Leadership Tips For Hotel Managers

As a person who guides or directs others in the hotel management field, it is important to understand what leadership requires and what some of the different styles of leadership are. If you can understand what kind of leadership style you have, it will become easier to take on the role of leader and change your style based on the needs of your employees.

Effective leaders look at the office environment and listen to their employees in order to ensure that the end result, the customer, is satisfied. Employees are watching those who are put in charge of them, so here are some tips to help you as a hotel manager to show impeccable character and earn the trust and respect of your employees – by giving it back.

Leadership Tips for Hotel Managers #1:

Saying “No”, Hostility Free. This is a true talent. Neutralizing hostility when denying the request of an employee is a necessity to keep order in the work environment. The key to reducing hostility in this situation is to show concern and be sincere as you explain in detail the reason for the denial. Your employees will respect you for being honest and for showing concern.

Leadership Tips for Hotel Managers #2:

Leadership is About Relationships – But Not the Dating Kind. Build relationships with your employees that show care and concern about their employee relationship with you, but do not date in the office. Interoffice dating is unprofessional and has been proven to only cause problems sooner than later.

Leadership Tips for Hotel Managers #3:

Consistency and Fairness. Treating your employees fairly and consistently will give you respect and will build your character as a fair and equitable leader.

Leadership Tips for Hotel Managers #4:

Show Camaraderie, Don’t Become “Buddies” With Your Employees. Sharing your thoughts and providing feedback to your employees is an excellent way to open up and show camaraderie. It is important not to become “buddies” with your employees because it could give the false impression of favoritism and tarnish your credibility.

Leadership Tips for Hotel Managers #5:

Acknowledge and Take Care of Complaints. When employees complain, their issues are very important to them. They do not know that to your world of bigger issues, their issues are not so big. Make your employees feel important by handling their complaints in a timely manner.

Leadership Tips for Hotel Managers #6:

Make Commitments That You Can Keep. Making commitments to employees in the form of promises can make or break your employee respect of you. Do not make commitments without allowing yourself the fail-safe of explaining that unforeseen circumstances may occur that are out of your control. Respect and confidence in your leadership is very important and can change abruptly when commitments are broken.

Leadership Tips for Hotel Managers #7:

Never Stop Learning. Continue to be a part of trainings, life enrichment courses, seminars and workshops on building your leadership qualities. The more you learn, the more you will grow as a leader, and your employees will admire you for continuing your education.

Leadership Tips for Hotel Managers #8:

Hire Experts to Motivate Your Employees. Your employee morale is important and their attitudes carry over to the attitudes of the customers that you serve. Enrich your employees by sending in experts to motivate them to produce. This will super-charge your work team’s efforts and give you more respect because it shows that your employee’s motivation is important to you.

Leadership Tips for Hotel Managers #9:

Provide Opportunities for Training and Growth. Employees want to advance and take on more responsibility. Providing training for your employees will allow them to take on more complicated tasks and have a sense of fulfillment.

Leadership Tips for Hotel Managers #10:

Lead with a Varying Style. If you have a diverse team of employees who have different needs, it is important to vary your style of leadership for your particular group. If your team is consistent in their needs, then it is okay to adopt one leadership style but only if it meets the needs of your team effectively.

Make sure that all the leadership tools you are using will be beneficial to not only yourself but also to your employees, this in turn will make your business successful.

Definition of Leadership Qualities

There is no single statement that one can give as the definition of leadership. It is a term that has many aspects to it. Extraordinary is an attribute of a good leader. Most people regard them as the “X” leaders. This is because they go the extra mile to ensure things are working the way they ought to. Such leaders always keep rediscovering themselves by acquiring new skills. They care deeply for their followers.

Different people have contradicting ideas as whether leaders are made or if they are born. Whichever you stand for, there is one common thing. All leaders must be able to influence others. He must be a catalyst that quickens a positive reaction in people. Great leaders are those who put the interest of the people before them. Some have even died in their quest for justice and equality.

Keeping a keen eye on current events is important in the definition of leadership. A leader should be able to understand the environment in which he lives. He should be very flexible to allow changes to occur. Proper guidance and responsibility is needed to train young leaders. This is the only way that they will be able to be effective in the future.

Charisma is one aspect that can’t be forgotten in the definition of leadership. Discipline is one thing that a good leader must have. Without it, the leader cannot be able to instill positive values in his followers. A leader can easily loose credibility among his followers. Once it is known that all he does is for his own gain, a leader will lose popularity.

Army Leadership

Some believe leaders are born. Others believe leaders are made. Army leadership is aimed at instilling a warrior culture in each soldier. It is also aimed at meeting the Global War On Terrorism (GWOT) and Contemporary Operating Environment objectives. Its objective is to create self awareness among leaders and the willingness to be adaptive. There are certain responsibilities that are attached to being a leader. You must be able to incorporate the values and training of being a soldier to everyone under you.

You must encourage innovation and the warrior culture in each soldier. There are certain mentor programs for the soldiers that are given online. The mentors are meant to guide upcoming soldiers into being good warriors. They pass on their knowledge in order to develop skill and self confidence in young soldiers. Army leadership provides the needed capability to support national security and defense strategy.

There are many qualities of a leader of soldiers. Good communication skills is a must. He must maintain tactical and technical competence. He must be loyal to the American constitution. He must respect others in order to be respected. He must provide selfless service to the nation. He should maintain integrity at all times and follow the ethics in his place of work. The leader should be able to face challenges without any fears.

Effective army leadership involves influencing others positively to achieve the goals of the government. It involves being a good role model for upcoming soldiers. An effective leader should therefore be able to translate goals into real actions. He should be aware of his strengths and weaknesses. Thus, he must be able to tactfully blend each so as to achieve the best results.

The Magnet School Craze In America – Nu Leadership Series

” Every failure is a blessing in disguise, providing it teaches some needed lesson one could not have learned without it. Most so-called Failures are only temporary defeats.”

Napoleon Hill

As the new millennium begins, America remains the Land of Opportunity to many across the globe. However, America continues to be haunted by the past. Is this American opportunity equal for all? The 1968 Kerner Commission Report, a presidential panel on race relations, concluded that America was “moving towards two societies, one Black, one White, separate and unequal.” (PBS.org, 1998) In 1998, a follow-up study by the Eisenhower Foundation declared the situation had worsened. It further stated the economic and racial breach had widened, with America’s neighborhoods and schools re-segregating; child poverty was up over 20% since the 1980’s, a situation that disproportionately affected minorities (PBS.org, 1998).

The Civil Rights Movement provided the thrust toward a more integrated and effective education for all Americans. However, no one said that it was meant to last. Today, society views education as “separate but equal.” Proponents of “the land of opportunity” jargon would argue it is the best of times for all American children. On the contrary, it is difficult to ignore the inferior quality of education in urban areas without addressing the increasing trend of a segregated education system for people of color and poor children.

Magnet schools, as a part of a federal school desegregation solution, became a hot commodity during the 1990s. The approach was simple: draw White students to predominately Black schools in the inner city by offering well-funded themed schools, such as performing arts or science and technology, which combined innovative learning with an integrated school. Today, there are more than 3,000 magnet or theme-based schools (Rossell, 2003).

Magnet schools differ in how they implement their programs. Some offer a magnet program to all students in the school that is called a whole school (WS) format while the program within a school (PWS) format offers magnet curricula to some but not all of the students in the school (Department of Education [DOE], 2003). Pegged as a way to integrate urban schools and curb White students from leaving, magnet schools have failed their original mission. Currently, the enrollment of magnet schools includes a high proportion of minority students (73% on average) and students living in poverty (60% on average). Given this reality, magnet schools must change their strategies or accept the fact that they are not meeting the intent of their original mission. Time will time if they select either.


Department of Education (2003). Evaluation of the magnet schools assistance program, 1998 Grantees, Office of the Under Secretary.

PBS. org (1998). A Nation Divided. The NewsHour with Jim Lehler Transcript. Received on April 4, 2007, from http://www.pbs.org/newshour/bb/race_relations/jan-june98/commission_3-2.html.

Rossell, C. (2002). The desegregation efficiency of magnet schools. Boston University, pp. 1-24.

Getting Maximum Value From a Leadership Development Program

Last year, I met with the vice president of power generation at a public utility. He told me that nine of the top eleven people in his business unit, including himself, were eligible to retire in the next five years and “I have no idea where we are going to find replacements for them.”

I asked him if they had considered some type of leadership development program to prepare the next generation of leaders for the business. “I sent one guy to a very expensive leadership program for a week – nothing changed. A total waste of money!”

I spoke with Joe, the person who had attended the program. “It was a great program. I learned a lot, and I changed a lot. But I got back here and nothing else had changed, other than having a week’s worth of work to catch up on. I suggested some new ideas to my boss, and he said that everything was working fine – no need for change. So, I’m really using nothing of what I learned.”

Rather than make the argument here that the company should have built its own leadership development program, let’s focus on how this utility company could have gotten more value from their investment in this individual? The program which this individual attended is well-known and highly-rated. The program itself was not at fault. What were missing from this attempt at developing a new leader were a lack of planning and preparation before the program as well as follow-up and follow-through after Joe returned from the program.

Planning and Preparation to Attend an Executive/Leadership Development Program
There are four steps that should have been taken in the planning and preparation for Joe’s development:
1. Identification of Joe as having high potential for a future leadership role in the business unit.
2. A 360-degree assessment to identify Joe’s strengths and the areas in which he needed further development.
3. Identification of a suitable executive education/leadership program for Joe.
4. Preparation of Joe for that program and setting of expectations for what he would learn and how he would use his new learning when he returned from the program.

The process should have started with a conversation about Joe among the vice president of power generation, his HR director, and Joe’s direct manager. The vice president obviously thought that Joe had the potential to grow into a leadership position. What did the others think? Based on Joe’s job performance and on the qualities and competencies needed to lead the business unit, should Joe be labeled as a high-potential (Hi-Po)?

Assuming that Joe was designated as a Hi-Po, the next step should have been to conduct a 360-degree assessment of Joe to better identify his strengths and the areas in which he needed development. The results of the assessment then should have been reviewed, first with Joe, and then in a meeting with the vice president, the HR director, and Joe’s direct manager to reach agreement on the areas where Joe needed to develop new or improved competencies, resulting in a learning agenda for Joe.

Next, the HR director and Joe should have spent time researching the many programs available business schools and other training providers. These institutions or companies all have counselors who could be called – “Here’s what I need to learn and the skills I need to hone. What programs do you have that can meet my needs?” Beyond the counselor, they could also ask to talk with the program’s faculty to learn more about the program and how it would address Joe’s needs. Once the research was done, Joe and the HR director could choose the optimal program for Joe.

The final step that should have been taken before sending Joe to the program is a meeting involving Joe, the HR director, the vice president, and Joe’s direct manager to set expectations for what Joe would learn and how he would use that learning when he returned from the program. “Here’s what we expect you to learn from the program, and here’s what we want you to do when you return.” The post-program assignments could have included an expanded job description, a new job, a special project assignment, or another way of enabling Joe to apply his learning at work.

Follow-Up and Follow-Through
Given that there were a number of expectations set before sending Joe to the program, it is vital that the vice president follow up on those expectations and follow-through in enabling Joe to apply what he has learned to his work in preparation for larger leadership roles in the business unit and the company.

Once Joe returns from the program, the HR director, the vice president, and his direct manager should meet with Joe again to follow-up on their initial meeting. “Here are the expectations we had set before the program. How well did the program help you meet those expectations?” The meeting should also be used to reinforce the plan for Joe to use what he learned, either in his current job or in the new job or special assignment that had been agreed upon earlier.

This meeting is also an opportunity for Joe to tell the others, based on what he learned, what he plans to do in his current or new role and what support he will need to accomplish this from the three of them or from others. Based on this conversation, Joe should develop an action plan and a new set of goals against which they will measure his success.

It is then up to the vice president to follow through on the new assignment by meeting with Joe on a regular basis to check on his progress and to develop a sense of when he will be ready for a larger leadership role in the business unit and the company.

Had this vice president followed these steps, he, the company, and Joe would all have reaped many more benefits from this investment in Joe’s development, and Joe would have been on track for a future leadership role in the business unit and in the company.

Leadership Coaching Ideas

Proper leadership coaching will help people to understand their inner strengths. This prevents them from faltering and falling when faced with adversity. It helps people maximize their strengths and minimize their weaknesses so as to perform to their utmost best or optimum.

Leadership coaching will teach a person what to prioritize in their lives, manage their time and understand their true potential. Leaders do influence the entire group of the people they are leading. This may be in a family setting or an organization. No matter where they are, they will always react the same way emotionally. this kind of instruction will hep them mange their emotions well so as to impact he people they are leading positively.

There are some leaders who are known to posses noble characteristics such as positive attitude and a burning desire to excel. However, it is unfortunate that they have not been able to achieve much despite their noble traits. Leadership coaching will be able to help this kind of leaders to develop the qualities that make them leaders and also help them realize their goals. It will also prepare the leaders for adversity and teach them how to deal with it should it occur.

With this kind of instructions, the leaders are able to achieve their goals. They will be able to lead while the others follow and not follow the people who they are supposed to be leading, or rather following them. They will be able to make the most of their positive traits, be firm despite the adversities that may face them and even pick themselves up should they falter or fall.

Action Research – An Inquiry Into Transformational Education For Leaders

I have been convening groups of faculty and students to consider the future of our professional education in our college, and relating it to the larger issue of learning organizations and sustainability in the world. As part of this I have been considering the US Army’swhite papers on Commander’s Appreciation and Campaign Design (CACD) and on the Concept for the Human Dimension in the time frame 2015-2024. Additionally, I was given an opportunity to comment on a chapter of an upcoming book on the subject of sustainability and transformational education as well, and so the topic is on my mind. After much reflection, these ideas are continuing to demand my attention:

These are the assumptions and/or principles that seem to apply to the future of transformational education:

  1. Education is an important leverage point
  2. Leadership matters, and therefore leaders education matters even more (double leverage)
  3. Stakeholder participation matters for design, implementation, buy in, and values
  4. Must have a long term time horizon, yet acknowledge the power, potential and dynamism of the short term
  5. Must align and integrate values, priorities, actions, practice, feedback systems
  6. College education is a leverage point for great transformations because they have enough factual knowledge and life experience and self awareness to know themselves and what they want, and enough energy and optimism to venture into the unknown.
  7. The processes and techniques of reliably designing and achieving transformation are teachable, learnable, knowable (otherwise we would have to wait for the accidental birth of a charismatic leader to get anything done)
  8. Systems thinking skills are crucial for appreciating, managing (and sometimes just co-existing with) difficult environments and problem sets
  9. Action research teams consist of co-researchers who are not objects at a distance, or empty vessels
  10. The knowledge is in the network and it morphs; it’s not static nor in the head of expert consultants.

Graduate Education Degree Concentrations

As educational careers and instructional certifications become more specialized, education graduate programs are reflecting this by encouraging students to declare a concentration within their education degree program. A concentration makes educators more attractive, often broadening their career prospects and better preparing them to meet the challenges of being an education professional.

While it’s typical for a student to declare a minor in a different field altogether-say, an international trade law major might choose a minor such as Chinese language if he or she intends to work within the Asian marketplace-a concentration is often closely linked with the major, more tailored to a specific job description. Someone looking to establish a career related to electronic teaching methods and new media in education, for instance, might pursue a masters degree in education with a concentration in distance learning, or instructional technology.

Credit hour requirements for concentrations vary greatly; programs typically require anywhere between 12 credit hours and 36 credit hours to complete degree requirements for a concentration within the primary degree program. This varies from one institution to the next, and of course, is dependent on the nature of the concentration itself.

Let’s take a look at a few education degree programs and concentrations to see what’s out there, and to help you better understand how selecting an education concentration might best serve your goals.

Educational Technology

Instructional or educational technology is a growing field that emphasizes the use of technology in education, both in the classroom and as a platform for distance learning programs. It encourages the design and implementation of a wide variety of tools to facilitate and advance students’ potential for learning. With modern curricula being built around the use of digital technology and new media, a master’s degree in education with a concentration in educational technology provides teachers with a valuable technological skill set and a solid working knowledge of e-learning methods. Those who understand and embrace these emerging learning methods are in high demand these days, whether it be in education or in private and corporate settings. Check out the International Society for Technology in Education’s Educator’s Resource page to learn more about this exciting, ever-changing field.

Curriculum and Instruction Strategies

A masters degree in education with a concentration in curriculum and instruction strategies can help teachers improve and strengthen their classroom practices. Exploring such areas as student literacy, inclusion and educational leadership, this concentration helps prepare instructors to better implement practical solutions to problems encountered both inside and out of the classroom. There are plenty of related concentrations in education that are associated with curriculum and classroom methodologies that can also benefit administrators, curriculum developers and department heads, among others. In addition, various teacher certifications are contingent upon completing concentrations like curriculum and instruction strategies.


As a practical theory, inclusion is another name for (or synonymous with) what may have been formerly known as “special education”. New educational models emphasize the inclusion of special needs children in the traditional classroom-built around the premise that children who learn together, learn to live together. A concentration in inclusion is designed to provide K-12 classroom teachers and administrators with critical theory and practical knowledge related to special education inclusion-offering educators the opportunity to study and improve upon professional practices, and in some cases, receive special education teacher certification as well.

Language and Literacy

Concentrations emphasizing reading, writing and literacy allow students to focus their attention on the study of how people develop, communicate and process written and spoken languages. This field explores complex relationships between these developmental processes, and how they reflect and relate to institutions, communities and cultures. Naturally, this field appeals to teachers of language and writing, but also has crossover value to those involved in studying new communication methods, particularly as they relate to technological advancement and ever-changing modes of communication. A concentration in language and literacy can prepare students for a broad array of career options, and also puts the graduate student in touch with the most fundamental elements of education: language and communication. The International Reading Association offers an excellent online resource, full of journals, publications and helpful Web tools for literacy and language professionals worldwide.

Hopefully this article has generated some ideas and gotten you thinking about how you can augment your education graduate program with a concentration-maybe you had already considered exploring one of the concentrations listed above. Again, it’s important to remember that specialization is the name of the game now, and while you’re beginning to pursue a graduate degree in education, give some serious consideration to setting yourself up with a concentration of study; you’ll be that much more successful and fulfilled as an educator in the long run.

Back to School: Why Consider a Career in Education Administration

Most people can’t wait to get out of school and go out into the “real world” but there are those who just can’t wait to go back. You may call them whatever you want but there are those who just want to stay in school and be educators. If you are one of those people who love being with children and teaching, then a career in education administration might just be waiting for you.

You can call them principal or director, but they basically play the same role – the administration of the school. Most of them start out as teachers and then while teaching, continue their education by getting a master’s or doctoral degree. For you to become an education administrator, it is important that you have a background in teaching and at the very least, a master’s degree in education administration or educational leadership.

As was said, most actually started out as teachers and then later advance into becoming one. However, depending on the state, most education administrators are required to be licensed in that field. More than that, continuing education in an effort to keep you updated in the field might also be a requirement of the job.

Before you run away screaming because of all the requirements (a master’s degree, imagine!), just think of the kids that you will be influencing in your stint as an administrator? Don’t you want to inspire more kids to be better? Just think of how many kids you can influence in your stint as education administrator.

As school administrator or principal, you will basically be in-charge of running the school. Your every decision will affect a large number of students and teachers and everyone working around you so the job is one that holds a lot of power. You will be creating and implementing policies to make sure that state standards and student potentials are met. Most of all, you will be in charge of the employment of the school – meaning, hiring and termination will all be entirely up to you so the job is very crucial.

If you do become a principal, an assistant principal or school administrator, then you can take comfort in the fact that education administrators receive better compensations than a regular teacher, of course. Those who provide early childhood education get around $38,000 a year, while those in elementary education earn around $80,000 and more for those in higher education. So, why not start getting your master’s degree and work towards becoming an education administrator now?

Overview of the Ministry of Education

The MoE is New Zealand’s main state education organization.

Originally there was a huge state department covering all aspects of educations, aptly named The Department of Education. This DoE was disbanded in 1989 and converted into more specialized organizations.

The Ministry of Education does not teach per say but tries to set education standards in New Zealand as well as develop and expand policies.

The ministry offers many services to education providers, parents and the government.

They offer a wide range of services as well as information. Some of areas are listed below;

Help for Education Organization

They get involved with education organizations to help ensure they are following the teaching guidelines and policies.

They also provide support to these organizations to make sure they have all the information they need to provide a quality teaching experience to their students.

Helping Parents

They also do a great job helping parents directly.

They help the parents make the right decision regarding which education organization is right for them and showing them all their options to help them make an informed decision when it comes to educating their child.

Researching Education

They also are very much involved with researching the current and future state of education systems in New Zealand. They can use this research to better help them make the right policy decisions and other aspects of education leadership.

Developing Policies

Another responsibility of the ministry is to develop policies for the education systems in New Zealand. The aim of these policies is to help raise the standards of education.

Resources for Teachers

They also provide an immense offline and online research resource for teachers. The teachers can refer to this information resource to ensure they are following the correct standards of education, ways to determining their progress as a teacher and learning about how they can further themselves by taking part in advanced scholarships.

Providing Help for Students

They also help students directly especially for students with special learning needs. This can be a great help to the student who is having problems keeping up or following a particular education program.

As well as the areas listed above they also offer a number of useful resources online including a directory listing of early childhood education and childcare providers.

This is useful for parents as they can choose a certain location (region and city) and the type of service they are looking for (playcentres, casual education providers etc) and it will show them a list of providers in that area.

You can click here to find the ministry’s website which has a vast array of education resources for parents, teachers and education providers.