Integrating technical and emotional competences in hospitality education using a competency-based framework

Abstract

Given that hospitality students comprise the largest proportion of industry employees, academicians and practitioners agree that enhancing competences is central to the education, training, and development of hospitality employees (Scott-Halsell, Blum, & Huffman, 2008). This research study used a competency-based framework to investigate the simultaneous application of technical and emotional competences training among a population of 50 students in a service management class at a large south-western university in the United States. The average scores for both competences increased after training which reinforced the notion of including emotional competence into the hospitality curricula. However, multivariate results did not provide sufficient evidence for an interactive approach. Prior research findings were supported in this study. For example, student performance was positively associated with customer satisfaction, student satisfaction was positively related to student intention to stay in the hospitality industry and customer satisfaction was positively related to customer intervention to revisit the student-operated restaurant. Overall, technical competences will always be of prime importance in developing hospitality undergraduates, however, studies suggest that developing emotional competences improves positive students' outcomes (Mann & Kanoy, 2010). Additionally, from an employee perspective, acquisition of both technical and emotional competences by hospitality graduates increases employability and position longevity while reducing specialized on-the-job training. Ultimately, employees will be well-trained, educated and able to effectively deal with difficult customer-related situations which may arise.