EXAMINING THE COOKERY CURRICULUM CONTENT OF SELECTED HOTEL TRAINING INSTITUTIONS VIS A VIS THE REQUIREMENTS OF CHEFS IN FIVE-STAR HOTELS IN UGANDA.
CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter presents background of the study, problem statement, purpose, objectives of the study, research questions, definition of key terms, significance of the study, theoretical framework, limitations and delimitations.
1.1 Background of the study
The hotel industry is among the oldest commercial activities in the world (Sighania, 2012). People needed to be accommodated while travelling and staying away from their homes. African countries have recently experienced an increase in hotel investment activities (Ernst & Young, 2013), and new hotel developments have become the fastest growing economic activity not only in Sub-Saharan Africa but also in the world.
In hotels, human resource allocation involves the allocation of hotel staff to service task, where staff can be used for a limited time due to regulations in labor standard laws. In hospitality and tourism industry where hotels use their human resources, they need to consider appropriate and effective allocation of the resources to task because the hotel’s success depends on its human resources (Kayoko, Seren, Mitsuo, 2011).
In hotels where a primary consideration is efficiency and customer satisfaction, great importance is given to place suitable human resource in the terms of skills acquisition (Mitsuo et al, 2016).. Effective management of the hotel and appropriate allocation of human resources are very important to the success of the hotel industry. Successful development of hospitality needs increased professionalism and employees are required to have specific skills and ability to be allocated the job they will perform well and satisfy the customer’s expectation.
According to Wood, (2013), vocational programs are designed to impart trainees with skills that will prepare them to be competitive in their workplace. He adds that these skills should enable the graduate to manage the rapidly changing demands in today’s hospitality industry by addressing increased competition, changing consumer attitudes and employer demands. Hotel’s performance depends on training of employees in communication, technical, and interpersonal skills. Ladkin (2011) noted that “a higher level of education appears to ensure entry in to the industry at the assistant manager level, whereas those with lower levels of education begin at the supervisor or department head.
Professionalism is required in the hotel industry in order to develop and maintain good quality customers. It is essential for hotels also to develop professional and further training in order to improve the skills of staff at all levels. Education institution in the field of hospitality are the key prayers in training and developing the capacity of the human resources in order to have professional employees in the hotel and tourism industry who are able to provide service quality to the guests in which the allocation of the task should be done to the appropriate skilled staff which can be supplemented by the favourable working environment of the hotel.
According to Mitsuo et al (2016), it is possible to have employees who have the right ability in the right jobs in terms of job requirements. When a task requires some skills, staffs who deal with the task should possess the necessary skills obtained from vocational institutions. Effective hotel employees are using their specific knowledge and skills for doing their job in the correct way to satisfy the customer’s need. It is very important to have employees who are aware of what customers expect from them, when employees meet their expectation, customers will be happy of the good experience and they will keep coming for the good service and inform others to have the same service.
1.2 Problem statement
Food preparation in five-star hotels requires a lot of training and skills because of the increasing competition in the hotel sector. Big and five-star hotels in Kampala have been recruiting chefs and retraining them to match the standards. To the best of my understanding, there is no specialized institution training Chefs in Uganda. However, there are several training institution training Hoteliers from whom Chefs for the different hotels are obtained. In addition to that, most of the hotels have indicated that the employees on market lack some important skills in cookery to be fit as chefs for the big hotels. It is upon this background that the study will be carried out to examine the cookery curriculum content of selected hotel training institutions in regard to the requirements of chefs in big hotels in Uganda.
1.3 Objectives of the study
1.3.1 General objective
The general objective of the study was to examine the cookery curriculum content of selected hotel training institutions vis a vis the requirements of chefs in five-star hotels in Uganda.
1.3.2 Specific Objectives
- To examine characteristics of the cookery content of the various curricula of the different Hotel training institutions in Uganda
- To determine the job requirements of a chef in the various five-star hotels in Uganda
- To relate the characteristics of the cookery curricula to the job requirements of Chefs in the five-star hotels in Uganda.
1.4 Research questions
- What are the characteristics of the cookery content of the various curricula of the different Hotel training institutions in Uganda?
- What are the job requirements of a chef in the various five-star hotels in Uganda?
- What are the characteristics of the cookery curricula to the job requirements of Chefs in the five-star hotels in Uganda?
1.5 Scope of the Study
The scope of the study was into three categories and that is contextual, geographical and time scopes.
1.6.1 Contextual scope
Contextually the study looked at characteristics of the cookery content of the various curricula of the different Hotel training institutions in Uganda, job requirements of a chef in the various five-star hotels in Uganda and related the characteristics of the cookery curricula to the job requirements of Chefs in the five-star hotels in Uganda.
1.6.2 Geographical scope
The study shall be carried out among the Five-Star Hotels in Uganda and training institutions
1.6.2 Time scope
The study was carried out within the semester two of the academic year.
1.7 Significance of the Study
The study will help the researcher to be awarded with bachelor of vocational studies in home economics with education of Kyambogo University
General body of knowledge. The results of the study and recommendations will help to add on body of knowledge in regards to skills acquisition in vocational schools and job requirements in hotel industry. Depending on the literature that will be reviewed, the methodology, findings and recommendation all will be of great importance.
The findings could also be useful to investors interested in investing in hotel industry, which includes training and capacity building institutions in hospitality. The results of this research could also form a basis for future researchers who wish to pursue their research in the same field.
This chapter reviews literature related to the study. The review is systematically based on the objectives of study namely; characteristics of the cookery content of the various curricula of the different Hotel training institutions in Uganda, job requirements of a chef in the various five-star hotels in Uganda and to relate the characteristics of the cookery curricula to the job requirements of Chefs in the five-star hotels in Uganda.
2.1 Characteristics of the cookery content of the various curricula of the different Hotel training institutions in Uganda
Burns, Palmer and Cooper, (2010) observes that chef’s job and the profession in its entirety is defined as a dynamic and progressive world where not only certain people will have to survive to thrive in. A Chef duty is vast that entails selection and training of cooks, doing food preparation and developing trendy recipes, presentation of meals to guests, menu planning, inspecting cooking equipment, ordering food and supplies and ensuring kitchen safety standards.
(Reese, 2013), further notes that knife skills, butchery, handling kitchen paperwork, managing people, managing the business as well as managing the gross profits are components of the whole function.
According to Smilow and McBride (2010) it is possible to transform passion for food into a career. What is important is how an individual render the enthusiasm for flavor into a satisfying profession. Chef Wilfred Lim, an Executive Chef at Palace of the Golden Horses Hotel, Malaysia shared in Amazing Inspiration (2013) “…being a chef is much more than just cooking!”
There is no way a chef will have the confidence to manage such a big team of staff particularly in a facility of this magnitude if he is not well grounded in terms of knowledge and skills, a chef has to be sharp, and on top of things with hawk-eye to every activity taking place in the kitchen” says a (hotel manager) during data collection. Koenigsfeld, Perdue, Woods and Youn (2012: and Nelson and Dobson, 2001) noted that hospitality education was developed to provide a platform for supplying the hospitality industry with competent managers that is often driven by industry standards.
The major determinants of success in the training as Nelson and Dubson (2001), further noted are graduates of worth and retention of those graduates in the industry. It is imperative to appreciate that chefs require training and knowledge along their career to develop. Pratten, (2003a) notes that gaining familiarity with food ingredients and their usage, the preparation, maintaining nutritive value and related knowledge, to satisfy the ever changing taste demand of the customers and to be competent within the industry.
Training as further explained includes and not only the cooking skills and techniques but also to infuse an individual with the Chef culture (Palmer et al. (2010). Even though Pratten (2003b) stated that the formal trainings for Chef nowadays are gained through college course in food preparation and hygiene, Krause (2013) argues that to develop professionally or to plan the career activity and getting better at or mastering in a job requires acquisition, attention and refinement of skills and knowledge.
Mullen, (2008) notes that training makes chef get their own work trajectories in and this is only achievable by providing adequate learning activities and resources. Further trainings have been an ongoing dynamic cycle to cope with changing job demands and work specifications.
Fundamentally, training constitutes three key elements i.e. substantive knowledge, skills and values. He explains further that the substantive knowledge is key for day to day the practice in the profession whereas skill component offers the ability to apply knowledge to practice. The values component is integral in fostering career values for necessary success.
Previous research has indicated that a seamless synchrony between job competency expectations of chefs and actual job competencies achieved by the chefs during their college training, the higher the chance for greater work achievement, lower employee turnover and higher job satisfaction (Koenigsfeld, et al 2012); Weeks and Muehling (2007); Lewis & Airey, 2010).
Further, Goodman & Sprague (2001) in their study found that graduates will be in the industry longer if they develop a firm base of understanding and principles of what is expected of them by the industry. Despite the fact that hospitality industry operates in a very competitive and fluidly environment, catering must be more focused to very dynamic consumer trends whose tastes are preferences change with introduction of new menu items and food presentations.
As a chef, the competitiveness of a chefs job makes it mandatory for continuous improvement with updates and should always be in the frontline to take up the challenges (Manzoori-Stamford, 2013) so that they contribute to the general success of the organization.
Chefs may advance to climb higher to head Chefs in their career, or opt for business as caterers or personal Chefs by becoming entrepreneurs or instructors in culinary training programs. Opportunities may come up as consultants in kitchen design or food product or equipment sales. Some may choose to remain as Chef in food service management positions, or assume corporate level positions to oversee several restaurants of food service facilities or develop recipe or menu and even designing concepts (Occupational Outlook Handbook, 2010).
- Job requirements of a chef in the various five-star hotels in Uganda and to relate the characteristics of the cookery
The education, training and development of employees of all levels within the hotel industry are vital in maintaining the industry’s competitiveness in the international ground. Absence of professionalism could be linked to lack of training and experience. Skilled staffs are confident, motivated and hence competent as they perform well in their job (Mwendwa, 2005).
According to Murasiranwa et al. (2010), the key success factor in the hospitality industry is having a stable, well trained, competent and committed team. The authors further note that work teams are key players who can either delight or annoy guests through their attitude and behaviour. Considering that employees are part of the product and they are responsible for the satisfaction or dissatisfaction of guests, they must be competent to meet the customer’s expectation.
Effective human resources allocation plays an important role in the success of the hotel industry (Kayoko et al, 2011). In Hotel industry, employers need to consider appropriate and effective allocation of the resources to task because the hotel success or failure depends on its human resource management. Hospitality professionals must support the ongoing development of higher levels of service quality through contact with the wider hospitality community and by supporting the exchange of expertise with other professionals through promoting international conferences, academic exchanges and international placements.
According to Wood, (2013), academic hospitality programs are designed to impart trainees with skills that will prepare them to be competitive in their workplace. He adds that these skills should enable the graduate to manage the rapidly changing demands in today’s hospitality industry by addressing increased competition, changing consumer attitudes and employer demands. Hotel’s performance depends on training of employees in communication, technical, and interpersonal skills. Ladkin (2011) noted that “a higher level of education appears to ensure entry in to the industry at the assistant manager level, whereas those with lower levels of education begin at the supervisor or department head”.
Training plays an important role in employee development since it enhances employee’s skills and the understanding towards the overall work scope (Ching, Hee, Liew 2016). An employees need to gain more specific skills, information and knowledge as most job responsibilities continually evolving as the company matures.
According to Ching et al, (2016), a well-trained employee can make better decisions towards their task and is qualified for a higher level of the empowerment. The qualities are about knowledge, skills and thoughts which lead to a hotel survival and development. Therefore, staff training is essential in many ways which increases productivity while employees are armed with professional knowledge, and experienced skills. Training and development can be seen as a key instrument in the implementation of human resource practices and policies (Nickson, 2007).
A sustainable human resource development approach is underpinned by several principles, among which the most relevant are investment in people as a long-term commitment by all concerned parties. The need by companies to realize the impact that they have on the character and balance of the local labour market, the ability of hospitality training to provide flexible and transferable skill that is able to adjust to changing demands and in response to emerging opportunities, and the incorporation of human resource development as an integral part of overall hospitality development planning (Wagen, 2013)
The global hospitality industry is facing some challenge of attracting and retaining qualified workers, wage level, failure to address worker satisfaction and reputation, long hours and low pay as the contributing factors while the global tourism will depend on the professionalism of its workforce (Jin-Zhao, Jing 2009). Challenges faced by human resources in the hotel industry among others are shortage of skilled employees, lack of quality service, controlling staff turnover and hiring or recruiting qualified graduates and a skilled workforce (Jin-zhao, et al., 2009).
Professionalism is required in the hospitality industry in order to develop and maintain good quality customers in a tourism destination. It is essential for hotels also to develop professional and further training in order to improve the skills of staff at all levels. Education institution in the field of hospitality are the key prayers in training and developing the capacity of the human resources in order to have professional employees in the hotel and tourism industry who are able to provide service quality to the guests in which the allocation of the task should be done to the appropriate skilled staff which can be supplemented by the favourable working environment of the hotel (Tewari, 2010).
2.3 Relate the characteristics of the cookery curricula to the job requirements of Chefs in the five-star hotels in Uganda.
Human resource allocation is defined as allocating the human resources to tasks. The importance of human resource allocation has been recognized in many business fields such as transportation, health care, hospitality and tourism industry (Ernest et al, 2004). The success of human resource allocation is attributed to how to deal with human resource management which is a key issue in order to increase the satisfaction and the profit of the organisation.
As asserted by Adrina, Roberto, Maura, (2011), task allocation between different personnel members is highly dependent on their skills. As asserted by Kayoko et al, (2016), in hotel industry where a primary consideration is efficiency and customer satisfaction, great importance is placed on suitable allocation of human resources.
Conventionally, human resource allocation decisions are usually made according to the experience of the institutional manager. It is important and complex issues that the procedure of tasks and skills of human resource must be evaluated and taken into account together. The resource that has special skills required by the task should be assigned (Kayoko et al, 2011). He continue that among the service industry, in tourism and hospitality management, the allocation of hotel staff is one of the most encountered problems, the staff that has the right skills to deal with the task should be allocated without overwork.
The nature of work in the hotel industry requires skilled workers to compete in the global economy. In reviewing literature, some authors define ‘technical’ skills, as those skills that involve an element of physical exertion or technical aspects of performing a job as ‘hard’. The literature highlights that technical skills are easier to learn and easier to measure than soft skills, however, there is a growing recognition that both skill types are complementary and necessary for individual successful performance in the workplace (Rainsbury et al., 2013; Hodges & Burchell, 2013).
The hard and soft skill types are seen as necessary outcomes in the development of new professionals through higher education and in particular preparing them for the workplace (Nilsson, 2007). Indeed, Zagonari’s (2009) analysis of education and training in the hotel industry highlighted that not only are high quality standards associated with skill specialisation but also: “policies on hospitality education and training should provide a balance between professional skills, basic knowledge, thematic specialization: students should reach professional skills in order to meet the current qualitative need of firms”. However, to the best of the authors’ knowledge, what these professional skills are in the hospitality and tourism context has not been specifically addressed to date, and represents an area of further interest in the current on-going study.
CHAPTER THREE
This chapter discusses the methods that were used to conduct the study and focuses on the research design, scope, study population, sample size, sampling procedures, methods of data collection, validity and reliability, data processing and data analysis.
Cooper and Schindler (2011) define a research design as a blueprint that helps a researcher in gathering, evaluating, and analyzing data. It is through the research design that a researcher achieves the objectives. Hence, a research design is a general plan concerning the processes through which a researcher goes about to answer the research questions. This study used a descriptive research design to help in describing phenomena as they exist. A descriptive research design helps in gathering and identifying data concerning the characteristics of a certain phenomenon or problem. Therefore, the descriptive research design was significant in this study as it allows the gathering of extensive data and description of the findings.
According to Edwards, (2017) population is defined as the people that the investigator has in mind from whom he expects to get information. Population covers people in a specific area and in this case, the researcher targeted heads of training institutions, chefs and managers of five star hotels
A sample is a finite part of a statistical population whose properties are studied to gain information about the whole (Ginsberg, 2016). When dealing with people, it can be defined as a set of respondents (people) selected from a larger population for the purpose of a survey and the study used purposive sampling technique where each respondent had equal chance of being selected. A sample size of 12 respondents were selected for the study.
Purposive sampling was used to select the respondents that participated in the study.
3.5 Data Collection Methods and Tools
The study used questionnaires to gather the necessary information.
The questionnaire method is a set of questions used to obtain information from a large group of people in a given study (Amin, 2015). The questionnaire is an efficient data collection which has advantages of high complete responses within a short period. The questionnaire method also helps to reduce on the cost and time implications, besides enabling greater responses.
This includes the tools that were used to gather information regarding the topic of the study from the respondents.
A questionnaire is a carefully designed instrument for collecting data in accordance with the specifications of the research questions (Amin, 2015). The researcher used the questionnaire method to gather data from respondents. The questionnaires were both open and closed ended. Further the researcher believes that by using questionnaires it gave respondents a convenient time to fill them without any pressure
3.8 Data Presentation and Analysis
Data was analyzed using SPSS descriptively and the results were presented using tables.
.
Validity refers to how well a scientific test or piece of research actually measures what it sets out to, or how well it reflects the reality it claims to represent. Validity was established by bringing in experts in order to check or provide guidance on the data collection tools. Validity determines whether the research truly measures that which it is intended to measure or how truthful the research results are.
Reliability refers to the degree to which an assessment tool such as interview guide produces stable and consistent results. The reliability of the questionnaire was established by carrying out a pilot study in Hotels in Kireka. The extent to which results are consistent over time and an accurate representation of the total population under study is referred to as reliability and if the results of a study can be reproduced under a similar methodology, then the research instrument is considered to be reliable. This enabled the researcher to ensure that the questions are prompting the type of responses she expects.
The study ethics were upheld during its conduct. Institutional approval was obtained through use of an introductory letter from Kyambogo University. Explanations and information about the study were given to participants that they used to make informed consent. Confidentiality and privacy of information obtained from the respondents were protected by the researcher. Objectivity was incorporated into the study where the researcher didn’t get emotionally involved with the respondents responses.
3.9 Limitations
The unfriendly respondents. This therefore means leaving out respondents as they might not be easily accessed.
With holding of information by the respondents.
Time, the time scheduled to carry out research was not enough that it limits the researcher.
REFERENCES
Amin, M. E. (2013b). Foundation of statistical inferences for social sciences. Kampala: (In Press).
Ching, H. C., Lieu, P. Lake, L. (2016), Factors affect employees’ performance in hotel industry. A research project for Bachelor
Edwards, K. (2017). Managing Records At Jefferson Lab, (June), 44. Retrieved fromhttps://www.jlab.org/ir/records/handbook/records_handbook.pdf
Ernest, Y, (2013), Global hospitality insights: top thoughts 2013
Goodman, R.J. & Sprague, L.G. (2001). The future of hospitality education; meeting the industry’s needs. The Cornell Hotel and restaurant Administration Quarterly Vol 32, No.2, Pp 66-69
Kay, C., & Russette, J. (2011). Hospitality-management competencies. Cornell Hotel and Restaurant Administration Quarterly, 41, 52-63
Kayoko, M., Seren, O., Mitsuo, G., Oyabu, T.,(2011), A case study of Human resource allocation for effective hotel management. Korean Institute of industrial Engineers, Vol. 10, issues1, pages 54-64
Koenigsfeld, J., Youn, H., Perdue, J. and Woods, R. (2012), “Revised competencies for private club managers”, International Journal of Contemporary Hospitality
Krause, K. (2013) ‘Essential Tools for Success’. T+D, 67(3): pp.68-69.
Ladkin, A. (2011). Vocational education and food and beverage experience: issues for career development. International Journal of Contemporary Hospitality Management, 12(4), 226-233.
Manzoori-Stamford, J. (2013b) ‘The Caterer Interview Chris Galvin’. Caterer & Hotelkeeper, Retrieved 22nd January 2014http://search.proquest.com/buscoll/docview
Mitsuo, Gen,.Seren O. and Kayoko H. (2016), Hotel management Model: Human Resource allocation by evolutionary algorithms. Graduate school of information production and systems, Waseda University, Japan
Mullen, R. (2008) ‘A career as a chef’. Caterer and Hotelkeeper, 198(4523): Pp.63-64, 66, 68, 70.
Murasiranwa, E., Nield, K., Ball, S. (2010), Hotel Service Quality and Business Performance in Hotel Belonging to A UK Hotel Chain. International CHRIE conference refereed track.
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Occupations: Chefs, Head Cooks, and Food Preparation and Serving Supervisors’. Occupational Outlook Handbook, Retrieved 20th January 2014 http://web.ebscohost.com/ehost
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APPENDICES
APPENDIX I: QUESTIONNAIRE TO THE HEADS OF TRAINING INSTITUTIONS
My name is ABBO ALLEN a 3rd year student Kyambogo University pursuing a Bachelor’s Degree of Vocational Studies in Home Economics with Education of Kyambogo University carrying out research, as a partial requirement for the award of the mentioned course. The topic is “EXAMINING THE COOKERY CURRICULUM CONTENT OF SELECTED HOTEL TRAINING INSTITUTIONS VIS A VIS THE REQUIREMENTS OF CHEFS IN FIVE-STAR HOTELS IN UGANDA”. The information will be treated with confidentiality and is purely for academic purposes. The researcher respectfully requests you to answer the questions
Section A: I am requesting to have a look at your programme structure to examine the content that prepares your graduates to be able to perform as chefs in Hotels.
- What qualification does your institution offer to the graduates?
Certificate Diploma
Bachelor’s Degree Masters
- Position of the officer
Principal Head of Department Tutor/Lecturer
- Do you specifically train students to become Chefs? Yes No
- If Yes, what courses / programme are specifically targeted to bring out Chef for Hoetls?
……………………………………………………………………..
………………………………………………………………………
………………………………………………………………………
Section B: Examining the programe structure.
- Look at the level of students the programme admits
After O level After A’ level After certificate
After diploma
- Examine the number cookery courses/ course units the programme has
Year 1……………….
Year 2……………….
Year 3 ……………….
Total…………………
Check if there are any other courses relating to qualities, ethics or (others) of a Chef and note them down.
…………………………………………………………………………………………
………………………………………………………………………………………………………
- Observe for the different kinds of cookery units in the programme
Culinary Art Traditional cooking International cooking
Pastries Others (specify…………………………………………
- Note if there is anything special concerning the qualifications of a chef and note it down here
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
****Thank you for your time****
APPENDIX I I: QUESTIONNAIRE FOR CHEFS
Dear Respondent,
My name is ABBO ALLEN a 3rd year student Kyambogo University pursuing a Bachelor’s Degree of Vocational Studies in Home Economics with Education of Kyambogo University carrying out research, as a partial requirement for the award of the mentioned course. The topic is “EXAMINING THE COOKERY CURRICULUM CONTENT OF SELECTED HOTEL TRAINING INSTITUTIONS VIS A VIS THE REQUIREMENTS OF CHEFS IN FIVE-STAR HOTELS IN UGANDA”. The information will be treated with confidentiality and is purely for academic purposes. The researcher respectfully requests you to answer the questions
- Participants’ characteristics
- What is your gender?
Male Female
- How old are you?
Under 30 30-39
40-49 Above 50
- What is your highest academic qualification?
Certificate Diploma
Degree
Any other specify ……………………………………………………………………….
Section B
Some chefs and ask them what they courses/skills they did to make them what they are
- Which training institution did you go to?
……………………………………………………………………………………………………………………………………………………………………………………………………………..
- Which course did you undertake at the training institution?
………………………………………………………………………………………………………………………………………………………………………………………………………………
- Do you think the training institution did enough to make you who you are?
Yes No
- If yes, what kind of training were you given at the training institution?
………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
- What kind of skills do you think should be given to trainees so as to become effective Chefs? (List as many as possible)
………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………9. Please list the kind of content that should not miss in the training for a good Chef
……………………………………………………………………………………………………..
………………………………………………………………………………………………………
……………………………………………………………………………………………………..
****Thank you for your time****
APPENDIX III: QUESTIONNAIRE FOR MANAGERS OF FIVE STAR HOTELS
Dear Respondent,
My name is ABBO ALLEN a 3rd year student Kyambogo University pursuing a Bachelor’s Degree of Vocational Studies in Home Economics with Education of Kyambogo University carrying out research, as a partial requirement for the award of the mentioned course. The topic is “EXAMINING THE COOKERY CURRICULUM CONTENT OF SELECTED HOTEL TRAINING INSTITUTIONS VIS A VIS THE REQUIREMENTS OF CHEFS IN FIVE-STAR HOTELS IN UGANDA”. The information will be treated with confidentiality and is purely for academic purposes. The researcher respectfully requests you to answer the questions
- What is your gender?
Male Female
- How old are you?
Under 30 30-39
40-49 Above 50
- What is your highest academic qualification?
Certificate Diploma
Degree
Any other specify ……………………………………………………………………….
Section B
- What kind of education qualification do you consider before employing a chef at this hotel?
Certificate Degree Diploma
- Do you normally consider the experience of chefs before employing them?
Yes No
- Do you think the training institutions are doing enough to ensure that they put the right chefs on Market?
Yes No
- Do you normally find it necessary to train the chefs before employing them?
Yes No
- If yes what kind of training do you normally give them?
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
- What do you think the training institutions should do to ensure that they give you finished chefs to use in the hotel?
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
****Thank you for your time****
