Microsoft Word 2007 ichrie conference Proceedings Final-Final 06-06-07. doc

 
2007 Annual International CHRIE Conference & Exposition 
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Corresponding with the high ranking of these exit competencies, many respondents believe students should 
possess role-modeling presence prior to entering their internships. Regardless of when these competencies are fully 
mastered, students should demonstrate and be most competent in role-modeling abilities upon graduation. Among 
the respondents, sales directors took the strongest position that students should be skilled in these competencies.
Additionally, prior research has reported that GMs especially place high value on professional appearance and poise, 
as well (Kay and Russette, 2000). Respondents judge students mastering other role-modeling competencies, such as 
portraying diligence, initiative and competence/confidence
, to a somewhat lesser degree. Implied is that these 
competencies require extended practice beyond most internship tenures before gaining equal proficiency. 
Industry professionals reported that internship programs positively influence students’ practices of 
professional and ethical standards, ranking second under the leadership competency domains and fourth among the 
list of 18 CECs. Students’ abilities in 
cultivating climate of trust 
are presumably more fully developed over time 
and perhaps beyond students’ typical internship tenures.
Surveyed respondents reported that students upon internship completion would be quite skilled in a number 
of customer-centeredness competencies, as well as interpersonal abilities such as listening skills. Intern competency 
levels in customer-centeredness and interpersonal skills ranked and tied at third. Industry professionals suggest 
students will be competent in recognizing and managing customer problems, developing positive customer relations 
and maintaining customer satisfaction upon completing their internships. Some respondents believe that students 
should master listening and oral-communication skills prior to internship pursuits. In contrast, however, lodging 
professionals perceive students exiting with less competence in the interpersonal skill of 
resolving conflicts
, as well 
as customer-centeredness competency of 
solving customer problems
. Similar results regarding difficulty with 
developing certain learner skills through experiential setting have been reported in prior research (Breiter, 1993).
Both abilities involve complex cognitive capabilities that are achieved only after extensive practice and considerable 
experience. Human resource directors believe with stronger conviction than their executive counterparts that 
students should be most competent in interpersonal skills. This emphasis on interpersonal competencies--skills 
required for human resource management success--is not surprising and may suggest possible job-title bias on the 
part of the human resource respondents, as propositioned in past research (Kay, Martin and Newman, 2000).
Other competencies industry executives believe students will be skilled in, but to a lesser degree, upon 
internship completion include creative and technical abilities ranking fourth and fifth, respectively. Creative 
capabilities such as 
adapting creatively to change 
may be viewed by some as more of an innate talent than a learned 
ability, giving rationale to the lower ranking. Also, the tempered expectations in technical competence (
knowledge 
of product/service
) is not surprising considering prior internship research reported that technical knowledge 
commonly takes second place in management education (Breiter et al., 1995).
Findings under this study, suggest that quality internship experiences expose hospitality students to 
industry-desired qualifications and equip them with critical leadership and interpersonal managerial capabilities.
Hospitality graduates possessing these skills are highly valued by hospitality recruiters and employers (Kay and 
Russette, 2000).