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TOWARDS BUILDING A TRAINED WORKFORCE IN
MEETING AND EVENTS BY EDUCATING HIGH SCHOOL
COUNSELORS AND COLLEGE ADVISORS:
A PILOT STUDY
Presented To:
WEC 2012 Paper Review Committee
March 14, 2012
By:
M.T. Hickman, CMP, MS
Program Coordinator - Travel Exposition and Meeting Management, Richland College
12800 Abrams Rd
Dallas, TX 75248
Ph: 972-238-9067
Fax: 972-238-6333
Email: mthickman@dccccd.edu
And
George G. Fenich, Ph.D.
Professor, East Carolina University
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TOWARDS BUILDING A TRAINED WORKFORCE IN MEETING AND
EVENTS BY EDUCATING HIGH SCHOOL COUNSELORS AND
COLLEGE ADVISORS:
A PILOT STUDY
INTRODUCTION
Jobs in meeting and convention planning are expected to grow 16% over the years 2008 – 2018
(U.S. Department of Labor, 2011); this is faster than average for all occupations. To address this
growth, many high schools, colleges and universities are offering academic programs in
meetings, events, tourism and hospitality. However, given the many career options available to
students and the lack of knowledge many advisors have as to careers available in the hospitality
and meeting industry, the option to pursue a career in hospitality and meeting planning is often
over looked. Further, counselors may not be familiar enough with the skills needed or job
opportunities to recommend that a student pursue this career path.
For the research study being reported, it was hypothesized that: H1 – locally based education
programs could be developed and H2 – these education programs would increase the awareness
of career opportunities in meetings, conventions, events. A pilot study was conceived that would
test these hypotheses. If both of these hypotheses were supported then it would show the
potential for increasing the workforce in meetings, events and conventions.
A review of the literature found that providing high school counselors on-site exposure to an
industry is a viable path for increasing the number of students pursuing careers in these
industries (Brotherton, S. 1996; Hay, I. 2006: Warnack, C. 1973). In an effort to address the lack
of awareness of MICE careers and based on the literature review, a two year college in the U.S.
decided to help create awareness of careers in the meetings and events industry by developing
educational activities targeted to counselors and advisors. Thus, a thrust of this paper is in the
area of “human resources for the convention and expo industry” (MPI, 2012).
At the conclusion of the pilot study, it was determined that the two-year college program that is
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the focus of this pilot study was justified in creating a program to educate high school counselors
and college advisors. The activities used in this study can be replicated across the country to
increase awareness of the hospitality and meeting industry to both high school advisors and
college counselors.
The Primary Goal - was to increase awareness of the many career options available within the
hospitality industry, and more specifically in the meeting planning and exposition industries.
METHOD
There were two major elements to the research strategy
1. First was development and deployment of numerous educational activities.
2. Second was development and implementation of pre and post education session surveys
a. To measure change in knowledge about
i. The meetings and events industry
ii. Job opportunities in the meetings and events industry
EDUCATIONAL ACTIVITIES
The two year college under study profiled the job descriptions and job specifications of high
school counselors and college advisors. It was determined that (1) they are time constrained and
very busy and (2) they were unlikely to respond to educational programming that was largely
text based (they would not take time to read). Rather, the target audience needed stimulating and
engaging experiential learning activities. Thus, during a 3.5 year period the college under study
created and produced 17 different educational activities. They included breakfast and lunch
information sessions, familiarization tours, college information sessions and co-partnered
industry events. The goal of the activities was to reach a total of 125 high school advisors and
college counselors. The committee that conceptualized and implemented these activities included
the lead researcher, Advisory Board members, along with hotel, airline, and attraction industry
leaders. This committee was responsible for the organization and deployment of each of the
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activities. A grant from the MPI Foundation funded the activities at a total cost of $10,000.
Description of Educational Activities
Identify the high schools.
The pilot study began with the identification of high schools that offer tourism and hospitality
classes. The region under study encompasses four Independent School Districts (ISD). Curricula
in each school were analyzed using ‘content analysis’ to ascertain if classes in hospitality and
tourism were taught. It was discovered that five individual high schools under one ISD
participate in the Academy Foundation Academy of Hospitality and Tourism; these were the first
schools targeted to receive invitations to participate in the educational activities. In addition two
schools in the two other ISDs located in the region of study were identified as offering
hospitality content. Thus the pilot began with seven high schools offering classes in tourism and
hospitality.
Further research uncovered that ‘The Academy Foundation’ is a school to work program with
four career focuses; one of the programs is Hospitality and Tourism. The career focused program
is called Academy of Hospitality and Travel and includes a structured curriculum. Schools that
do not participate in the Academy of Hospitality and Travel, use an alternative curriculum that is
standardized by the state in which the region of study is located.
Educational Activity – Breakfast/lunch information sessions
The educational activities included educational breakfasts and lunches, information sessions and
familiarization tours. The breakfast and lunch sessions were held at the high schools to ensure
participation of the high school counselors, teachers and principals.
The lead researcher worked closely with the hospitality and tourism instructors at each high
school to identify counselors, teachers and administrator to receive invitations and to select dates
for an informational breakfast and/or lunch. Schools were given a choice based on what was
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most convenient for their schedule. Electronic invitations were sent and the high school
instructors helped to build attendance. The average number of attendees was eight.
The breakfast and lunch information sessions always featured a power point presentation that
included slides dedicated to information on careers in hospitality, tourism, meeting/event and
expositions. The slides contained images of the career segment, salary expectations and job
titles. The final slide illustrated the educational path way from high school to a two year college
to a four year college. The sessions were led by the lead researcher and frequently included
comments from an Advisory Board member. A copy of the power point as well as brochures,
posters and electronic links to web site were given to the attendees.
Educational Activity – Fam tour
During the pilot study four familiarization tours were conducted. The familiarization tours
included full day of education 8 a.m. – 4 p.m. and included a light breakfast, sit down lunch,
snacks, information binders, and transportation. Each tour cost approximately $1,500.
The tour
started at the host college with a review of the day’s events, an introduction to the lead
researcher’s college curriculum in tourism and hospitality and a tour of the host campus. The
four tours varied slightly and included at least five of the following; a tour of a hotel, trade
show/decorator, an event facility, travel company, air carrier, attraction and restaurant. During
the lunch presentations were made by a representative of the MPI Foundation, a local University
that offers a Hospitality program and by the Dean over the host college.
The goal was to tell the hospitality and tourism story, what types of careers are available in the
industry, what are educational requirements and to have the counselors see the job diversity. The
quick pace of the fam tour gave counselors a sample of the work pace that is required to be
successful in the industry. In addition the goal was for the counselors to have fun. Each fam
tour had a theme. The theme of the kick off fam tour was “The Future’s so Bright, I Gotta Wear
Shades” and all the counselors received plastic sun glasses.
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A maximum of 50 counselors could participate in the fam tours and reservations were required to
attend. To encourage participation the counselors received 6 hours of continuing education that
could be applied toward professional development.
Tours at each of the facilities included presentations by the human resources department to share
with the counselors what they were looking for when hiring someone. They also included
presentations by employees who described their jobs, how they entered the industry and their
educational background.
Each fam ended with a survey regarding the counselor experiences. As an incentive to complete
the survey, counselors were not given their professional development certificate which
documented the hours of education until they completed the survey. Most responded that they
were not aware of the career opportunities nor the educational requirements and that they would
recommend the program to high school students.
Educational Activity – Co-partnered Events
Other educational activities funded in part by the grant were “Passport to Success” Information
Session and the Industry Showcase. The sessions were designed to reach counselors who were
too busy during the day and/or were unable to participate in the fam tours. A decorating
company hosted the” Passport To Success” Information Session. The company transformed
their warehouse into vignettes that included a hotel front desk, a trade show booth and an airline
ticket counter. Each area included guest speakers to discuss their segment of the industry and
career opportunities and educational requirements. The sessions also included presentations by
Advisory Board Members and the lead researcher.
Funding from the MPI Foundation Grant was used to launch an Industry Showcase where
industry organizations in the region under study made presentations regarding their organization
and career opportunities in their segment of the industry. In addition four-year colleges in the
region of study were invited to make presentations on their hospitality and tourism program.
Both counselors and students were invited to attend the Industry Showcase.
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Results
Over 200 school and college counselors representing four independent schools districts attended
these educational activities. After each activity, attendees were given evaluations to complete.
When asked about what they enjoyed most, the most common comments were “learning about
the opportunities in this industry” and “learning about the various fields of employment in this
industry.
Educational Activities
17 events were produced. The following is a breakdown of the promotional events.
 Seven (7) Breakfast/Lunch information presentations at area high schools
 Four (4) One-Day Familiarization Tours
 Four (4) One-Hour Lunch information Sessions for host college Counselors
 Two (2) Co-Partnered events –
Passport to Success- information session co-sponsored region of study district
Tech Prep and hosted by a decorating company. This evening information
session included a tour of the decorating company warehouse; both counselors
and students were invited
TEMM Industry Showcase – co-hosted by the host college student club, this
event include presentations by 7 different industry organizations
PRE AND POST TESTS
A survey was also sent to all counselors that participated in one or more of the educational
activities. The counselors were asked about their knowledge about the industry before and after
attending one of the activities.
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The questions focused on increases in awareness of the industry and application of that
knowledge. Questions were rated on a 1 to 5 Likert scale with 5 being the highest/best. The
questions addressed the following:
1) Knowledge level of the hospitality and meeting industry prior to attending the
educational activity?
2) Knowledge level of the hospitality and meeting industry subsequent to attending the
educational activity?
3) As result of participation in an educational activity, knowledgeable in discussing career
opportunities in the Hospitality and Meeting Management industry with students.
In addition all participants were asked to add their comments regarding the educational
experience.
Results
The average score of the counselors prior to attending an educational event (Q1) was 2.6; the
average score after participating in an educational activity (Q2) was 4.42, a 70% increase.
A score of 5 was given unanimously for Q 3.
Open comments from the advisors included:
“As a counselor, I’ve learned a lot from the fam tour much more than I would have if I did not
attend”
“I did not realize how much you could make in the industry and the different positions that one
could obtain.”
CONCLUSION
The overarching goal of this pilot study was to create a process whereby the potential workforce
for the meetings, events and conventions industry was increased. The two hypotheses that were
tested: H1 – locally based education programs could be developed and H2 – these education
programs would increase the awareness of career opportunities in meetings, conventions, events
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were both supported based on the results of the pilot study. The results of the educational
activities that were at the core of this research show (1) the need to educate the counselors and
(2) the success in using engaging experiential endeavors such as on-site, face-to-face
educational activities to increase knowledge of the meetings and events industry. Reading the
employment information is not enough to understand the hospitality and meeting industry; rather
one must experience it. Each of educational activities, especially the fam tours, went beyond
telling the counselors about the industry and gave them a chance to experience and to engage
with people currently working in the industry
IMPORTANCE AND IMPLICATIONS OF THE RESULTS
FUTURE RESEARCH
Through the educational activities developed and implemented during this study, the college was
able to establish contacts with high school and college counselors thus laying the ground work to
have them guide students into careers in the hospitality and meeting industry.
The educational activities can be easily replicated at high schools and colleges across the
country. This would increase the number of qualified students taking hospitality and meeting
planning classes with a resulting increase in the trained labor pool.
Future research would expand the educational activities discussed in this paper to students.
Students are tempted with TV programs showing the glamour of forensic science, health care,
legal industry and the celebrity status of becoming a top chef. There are no TV programs or role
models showing the benefits of being a meeting planner. The US Department of Education has
identified a career in meeting planning under the hospitality and tourism career cluster. It is time
that the hospitality and meeting industry becomes competitive in recruiting the best talent from
the future workforce.
A recurring comment given by the counselors was that students needed to participate in a fam
tour and educational sessions. In March 2012, the institution initiating the pilot study was
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awarded a MPI Foundation Grant to continue the work from the pilot study but this time to focus
on educating high school students.
The new grant focuses on the creation of a “career pathway” for high school students taking
hospitality/tourism classes. The aim is that they continue their education by enrolling in colleges
offering hospitality and tourism programs. Fam tours and educational programs will be offered
at each high school level and students will be surveyed on their continued interest in the
hospitality and tourism industry. They will also be tracked on their journey from high school
program completion to college and/or career choice.
CHALLENGES – THINGS TO KNOW IN THE FUTURE
Counselor advising calendar - The high schools have a calendar when both students can select
their classes and advisors can place them in classes. This calendar varies by independent school
district and sometimes by school. In order to have careers in hospitality and tourism fresh in the
minds of counselors, it is important to offer the tour when counselors can attend and before the
course selection for the year is made.
Instructors for high school tourism and hospitality classes in the region under study are not
required to have a degree in the industry nor industry experience. Instructors with Marketing
degrees and retail experience are teaching hospitality and tourism classes. In many schools the
instructors attended the educational activities to better educate themselves on the classes that
they teach.
Time demands on high school counselors are high. The breakfast and lunch could be no more
than one hour and interruptions from students always took place.
Familiarization tour is an industry term and is not widely used outside the hospitality and tourism
community. Counselors did not understand what a fam tour invitation was so the word
familiarization tour was replaced with “A day of Education” and referred to as a field trip.
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REFERENCES
Brotherton, Susan (1996). Counselor Education for the 21st Century. Westport, CT: Bergin &
Garvey.
Hay, Ian. (2006). School counselors and young people in care. Australian journal of guidance
and counseling. 16(1): 106.
MPI. (2012) MPI World Education Conference (WEC 2012) Call for Papers. Obtained via
email February 2012.
U.S. Department of Labor, (2011). Occupational Outlook Handbook. Washington (DC), U.S.
Government
Warnack, Charles. (1973). New Directions for College Counselors. San Francisco: Jossey Bass
Publishers.