How to improve the employability of students majoring in tourism management

The employment of tourism management major requires strong practicality, and good practical ability is the basic element of the employment of students majoring in tourism management. Therefore, in the teaching practice of tourism management, we should not only pay attention to the study of theoretical knowledge, but also strengthen the adaptability and practicability of what students have learned in practical jobs, so as to improve students' practical ability in teaching practice, improve the discipline pertinence of teaching practice and promote the improvement of students' employability.

On June 5438+February, 2009, the State Council issued "Several Opinions on Accelerating Tourism Development", which made the country pay more attention to the economic and social significance of tourism development to countries and regions from a strategic perspective, and the tourism development prospect was more optimistic. At the same time, the employment of tourism-related industries presents the following situations: on the one hand, many graduates majoring in tourism management are unwilling to engage in tourism-related industries, preferring to choose other jobs unrelated to their majors. On the other hand, when selecting talents, tourism enterprises do not give special favor to students who have studied tourism or provide more development opportunities, which leads to low loyalty of students working in tourism enterprises to their work units and high employee turnover rate. One of the most important reasons is that the whole tourism-related industry has a low recognition of the practical ability and hands-on ability of students majoring in tourism management, and the performance of students in actual jobs can not meet the work requirements, and the school practice teaching is seriously out of touch with the actual work needs.

As a professional teaching unit, we must clearly understand the employment situation and the demand of the employment market, take the quality cultivation and ability improvement of students' employability as the teaching focus in teaching practice, strengthen the mutual matching between school teaching practice content and tourism-related industry work, enhance students' professional practice ability, and realize the benign interaction between professional teaching and students' employment.

First, the tourism industry's practical ability requirements for students majoring in tourism management

To cultivate the employability of students majoring in tourism management, we should not only consider the teaching plan and arrangement, but also closely combine the requirements of tourism industry for students' quality.

1. Have interpersonal skills that are good at communicating with different individuals.

Tourism-related work requires employees to provide basic services and personalized services to different types of guests face to face. Tourists' race, nationality, culture, education and personality are different, and the service requirements and standards for tourism professionals are also different. This requires tourism practitioners to have the basic skills of effective communication and understanding with different guests, and be able to deal with different problems of individuals with different personalities and characteristics. At the same time, employees also need to have the ability to actively communicate and coordinate the management of the entire tourism-related industrial chain.

2. Fluent and clear language expression ability and standardized application of professional language.

Because tourism-related work has the basic characteristics of service and communication, it is also one of tourism professionals's basic abilities to have fluent and clear language expression ability suitable for the work content. Language expression ability mainly includes accurate and standard expression of Chinese, effective language communication with guests in foreign languages, and even the need to master basic local dialects in different regions. In addition, tourism professionals needs to standardize the use of professional language according to its own working environment and post. For example, working in a hotel, different functional departments need to use different professional languages. In the service communication with tourists in different posts, the expression of professional language is completely different, which requires tourism professionals to use professional language quickly, normatively and flexibly in different working environments.

3, active observation and learning, flexible ability to deal with problems.

Tourism-related work will arrange a probation period for new employees for a certain period of time. During this period, the training and growth of new employees usually adopt work module training and practical training in some work links to enhance their familiarity with the working environment and proficiency in business skills. In reality, the content learned by the above methods is far from enough to deal with the problems in the work. Employees still need to carefully observe and learn from other people's experience in their posts according to their own shortcomings, be able to consult modestly, and continue to learn to charge after working hours. Secondly, in addition to doing a good job in daily work, tourism often encounters various unexpected situations. As a practitioner, if it can't be handled in time and effectively, it may make guests feel dissatisfied, even complain about the quality of service and reduce the service evaluation. As tourism professionals, we should strive to cultivate the standardization and flexibility in dealing with problems, and strengthen the ability to deal with problems flexibly in our work practice.

4, healthy and confident gfd, standard and steady body expression.

Healthy, confident and elegant employees will leave a good impression and evaluation on the guests. Tourism-related work has certain requirements for practitioners gfd. On the one hand, practitioners are required to show standardized body language and gfd in the communication between guests and me, so that they can be competent to receive people and treat things in different positions. On the other hand, tourism practitioners should master certain instrument makeup artists and standardized service etiquette, and highlight professional standardization and industry communication quality in professional exchanges.

Second, the current situation of cultivating students' employability in the teaching practice of tourism management major

1, the teaching course covers a wide range of subjects and cultivates students with a solid theoretical foundation.

Tourism management is a subject involving many related disciplines. Students' courses include management, economics, accounting, geography, history and other tourism-related interdisciplinary course. Each school will set up tourism management major according to its own different professional disciplines. The teaching courses in schools are usually composed of public basic courses, professional basic courses and professional quality courses. Among them, public basic courses mainly cultivate students' mastery of foreign languages, advanced mathematics, political theory and other general courses in the whole school, while professional basic courses focus on training courses in different professional directions of tourism management, such as travel agencies and tour guides, hotel service management, tourism geography and tourism planning. Professional quality courses mainly cultivate students' literacy in tourism aesthetics, tourism etiquette and tourism culture perception. A wide range of topics, covering a wide range. The advantage is that it can cultivate solid theoretical knowledge, but the disadvantage is that the large and comprehensive curriculum can not highlight the cultivation of practical ability of tourism management.

2. The curriculum mode is mainly classroom teaching mode, and the practical teaching mode is strong.

At present, the main teaching mode of tourism courses is classroom teaching, and professional courses only focus on teacher-centered theoretical teaching, which can no longer meet the actual needs of students' ability training. The mode of practical teaching is often set according to the actual teaching situation. Generally speaking, extracurricular practical activities are arranged according to different courses to enhance students' understanding and comprehension of the courses they have studied. For example, the tour guide business course focuses on cultivating students' tour guide language organization and expression, tour guide skills, and dealing with emergencies. The course of scenic spot management generally arranges students as the main body to explain the campus tour guides and surrounding scenic spots, and then the teachers summarize and evaluate them.

3. Set up special practical training links to let students understand the reality of the industry.

According to the teaching and training objectives of students majoring in tourism management, students are usually arranged to practice in the tourism industry for about three months in junior or senior year according to the teaching progress. The original intention of this teaching practice is to let students enter the practice post after having certain basic knowledge, and understand the actual working environment of the tourism industry, the specific requirements for the quality and ability of employees, as well as the practical application of the theoretical knowledge they have learned and their own shortcomings. However, the lag of current practice and the singleness of content are not conducive to the practical and changeable tourism industry for students to learn with problems and exercise their practical skills in practice. Thirdly, the lack of cultivating students' employability in the teaching practice of tourism management specialty.

1, there is a gap between the teaching and training objectives of tourism management specialty and the needs of the industry.

Tourism-related industry is a very dynamic industry. Different seasons, different years, different social environments and different development models all have different tourism industry models and requirements. However, for a long time, the school's training objectives for tourism majors mainly depend on the formulation and completion of teaching and training plans. The understanding of the real tourism industry and its development can't be updated and followed up in time, and there is little close contact between tourism teaching departments and related tourism industries, which leads to a lack of in-depth understanding of the ever-changing work content and job requirements of the tourism industry, and an effective summary and improvement of internship and work students. There is a gap between the graduates trained by the school and the talents needed by the industry. There are two problems: on the one hand, although there are a large number of talents in the tourism industry, students majoring in tourism are not competent because of their lack of practical work ability; On the other hand, some students give up their jobs in tourism-related industries because of their low self-identity and lack of sense of belonging after participating in the tourism industry training. It has formed a special situation in the employment market for students majoring in tourism management. The ability of students majoring in tourism management trained by the school can't meet the job demand of tourism-related industries, and students who can meet the job demand of tourism-related industries are often not trained in tourism management teaching, which highlights the dislocation between tourism management teaching and the market demand of tourism industry.