Diploma in Hospitality Management

Purpose

The purpose of the Diploma is to develop graduates who can demonstrate focused knowledge and skills in Hospitality Management. This qualification primarily has a vocational orientation, which includes professional, vocational, or industry specific knowledge that provides a sound understanding general theoretical principle, as well as a combination of general and specific procedures and their application.

Rationale

This qualification relates to the competence demonstrated by assistant managers within the Hospitality Industry. Persons achieving this qualification will demonstrate competence in using basic managerial skills. The successful learner will demonstrate a sound foundation for the progressing into managerial positions. The qualification in Hospitality Management supports the mission of the Central University of Technology (CUT) in unlocking the community's potential to benefit from teaching, research and consultancy service as well as addressing real world issues through innovation entrepreneurship and technology.

Recognition of Prior Learning (RPL)

In line with the Central University of Technology (CUT) RPL policy, this qualification may be achieved in part or RPL in whole through the Recognition of Prior Learning, at the discretion of the institution (provider). A structured process for the assessment of individual learners will be followed against the Exit Level Outcomes of the qualification on a case-by-case basis. Independent assessors will moderate this process and assessment of individual cases. It is the policy of CUT to facilitate access to public higher education, especially to persons who were previously disadvantaged in terms of access to public higher education, by recognising prior earning achievements of individuals irrespective of how their learning achievements were acquired. In this commitment the CUT records that its policy aim is not intended to accredit but to give due Recognition to Prior Learning achievements in determining access. It is the policy that aspirant students, who wishes to become students of the Learning Qualification through RPL, must present themselves together with credible evidence of learning achievements. It is also the aim to ensure that both the RPL process and outcomes, as an assessment procedure, be guided by the salient aspects of quality assurance a critical pre-requisite for maintaining acceptable procedures would be the following:

• Prior learning assessments can only be made against clearly formulated learning outcomes and modules prescribed by the curriculum for the Diploma: Tourism Management.
• RPL Application procedure: Prospective student completes the prescribed RPL form obtainable from Assessment and Graduation Services (AGS) of the CUT.
• The completed and signed form is submitted to the AGS; This form is channelled to the relevant Head of Department (HODs) office.
• The relevant HOD, as chairperson in conjunction with experts in the field for which Recognition of Prior Learning is requested, assesses the application.
• They then make their findings on a fit for purpose special form signed by all members of the departmental RPL committee.
• The relevant HOD meets with the chairperson of the Faculty RPL Committee to peruse the completeness of documentation and recommendation from the Departmental RPL committee.
• When the chairperson is satisfied with the documentation, he/she signs the fit for purpose form.
• The signed recommendation is then presented to EXCO for discussion and approval which all members must sign.
• EXCOs decision is then sent to AGS for implementation.
• Implementation involves AGS sending a letter to the applicant. An applicant can appeal the EXCO decision; and A successful RPL applicant can now apply for the specific qualification for which RPL was sought and nothing else.

Entry Requirements

The minimum requirement for admission to a Diploma is

• A National Senior Certificate.

Or

• A Similar qualification.

This qualification comprises of compulsory modules at Level 5, 6 and 7 totalling 408 Credits.

Compulsory Modules Level 5, 196 Credits

• Digital Literacy, 30 Credits.
• Hospitality Financial Management I, 16 Credits.
• Hospitality Management I, 18 Credits.
• Hospitality Health and Safety I, 6 Credits.
• Culinary Studies and Nutrition Theory I, 10 Credits.
• Accommodation Management I: Practical, 10 Credits.
• Numeracy, 6 Credits.
• Food and Beverage Studies I: Theory, 10 Credits.
• Academic Literacy and Communication Studies, 12 Credits.
• First Aid, 2 Credits.
• Culinary Studies Practical I, 10 Credits.
• Accommodation Management I: Theory, 10 Credits.
• Food and Beverage Studies I: Practical, 10 Credits.
• Introduction to Wine, 6 Credits.
• Hospitality Industry Law I, 4 Credits.
• Events Management I, 24 Credits.
• Hospitality Media II, 4 Credits.
• Hospitality Industry Law II, 4 Credits.
• Hospitality Marketing I, 4 Credits.

Compulsory Modules, Level 6, 136 Credits

• Accommodation Management II, 14 Credits.
• Food and Beverage Studies II, 12 Credits.
• Hospitality Management Work Integrated Learning I, 60 Credits.
• Culinary Studies and Nutrition Theory II, 12 Credits.
• Hospitality Financial Management II, 6 Credits.
• Hospitality Information Systems II, 4 Credits.
• Hospitality Communication II, 4 Credits.
• Hospitality Management II, 6 Credits.
• Hospitality Marketing II, 4 Credits.
• Accommodation Management II, 14 Credits.

Compulsory Modules, Level 7, 76 Credits

• Hospitality Management III, 6 Credits.
• Hospitality Information Systems III, 4 Credits.
• Hospitality Management Work Integrated Learning II, 60 Credits.
• Hospitality Financial Management III, 6 Credits.

1. Use a range of business management skills to contribute to effective management of the hospitality enterprise.
2. Use a range of financial management principles to contribute to effective decision-making and sustainability of the hospitality enterprise.
3. Manage the provisions of accommodation in such a manner that the expectations of the target market are exceeded.
4. Manage and maintain the principles related to the presentation of events in such a manner that the expectations of the target market are exceeded.
5. Familiarise themselves with the operational procedures of a variety of food service outlets.
6. Perform advanced food preparation in preparing a range of menus for fine dinging to meet the expectations of the target market.
7. Familiar with community nutrition.
8. Familiar with retail principles.

The following Associated Assessment Criteria will be assessed in an integrated manner across the Exit Level Outcomes

• Organise, analyse and present information and data using a computerised system.
• Access and operate modern accounting information systems.
• Select, implement, use and update suitable food and beverage software systems to meet organisational needs.
• Understand the importance of human resources and skills development for the Hospitality Industry.
• Apply a range of practical managerial skills and techniques.
• Manage relations between management and employees.
• Demonstrate an understanding of entrepreneurial concepts applicable to the Hospitality Industry.
• Assess and improve quality standards applicable to the Hospitality Industry.
• Understand and apply the principles of marketing in the Hospitality Industry.
• Assess and analyse the financial performance and status of a hospitality enterprise.
• Analyse and interpret financial statements of hospitality enterprises.
• Determine the revenue required at a predetermined level of profit; Prepare, implement, manage and control budgets.
• Apply yield management in hospitality operations.
• Plan, forecast, budget and evaluate operations within the rooms division of a lodging unit.
• Plan, co-ordinate and present functions or events according to sound business principles.
• Acquire organolyptic skills for food evaluation; Know food and beverage facility layout and planning.
• Understand tenders and different types of contracts.
• Understand and apply the concepts of food and beverage administration- and production procedures.
• Plan, prepare and present menus for fine dining.
• Understand the development of a nutritional qualification aimed at the improvement of the nutritional status of a community.
• Understand retail principles as applied to the food and beverage community.
• Understand retail principles as applied to the food and beverage sector.
• Problems are identified and solved in such a manner that decision making reflects originality and a critical evaluative approach.
• Working effectively with others as a member of a team, group, organisation and community.
• Organise and manage time and activities responsibly and effectively.
• Collect, analyse, organise and critically evaluate information.
• Communicate effectively using visual, mathematical and/or language skills in the modes of oral and written persuasion.
• Using technology effectively and critically.

Integrated Assessment

The qualification in Hospitality Management follows an integrated assessment approach. Integrated assessment at the level of qualification provides an opportunity for learners to demonstrate that they are able to integrate concepts, ideas and actions across outcomes to achieve competence that is grounded and coherent in relations to the purpose of the qualification. Integrated assessment must judge the quality of the observable performances, but also the quality of thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will be of a more practical nature while others will be of a more theoretical nature.

The ratio between action and interpretation is not fixed, but varies according to the type and level of qualification. A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained that each takes its rightful place. Integrated assessment includes:

• Number of outcomes together.
• Number of assessment criteria together.
• Number of unit standards together.
• Combination of assessment methods and instruments for outcome/outcomes.
• Collecting naturally occurring evidence (such as in the workplace setting).
• Acquiring evidence from other sources such as supervisors reports, testimonials, portfolios of work previously done, logbooks, journals.

Different assessment methods are applied according to the type of competencies being assessed. Assessment methods include assessment in the written and verbal form, observation of operational competencies, and individual and team behaviour. A stipulated due date for the different assessment methods is provided to students in the study guide and year planner at the beginning of the year or semester. Learners are also informed of the contribution of the assessment to the course mark. The methods of assessment include the following:

• Tests and examinations; Written assignments.
• Case studies; Literature studies; Projects and reports.
• Oral group discussions; Simulation and role play.
• Film/video evaluations and presentations.
• Practical assessment.
• Work based learning.
• Assessment of research.

Formative Assessment takes place in either an informal or a formal manner. Informal formative assessment takes place by facilitators to monitor the teaching/learning process. Formal formative assessment takes place during the learning process. Learners have to demonstrate that they have attained outcomes being assessed. Results are recorded for each formal formative assessment and each assessment that takes place will contribute towards the course mark of a learner. Summative assessment has a primary purpose to uphold and enforce the academic standards of the qualifications to which the assessment relates. Summative assessment usually occurs at the end of a semester or year at Central University of Technology (CUT). The results of the progress mark (60%) and examination (40%) will determine whether a learner has achieved competence with regard to a specific Exit-Level Outcome. Students write examinations in theory subjects, while some practical subjects are evaluated on a continuous basis. A balance between knowledge, insight, application, resourcefulness and behaviour is maintained. The assessment covers the syllabus and the correct weight should be attached to the important parts of the syllabus. The examiner and moderator have to agree in writing on the content of an assessment. Assessment dates in the year planner are scheduled in such a way that the students benefit from the feedback before the next assessment.