concept development? Critical situation: Alertness: when should a new product or concept be considered? Competency 9 Coöperating and communicating in teams Context International hospitality business somewhere in the world. Management communication often in the English language and sometimes in the language of the country of residence. The hotel manager deals with: • Multicultural management team • Colleagues with different native languages and cultural backgrounds • Guests with different native languages and cultural backgrounds With regard to ‘working together’, this involves: • Carrying out tasks / activities • Co-operating with colleagues • Giving and receiving feedback to and from colleagues • Accounting for one’s own actions Operating criteria regarding ‘working together’ • Takes on team tasks of one’s own accord • Carries out tasks in a responsible manner, which means in accordance with general or specific regulations, agreements and quality criteria page 19

• •

Acts pro-actively, which means not waiting, but taking initiative Makes a clear effort to build and maintain a working relationship with colleagues

Operating criteria regarding ‘communicating’ Operations involve: Writing: writing plans and documents/memos Speaking: informing and presenting, deliberating, having conversations Final levels of language skills (related to Common European Framework) Level 3: Operations • Co-operating with stakeholders in a real, possibly international, context • Up-to-date and relevant personal network • Speaking, reading (target level C1) and reporting in English (target level B2) in a professional context • Speaking,reading (target level B2) and reporting in French or German (target level B1) • Speaking (target level B1), reading (target level B2) and reporting in French or German (target level B1) • Speaking (target level A2), reading (target level B1) and reporting in Spanish (target level A2) Example professional product • Presentation, defence and graduation report in English • Oral and written assignment in French or German or conversation skills in Spanish in a professional context Competency 10 Steering own professional and personal development This involves: • Planning enough time and room for personal development • Defining one’s own strengths and weaknesses by means of the competency profile • Reflecting on one’s own professional actions • Asking for active feedback to one’s own professional actions • Formulating individual learning goals • Drawing up a PDP (Personal Development Plan) Example professional products: • PDP • Evaluation reports • Reflection reports • Report of performance interview Level 3 Context / complexity A real hospitality business with real assignments. Is responsible for one’s own PDP / the execution of one’s own PDP. Works independently and pro-actively. Regular guidance and support is available. Role Self-manager Operations • Creating time and room for one’s personal development page 20

• • • • •

Defining one’s own strengths and weaknesses based on the competency profile Reflecting on one’s own professional actions Asking for feedback to one’s own professional actions Formulating individual learning goals Drawing up a PDP

Example professional products • PDP • Evaluation reports • Reflection reports • Report of performance interview

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Competency Levels For each competency, a number of levels have been formulated, in which the national competency profile of Hotel Management Schools in the Netherlands (2004) served as a guideline. This profile is presented in the table below: Competency Level 1st level

Task Performance Conditions Complexity Transfer Possesses and develops Possesses the necessary knowledge and basic knowledge and skills, mainly to do routine skills to do routine work work, gets instructions, in an internal project or follows directions of supe- for an external commisrior officer sioner

2nd level

Applies knowledge, works with guidelines and procedures in complex situations, explores issues of complexity in the work

Possesses and develops extensive knowledge, skills, and some experience to operate in practice, and delivers good performances in various organisations

Works in a resultoriented manner, devises one’s own courses, negotiates about these courses, accounts for choices, and weighs these choices from a time perspective

3rd level

Analyses problems, issues and troublespots in complex situations, operates independently in practice, takes decisions, develops new procedures or new plans of approach, uses creativity in tackling and accomplishing assignments

Analyses one’s own situation, fills gaps in one’s own knowledge via self-managed learning, acquires new skills where necessary, considers and deals with problems with a view that transcends the company or sector level

Works in a pro-active manner, at various levels and in a professional manner accounts for the collection of information, choices and formation of theory and the chosen solutions, both towards the commissioner and colleagues, is receptive to critical judgements by colleagues and fellowprofessionals

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Responsibility Bears responsibility for one’s own set of tasks, formulates goals, accounts for the progress of work

INSTRUCTION MANUAL ASSESSMENT 4 Proven competency to enter the profession!

HHO 2009 - 2010

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Aim of the assessment The aim of this assessment is to establish your suitability to enter the professional field independently. If the result of this assessment is positive, you will be granted the Bachelor’s degree of Business Administration. What will be assessed The assessment focuses on the following questions: 1. Do you master the professional competencies at the required finishing levels of the education institution? 2. Do you supply proof by means of study activities, professional products, placements and relevant theories and models? 3. Do you reflect on your competencies, what went well and what did not go well (also include the languages). Why was that? What did you improve and what are you going to improve (use your improvement plan)? Participation requirements 1. The board of examiners determines whether you meet the participation requirements. 2. Students who do not meet the participation requirements are invited for an interview with the board of examiners. 3. By means of the “notification procedure”, you have met the quality criteria for Assessment 4. The “notification procedure” can be found in appendix 1. Students with a “no go” write a proposal to the board of examiners about how they intend to meet the participation requirements after all. After approval and carrying out an assignment (meeting the participation requirements), these students take part in Assessment 4 in September or January. The final assessment consists of 3 components or stations: Station 1 consists of a self-evaluation report, in which you describe your competency development at level 3. This report is to be handed in in advance and is assessed by 3 assessors. The report deals with the following topics: 1. self-evaluation report with regard to the personal development plan; 2. the professional competencies and the future profession; 3. Relevant proof from the portfolio to be attached, by way of substantiating the selfevaluation. Station 2 is the competency interview. In the first part you have the opportunity to introduce yourself. Usually this happens by means of a presentation. You are allowed to determine the nature and the form. For example: observation of yourself in an authentic work situation, holding a presentation, observation in a role play, an in-tray exercise, invitation to visit your own interactive web site, etc. In this interview, the student accounts for the activities, products and competency development at level 3. Based on the STARR method, the student will be asked to further explain his own role and the link to the competencies (level 3) and the theory and models (individual knowledge). Station 3 In this station you will be given feedback about stations 1 and 2. If you didn’t pass station 1 or 2, you have the opportunity to provide information about gaps.

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Procedure: The assessment procedure is described below.

Assessment 4 Testing station 1 Self-evaluation report, in which the student decribes his competency development at level 2 (in advance)

Testing station 2 Introduction by student (only if the student takes the initiative) After that the justification interview (in situ) about the individual knowledge and competency development at level 3

Testing station 3 In this station the student will be given feedback about station 1 and 2. The student provides information about gaps.

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The assessment procedure of assessment 4

Step 1: Assessment of the self-evaluation report proceeding to the Assessment 4 procedure By means of a standard notification form, the two assessors and the external assessor communicate, whether the self-evaluation report meets the form criteria and quality criteria (pass mark requirements) so that you can be admitted to the justification interview of Assessment 4, and/or whether they consider further deliberations desirable.

The self-evaluation report is assessed by three assessors by means of the following criteria: Form criteria • The report contains items of evidence. • The English / Dutch meets minimum spelling criteria. • The report contains the relevant accompanying information (CV, name, student number, etc.) All the form criteria must be met, or else the report will not be assessed further! Quality criteria Asessment 4 report Report on the whole 1. Offers the reader a clear overall picture of the students development Competencies 2. All 10 competencies are proven on level 3 3. The professional products (by means of which the student will demonstrate that he/she masters the competencies at level 3) are linked to the competencies. Context and role 4. The contexts within which the student seeks to acquire his/her competencies at level 3 are described. 5. The roles in which the student seeks to acquire his/her competencies at level 3 are described.

Yes

No

Yes

No

Yes Yes

No No

Yes

No

Yes

No

Cesuur: You will be granted access to the Assessment 4 procedure, if all criteria are fulfilled. If not all criteria are fulfilled, you will need to rewrite the self-evaluation report and do a reassessment. You will receive feedback from you graduation coach, he or she will include the feedback from the other assessors. The supervising lecturer (3rd assessor) is responsible for the organisation of these deliberations. During the deliberations, the following 4 rules need to be observed: 1)

main rule is that the assessors reach a joint conclusion by mutual consultation; only then will rules 2, 3, and 4 become applicable;

2)

you will be admitted to Assessment 4 if at least two of the assessors are of the opinion that the self-evaluation report meets the quality criteria;

3)

you will not admitted to Assessment 4, if at least two of the assessors are of the opinion that the self-evaluation report does not meet the quality criteria;

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4)

should the committee be unable to reach a final conclusion, the chairperson of the board of examiners – or his/her replacement – will be called in.

If deliberations are necessary, the 3rd assessor will see to it that a written protocol of the report is submitted to the Secretarial Office. Step 2:

The Assessment 4 procedure

If you are admitted to the justification interview (see step 1), the following will take place: - definitive assessment of your self-evaluation report; - assessment of optional testing station 1; - assessment of the justification interview; - evaluation of the assessment interview; - establishment of final mark for Assessment 4. All this in accordance with the following: The self-evaluation report: Preceding to the justification interview and optional testing station 1, the 1st examiner establishes the mark for the self-evaluation report and gives a brief explanation of his/her decision. Then, the mark is established by mutual consultation, in which only whole and half points are allowed. The point of departure in establishing the mark for the self-evaluation report, is the average mark given by the assessors involved. You will be admitted to the Assessment 4 procedure if you have been given the mark 6 or higher. Other testing stations of Assessment 4: The justification interview, optional testing station 1, and the assessment interview are discussed in the committee and, by mutual consultation, they determine whether these testing stations support your competency level as this resulted in the self-evaluation report. It is also possible to determine one mark for the justification interview, optional testing station 1 and the assessment interview, in which only whole and half points are allowed. (In this phase, the mark 5 ½ is permitted). The point of departure in establishing the mark, is the average mark given by the assessors involved. The mark for the other testing stations of Assessment 4 is not allowed to differ more than 2 points from the mark of the self-evaluation report. Final mark Assessment 4: The final mark is the average of the self-evaluation report and the mark for the other testing stations of Assessment 4. The mark is rounded off as follows: if the score is more than 0.5, the mark is rounded off upwards and if the score is less than 0.5, the mark is rounded off downwards. If the score is 0.5, the mark is rounded off towards the mark of the selfevaluation report (if the mark of the self-evaluation report is the highest, the rounding off is upwards, if the mark of the self-evaluation report is the lowest, the rounded off is downwards). 1. Testing station 1 You submit the self evaluation report (testing station 1). Assessors look at the report and fill in the notification form. This notification form will be returned to the secretarial office as soon as possible. Assessors read the report and fill in the assessment form. They take this assessment form with them to the assessment meeting.

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Example: Assessment time scheme 2. Testing station 2 Time Activity 10.00- 10.10 Assessors meet each other, discuss the selfevaluation report (station 1). Each assessor expresses his/her opinion about the student’s competency development and the final assessment is filled in. 10.10- 10.20 Student enters the room. Station 2 begins immediately. The student has the opportunity to introduce him/herself. 10.20- 10.40 The justification interview takes place. (Justification individual knowledge and competency development). 10.40-10.45 Student leaves the room. Assessors determine outcome (station 2 achieved or not achieved).

Duration 10 min.

10 min

20 min

5 min.

2. Testing station 3 10.45-10.55

10.55-11.00

In this station the student will be given feed10 min. back about stations 1 and 2. The student has the opportunity to provide extra information. The student leaves the room and the asses- 5 min. sors form their opinion. The student enters the room again and is informed of the results. Assessors advise the board of examiners.

2. Explanation of assessment forms In appendix 2 you will find the assessment forms. The first form is about the final evaluation. The assessors fill in the form after the assessment procedure. The next form is about testing station 1, the self-evaluation report. The next forms are about testing station 2. Based on the interview protocol (in conformity with the STARR method), the justification interview will be held. The next form is about testing station 3. Based on this form feedback is given in station 1 and 2. Items to be discussed and new input from you will be noted on the form. Lastly, the final evaluation form which you receive. Based on these forms, the assessors will advise the board of examiners by filling in the first form. 3. Explanation of STARR method In a criterion-based interview it is determined whether you have mastered the competencies (level 3) and as such, are making good progress. In fact, the interview serves to check

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whether you have really mastered the competencies (level 3) and are capable of operating at HBO level. What is a criterion-based interview? A criterion-based interview is asking questions in a structured manner about specific behaviour, which has been specified as relevant in advance. Criterion-based interviewing involves inquiring into the behaviour displayed by a student in specific situations in the past, and as a result, predicting what behaviour the student will display in similar situations in the future. We have opted for the STARR model as a basis for our criterion-based interviews. STARR stands for Situation, Task, Action, Result, Reflection. By means of the STARR Model, the following aspects are addressed: S

T

A

R

R

Situation

You ask the student to describe a certain situation, in which a certain competency was called for. The purpose of the question is to gain a concrete picture of the context and complexity of the situation. Task You ask the student to describe which task or role he/she had in this situation. This question serves to ascertain which goals the student set himself/herself and which tasks and responsibilities the student had. Action You ask the student which action he/she took. The student describes this in concrete operations/behaviour and makes a link to the theory and models. This is the most important question. Pay attention to answers in the ‘we’ form instead of the ‘I’ form. After all, it is the action taken by the student him/herself which is important. So, direct the student towards the ‘I’ form and theoretical underpinning. Result You ask the student what the result was and about the link to the theory and models. This question serves to ascertain the effectiveness of the student’s action and the extent to which the application of theory and models was successful. Reflection You ask the student to reflect upon the situation. And perhaps also whether he/she is able to transfer the given example to another situation. What went well, what needs to be changed and how. These questions are linked to their individual behaviour (possibly in a group seeting) The purpose of this question is for the student to show whether he/she is able to learn from his/her actions and whether he/she knows where his/her gaps in terms of knowledge, skills and attitude can be identified. In other words, is the student able to form a picture of his/her competency development.

Conducting the criterion-based interview in accordance with the STARR model gives the interviewer something to hold on to. The interviewer addresses, in a structured manner, all aspects of a situation in which a competency can be demonstrated. You too, know what to expect, as the structure of the interview is practised in advance and therefore, you are expected to be familiar with it. During the interview one determines if you master the competencies at level 3 and thus, ready to enter the professional field.

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Appendix 1

Notification form Self-evaluation report Assessment 4 2009-2010

Name of student

: ……………………………………………..

ID code

: ……………………………………………..

Name assessor

: ……………………………………………..

Date + signature:

: ……………………………………………..

The self-evaluation report: O

Does not meet the form criteria: the report is returned to the student

O

Meets the quality criteria, no need for further deliberations

O

Request for further deliberations with the other assessors

Hand in

next before 9.00 to the secretarial Office Personally or by fax (076-530 27 85) for attention of Claire de Waard de Weerd.

Thank you in advance!!

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Evaluation The self-evaluation report is assessed by three assessors by means of the following criteria: Form criteria • The report contains items of evidence. • The English meets minimum spelling criteria. • The report contains the relevant accompanying information (CV, name, student number, etc.) All the form criteria must be met, or else the report will not be assessed further! Quality criteria Asessment 4 report Report on the whole 6. Offers the reader a clear overall picture of the students development Competencies 7. All 10 competencies are proven on level 3 8. The professional products (by means of which the student will demonstrate that he/she masters the competencies at level 3) are linked to the competencies. Context and role 9. The contexts within which the student seeks to acquire his/her competencies at level 3 are described. 10. The roles in which the student seeks to acquire his/her competencies at level 3 are described.

Yes

No

Yes

No

Yes Yes

No No

Yes

No

Yes

No

If the Quality criteria are met, you will be granted access to the assessment 4 procedure, without any consultation. In this case the minimum mark for the self-evaluation report is a 6. In all other cases the assessors will discuss your possibility to enter the assessment 4 procedure together with the third assessor (your graduation coach). Cesuur: You will be granted access to the Assessment 4 procedure, if all criteria are fulfilled. If not all criteria are fulfilled, you will need to rewrite the self-evaluation report and do a reassessment. You will receive feedback from you graduation coach, he or she will include the feedback from the other assessors.

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Appendix 2

Assessment 4 Competent to enter the professional field!

Evaluation forms

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Assessment 4 Competent to enter the profession! Final Evaluation (Exam Committee)

Name student ID-code Date Course Program

: : : :

Hotel Management School Breda

Assessor 1 : Assessor 2 : Assessor 3 (graduation coach) : After the assessment, this area must be filled in!

The candidate is assessed as 0 0

:

Competent to enter the profession Not competent to enter the profession

Mark for self – evaluation report Mark for assessment interview Final Mark

Signature of assessor 1:

(testing station 1) (testing station 2/3) (average)

Signature of assessor 2:

Signature of assessor 3:

ATTENTION: You are kindly requested to submit the envelope of assessor 1, containing both self-evaluation reports of the student plus all assessment forms, to the Secretarial Office after the assessment. Thank you!

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Form 1 Testing station 1:Assessment form Self-evaluation report Name student Id. Code Name assessor Quality criteria Evidence on competencies level 3 1. Student provides convincing evidence to show that he/she masters the 10 HM competencies level 3.

Yes

No

Yes

No

Yes

No

Comments:

Reflection on competencies level 3 2. The reflections on the competencies include complexity, transfer and responsibility on level 3 (Explanation of STARR format see appendix). Comments:

The self-evaluation 3. The self-evaluation follows logically from the foregoing. Comments:

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Appendix - question 2. Format STARR report: Overall assessment criteria 1. The student describes a concrete situation, in which the context and complexity of this situation is made clear. a. Description of concrete situation b. Context is made clear c. Complexity is made clear 2. The student describes his/her own task in this situation, in which the goals and responsibilities of the student are made clear. a. Description of task b. Description of goals c. Description of responsibilities 3. The student describes the activities actually carried out in terms of concrete operations, in which the link with relevant theories and models is indicated. a. Description of activities in terms of concrete operations b. Indication of link with relevant theories/models 4. The student describes the results of his/her own activities and the effectiveness of these activities, in which the link with relevant theories and models is indicated. a. Description of results of student’s own activities b. Description of effectiveness of results/student’s own activities c. Indication of link with relevant theories/models 5. The student describes a reflection on the competencies acquired, what went well, areas for improvement and which knowledge, insight, skills and attitude gaps can be identified? a. Description of what went well b. Description of areas for improvement c. Description of knowledge, insight, skills and attitude gaps d. Description of link with competencies

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Yes

No

Yes Yes Yes

No No No

Yes Yes Yes

No No No

Yes Yes

No No

Yes Yes

No No

Yes

No

Yes Yes Yes Yes

No No No No

Comments and feedback testing station 1:

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Form 2

Testing station 2: Competency interview Protocol interview

Questions testing station 2: 1. ________________________________________________

2. ________________________________________________

3. ________________________________________________

4. ________________________________________________ 5. ________________________________________________ Etc.

Assessors are free to use the STARR questions: 1. The concrete situation (context and complexity of the situation are made clear) 2. The student’s task (goals and responsibilities are made clear) 3. The student’s activities (concrete operations/behaviour and link to knowledge/theory/models are indicated) 4. The results of the student’s activities (effectiveness and link to knowledge/theory/models are indicated) 5. The student’s reflection on the competencies (level 3) obtained (complexity, transfer and responsibility)

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Testing station 2: Competency interview Protocol interview

Comments and feedback testing station 2:

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Form 3

Testing station 3:

Evaluation session

Protocol of the evaluation session The assessors give feedback on testing stations 1 and 2 (use previous forms). If assessors need more information the assessors formulate additional questions in the frame bellow.

Questions and feedback testing station 3: 1. ________________________________________________ 2. ________________________________________________ 3. ________________________________________________ Etc.

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Form 4

Assessment 4 Competent to enter the profession! Final Evaluation (Student) Evaluation The evaluation session was the last opportunity for assessors to gather information to come to a well-grounded evaluation of assessment 4. Feedback The following questions serve as a final evaluation instrument and give an overall impression of the findings of testing station 1, 2 and 3. Demonstrated is that: 1. the student masters all the professional competencies at level 3?

yes yes

No No

2. the student supplies proof by means of study activities, professional products, placements and relevant theories and models? 3. the student reflects on his/her competencies, what went well and what did not go well (also include the languages). Why was that? What did he/she improve and what is he/she going to improve (use his/her improvement plans)?

yes

No

yes

No

Any comments and/or explanation

Pass Marks There are two possible results: 1. The student is assessed as competent to enter the profession: questions 1 to 3 inclusive have been answered with ‘yes’. 2. The student is assessed as not competent to enter the profession: at least one question has been answered with ‘no’.

Study advice: The student is assessed as:

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