Usage of Theoretical Capabilities Learnt at VU While Executing the Duties - Coursework Example

Reflective Journal Introduction A career in food and beverage management is what I aspire to achieve, within the vast and highly diverse hospitality Industry. I have come to learn about the limitless potential of this field, not just from my hospitality and management degree program at Victorian University (VU), but also from my apprenticeship in a hotel, as a kitchen assistant (Cortini and Morin, 2011, p. 25). In the course of my academic training and actual practice, I have realized that the sector is increasingly becoming diverse. From my experience at the restaurant in which I work, I have noted significant usage of theoretical capabilities learnt at VU while executing my assigned duties. I seek to explore these links between theoretical concepts and practice, the role of university education on my internship roles, as well as, progressive individual learning in the course of the apprenticeship, using Gibbs reflective model. Use and Development of VU Capabilities The hospitality management program at VU operates within the premise that, a fully qualified graduate will gain and develop skills in diverse disciplines deemed pertinent to modern administrative roles. The institution strives to guarantee this vision through intensive academic course work and experience developed through practical sessions (HCareers, 2009). Some of the capabilities acquired at VU include communications, human resource management, marketing, accounting and finance, economics and costs controls or operations linked to food and beverage. While I previously upheld the notion that some of the aforementioned learning areas may not be necessarily relevant to my chosen career of food and beverage management, my internship has disproved this misperception. For example communications learnt at the university have played a significant role in enhancing my ability to interact with colleagues and hotel clients, whenever I get a chance (Inger and Gustafsson, 2007, p. 256). This communication capability has, therefore, come in handy, especially whenever I want to make inquiries from the head chef and other hotel workers on my duties or obligations. In further development of my communication skills, I have come to learn how to convey a message through proper gesticulating. I find this rather crucial, especially in a busy kitchen environment, where there are loud noises and it seems impolite to shout, in order to pass on a message. In addition to communications, I have been able to apply several food and beverage capabilities learned at VU in my role as a hotel kitchen assistant. Some of the operations in food and beverage management that I studied at the university included dining room service, setting restaurant themes to cater for catering, banquet, fine dining or casual dinner experiences, beverage mixology, and food service systems. I have become particularly well versed in the practice of food service systems. This is because the head chef often allows me to give my input in recipe preparation. The chef and his assistants also let me observe and occasionally participate, as they prepare meals and set out the food on plates in a presentable manner. The same applies to my involvement in preparing party drinks, hence making use of mixology skills, while learning about new beverages. My continued participation in these operations will enable me to continue perfecting skills in food and beverage management that I have learned about at VU (Gault and Duey, 2010, p.80). The other capability instilled at the university that I cannot afford to overlook is in food production. This primarily entails the process through which food has to go through, ranging from the ingredient phase to being served to restaurant clients. I have been able to learn about safe use of kitchen equipment, application of sanitation procedures, reading, following and preparing recipes. I have also acquired firsthand experience in preparation of stocks, soups, as well as, marinating sauces. Applying these skills learnt theoretically in a practical setting has bolstered my confidence in my career choice and broadened my view of the profession. Individual Learning using Gibbs Model The Gibbs reflective model is meant to enable people think consciously about a given experience, thus establishing the constructive lessons acquired and possible improvement areas. This model encompasses six phases, of which five are the most imperative and include description, feelings, evaluation, conclusion and action (Gibbs, 1988, p.27). I have used this model to enable me present my internship experience in a coherent manner and to enable me continue developing my career plan. Description My internship as a kitchen hand in a busy restaurant has been an eye opening experience. I joined the establishment, to comply with the university requirements which require scholars to join an apprenticeship program prior to graduating. The attachment period was not restricted, thus giving me an opportunity to gain as much experience as possible. My choice for a restaurant internship came about naturally following my desire to pursue a career in food and beverage management. Working in the restaurant has enabled me to interact with other people, including prominent chefs, hostesses and stewards, beverage mixologists and other restaurant staff members. Feelings Initially, I was not highly enthusiastic about the internship, especially since I took up the role of a kitchen hand. My immediate thought on being offered the position was that I would be confined to manual duties, like solely washing dishes and cleaning countertops, which would not add value to my professional development. However, as time progressed, I realized that although the manual duties were part of my regimen, I could still learn crucial lessons from chefs, barkeeps, stewards and other restaurant employees. I grew to feel like a part of the staff and they also embraced me; continually teaching me diverse aspects of food and beverage management. Evaluation Looking objectively at my internship experience, it has not only been informative, but it has also played a significant role in enabling me to apply hospitality management concepts and theories learnt at the university. I have been able to hone my communication and interactivity skills, through previously acquired academic skills. I have also had a unique opportunity to practice food production precepts, beverage mixology, and food service systems, while acquiring skills on usage of relatively sophisticated kitchen equipment. The restaurant employees were instrumental in enabling me learn about all these elements, for which I am highly grateful. Conclusions The internship experience has added immensely to my wealth of knowledge in hospitality administration and especially in food and beverage management. However, I felt that the restaurant management should develop a comprehensive internship program that clearly defines the duties of interns. This would ensure that apprentices do not experience role conflict or fail to effectively meet their learning objectives and requirements (Zopiatis and Constanti, 2012, p. 45). Action I would gladly enroll for another restaurant internship in the future, given the immense experience I have acquired. However, for future efficacy, I would prepare a detailed program of activities and knowledge that I would like to acquire. I believe that predetermining my knowledge gaps will enable me to present a request to the establishment’s management, on the exact elements that I would want to learn. For example, in my next internship, I aspire to build my experience in business accounting, as well as, customer service and reception. Impact of University Studies Just like in other professional fields, education is imperative in the hospitality industry. This is especially the case, if one is to succeed and gain competitive advantage over the ever increasing number of rivals, comprising of numerous hospitality management workers. Contrary to prevalent misconception, success in the hospitality sector and particularly in hotel management requires individuals to have more than just basic information about the industry and its constituent businesses. Professionals in the field must develop exemplary time management, management, research and excellent interpersonal skills. It is also highly imperative to wield skills in communication, accounting and computing. I have come to learn the importance of all these aspects during my restaurant attachment. For instance, without communication knowledge acquired in university, I would be having a difficult time trying to interact in a formal yet cordial manner with both senior and subordinate staff at the establishment. In the course of my internship, I am occasionally called upon to help other staff members in stock valuation and maintenance of inventory records. My university knowledge in basic hotel accounting is highly useful during such situations (Turner and Weickgenannt, 2009, p. 43).  Further, I intermittently utilize hospitality computer applications, whenever I am asked to carry out a front desk duty every once in a while. This serves to show that computer knowledge and skills are necessary in effectively meeting one’s duty in food and beverage management. Proficiency in MS Office packages and other computer software like Ms Excel, and Access is crucial in guaranteeing smooth running of diverse hospitality management roles. Further analysis of my internship experience shows that university education applies significantly to all aspects of hospitality business. For instance, with the bulk of my responsibilities being in the kitchen, I primarily deal with equipment, food service systems and cleaning concerns. Without adequate technical knowledge on how to use such equipment, then I would not be allowed to work in the kitchen. For instance, different foods require varying degrees of heat to cook properly, and failure to efficiently regulate the heat may result in loss of food. The same applies to preservation of diverse ingredients. All these information can be overlooked, yet it is highly pertinent to preventing financial losses and providing products that will keep customers coming back to the restaurant. Further, university education on hospitality law ensures that, as a restaurant employee, one is able to strictly adhere to legally-mandated controls governing sanitation, food preparation and overall service. Conclusion From my experience as an intern in a restaurant, I have learnt that the hospitality industry offers numerous opportunities for interested parties. However, one can only take advantage of such chances, when fully equipped in terms of academic qualifications and actual industry experience. Recognition of this fact has enabled me to fully appreciate the educational curricula at VU. This is after realizing that academic skills acquired at the institution form a firm foundation, for my practice as an apprentice. Bibliography Cortini, M., Tanucci, G., and Morin, E. 2011. Boundaryless Careers and Occupational Wellbeing. London: Palgrave Macmillan. Gault, J., Leach, E., and Duey, M. 2010. Effects of business internships on job marketability: the employers perspective. Education and Training, 52(1), pp.76–88. Gibbs, G. 1988. Learning by Doing: A guide to teaching and learning methods. Oxford, Oxford Polytechnic: Further Education Unit. HCareers. 2009. Career Paths of a Hospitality Management Student. [Online]. Available at [Accessed 28 April, 2014]. Inger, R. Edvardsson, B. and Gustafsson, A. 2007. Customer Switching Patterns in Competitive and Noncompetitive Service Industries. Journal of Service Research, 6(3), pp. 256. Turner, L. and Weickgenannt, A. 2009. Accounting Information Systems – Controls and Processes. Upper Saddle River, NJ: John Wiley and Sons. Zopiatis, A., and Constanti, P. 2012. Managing Hospitality Internship Practices: A Conceptual Framework. Journal of Hospitality & Tourism Education, 24(1), pp. 44-51. Read More