mountaineer hotel 2009 2010 def

8/14/2019 Mountaineer Hotel 2009 2010 Def

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09/2009Graduation 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 beconfirmed)

Week 23 and 24 (2010), assessment 4

Graduation ceremony:

Week 25 (2010)


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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 42.2 Procedure 42.3 Reporting: the interim reports 62.4 Supervision 72.4.1 The company supervisor 72.4.2 The supervising lecturer 7

3 Assessment IV 8

3.1 Procedure conditional requirements assessment 4 83.2 How you will be assessed 9

4 Appendices 12

4.1 Hotel competencies 134.2 Assessment 4 forms & instruments (including guidelines STARR) 27


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1. Introduction

By means of this document we will provide you with important information for the graduationphase of the Academy of Hotel Management at the NHTV in Breda. This handbook containsinformation 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 andexpectations of the company supervisor, the supervising lecture, the role/responsibilities ofthe student.

The graduation year is designed according to the principles of demand-based learning. Thismeans that you have shaped your graduation year according to your own needs anddemands. It also implies that you are the owner of your graduation: the sole responsibility forthe 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, researchprojects, pre-master study, placements and various combinations of the above mentioned.You have written a PDP (Personal Development Plan) which forms the basis for thegraduation 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/shewill deliver during the graduation year. Before starting the graduation year, this PDP hasbeen approved by the assessment 3 committee. The PDP will form the starting point for boththe graduation year as well as the assessment 4 interview. During assessment 4 you willhave to prove to the assessment 4 committee that you master the competencies at therequired level (3).

ObjectiveYour objective is to prove that you master the professional competencies as formulated bythe Academy of Hotel Management of the NHTV at level 3. The requirements for level 3 canbe found below:

Complexity Transfer Responsibility3rd level Analyses problems, issues

and troublespots in complexsituations, operates inde-pendently in practice, takesdecisions, develops new pro-

cedures or new plans of ap-proach, uses creativity intackling and accomplishingassignments

Analyses ones ownsituation, fills gaps inones own knowledge viaself-managed learning,acquires new skills

where necessary, con-siders and deals withproblems with a view thattranscends the companyor sector level

Works in a pro-active manner,at various levels and in a pro-fessional manner accounts forthe collection of information,choices and formation of the-

ory and the chosen solutions,both towards the commis-sioner and colleagues, is re-ceptive to critical judgementsby colleagues and fellow-professionals

TimingThe graduation phase takes place during the final year of the education. Assessment 3needs 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 examinersthere 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. ThePDP, 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 uniqueself. In addition, your PDP has been constructed in close consultation with the Academy ofHotel Management and the company. The plan contains benefits for all parties and it is sup-posed to lead to the desired qualifications at the level of higher professional education, whichhave 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, questionsand possibilities in the professional field. And conversely, the dilemmas drawn from thisprofessional field produce input for new goals and adjustment of your PDP. The PDP andyour educational track are not two separate things, nor are they static. They are the result ofcontinuous interaction between you, the company and the education institution. All partiesthink, talk and work along side each other, express their interests, and make their contribu-tions. 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 companyand the Academy of Hotel Management.

To make your educational track a success, proper supervision is required, both content-related and process-related. You will receive this supervision from one or more lecturers fromIHMSB and from your company supervisor(s). Which supervisor is the most suitable personfor 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 Managementis responsible for the quality of the exit qualifications. This does not mean that the schoolalone or especially is in charge of assessing you. In this case too, all parties make a contri-bution 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 thatyou can adjust your actions if necessary.

d. Transfer: knowledge and skills acquired during your studies have to be applied todifferent situations. A distinction is made, in this respect, between profession-specificknowledge and skills (applicable in a variety of situations) and profession-independentknowledge and skills (also applicable outside ones own sphere of activity).

e. Reflect: you have to be able to make your own work and that of others the subject ofdiscussion. In the graduation phase, it means looking back upon your work and indicatinghow and why you did certain things, attaching a professional assessment to this and indi-cating 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 con-tract in triplicate so that all agreements are laid down in writing. One copy is for theplacement office, one for your commissioner, and the third copy is for your own administra-tion. 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 considera-

tion: You can keep a logbook, intended to support your reflection efforts and communication

with your supervising lecturer (N@tschool); Reflect on your learning goals in interim monthly reports (N@tschool) and receive feed-

back from supervising lecturer; decide this in consultation with your supervisor; You will receive feedback on your performance from your company supervisor; 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 andsupervising lecturer take place:

The first meeting takes place at the commissioning company and it revolves around thePDP. The meeting is attended by the student, the supervising lecturer, and the companysupervisor. After this meeting, agreements with regard to your graduation are laid downdefinitively (and as such, the activities to be performed and products to be delivered byyou).


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The performance interview halfway through the graduation phase, is held between youand the company supervisor. The interim assessment form is used in thisinterview. You make a report of the interview and attache this, together with theassessment form, to your monthly report to the supervising lecturer. You design the in-terim assessment form by yourself (is linked to HRM competency).

During the final assessment, attended by both supervisors and you, you are given afinal assessment regarding your overall performance. This assessment serves as feed-back for the assessors.

The supervising lecturer responds to your interim monthly reports by telephone and/or e-mail.

Please be advised that the above mentioned points are only suggestions! Since thefourth year is demand-based learning, you are self-responsible for the frequency (andmannor) of your communication as well as the proof that you collect to demonstratethat you master the competencies.

In addition, you can always ask your supervising lecturer for content-related feedback, or askhim/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. Ifyou want expert advice from other lecturers, you have to do so via your own supervising lec-turer.

Of course, you can always contact withoutthe mediation of your supervising lecturer thestudent counsellor.

There are two graduation experience days. These are scheduled in October 2009 andFebruary 2010.

2.3 Reporting: the interim reports

During your graduation phase, we suggest you report about how you are doing every fourweeks. This enables your supervising lecturer to follow and provide feedback on your per-formance. If your supervising lecturer does not receive any information, he will not be able toassess you, which may lead to a delay of studies.

The interim reportsThese reports should cover the following: The state of affairs regarding the learning goals formulated in your PDP; 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; Progress with regard to competency development; A reflection with regard to the course of action followed:

what went well, what went wrong, which problems did you run into, and which were the contributory factors;

The learning goals you believe you will not be able to achieve, with a description of thereason for this;

Learning goals you have achieved, and therefore, are no longer an issue; Possible new learning goals and related activities; 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 fol-lowing: A report of the performance interview with your company supervisor; A copy of the interim assessment form; 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 theorganisation who is responsible for supervising you. His/Her responsibilities are: Providing the assignment (research assignment and formulation of the other activities /

job profile); Supervising you on a daily basis; Acting as your contact person; Holding performance interviews throughout the graduation period;

Contacting the supervising lecturer in case of problems regarding yourperformance; Assessing you at the end of the graduation period.

2.4.2 The supervising lecturer

Tasks of the supervising lecturer are: Guiding you in writing the graduation plan; Visiting the commissioner in advance or at the beginning of the graduation period (this

only applies for students in the Netherlands); Discussing the interim reflections with you; Being available as a supervisor in terms of content. This concerns reading and

commenting on the draft of the final report; Visiting the commissioner for the purpose of the assessment at the end of the graduation

period; Acting as a mediator in the event of problems between the company supervisor and you; During the assessment meeting, proposing a mark to be awarded for your

performance; 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 inAssessment 3).

You must submit a self-evaluation report that meets the form criteria: Report contains relevant supporting information (name, student number, list of marks,

etc.); Report contains items of evidence for all competencies at level 3; Your English meets the minimum criteria.

Procedure Assessment 4If 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 su-pervising lecturer, you draw up a plan to improve your competencies (PDP), strive toachieve 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 inAssessment 4. For a precise rendering of the prevalent regulations with regard to assess-ments, you are kindly referred to the Education and Assessment Regulations of the Academyof Hotel Management.

After you hand in your self-justification report and your ideas regarding testing station 1, it willbe distributed among an assessment committee, consisting of: your supervising lecturer; an assessor from the professional field; an external assessor (also from the professional field).

The self-justification is read by the assessors. They establish whether the portfolio issufficient for you to take part in the assessment. If it is not sufficient, deliberations take placebefore this testing station. An insufficient assessment of the portfolio will be communicated toyou on the Friday proceeding to the actual assessment. In this case, the assessment is usedto formulate proposals for improvement.


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3.2 How you will be assessed

Name of the assessmentQualified to enter the professional field

Aim of the assessmentThe aim of this assessment is to establish your suitability to enter the professional field inde-pendently. If the result of this assessment is positive, you will be granted the Bachelors de-gree 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 Acad-

emy 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 as-sessors work as managers in the professional field and do not know the candidate from ear-lier work or educational situations. The third assessor is a lecturer from IHMSB and at thesame 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 earlierassessment. A distinctive feature of this fourth assessment is, that you have an evengreater influence. You are entitled to insert an extra station. You may determine the natureand the form of this station yourself.


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During the last year, you prepare for this assessment by carrying out your PersonalDevelopment 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 1Writing a self-evaluation report with regard to the personal development plan, theprofessional competencies and the future profession. Relevant proof from the portfolio to beattached, by way of substantiating the self-evaluation.

Station 2On the students initiative he/she can introduce himself. The student is allowed to determinethe nature and the form. For example: observation of the student in an authentic work situa-tion, holding a presentation, observation in a role play, an in-tray exercise, invitation to visitthe students 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 roleand the link to the competencies (level 3) and the theory and models (individual knowledge).The reports offer plenty of possibilities for questions.

Station 3In this station the student will be given feedback about stations 1 and 2. If the student didntpass 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 thedevelopment and organisation of the station.

The assessment committee observes (or otherwise) you in station 2 and assesses you bymeans of the given criteria.

The assessment committee examines the self-evaluation report and the attendant selectionfrom 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 yourprofessional 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 preparedquestions and you will demonstrate your capability of verbally accounting for your profes-sional actions (or the result of these actions) and reflecting on these. You will not know inadvance the precise content of the interview.

In station 3, the results of stations 1 and 2 are discussed and both you and the assessmentcommittee have a final opportunity to clarify or raise certain items.

Possible outcomes

After the performance interview, the assessment committee establishes the assessmentbased 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;


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2. You are assessed as not yet qualified to enter the professional field; in this case, you aregiven the opportunity to improve yourself and become qualified to enter the professionalfield after all.

The outcomes will be announced in writing and sent to your home address.

CreditsQualified: 60 ECTSNot yet qualified: 0 ECTS

Second opportunityIn consultation with your supervising lecturer, you draw up a plan for the improvement of yourcompetencies (PDP), carry out this plan, and undergo Assessment 4 again when you are upto 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 ManagementSchools in the Netherlands, drawn up in 2004.1. The main difference with regard to the 10core competencies used in the HHO programme so far, is that the knowledge aspect is muchmore evidently present.

Below the 10 competencies.

Competency 1Creating experiences by delivering hospitality

This involves:Providing services in a hospitable and flexible way, in interaction with the guestDeveloping services with regard to the primary hospitality processes

Level 3

Context / complexityInternational hospitality business

Multicultural management team

Colleagues with different native speakers and cultural backgrounds

Guests with different native speakers and cultural backgrounds

RoleA leading role in the hospitality industry (operations manager, duty manager, front or backoffice manager)

OperationsSteering 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.

1BBA COMPETENCY PROFILE HOTEL MANAGEMENT SCHOOLS IN THE NETHERLANDS Professional competencies forthe Bachelor programme in hospitality management; Hoge Hotelschool Apeldoorn, Hoge Hotelschool Breda, Hoge

Hotelschool Den Haag, Hoge Hotelschool Leeuwarden, Hoge Hotelschool Maastricht. September 2004.


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Competency 2Developing a vision on external developments also through active networking

This involves:Recognising, keeping up with, and analysing relevant developments in the external environ-mentConfronting with internal analysisDeveloping vision and strategyBuilding 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 3Context / complexityReal hospitality business (national or international) with real question / need for contempla-tion of developments in the external environment with regard to an integrated problem. Isresponsible for the vision on the environment. Works independently and pro-actively. Hasdealings with various stakeholders.

RolesMarket and environment expertNetworker

OperationsAnalysing relevant developments in the external environmentIn this process, selecting the relevant work models oneselfIn this process, devising ones own working processIf necessary, directs employeesShaping deliberations with and reports to the various stakeholdersFormulating strategic alternativesGiving advice as to which alternative is the bestAccounting to the various stakeholders for the choices madeBuilding a relevant personal network


External analysis report within the framework of strategic advice

SWOT analysis

Advice with regard to strategy


Critical situation:These situations can generally be typified as situations in which it is important to be able todetermine whether an observation or a trend concerns a threat or opportunity that may beprofitable 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 goalsOperationalisation of functional goals in a work plan (budget).

Example professional products:Functional plan

Level 3Context / complexityA 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 dealingsat various levels within the organisation.

RoleA leading role in the hospitality industry (operations manager, duty manager, front or backoffice manager)

OperationsOperationalisation of a given functional goal in a work plan (budget) for a part of the func-tional unit (e.g. a menu plan, a direct marketing plan or a revenue plan).

Example professional productsPartial work plan for a functional unit, for instance within the framework of implementing astrategy

Critical situation:Keeping the stakeholders satisfied and building support among the stakeholdersDrawing up a realistic and well-substantiated plan.

Competency 4Contributing 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 employeesDrawing up and/or adjusting job and/or competency profilesDrawing up regulations for performance and assessmentCoaching and training employeesEmployee 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 3Context / complexityReal 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.


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RolesA leading role (operations manager, duty manager, front or back office manager), trainer,coach

OperationsTranslating labour and other legal conditions into HRM policy (e.g. absenteeism policy)Recruiting, selecting and appointing employeesDrawing up regulations for performance and assessmentCoaching 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 5Organising, 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.


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 3Context / complexityA real and complex assignment for a real hospitality business (or a hospitality business to bedeveloped) to organise a specific process (e.g. security, stock, food preparation, mainte-nance). In addition, the management of all parts of the processes is a continuous object ofattention.

Works mainly independently by means of the available guidelines and procedures (e.g. op-erations management models).

RoleA leading role in the hospitality industry(operations manager, duty manager, front or backoffice manager)

OperationsOrganising and improving business or organisational processes


Description of business or organisational process

Management plan (procedures and protocols) Implementation plan to improve processes


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Competency 6Procuring all necessary management information(For the purpose of making strategic decisions as well as directing or adjusting business andorganisational processes.)

This involves:Determining which internal and external management information is necessaryArranging for the collection of relevant information to record in the MISAnalysing 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 3Context / complexityA real assignment for a real hospitality business with its own MIS. Is responsible for theproducts to be delivered. Works mainly independently and pro-actively, but regular guidanceand support is available.

RoleA leading role in the hospitality industry

OperationsDetermining which internal and external management information is necessary

Arranging for the collection of relevant information to record in the MISAnalysing information from the MIS


A description of the information need for the purpose of the Management InformationSystem (MIS)

A description of the process of collecting and properly processing information

An analysis report of the MIS output

Competency 7Initiating change in a planned matter

This involves:Analysing the difference between the existing and desired situationDetermining the willingness and ability to changeDetermining the change strategyDrawing up an appropriate intervention plan

Example professional products:Change plan

Level 3


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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 3Context / complexity

A real assignment for a real hospitality business.Is responsible for a part of the work plan. Works independently and pro-actively. Has deal-ings with various stakeholders.

RoleImagineer/advisor

Operations


Research into value systems?

Concept development?

Critical situation:Alertness: when should a new product or concept be considered?

Competency 9Coperating and communicating in teams

ContextInternational hospitality business somewhere in the world. Management communication oftenin the English language and sometimes in the language of the country of residence. The ho-tel 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 ones own actions

Operating criteria regarding working together

Takes on team tasks of ones own accord Carries out tasks in a responsible manner, which means in accordance with general or

specific regulations, agreements and quality criteria


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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 communicatingOperations involve:Writing: writing plans and documents/memosSpeaking: informing and presenting, deliberating, having conversationsFinal levels of language skills (related to Common European Framework)

Level 3:Operations

Co-operating with stakeholders in a real, possibly international, context


Speaking, reading (target level C1) and reporting in English (target level B2) in a profes-sional 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 aprofessional context

Competency 10Steering own professional and personal development

This involves:

Planning enough time and room for personal development

Defining ones own strengths and weaknesses by means of the competency profile

Reflecting on ones own professional actions

Asking for active feedback to ones own professional actions

Formulating individual learning goals

Drawing up a PDP (Personal Development Plan)


PDP

Evaluation reports

Reflection reports Report of performance interview

Level 3Context / complexityA real hospitality business with real assignments.Is responsible for ones own PDP / the execution of ones own PDP. Works independentlyand pro-actively. Regular guidance and support is available.

RoleSelf-manager

Operations

Creating time and room for ones personal development


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Defining ones own strengths and weaknesses based on the competency profile

Reflecting on ones own professional actions

Asking for feedback to ones own professional actions

Formulating individual learning goals

Drawing up a PDP


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 com-petency profile of Hotel Management Schools in the Netherlands (2004) served as a guide-line. This profile is presented in the table below:

Task Performance ConditionsCompetencyLevel Complexity Transfer Responsibility1st level Possesses and develops

basic knowledge andskills, mainly to do routinework, gets instructions,follows directions of supe-rior officer

Possesses the neces-sary knowledge andskills to do routine workin an internal project orfor an external commis-sioner

Bears responsibility forones own set of tasks,formulates goals, ac-counts for the progressof work

2nd level Applies knowledge, works

with guidelines and pro-cedures in complex situa-tions, explores issues ofcomplexity in the work

Possesses and develops

extensive knowledge,skills, and some experi-ence to operate in prac-tice, and delivers goodperformances in variousorganisations

Works in a result-

oriented manner, de-vises ones owncourses, negotiatesabout these courses,accounts for choices,and weighs thesechoices from a time per-spective

3rd level Analyses problems, is-sues and troublespots incomplex situations, oper-

ates independently inpractice, takes decisions,develops new proceduresor new plans of approach,uses creativity in tacklingand accomplishing as-signments

Analyses ones ownsituation, fills gaps inones own knowledge via

self-managed learning,acquires new skillswhere necessary, con-siders and deals withproblems with a view thattranscends the companyor sector level

Works in a pro-activemanner, at various lev-els and in a professional

manner accounts for thecollection of information,choices and formation oftheory and the chosensolutions, both towardsthe commissioner andcolleagues, is receptiveto critical judgements bycolleagues and fellow-professionals


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INSTRUCTION MANUAL

ASSESSMENT 4Proven competency to enter the profession!

HHO

2009 - 2010


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Aim of the assessmentThe aim of this assessment is to establish your suitability to enter the professional field inde-pendently. If the result of this assessment is positive, you will be granted the Bachelors de-gree of Business Administration.

What will be assessedThe assessment focuses on the following questions:1. Do you master the professional competencies at the required finishing levels of the edu-

cation 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 in-

clude the languages). Why was that? What did you improve and what are you going toimprove (use your improvement plan)?

Participation requirements1. 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 withthe 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 tomeet the participation requirements after all. After approval and carrying out an assignment(meeting the participation requirements), these students take part in Assessment 4 in Sep-tember 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 devel-

opment 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 self-

evaluation.

Station 2 is the competency interview.In the first part you have the opportunity to introduce yourself. Usually this happens bymeans of a presentation. You are allowed to determine the nature and the form. For exam-

ple: observation of yourself in an authentic work situation, holding a presentation, observa-tion 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 develop-ment at level 3. Based on the STARR method, the student will be asked to further explain hisown role and the link to the competencies (level 3) and the theory and models (individualknowledge).

Station 3 In this station you will be given feedback about stations 1 and 2. If you didnt passstation 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 thestudent decribes his competencydevelopment at level 2 (in advance)

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

Testing station 3In this station the student will be givenfeedback about station 1 and 2.The student provides informationabout gaps.


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

If deliberations are necessary, the 3rd assessor will see to it that a written protocolof thereport 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 examinerestablishes the mark for the self-evaluation report and gives a brief explanation of his/herdecision. Then, the mark is established by mutual consultation, in which only whole and halfpoints are allowed. The point of departure in establishing the mark for the self-evaluationreport, is the average mark given by the assessors involved. You will be admitted to the As-sessment 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 dis-cussed 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 station1 and the assessment interview, in which only whole and half points are allowed. (In thisphase, the mark 5 is permitted). The point of departure in establishing the mark, is the av-erage mark given by the assessors involved.The mark for the other testing stations of Assessment 4 is not allowed to differ more than 2points 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 testingstations 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 self-evaluation report (if the mark of the self-evaluation report is the highest, the rounding off isupwards, if the mark of the self-evaluation report is the lowest, the rounded off is down-wards).

1. Testing station 1You submit the self evaluation report (testing station 1).

Assessors look at the report and fill in the notification form. This notification form will be re-turned to the secretarial office as soon as possible.

Assessors read the report and fill in the assessment form. They take this assessment formwith them to the assessment meeting.


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Example: Assessment time scheme2. Testing station 2Time Activity Duration

10.00- 10.10 Assessors meet each other, discuss the self-evaluation report (station 1). Each assessorexpresses his/her opinion about the studentscompetency development and the final as-sessment is filled in.

10 min.

10.10- 10.20 Student enters the room. Station 2 beginsimmediately. The student has the opportunityto introduce him/herself.

10 min

10.20- 10.40 The justification interview takes place. (Justi-fication individual knowledge and competencydevelopment).

20 min

10.40-10.45 Student leaves the room. Assessors deter-mine outcome (station 2 achieved or notachieved).

5 min.

2. Testing station 3

10.45-10.55 In this station the student will be given feed-back about stations 1 and 2. The student hasthe opportunity to provide extra information.

10 min.

10.55-11.00 The student leaves the room and the asses-sors form their opinion. The student entersthe room again and is informed of the results.

5 min.

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 assessmentprocedure.

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 conformitywith 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 and2. 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 firstform.

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 atHBO level.

What is a criterion-based interview?A criterion-based interview is asking questions in a structured manner about specific behav-iour, which has been specified as relevant in advance. Criterion-based interviewing involvesinquiring into the behaviour displayed by a student in specific situations in the past, and as aresult, predicting what behaviour the student will display in similar situations in the future. Wehave opted for the STARR model as a basis for our criterion-based interviews. STARRstands for Situation, Task, Action, Result, Reflection.

By means of the STARR Model, the following aspects are addressed:

S Situation You ask the student to describe a certain situation, in which a certain com-petency was called for.The purpose of the question is to gain a concrete picture of the context andcomplexity of the situation.

T Task You ask the student to describe which task or role he/she had in this situa-tion.This question serves to ascertain which goals the student set him-self/herself and which tasks and responsibilities the student had.

A Action You ask the student which action he/she took. The student describes this inconcrete operations/behaviour and makes a link to the theory and models.This is the most important question. Pay attention to answers in the weform instead of the I form. After all, it is the action taken by the studenthim/herself which is important. So, direct the student towards the I formand theoretical underpinning.

R Result You ask the student what the result was and about the link to the theoryand models.

This question serves to ascertain the effectiveness of the students actionand the extent to which the application of theory and models was success-ful.

R Reflection You ask the student to reflect upon the situation. And perhaps also whetherhe/she is able to transfer the given example to another situation. What wentwell, what needs to be changed and how. These questions are linked totheir individual behaviour (possibly in a group seeting)The purpose of this question is for the student to show whether he/she isable to learn from his/her actions and whether he/she knows where his/hergaps in terms of knowledge, skills and attitude can be identified. In otherwords, is the student able to form a picture of his/her competency develop-ment.

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


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Appendix 1

Notification formSelf-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 thestudent

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 followingcriteria:

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 reportYes No

Report on the whole6. Offers the reader a clear overall picture of the students development Yes No

Competencies7. All 10 competencies are proven on level 3 Yes No

8. The professional products (by means of which the student will demon-strate that he/she masters the competencies at level 3) are linked to thecompetencies.

Yes No

Context and role9. The contexts within which the student seeks to acquire his/her compe-

tencies at level 3 are described.Yes No

10. The roles in which the student seeks to acquire his/her competencies at

level 3 are described.

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 pro-cedure 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 allcriteria are fulfilled, you will need to rewrite the self-evaluation report and do a re-

assessment. You will receive feedback from you graduation coach, he or she will include thefeedback 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 4Competent 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 Competent to enter the profession0 Not competent to enter the profession

Mark for self evaluation report (testing station 1)Mark for assessment interview (testing station 2/3)Final Mark (average)

Signature of assessor 1: 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 allassessment 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 studentId. CodeName assessor

Quality criteriaEvidence on competencies level 31. Student provides convincing evidence to show that he/she masters the 10HM competencies level 3.

Yes No

Comments:

Reflection on competencies level 3

2. The reflections on the competencies include complexity, transfer and re-sponsibility on level 3 (Explanation of STARR format see appendix).

Yes No

Comments:

The self-evaluation3. The self-evaluation follows logically from the foregoing. Yes No

Comments:


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Appendix - question 2.

Format STARR report:

Overall assessment criteria Yes No

1. The student describes a concrete situation, in which the contextand complexity of this situation is made clear.

a. Description of concrete situation Yes No

b. Context is made clear Yes No

c. Complexity is made clear Yes No

2. The student describes his/her own task in this situation, in whichthe goals and responsibilities of the student are made clear.

a. Description of task Yes No

b. Description of goals Yes No

c. Description of responsibilities Yes No

3. The student describes the activities actually carried out in termsof concrete operations, in which the link with relevant theoriesand models is indicated.

a. Description of activities in terms of concrete operations Yes No

b. Indication of link with relevant theories/models Yes No

4. The student describes the results of his/her own activities and theeffectiveness of these activities, in which the link with relevanttheories and models is indicated.

a. Description of results of students own activities Yes No

b. Description of effectiveness of results/students ownactivities

Yes No

c. Indication of link with relevant theories/models Yes No5. 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 Yes No

b. Description of areas for improvement Yes No

c. Description of knowledge, insight, skills and attitude gaps Yes No

d. Description of link with competencies Yes No


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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 students task (goals and responsibilities are made clear)3. The students activities (concrete operations/behaviour and link to knowl-

edge/theory/models are indicated)4. The results of the students activities (effectiveness and link to knowl-

edge/theory/models are indicated)5. The students reflection on the competencies (level 3) obtained (complexity, transfer

and responsibility)


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Testing station 2: Competency interviewProtocol interview

Comments and feedback testing station 2:


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Form 3

Testing station 3: Evaluation sessionProtocol 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 framebellow.

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)

EvaluationThe evaluation session was the last opportunity for assessors to gather information to cometo a well-grounded evaluation of assessment 4.

FeedbackThe following questions serve as a final evaluation instrument and give an overall impressionof the findings of testing station 1, 2 and 3.

Demonstrated is that: yes No1. the student masters all the professional competencies at level 3? yes No

2. the student supplies proof by means of study activities, professionalproducts, placements and relevant theories and models?

yes No

3. the student reflects on his/her competencies, what went well and whatdid not go well (also include the languages). Why was that? What didhe/she improve and what is he/she going to improve (use his/herimprovement plans)?

yes No

Any comments and/or explanation

Pass MarksThere 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 onequestion has been answered with no.

Study advice:The student is assessed as:

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