STRATEGIC ACTIONS FOR THE

HOSPITALITY/TOURISM EDUCATORS AND

CURRICULUM PLANNERS
PROF. IGNACIO C. CORDOVA, JR. DBA, CHE
College Dean
OUR LADY OF FATIMA UNIVERSITY
College of Hospitality and Institutional Management
College of Business and Accountancy

NICHE ADVISORS
PHILIPPINES
 NICHE ADVISORS’ CONSULTANTS INSIGHTS:
 BELIEF STATEMENT
Given the concepts of
environmental scanning in
education, innovative
approaches and technological
forces, you should be able to
produce plans for the
curriculum development of
your HRM/TOURISM programs
based on the most likely
future scenarios.
What to expect? 
 How to become strategic in
turbulent times?
 How to apply environmental
scanning model to understand the
business environment of
hospitality/tourism education?
 What are the seemingly confusing
external forces (technology,
government and social issues)?
 How may we design innovative
approaches to address the issues?
STRATEGIC ACTIONS:
THE IMAGE OF THE FUTURE – IT IS WHERE WE ARE HEADING

 How may we describe the

business environment
today and tomorrow?
 Are we EXPERIENCING
turbulent environment?
Why?

How to become strategic in turbulent times?

 WHY?????? …deciding where and how to
compete?
 K-12 ENHANCED BASIC EDUCATION
 TECHNICALIZED AND
VOCATIONALIZED TRACKS IN
GRADE 12 AND COLLEGE
 CHED’s OUTCOMES-BASED
EDUCATION and TYPOLOGY-BASED
QUALITY ASSURANCE
 THE ASEAN 2015: INTEGRATION
SYSTEM
 TVIs versus HEIs competition in
offering HRM and TOURISM
PROGRAMS
 WHAT IS BEING STRATEGIC?

Strategic Strategic Strategic

Thinking Decision Planning

Actions
Taking
Choices
Making
Alternatives
Generating

Making
HOW TO APPLY ENVIRONMENTAL SCANNING
MODEL TO UNDERSTAND THE BUSINESS
ENVIRONMENT OF HOSPITALITY/TOURISM
EDUCATION?

...when in doubt …stop and reflect. seek expert

advise or find a model from the consultants!!
STRATEGIC PLANNING SIMPLIFIED
PROCESS

Vision,
Environment Strategy
Mission, &
al Scanning Formulation
Objectives

Strategy
Evaluation &
Implementati
Control on
ENVIRONMENTAL SCANNING: UNDERSTANDING
THE INTERNAL AND EXTERNAL FORCES

EXTERNAL FORCES INTERNAL FORCES

 POLITICAL/GOVERNMENT  STUDENTS
 ECONOMY  PARENTS
 SOCIAL  TEACHERS/INSTRUCTORS
 TECHNOLOGY  COMPETITORS
 SUPPLIERS/SERVICES
 OTHER STAKEHOLDERS
ENVIRONMENTAL SCANNING: UNDERSTANDING
THE INTERNAL AND EXTERNAL FORCES

 TODAY’S AGENDA: LET US FOCUS ON EXTERNAL FORCES

Technological:
accounting softwares, events management, hotel folio, GDS,
costing/catering softwares application, curriculum mapping softwares,
(expectation versus reality; industry versus academe scenarios)

Government:
CHED QUALITY ASSURANCE THROUGH TYPOLOGY AND
OUTCOMES-BASED QA
TESDA TVET QUALIFICATIONS IN GRADE 12
DepEd K-12 ( GRADE 11 AND GRADE 12)
HOW MAY WE DESIGN INNOVATIVE
APPROACHES TO ADDRESS THE
FORCES/ISSUES?

Winning business
model
 • Defined and replicable approach for where
and how to compete

BIG MOVES AGAINST BIG THINGS=NECESSARY AND RISKY

SMALL MOVES ON BIG THINGS=FOOL OURSELVES WE ARE MAKING A DIFFERENCE
SOURCE: CAMBRIDGE ADVISORS
 TECHNOLOGICAL INNOVATION/FORCES:
EXPECTATION VERSUS REALITY= INDUSTRY
VERSUS ACADEME PRACTICES
 TECHNOLOGICAL INNOVATION/FORCES:
EXPECTATION VERSUS REALITY= INDUSTRY
VERSUS ACADEME PRACTICES
H
 TECHNOLOGICAL INNOVATION/FORCES:
EXPECTATION VERSUS REALITY= INDUSTRY
VERSUS ACADEME PRACTICES
 TECHNOLOGICAL INNOVATION/FORCES:
EXPECTATION VERSUS REALITY= INDUSTRY
VERSUS ACADEME PRACTICES
 TECHNOLOGICAL INNOVATION/FORCES:
EXPECTATION VERSUS REALITY= INDUSTRY
VERSUS ACADEME PRACTICES
 TECHNOLOGICAL INNOVATION/FORCES:
EXPECTATION VERSUS REALITY= INDUSTRY
VERSUS ACADEME PRACTICES
 That technology changes the way

EXPECTATION VERSUS REALITY=

our students learn and

INDUSTRY VERSUS ACADEME

work/practice in industry.

INNOVATION/FORCES:
That front office software has

TECHNOLOGICAL
eliminated the Whitney Racks
system.

PRACTICES
That reports can now easily
retrieve using computer system.
That virtual tours of the rooms
where the guests will stay and the
restaurants they will visit in the
comfort of their homes are now
becoming possible.
ARE YOU READY?
IS THE LEARNING PLATFORM READY?
GOVERNMENT FORCES/ISSUES:

DepEd K-12
( GRADE 11 AND GRADE 12)

GRADE 11 GRADE 12

English English
Pilipino Pilipino
CORE Science Science
Math Math
PE PE

One (1) elective for the

One (1) INTRO
ELECTIVES whole year with TESDA
Elective per quarter
certification
 GOVERNMENT FORCES/ISSUES: DepEd
Suggested Curriculum
CURRICULUM SENIOR HIGH SCHOOL
Grade 11 Grade 12 TOTALS
Learning Area Subject DepEd K-12
1 GRADE
st
( GRADE 11 AND Sem 12) 2nd Sem 1st Sem 2nd Sem
CORE
Language English, Filipino or others 54 54 108

Literature Philippine & World Literature 54 + 54 108

Mathematics Mathematics 54 54 108
Philosophy Philosophy 54 54
Natural Science Life/Physical Science 54 54 108
Social Science Contemporary Issues 54 54 108
NSTP Community Service 54 54 108
CARRER PATHWAYS 216 216 270 270 972
with immersion/OJT Business & Entrepreneurship
Tech-Voc
Humanities
Science, Technology, Engineering
TOTAL HOURS 486 486 324 270 1674
HOURS/DAY 5.4 5.4 4.2 3
 GOVERNMENT FORCES/ISSUES:

CHED REVISED GEC

Higher
School

• 24 units Core GE
Revised • 9 units GE Electives
GE • 3 units Life and Works of Rizal
36 units • 8 units PE
• 6 units National Service as mandated by law

Major
Course
 GOVERNMENT FORCES/ISSUES:
In response to Grade 11 and Grade 12, let ‘s think about these concerns/issues:

What career pathways/tracks will be included?

• Tour Guiding, Ticketing, Culinary Entrepreneurship,
Higher F&B services/waitering
School • What competencies?
• Will it be TESDA TVET Qualification

• 24 units Core GE
Revised • 9 units GE Electives
GE • 3 units Life and Works of Rizal
36 units • 8 units PE
• 6 units National Service as mandated by law
What subjects?
Basic Professional Courses
Major Major Professional Courses
Courses How many units for 2 years?
Benchmark?: CMO #30 S. 2006?
 SENIOR HIGH SCHOOL/HS LABORATORY/CAREER ACADEMIES/ POLY HS
In response to Grade 11 and Grade 12, let ‘s think about these COMBO TRACKS:
What career pathways/entry point tracks will be included ?

COMBO 1
F&B BARISTA, F&B Staff, Reservation Receptionist
Service

COMBO 2 • Housekeeper/RA/CM
Hotel/L • Bell Staff/FO Floor Staff
odging • Linen Staff

COMBO 3
Kitchen/Pastry Artist
Culinary Commis I & II
Culinary/Food Entrepreneurs
 SENIOR HIGH SCHOOL/HS LABORATORY/CAREER ACADEMIES/ POLY
HS

In response to Grade 11 and Grade 12, let ‘s think about these COMBO TRACKS:

What career pathways/entry point tracks will be included ?

• Casino Floor /Wait Staff

COMBO 4
Other • Casino Game Dealer
Segments • Tourism/Travel Agency Staff
• Ticketing Agent
• Skilled Tour Guide
 GOVERNMENT FORCES/ISSUES:
SENIOR HIGH SCHOOL SCENARIO AND OUTCOMES PLANNING
SCENARIO #1
School Modelling
Approach
(Stand Alone HS Laboratory
of CD: anytime next year or
2016)
Enhanced SH curricula
CD has SH laboratory
No transition
Recognized as Modelling
School for K-12 by
DepEd
SCENARIO #2 SCENARIO#3
DepEd Service School to School to IP
Contracting Approach Consortium Approach
Private-Public (anytime next year
Partnership (PPP) until 2016)
*Established Servicing
*Consortium with HSs
Part- *Consortium with TVIs
nership with DepEd until Consortium with Industry-
the end of the transition *partners
*Public-Private Partner-  
ship Contract for Educ.
*less marketing
 GOVERNMENT FORCES/ISSUES:

CHED QUALITY ASSURANCE THROUGH TYPOLOGY AND

OUTCOMES-BASED QA

ACCREDITING
PROMOTERS CHED, PRC & IMO
ENTITIES

QUALITY ASSURANCE
QUALITY ASSURANCE
CORE CONCEPTS (M, P, P, are in place and
AND STANDARDS
quality is delivered)
 GOVERNMENT FORCES/ISSUES:
In response to OBE, let ‘s think about these key indicative factors of competency-based learning:

Will help us ascertain the gaps (e.g. Academe vs. Industry)

CURRICULU
Will help us identify repetition within the course syllabi
M MAPPING Will help us in making vertical alignment of learning
assessments, contents and deliveries across year levels

 Performance – What Will the Student Do?

 Conditions – Under What Situations?
INSTRUCTIONA
L OBJECTIVES
 Standard – How Well?
 Repetitions – How Many Times?
(C, P, S, R= after you have identified the learning outcomes plan for the
instructional objective)

Level of Even Students Are Able to Cook in the Kitchen

Using a full bar set up, you should be able to accurately prepare a Margarita, a
learning
Martini, a Hong Kong cocktail, and a Cosmopolitan, according to the method
(AL) demonstrated, with no opportunity to repeat.
• Performance • Conditions• Standard• Repetition
• Level of learning
REMEMBER: ADULT LEARNING
 Want to accomplish their own
goals
 Make personal connections and
applications to the subject matter
 Focus learning on their real world
 Relate course material to prior
knowledge
 Use their own experience
 Discuss and debate with examples
and information
 Like active class participation

Source: Dr. MAYO (NEW YORK UNVERSITY)

MAYO CONSULTING SERVICES
Lecture Statistics

 Student retention of average

lecture – 25 %
 Average lecture – 5,000 words
 Average student notes – 500
words
 Accuracy of information copied
from board – 90 %
 Overall accuracy of average
student notes – 10 %
7/19/2012
12
 “GIVEN THE CONCEPTS OF ENVIRONMENTAL SCANNING IN EDUCATION,
INNOVATIVE APPROACHES AND TECHNOLOGICAL FORCES, YOU SHOULD BE
ABLE TO PRODUCE ACTION PLANS FOR THE CURRICULUM DEVELOPMENT
OF YOUR HRM/TOURISM PROGRAMS BASED ON THE MOST LIKELY FUTURE
SCENARIOS.”

Platform for
Plan for Action decision-
making
“YOU” “YOUR BOSS”
ANYTHING UNCLEAR??

ACADEMIC CONSULTANTS OF THE

NICHE ADVISORS
PHILIPPINES
Can help you!!

• CONTENT PRESENTATION
• SUPPORT MEDIA IN TEACHING
• CURRICULUM MAPPING
• PROPERTY MANAGEMENT
SYSTEM
• GRADE 11 AND GRADE 12
MODEL DEVELOPMENT
DACAL PU SALAMAT!!!