CAPS Skills and Knowledge Assessment Report

TOURISM SKILLS AND KNOWLEDGE
NEEDS ASSESSMENT
DECEMBER 2007
This publication was produced for review by the United States Agency for International Development. It
was prepared by Bradley Weiss as part of the Competitive Armenian Private Sector Project (CAPS).
Tourism Skills and Knowledge Needs Assessment
TOURISM SKILLS AND

KNOWLEDGE NEEDS ASSESSMENT
DISCLAIMER: The author’s views expressed in this publication do not necessarily

reflect the views of the United States Agency for International Development or the
United States Government.
2
TABLE OF CONTENTS
I. EXECUTIVE SUMMARY ........................................................................................4

II. INTRODUCTION.....................................................................................................5
III. METHODOLOGY...................................................................................................6
IV. JOB DESCRIPTIONS............................................................................................9
V. INTERVIEW AND SURVEY FINDINGS ...............................................................10
A. Filling Job Vacancies .........................................................................................10
B. Skills and Knowledge Gaps ...............................................................................11
C. Training within Tourism Businesses ..................................................................16
D. Role and Performance of TEPs.........................................................................18
VI. RECOMMENDATIONS .......................................................................................22
A. Certification Programs and Courses..................................................................22
B. TEP Curriculum Development ...........................................................................27
C. Enhancing Internships and other Practical Experience .....................................30
D. Building the Capacity of Professors/TEPs .........................................................32
E. Creating Better Connections Between Industry and TEPs ................................33
VII. NEXT STEPS .....................................................................................................34
ANNEX 1: Interview Questions—Tourism Industry...................................................37
ANNEX 2: Interview Questions—Tourism Education Programs (TEPs) ...................39
ANNEX 3: List of Interviews Conducted....................................................................41
ANNEX 4: Survey Questionnaire: Management .....................................................42
ANNEX 5: Survey Questionnaire: Staff....................................................................57
ANNEX 6: List of Companies Surveyed....................................................................67
ANNEX 7: Descriptions of International Certification Programs................................71
INDEX OF TABLES
Table 1. Distribution of respondents by business sector and work position.................9
Table 2. Occupations for which vacancies have been difficult to fill ..........................11
Table 3. Skills gaps indicated by the five response types..........................................12
Table 4. Knowledge gaps by the five response types and four sectors .....................14
INDEX OF FIGURES
Figure 1. Anticipation of changes in specific employment types 10
Figure 2. Percentage that have experienced difficulties filling job vacancies 10
Figure 3. Interpretations of reasons for difficulties to fill vacancies 11
Figure 4. Training methods used by businesses in the last 2 years. 17
Figure 5. Businesses’ greatest training concerns 17
Figure 6. Appropriate lengths for training courses 18
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I. EXECUTIVE SUMMARY
The Armenian tourism industry, to realize its fullest potential in attracting and
providing high quality services to tourists, must have a well-trained, highly-qualified
work force. Yet, to achieve this goal, full alignment must be in place between the
worker skill sets, industry demands, and the education and training being offered by
the academic institutions. Though a number of tourism education programs (TEPs)
have emerged in recent years, there remains a certain disconnect, not only between
educational offerings and the skills necessary to successfully perform the jobs, but
also in the business/education partnerships that must be in place to achieve this
alignment.
The primary aspects requiring industry/education alignment are generally segregated

into skills and knowledge. Skills relate more to worker functions, hands on actions,
and tactile activities; knowledge more to awareness of theories, facts, and workplace
behaviors. This report is the culmination of CAPS research to determine the specific
skills and knowledge gaps present in the Armenian tourism workforce. It has been
conducted through detailed interviews with key tourism firms, organizations and TEP
representatives, as well as extensive surveying of nearly 250 managers and
employees within the Armenian tourism industry.
The survey clearly indicated the most significant skills gaps in the areas of “foreign
languages”, “customer service”, and “communications”. Other skill sets that emerged
as high priority needs by various respondent groups included “health & safety”,
“problem-solving”, “team working”, and “business management”. The survey findings
were highly consistent and validated the data reported in the interviews.
In terms of knowledge gaps, the most important were “customer service”,

“geography”, and “ethics”. Other key areas for various respondent groups were “food
hygiene”, “catering”, “wait staff training”, and “business planning”. Again, these
responses were consistent with those of interviewees.
A key finding from the surveying was that 42% of tourism businesses have been
experiencing difficulties in filling vacancies. Those positions noted most often being
waiting staff, administrative staff, and cooks. The most commonly cited reason
causing this shortfall is “lack of applicants with the appropriate skills”.
Other findings, garnered primarily through interviews, related to the TEPs. One of
the key underlying questions the research was seeking, was to evaluate factors
serving as the root cause behind the inadequately prepared graduates. Some of the
principal explanations that emerged by way of explanation were:
• they are too focused on tourism and not enough on hospitality (where most
positions are),
• their (academic institutions) curricula are not well-matched to the needs of the
industry,
• professors often do not have sufficient (industry-related) experience and/or
academic qualifications,
• internships are not as effective as they could be,
• other practical experience opportunities are lacking,
• there is not enough communication between TEPs and industry, and
• resources (within the institutions) such as libraries and computers are limited.
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The Skills and Knowledge Needs report offers a series of recommendations to help
address the skills and knowledge gaps that had been identified. First, creating a
universal baseline for various skill sets will be important as a means to communicate
a common level of achievement needed within the Armenian tourism industry.
Therefore, a number of national and international certification programs are proposed
as an approach to creating this baseline for skills in: wait staff and other hospitality
training; customer service; foreign languages; destination management; event
management, food hygiene; tourist guide training; heritage interpretation training; and
first aid.
A set of ‘knowledge’ recommendations are provided in the area of curriculum

development, including courses/modules to be added and skill development activities
or approaches to be integrated into coursework. The knowledge or theoretical
enhancements are complimented with recommendations for enhancing ‘skills’
through the use of internships and other practical experiences; building industry
knowledge of professors and TEPS; and improving connections between TEPs and
the industry as a means to better equip graduates with the reality of the Armenian
tourism industry.
The overall report, based on the findings from the research, will lastly make
recommendations on next step action plans. A five point list of action items to be
taken in the first quarter of 2008 is mapped out.
II. INTRODUCTION
One of the largest constraints that the Armenian tourism industry faces is a workforce
that is not sufficiently qualified. This finding was reinforced in several recent studies
conducted by the USAID-funded Competitive Armenian Private Sector (CAPS)
project. The human resources (HR) survey conducted in February 2007 asked
representatives from tourism businesses to write-in the largest current HR problem
they are facing. Cited most often was a “lack of qualified specialists” (tied with “lack
of specialized tourism schools”).
The HR survey also revealed that the lack of qualifications among employees is the
leading cause of the high employee turnover. This means considerable resources
(time and money) are being expended not only in the recruitment process but also for
the initial employee training required for these marginally qualified employees. A
secondary impact of the lack of qualified employees is poor quality service which
tends to impede or erode customer loyalty and further lower the bottom line. Overall,
it is apparent that this issue is severely hindering competitiveness - not only of
individual businesses, but also for the destination as a whole.
Although part of the problem relates to cultural and economic factors that seem to be
inherent in the system, others clearly stem from insufficient or ineffective training
programs. In Armenia, four higher education institutions and several technical
colleges offer tourism education programs (TEPs). Yet it has often been stated,
including in the CAPS workforce assessment report 1 , that there is a major disconnect
between that being offered by the TEPs and that needed by the Armenian tourism
industry.
1
Daly, J (May, 2007) Workforce Competitiveness Assessment & Report. Prepared by WSI for USAID-
funded CAPS Project.
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Determining the extent and specific components of this disconnect was one of the
principal objectives of the research which then leads the way to finding possible
solutions. Solutions include identifying globally recognized certification schemes that
could fill skills and knowledge gaps in Armenia, providing advice for TEPs to improve
their curricula, and identifying ways in which TEP staff and lecturers can upgrade
their skills, knowledge, and competencies.
The research and analysis held four main components:
1. Create job descriptions for key positions within the Armenian tourism industry
2. Identify and profile key international certification programs that could be used in
Armenia
3. Conduct in-depth interviews with a cross-section of Armenian tourism
businesses, as well as TEPs.
4. Design and analyze the results of a skills and knowledge gap survey delivered to
Armenian tourism industry representatives
Each is detailed further in the “Methodology” section. Immediately following that is

the “Job Description” section, which explains the need for and proposed utilization of
the job descriptions. Next is the “Interview and Survey Findings” section, which
presents and analyzes results from the third and fourth components of the study.
Then the “Recommendations” section provides a set of ideas that can be utilized in
order to close the skills and knowledge gaps identified in the previous section. An
important component of this section is the set of international certification programs
identified through the second component of the study. Finally, the “Next Steps”
section maps out five potentially high impact action items that can be implemented by
CAPS in the first quarter of 2008.
III. METHODOLOGY
The study’s four principal components are described in detail below:
1. Job Descriptions
The first step was to determine the Armenian tourism positions for which job
descriptions would be created. Through input gathered from CAPS staff and
stakeholder interviews, a total of 26 positions were selected. Next, research was
conducted to identify reliable international organizations that produce job descriptions
for the tourism and hospitality industry. The following five were chosen:
• United Nations International Labor Organization (ILO)

• O*Net Online (United States Department of Labor)
• Emerit training program (Canadian Tourism Human Resource Council)
• SOK 2000 System (UK Office for National Statistics)
• Prospects (UK’s official graduate careers website)
Ultimately, job descriptions were crafted by combining information from these

sources with real job descriptions posted on hospitality employment websites. The
information was then adapted to the specific conditions of the Armenian tourism
industry.
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Each job description contains:
• Official job title

• Summary of the position
• List of tasks associated with the position
• List of knowledge areas required
• List of skill areas and abilities required
The full set of job descriptions, due to their length, is submitted as a separate
document. Information gathered during this process also helped feed into the
creation of the skills and knowledge gap survey. Further validation of the job
descriptions will take place by circulating them to various associations who will use
tourism members to review and comment on them.
2. Certification Programs
Background research was conducted to identify which international certification

programs may be appropriate for Armenia. The background research had three main
components. First, was reading project documents in order to get a sense of areas
where programs may be needed, as well as where they have already been utilized.
Second was internet research through which basic information was gathered about
various potential programs. The third component was conversations - over the
phone and by email - with the representatives of the certifying organizations in order
to gain more specific information, including possibilities of delivering the programs in
Armenia.
Also important in the process was adapting findings from the background research to
the realities of the Armenian tourism industry, as revealed through the stakeholder
interviews, surveys, and discussions with CAPS staff. This involved cutting some
programs that were originally identified, adding others, and then coming up with a
prioritization system - based on urgency of industry training needs and reported level
of importance. In the end, a total of 11 certification programs or courses were
selected and are briefly profiled in the recommendations section. More detailed
descriptions (in order of priority) are provided in Annex 7. Each contains:
• Name of certification program/course

• Name of organization that provides certification/course
• Summary of organization that provides certification/course
• Summary of certification program/course
• Target group
• Length of certification program/course
• Areas of focus
• Certification process/delivery method
• Price
• Contacts
3. Interviews with the Tourism Industry and TEPs
This was one of the main mechanisms utilized to gain an in-depth understanding of
the issues facing the tourism industry and TEPs. Based on a review of project
documents and conversations with CAPS staff, a list of questions was created for
both types of interviews (tourism industry interview questions can be found in Annex
1 and TEP interview questions in Annex 2). The questions aimed at understanding
7
some of the issues that could not be covered through the multiple choice survey
instrument. The interviews also allowed for a better understanding of the individual
businesses and TEPs.
A list of interviewees (found in Annex 3) was created through assistance from CAPS
staff and was expanded based upon suggestions from other interviewees. They
included representatives of a wide-cross section of tourism businesses, as well as
nearly all TEPs. Although most were conducted in Yerevan, one day was utilized to
interview stakeholders in Dilijan and Ijevan.
During interviews, the set of questions drafted was used only as a guideline, as often
conversations evolved into other areas of interest. In one case, it was decided to
take advantage of a Tourism Lecturers Club meeting to conduct a group interview, or
focus group, with five professors. In total, 27 individuals from the TEPs and a wide
range of tourism businesses were interviewed
The interviews led to many of the findings that will be discussed later in the report.
They also helped in the process of refining the survey instrument.
4. Tourism Industry Surveying Process
The template for the Tourism Industry Survey was based on a survey instrument
developed by Dr. Eleri Jones (Welsh School of Hospitality, Tourism and Leisure
Management, University of Wales Institute, Cardiff) and Dr. Claire Haven (C. Haven
Associates, Ltd), utilized to assess the ‘Labour Market and Skills Needs of the
Tourism and Related Sectors in Wales’, on behalf of the Tourism Training Forum for
Wales. The Consultant and CAPS program thank Drs. Jones and Haven for their
agreement to base our survey on their work.
The survey template was amended, based on a review of other survey instruments
identified by the consultant and CAPS staff, and the context of the Armenian tourism
industry, to devise a draft questionnaire. It was shown to other CAPS staff members,
who suggested some modifications. Other minor changes were later made, based
upon findings from stakeholder interviews. It was also decided to create two separate
surveys, one for managers (see Annex 4 for full survey) and the other for staff
members (see Annex 5 for full survey). This format allows for the perceptions of
managers and staff to be easily compared.
Once the questionnaires were finalized and translated into Armenian, a competitive
bidding process was launched to select a Business Service Provider (BSP) to
conduct the survey work. The bid was won by the Armenian Marketing Association
(AMA). Over the course of seven weeks, AMA administered 246 surveys (through
personal interviews) to managers and staff members working within four sub-sectors
of the tourism industry: accommodations; restaurants, pubs & nightclubs; travel
services (tour operators, travel agencies, tour guides, etc); and visitor attractions.
The distribution of survey respondents can be seen in Table 1.
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Table 1. Distribution of respondents by business sector and work position

Managers Staff TOTAL
Accommodations 29 49 78
Restaurants, Pubs & Nightclubs 18 49 67
Travel services 20 52 72
Visitor Attractions 6 23 29
TOTAL 73 173 246
No more than two managers and two staff members were selected from any given
business. In choosing the businesses to be interviewed, the principal objective was
to obtain the most representative sample possible in terms of size (small, medium,
and large), price (budget, mid-end, high-end), and nationality of ownership (foreign
vs. local). Also, it was deemed important to conduct at least 20% of the surveys
outside Yerevan - in total 176 surveys were conducted in Yerevan and an additional
70 were conducted in other provinces. The list of those surveyed appears in Annex 6.
IV. JOB DESCRIPTIONS

Over 40% of tourism businesses that participated in the CAPS human resources
survey indicated that they do not have written job descriptions. Yet, job descriptions
serve several important purposes. First, they allow the employer to create an
organized structure in which the roles of each employee are clearly defined. Second,
during recruitment, they properly inform job candidates as to what exactly is expected
of them in terms of tasks to be performed, as well as required skills and knowledge
levels. This can help limit the number of applications from those who are unqualified
or who will ultimately not be interested in the position; thus saving recruiters time and
also help avoid misguided hiring decisions. Third, after the hire has taken place, the
job description helps guide new employees in understanding their functions, both at
an everyday level and in terms of achieving medium to long-term goals.
Job descriptions are also useful at the academic level in that they can help orient
students and faculty as to what types of positions are available in the tourism
industry, what the positions entail, and what types of knowledge and skills they need
to acquire in order to qualify for such positions. This can help prevent students from
harboring unrealistic expectations about employment after graduation (an issue cited
in the CAPS workforce assessment report) while giving faculty a realistic impression
of what types of skills are needed for employment in the field. For this reason, it is
anticipated that the set of 26 job descriptions that have been created during this
assignment will be bound into a booklet and provided to the Slavonic University
Career Center and other interested institutions.
The job descriptions can also be distributed to the various tourism industry
associations. Members who do not currently have job descriptions could either use
them or take the templates to create their own. Others may use them to update or
expand the job descriptions which they are currently using. This initiative could also
help promote uniformity of employment practices and expectations within the
industry.
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V. INTERVIEW AND SURVEY FINDINGS

Interviews were highly useful, as they allowed in-depth investigation of the key issues
related to tourism training in Armenia. The skills and knowledge gap survey also
yielded much information regarding tourism businesses and their needs. In most
cases, the survey findings reinforced information gained during the interview period.
Yet, the survey provided a higher level of specificity and also allowed findings to be
projected across a broader cross-section of the industry. Findings from the survey
are summarized in sub-sections A through C below, whereas sub-section D
integrates information gained through both interviews and the survey.
A. Filling Job Vacancies

Question 4 of the managers’ survey tried to ascertain to what degree businesses
anticipated growth in staff in the next two years. Overall, managers seemed quite
optimistic, with 54% anticipating growth in full-time employees, as compared to only
4% that anticipated a decrease (see figure 1).
Figure 1. Anticipation of changes in specific employment types

Increase Decrease No Change Unsure
80% 79% 71%

70% 63%
60% 54%
50% 39%
40% 29%
30% 18%
20% 11%
10% 7% 7%
10% 4% 3% 4% 1%
0%
Full-time Part time Seasonal Voluntary
staff/Interns/T rainees
The managers predictions are likely based upon growth that they are experiencing
within their businesses, as well as data that indicates that tourism and the economy
in general in Armenia are expanding. Yet businesses' ability to successfully expand
is closely intertwined with their availability to find qualified labor. Managers’
responses to question 6 (“Are you currently experiencing, or have you experienced,
any difficulties filling job vacancies in the past 12 months?”) were quite revealing:
42% indicated that they had in fact experienced difficulties (see figure 2). It would
seem that such difficulties will only become greater as the Armenian tourism industry
grows.
Figure 2. Percentage that have experienced difficulties filling job vacancies

42%
58%
Yes No
10
It is also important to understand why managers have had difficulties filling

vacancies, which is asked in question 8 (see figure 3). Managers most commonly
cited a “lack of applicants with the appropriate skills” (30%). The second most
common response was “lack of appropriate work experience” (22%). Interestingly,
only 2% cited a “lack of institutions which prepare specialists”. The implications of
this seem quite clear: managers do not feel that TEPs are producing graduates with
appropriate skills.
Figure 3. Interpretations of reasons for difficulties to fill vacancies
40%
30%
30%
22%
20%
12% 12%
10% 7% 7%
5%
3%
2% 2%
0%
Seasonal Work Lack of Too much Lack of HR / Job involves Poor image of the General lack of Remote Lack of Lack of
institutions which competition from Hiring Experience shiftwork or sector/occupation interested location/Poor appropriate work applicants with
prepare specialists other sectors unsociable hours applicants transportation experience the appropriate
skills
Responses to question 7 indicate the specific positions that managers within the four
sub-sectors are having the hardest time filling. Table 2 shows the eight most
commonly cited positions. The top three are waiting staff, administrative staff, and
cooks. This is consistent with information gathered through interviews.
Table 2. Occupations for which vacancies have been difficult to fill

Restaurants,
Pubs, and Travel Visitor
Accommodation Nightclubs Services Attractions TOTAL
Waiting Staff 6 5 11
Administrative Staff 3 1 1 2 7
Cooks 4 1 5
Bartenders 4 4
Chefs (Head Cooks) 4 4
Tour Operator Staff 4 4
Tour Operator/Travel
Agency Managers 4 4
Event Coordinators 2 1 1 4
B. Skills and Knowledge Gaps

Given the emphasis of managers on lack of appropriate skills of applicants, it is then
important to analyze which specific skills are lacking. Results from a series of
11
questions relating to skill gaps are found in table 3. It contains averages for the five
response types:
1) Self-evaluations of staff members who have less than two years experience in
their current place of business (staff survey question 2)
2) Self-evaluations of staff members who have more than two years experience in
their current place of business (staff survey question 2),
3) Staff members' evaluations of other staff with less than two years experience in
their place of business (staff survey question 5),
4) Managers' evaluations of their staff members who have less than two years
experience in their place of business (manager survey question 12), and
5) Self-evaluations of managers (manager survey question 14).
The questions ask respondents to rate on a scale of 1-4 (1 being “not important” and
5 being “extremely important”) how important it is for them or others to upgrade their
skills in the specific areas listed. The overall average across all response types is
found at the extreme right column.
Not surprisingly, given feedback obtained through the interview phase, the two skills
considered across the five response types to be most important were “foreign
language” (3.4) and “customer service” (3.3) skills. These were followed by
“communication” (3.2), “health and safety” (3.1) and “problem solving” (3.1).
Beyond these overall averages, there were also several notable scores within
specific response types. Managers felt it was important for their staff to improve, in
addition to the categories mentioned above, in the areas of “team work” (3.4),
“organization” (3.2) and “quality management” (3.1). In their self-evaluation,
managers felt their greatest need was to improve in “foreign languages” (3.2), but
also saw the importance of upgrading their skills within the areas of “general
management” (3.1), “problem-solving” (3.1), “business management” (3.1), and
“sales, promotion, and marketing” (3.1).
Another interesting, but perhaps not surprising, result is the fact that staff that have
been employed less than two years at a particular tourism enterprise recognize a
greater need to improve on their skills than those that have been employed in excess
of two years. This may be true but could also point to complacency by long-term
employees, particularly since they place significant importance on their peers that
have been in the job for less than two years.
Table 3. Skills gaps indicated by the five response types

(1= not important, 4= extremely important)
Staff Staff Staff (other
(self) (self) staff) Manager Manager
Skill area >2yrs <2yrs <2 yrs (staff) (self) AVG
Foreign language skills 3.4 3.4 3.5 3.5 3.2 3.4
Customer service skills 3.0 3.3 3.5 3.6 2.8 3.3
Communication skills 3.0 3.2 3.4 3.5 2.8 3.2
Health and safety 3.1 3.1 3.2 3.4 2.8 3.1
Problem solving skills 2.9 3.0 3.1 3.2 3.1 3.1
Organizational skills 2.9 3.0 3.0 3.2 3.0 3.0
Team Working Skills 2.7 2.9 3.1 3.4 2.9 3.0
Showing initiative 2.9 2.9 2.9 3.0 2.8 2.9
Innovation and
creativity 2.9 2.9 2.9 3.0 2.8 2.9
General management 2.6 2.8 2.7 2.9 3.1 2.8
12
skills
Quality management 2.5 2.7 2.8 3.1 3.0 2.8
IT skills 2.6 2.7 2.7 3.0 2.7 2.8
Leadership/people
management 2.7 2.7 2.7 2.8 2.9 2.8
Business management 2.6 2.9 2.4 2.9 3.1 2.8
Sales, marketing &
promotion skills 2.6 2.6 2.4 2.9 3.1 2.7
Telephone skills 2.4 2.7 2.9 3.0 2.3 2.7
Armenian history/
culture 2.6 2.7 2.8 2.6 2.5 2.6
Entrepreneurial skills 2.5 2.6 2.4 2.8 2.7 2.6
Administrative skills 2.3 2.2 2.2 2.8 2.9 2.5
Environmental
awareness 2.4 2.5 2.5 2.5 2.5 2.5
Writing skills 2.2 2.5 2.7 2.8 2.2 2.5
Product development
skills 2.2 2.3 2.4 2.7 2.6 2.4
Accountancy/budgeting/
financial management 2.2 2.3 2.3 2.6 2.7 2.4
Pricing 2.4 2.3 2.2 2.5 2.5 2.4
Web
design/maintenance 2.3 2.4 2.3 2.4 2.2 2.3
Procurement 2.2 2.1 2.1 2.4 2.2 2.2
Another key component of the survey was measuring knowledge gaps. Questions
13 and 15 in the managers’ survey and questions 4 and 6 in the staff survey ask
respondents to rate the importance (1-4) of a number of knowledge areas. Results
can be found in table 4.
As in table 2, averages are derived across the five response types. Yet an extra
level of complexity is added by the fact that those surveyed were asked to provide
ratings only for those knowledge areas that apply to their sub-sector (the rationale
being that knowledge areas are closely linked to specific sub-sectors whereas skill
areas are more generalized across all sub-sectors). As such, responses are also
subdivided by sub-sector, with column A representing “accommodation”, column B
representing “restaurants, pubs, and nightclubs” (henceforth to be referred to simply
as “restaurants”), column C representing “travel services”, and column D
representing “visitor attractions”. So, for example, accommodation sector staff who
have worked more than two years assigned, on average, an importance level of 3.0
for upgrading their own “customer service” knowledge.
Light grey shading has been used to indicate the highest average score for each
column (response type subdivided by sub-sector), whereas medium grey shading
indicates the second highest score for each column.
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Table 4. Knowledge gaps by the five response types and four sectors
Staff (self) >2years Staff (self) <2years Staff (other staff) <2years Managers (staff <2years) Managers (self)
KNOWLEDGE AREA A B C D Avg A B C D Avg A B C D Avg A B C D Avg A B C D Avg AVG

Customer Service 3.0 3.0 3.2 2.8 3.0 3.2 3.3 3.2 3.1 3.2 3.5 3.4 3.6 3.5 3.5 3.2 3.7 3.6 3.3 3.5 2.4 2.6 3.0 2.5 2.6 3.2
Geography (Armenian
3.3 3.3 3.2 3.2 3.5 3.5 3.0 3.0 2.4 2.4 3.1
& International)
Ethics in Tourism 2.8 2.8 3.1 3 2.9 3.2 3.0 3.1 2.8 3.0 3.1 2.9 3.4 3.3 3.2 2.9 3.4 3.4 3.2 3.2 2.6 2.7 3.1 2.8 2.8 3.0
Health and Safety 2.7 3.2 3.2 2.4 2.9 2.8 3.2 3.0 3.3 3.1 3.3 3.2 3.3 3.1 3.2 3.3 3.4 3.1 3.3 3.3 2.5 2.8 2.6 3.2 2.7 3.0
Tourism
3.2 3.2 3.0 3.0 3.0 3.0 3.1 3.1 3.0 3.0 3.0
Competitiveness
Hotel/Lodging Facilities
2.8 2.8 2.7 2.7 2.9 2.9 2.7 2.7 2.8 2.8 2.8
Management
Adventure Tourism
2.7 2.7 2.9 2.9 2.8 2.8 2.9 2.9 2.7 2.7 2.8
Market
Field Guiding (Cultural
3.1 2.3 2.7 2.7 2.5 2.6 3.1 2.8 3.0 3.1 3.2 3.1 2.5 2.8 2.7 2.8
and Natural)
Tourism Planning 3.1 2.6 2.8 3.0 2.3 2.7 3.1 2.3 2.7 3.0 3.0 3.0 2.8 2.5 2.6 2.8
Travel Agency
2.7 2.7 3.0 3.0 2.7 2.7 2.5 2.5 3.3 3.3 2.8
Management
Events / Conference
2.3 2.4 2.8 1.9 2.4 2.6 2.8 2.8 2.9 2.8 2.8 2.5 2.9 2.4 2.7 2.8 2.9 2.4 3 2.8 2.7 3.0 2.4 2.8 2.7 2.7
Management
Front Desk Training 2.8 2.8 2.5 2.5 3.1 3.1 3.1 3.1 2.3 2.3 2.7
IT in Tourism 2.7 2.2 2.9 2.3 2.5 2.8 2.3 2.9 2.5 2.6 2.7 2.3 3.0 2.2 2.6 2.6 2.4 3.0 3.2 2.8 2.7 2.7 3.0 3.3 2.9 2.7
Cultural Heritage
2.9 3.1 3.0 2.7 2.5 2.6 3.0 2.8 2.9 2.6 2.7 2.6 2.4 2.8 2.6 2.7
Management
Recreation
2.5 2.5 2 2.0 2.5 2.5 3.5 3.5 3.0 3.0 2.7
Management
Business Management 2.7 2.5 2.8 2.2 2.5 2.7 2.6 2.8 1.7 2.4 2.5 2.1 2.4 2.1 2.3 2.8 2.8 2.5 2.4 2.6 3.1 3.3 3.2 2.5 3.0 2.6
Computer Reserv.
2.6 2.3 2.7 2.6 2.4 2.3 2.7 2.5 2.6 2.4 2.7 2.6 2.6 2.8 3.1 2.8 2.4 2.4 3.0 2.6 2.6
Systems Training
E-business 2.7 2.7 2.7 2.3 2.6 2.5 2.5 2.5 2.5 2.4 2.9 2.7 2.6 2.7 2.6 2.6
Feasibility Assessment 2.6 2.2 2.7 1.9 2.4 2.2 2.5 3.0 2.5 2.6 2.6 2.4 2.6 2.5 2.5 2.6 2.8 2.7 3.3 2.9 2.6 3.1 2.6 2.8 2.8 2.6
Food Hygiene 2.7 3.2 1.4 2.5 2.4 3.4 2.4 2.7 3.3 3.4 1.9 2.9 3.3 3.6 2.3 3.0 2.3 2.8 1.0 2.0 2.6
Marketing 2.7 2.4 2.7 2.3 2.5 2.5 2.6 2.6 1.7 2.4 2.6 2.2 2.6 1.8 2.3 2.7 2.7 2.8 3 2.8 2.8 3.1 3.1 3.2 3.0 2.6
Tourism Sales and
2.3 2.7 2.5 2.6 2.8 2.7 2.5 2.6 2.6 2.5 2.8 2.6 2.4 2.5 2.4 2.6
Office Operations
Protected Areas and
3.0 2.3 2.7 2.5 2.3 2.4 2.9 2.6 2.7 2.6 2.8 2.7 2.6 2.8 2.7 2.6
Ecotourism Mgmt
Tour Organization and
3.2 2.5 2.8 2.9 2.1 2.5 3.0 2.1 2.6 3.1 2.7 2.9 2.9 2.0 2.5 2.6
Management
Visitor Information
2.7 2.7 2.7 2.7 2.6 2.6 2.7 2.7 2.4 2.4 2.6
Center Training
14
Staff (self) >2years Staff (self) <2years Staff (other staff) <2years Managers (staff <2years) Managers (self)
KNOWLEDGE AREA A B C D Avg A B C D Avg A B C D Avg A B C D Avg A B C D Avg AVG

Business Planning 2.7 2.4 2.9 2.2 2.5 2.7 2.6 2.8 1.7 2.4 2.4 2.2 2.3 2.1 2.2 2.7 2.9 2.5 2.4 2.6 3.0 3.2 3.0 2.2 2.8 2.5
Human Resources
2.5 2.2 2.3 2.5 2.4 2.4 2.7 2.4 2.3 2.4 2.5 2.3 2.3 2.2 2.3 2.8 2.8 2.2 2.7 2.6 2.8 2.9 2.6 2.8 2.8 2.5
Management
Introduction to Tourism 2.6 2.3 2.8 2.5 2.5 2.6 2.3 2.2 2.5 2.4 2.6 2.3 3.0 2.6 2.6 2.7 2.6 2.9 2 2.5 2.4 2.8 2.6 2 2.5 2.5
Risk Management 2.7 1.9 2.9 2.2 2.4 2.5 2.3 2.9 1.9 2.4 2.4 2.1 3.0 1.8 2.3 2.8 2.6 2.8 2.3 2.6 2.7 3.1 2.9 2.5 2.8 2.5
Specialty/Niche
2.7 2.9 1.6 2.4 2.4 2.7 1.7 2.3 2.4 2.7 1.9 2.4 2.6 2.8 3.0 2.8 2.4 2.8 3.0 2.7 2.5
Tourism Markets
Tourism Research
2.5 2.7 2.6 2.4 2.6 2.5 2.4 2.7 2.5 2.4 2.3 2.4 2.6 2.4 2.5 2.5
Methods
Training Methods 2.3 2.3 2.9 2.2 2.4 2.1 2.5 2.5 2.5 2.4 2.6 2.4 2.7 2.4 2.5 2.6 2.8 2.5 2.7 2.6 2.6 2.9 2.5 2.3 2.6 2.5
Tourism Policy and
3.0 2.1 2.6 2.9 1.8 2.4 3.0 1.7 2.3 2.8 2.8 2.8 2.6 2.5 2.6 2.5
Legislation
Catering 2.6 3 2.2 1.4 2.3 2.2 3.0 1.9 2.3 2.4 3.3 3.3 2.4 1.9 2.7 3.2 3.3 2.2 1.5 2.6 1.9 2.7 2.1 1 1.9 2.4
Financial Modeling 2.4 2.1 2.5 1.7 2.2 2.3 2.3 2.4 1.9 2.2 2.4 2.0 2.4 2.1 2.2 2.6 2.6 2.4 3.0 2.7 2.6 3.1 2.7 2.0 2.6 2.4
Food and Beverage
2.4 3 1.4 2.3 2.1 2.8 2.2 2.4 2.9 3.0 1.7 2.5 3.0 3.5 1.8 2.8 2.1 2.8 1.0 2.0 2.4
Management
Food Preparation
2.6 3 1.4 2.4 2.1 2.9 2.4 2.5 3.0 3.1 1.6 2.6 3.1 3.5 1.8 2.8 1.9 2.4 1.0 1.8 2.4
Training
Housekeeping Training 2.4 2.4 2.3 2.3 2.6 2.6 2.5 2.5 2.4 2.4 2.4
Product Development
2.2 2.5 2.2 2.3 2.3 1.8 2.4 2.4 2 2.2 2.4 2.6 2.2 2.4 2.4 2.6 2.8 2.6 2.8 2.7 1.9 2.6 2.7 2.2 2.3 2.4
and Packaging
Strategic Planning 2.4 2 2.8 2.5 2.4 2.0 2.4 2.7 2.4 2.4 2.2 1.9 2.6 2.2 2.2 2.7 2.4 2.5 2.5 2.5 2.6 2.8 2.9 2.0 2.6 2.4
Tourism Statistics 2.5 2.8 2.1 2.5 2.4 2.4 2.3 2.4 2.6 2.8 2.2 2.5 2.5 2.3 2.5 2.4 2.5 2.5 2.3 2.5 2.4
Office Operations 2.5 1.6 2.0 2.4 2.1 2.2 2.5 1.9 2.2 3.1 2.6 2.9 2.6 2.6 2.6 2.4
Tourism Attraction
2.5 2.5 2.2 2.2 2.3 2.3 2.7 2.8 2.8 2.2 2.2 2.4
Management
Wait Staff Training 2.4 2.8 1 2.1 1.8 2.6 1.5 2.0 3.2 3.3 1.5 2.7 3.3 3.3 2.5 3.0 1.7 2.4 1.0 1.7 2.3
Community Tourism
2.6 2.3 2.4 2.4 2.1 2.2 2.7 2.2 2.4 2.6 2.2 2.4 2.6 1.8 2.2 2.3
Management
Branding 2.3 1.8 2.1 1.4 1.9 1.7 1.9 2.2 1.9 1.9 2.2 2.2 2.1 1.7 2.1 2.4 2.3 2.3 2.8 2.4 1.9 2.5 2.5 2.4 2.3 2.1
Concierge/Bellhop
2.1 2.1 1.3 1.3 2.6 2.6 2.6 2.6 1.4 1.4 2.0
Training
Bartender Training 2.3 2 1 1.8 1.5 1.9 1 1.5 2.9 2.6 1.6 2.4 3.0 2.9 2 2.6 1.4 1.8 1 1.4 1.9
A=Accommodation, B=Restaurants, Pubs & Nightclubs, C=Travel Services, D=Visitor Attractions

Light Grey shading indicates highest score in column, Medium Grey shading indicates second highest score in column, Dark Grey shading indicates the
overall average across all columns
15
As can be seen in table 4, “Customer Service” received the highest average ranking (3.2);
mirroring results obtained from the skills gaps questions. It was signaled as either the first or
second highest priority among all response types except for managers in their self-
evaluations and visitor attractions staff with more than two years experience in their self-
evaluations. “Geography” had the second highest average score (3.1), although the ranking
was limited to those in the travel services sector. Several knowledge areas tied for the third
highest ranking with an average of 3.0: “Ethics in Tourism”, “Health and Safety”, and
“Tourism Competitiveness” (rankings limited to those in the travel services sector).
Beyond these five knowledge areas, however, there are others that had some notably high
rankings among specific response types:
• Food Hygiene: This knowledge area was signaled as the highest priority in four
response types and the second highest priority in two response types. These
included evaluations of staff by managers from the accommodations (tied for highest
priority) and restaurants (second-highest priority) sectors.
• Business Management: In their self-evaluations, managers of the three sectors

(excluding visitor attractions) considered this to be their highest or second highest
priority.
Catering: Despite a low overall average of 2.4, this knowledge area was signaled as
the second highest priority by three response types - two from the restaurant sector
and one from the accommodation sector.
Wait Staff Training: Despite a low overall average of 2.3, it was the highest priority
for accommodation managers and second-highest priority for restaurant staff in
relation to staff members with less than two years experience.
IT in Tourism: This was considered to be the highest priority by visitor attraction

mangers in their self-evaluation and the second highest priority by accommodation
staff with less than two years experience, in their self-evaluation.
Business Planning: This was the second highest priority for both accommodations
and restaurant managers in their self-evaluations.
Finally, it is interesting to note that "bartender training" received the lowest score. This result
was not surprising, based on discussions with several interviewees. They explained that
bartending positions have not been difficult to fill because a steady stream of well-trained
bartenders is emerging from highly practical and effective training courses offered by the
director of the Armenian Bartenders' Association.
C. Training within Tourism Businesses

In question 16, managers were asked about training methods used by their business during
the previous two years. As can be seen in figure 4, the most commonly utilized methods for
staff were regular in-house training (73%), followed by mentoring/apprenticeships (68%) and
informal workshops/seminars (59%). For managers, the most common were informal
workshops/seminars (44%) and regular in-house training (40%). Also, 30% of staff and 29%
of managers participated in some off-site BSP training courses.
Figure 4. Training methods used by businesses in the last 2 years.
80% Staff
73%
68% Managers
70%
59%
60%
50% 44%
40%
40%
30% 29%
30% 22% 22% 25%
20% 16% 16%
10%
0%
College / Computer-Based Informal Mentoring / Regular In-House Off-Site BSP
University / E-Learning Workshops / Apprenticeships T raining T raining Courses
Courses Seminars
It is also important to take into consideration one of the findings from the CAPS human
resources survey: 62% of managers said that they do not carry out regular staff training
programs.
When asked in question 17 (see figure 5) to indicate important concerns regarding the lack
of training in their businesses, managers most often cited “finding a training course of
sufficient quality” (12%). This was followed by “lack of money within business to fund
training” (9%) and “finding a training course of a suitable length” (9%). Some indicated that
they did not have any concerns (22%).
Figure 5. Businesses’ greatest training concerns
30%
22%
20%
12%
9% 9%
10% 7% 8%
5% 6% 6%
0%
Trained staff are Finding a training Lack of Training topics we Cost of training Finding a training Lack of money Finding a training No concerns
poached by other course at a resources/experience are interested in are course of a suitable within business to course of sufficient
companies convenient location for in-house training not available length fund training quality
With respect to course lengths, managers (question 18) and staff (question 7) tended to
favor longer, more regular courses. As can be seen in figure 6, staff indicated a preference
for classes held at regular intervals (3.1), followed by courses of at least one week (3.0).
Managers held similar views, but with ratings of 3.0 for classes held at regular intervals” and
17
3.1 for classes of more than one week. Both managers and staff gave their lowest ratings to
the shortest course options (“half a day” and “one full day”).
Figure 6. Appropriate lengths for training courses
3.5 3.1
3.0 3.1 3.0
3.0
2.5 2.5
2.5 2.1
1.9
2.0
1.4 1.5 1.5
1.4
1.5
1.0
0.5
0.0
Half a One full 2or 3 1 week More Regular Half a One full 2or 3 1 week More Regular
day day days than 1intervals day day days than 1intervals
week week
Staff Managers
D. Role and Performance of TEPs
BRIEF SUMMARY OF PROGRAMS
In Armenia, there are four higher education TEPs and several vocational college TEPs.
Below are short descriptions of the four higher education TEPs and what appears to be the
most relevant of the vocational college TEPs:
The Armenian Institute of Tourism (AIT), founded in 2001, has a five-year tourism degree
program. It is a branch of the Russian International Academy of Tourism (RIAT) and has a
curricula largely based upon Russian standards. It has 37 lecturers and the past year’s
graduating class totaled 32 students. Courses are taught in Russian and Armenian.
The Russian-Armenian State University (Slavonic), founded in 1999, created a five-year

tourism degree program in 2001. Several students have continued for an additional three
years to earn a PhD. Originally called the “Faculty of Socio-Cultural Tourism and Services”,
it has recently changed its name to the “Faculty of Tourism and Advertising” to reflect its new
focus on the latter field. It has two departments: “Ethno-cultural Tourism and Ecotourism”
and “Service and Tourism Industry”. There are 35 professors and the most recent incoming
class had 67 students. Courses are delivered in Russian.
The European Regional Academy (ERA)’s five-year tourism degree program was created
five years ago. The tourism program falls within the institution’s humanities department and
is divided into two concentrations: “Tourism” and “New services and Technologies”. Political
issues have hampered its growth in the past few years (enrollment declined from 60 to 30
students this past year), but they now seem to have been resolved. It employs a total of 28
professors. Courses are taught in Armenian.
Yerevan State University (YSU-Ijevan Campus) created a TEP in 2001 within the
economics department. It was created in part through efforts made by the Ministry of Trade
18
and Industry in order to help realize the potential of tourism outside Yerevan. Last year, a
total of 42 students from throughout Armenia were admitted into the 4-year bachelor’s
degree program. There are 12 professors, all who teach in Armenian.
The Armenian-Greek College of Tourism, Service, and Food Industry (popularly known
as the “Greek College”), while renamed two years ago after receiving funding from the
Greek government, has actually been in operation since 1943 as a food services training
institution. It offers three-year vocational degrees in three areas: hospitality, food services,
and tour operations. Also, in response to calls from industry, it is now beginning to offer
three-month short-courses for waiter training and is considering offering such courses for
confectionary bakers and hall managers as well. There are a total of 45 teachers and there
were 120 students in this past year’s incoming class. While courses are primarily taught in
Armenian, students must learn English, Greek, and Russian.
TEP CONSTRAINTS
It is encouraging that so many TEPs have sprouted up in recent years. Yet, through the
course of background research and industry interviews, it became clear that the TEPs are
simply not producing graduates with the specific qualifications to meet the needs of the
tourism industry. Below are some of the principal reasons for their shortcomings:
• Focus on tourism not hospitality
In Armenia, there are four higher education institutions offering tourism degrees. Not
a single one offers a degree in hospitality management. This is at odds with
practices of most other countries and in fact quite counter-intuitive in a field in which
far more jobs are available in hospitality (hotels, lodges, restaurants, etc) than
tourism (tour operators, travel agencies, tourism boards, etc). It is rumored that yet
another higher education tourism program will be offered next year (by Yerevan State
University at its Yerevan campus). This is quite strange, especially since Yerevan
State University is already offering a tourism course in Ijevan that has met with
questionable success - not a single member of their three graduating classes is
currently working in the tourism or hospitality field.
It should be noted, however, that within the field of tourism, some of the TEPs have
or are trying to carve out areas of specialty. For example, Slavonic is starting to
create a focus on “branding”, AIT wants to focus more on “niche-market segments”
such as adventure tourism and medical tourism, and ERA sees itself as a leader in
ecotourism and wants to also bolster its “new services technologies” offering. In this
sense, they are beginning to differentiate themselves more effectively.
• Curricula often not well-matched to needs of industry
As would seem to be apparent from the analysis above, none of the TEPs indicated
that their curricula were created in conjunction, nor even in consultation with the
Armenian tourism industry. In some TEPs, curricula have come from other countries
with different tourism and hospitality conditions. Several (including the two Russian-
affiliated TEPs) must follow course requirements of those source countries. On top
of requirements mandated by the Armenian government (such as offering physical
education courses), curricula can be fairly restrictive and lack the flexibility to be
responsive to the needs of the industry.
19
• Under-qualified professors
The suggestion that TEP professors are generally not sufficiently qualified was
brought up in most industry interviews and even cited in several TEP interviews. It
should not be surprising, as all but the Greek College are relatively new programs
(between three and eight years old). None offer formal tourism PhD programs yet.
Also, few professors have had opportunities to study, or even work/travel abroad.
Indeed, few can even deliver courses in English, the so-called “universal” language in
tourism. Clearly another impediment and one which applies to education in Armenia
in general, is low salaries.
Most current professors seem to fall within two categories. The first is those who
have studied tourism (mostly in Armenia) but who have little or no practical
experience within the industry. The second is those who come from the industry but
who have not studied tourism and in some cases have no serious academic
credentials. Successful tourism professors generally have a combination of an
academic background in addition to industry experience. Very few in Armenia fit
within this description.
• Unsuccessful internships
Most TEPs include internships in their curricula. Yet, surveys and interviews reveal
some deep flaws in the system. In the survey (question 9), only 26% of tourism
managers indicated that they always have student interns, while 43% said that the
sometimes take them (figure 7). A total of 31% of respondents indicated they have
never had interns, with 25% saying that they would not be interested. These
numbers are not particularly encouraging, as they seem to indicate that many
managers - both those that have and have not previously had interns - do not see
great value in such programs.
Figure 7. Percentage of businesses that utilize internships
25% 26%
6%
43%
Always Sometimes
Never, but interested Never and not interested
This seems to have been corroborated through responses to question 10, which asks
managers whether they later hired student interns. As can be seen in figure 8, 34%
said they have never hired students after internships and 18% indicted that they have
only done so rarely.
20
Figure 8. Percentage of businesses that have hired after internships
4%
16%
34%
28%
18%
Always Often Sometimes Rarely Never
In interviews, managers provided a number of reasons for why they are reluctant to
provide internships. First and foremost, students are not well-trained to perform
tasks that would be helpful for the business. This is often exacerbated by another
issue cited by a number of managers which was students having unrealistic
expectations about the tasks they will perform. In other words, many do not want to
perform more “entry-level” tasks. Also many do not seem committed to the work,
exemplified by those who leave at the moment their shift ends.
Managers also indicated that the length of most internships (1-2 months) is not
sufficient for them to learn key tasks and to become integrated into the staff.
Recognizing this, managers often do not invest the time to train them. In other cases
when they do, they leave just as they have begun to prove useful. Also, the timing is
often not ideal. Many internships are held during the summer (high season), when
managers do not have time to train the interns.
Another issue that emerged in several interviews was a concern that interns were
stealing sensitive information. Although none seemed to have concrete proof, there
was a certain level of suspicion that has caused them to limit internships. Other
issues brought up were the lack of monitoring of students by their academic advisors
and an absence of a clear Statement of Work at the beginning of the internship.
• Lack of practical experience opportunities
While most TEPs require internships, many of the TEP students, professors, and
administration that were interviewed indicated that more practical experience
opportunities need to be provided. Also, many in the industry have complained that
the courses are too theoretical and do not prepare students for specific tasks that
they will need to perform. Few integrate case-studies or practical exercises such as
creating budgets, packages, marketing plans, etc. Few offer practical training in new
areas of technology such as Computer Reservation Systems (CRS).
On the positive side, several indicated that they conduct field trips/site visits. A few
others mentioned that they sometimes host guest speakers from the industry. These
activities should certainly be encouraged and conducted more regularly. Also,
several have created or are in the process of creating student exchange programs
with international TEPs. This represents a great opportunity to broaden students’
knowledge and experience base. Finally, two have created
mountaineering/adventure tourism clubs, an excellent way to gain first-hand
experience in activities associated with this growing niche market.
21
• Lack of communication between TEPs and industry
Through interviews with the industry and TEPs (and review of the CAPS workforce
assessment report), it became clear that the two sides do not communicate
frequently enough. Industry representatives often complain that their needs are not
being taken into consideration in the design of courses. TEPs often complain that
the industry is not open to accepting their students for internships and professional
placements after graduation. With the exception of several CAPS-sponsored events,
there have been few occasions on which the two sides have met formally to discuss
these issues. No committee or other formal structures exist in order to promote
dialogue between the two sides. The best linkage created thus far has been the
CAPS-sponsored career center at Slavonic University, additional structures and
activities must be explored.
There are, however, a few success stories. AIT, sensing a need to provide more
relevant, up-to-date information, invited several tour operators to become lecturers.
Also, the Greek College has heeded the industry’s call for more waiters and started a
three-month training program. These two examples show that dialogue between the
two sides can lead to fruitful and mutually-beneficial initiatives.
• Limited resources
TEP professors and students on several occasions lamented about the lack of
resources at their institutions. The most commonly cited need is for more extensive
libraries with more up-to-date information reflecting current paradigms and practices.
A brief walk through the TEPs libraries seemed to underscore this limitation. Such
materials are needed by professors to plan course content and by both students and
professors to conduct research. Other limitations found in several TEPS was an
insufficient number of computers and/or internet connections. Also facilities that
simulate those of hotels or restaurants seem to be lacking in all but the Greek
College.
VI. RECOMMENDATIONS
A. Certification Programs and Courses
Certification programs serve a number of purposes. First, they provide valuable training and
guidance for staff members, who are then able to improve performance. Second, they can
help build staff pride, confidence, and loyalty—which helps reduce turnover. Third,
certifications can be used as a marketing tool to attract quality-conscious clients. In this
case, international certifications often carry the advantage of being more widely recognized
among tourists.
Provided below are summaries of several international certification programs that address
major needs identified through the skills and knowledge needs gap survey and interviews.
More detailed descriptions of each can be found in Annex 7. Also included below are
several certification programs/courses that may be Armenia-based.
• Waiter Staff Training and other Hospitality Courses
Created nearly a century ago, the American Hospitality and Lodging Association
(AH&LA) is the United States principal hospitality trade association. Its Education
22
Institute is considered one of the world’s leaders in hospitality training, with affiliates
in over 60 countries.
In September 2007, CAPS sponsored a six-day Supervisory Skill Building course that
was delivered to 22 hospitality providers by AH&LA trainer Jennifer Calhoun. Five
participants (three from the accommodations sector and two from the food and
beverage industry) then became Certified Hospitality Trainers (CHTs) after
passing a stringent AH&LA examination.
CAPS has purchased AH&LA teaching materials such as books and videos so that
these five can then start training in areas such as food and beverage, front desk, and
housekeeping. The CHTs would then be able to train and certify Certified Hospitality
Department Trainers (CHDTs), who would teach courses within their individual
tourism business.
It was envisioned that Ms. Calhoun would return to Armenia to look over and provide
feedback on the curriculums and presentations that are being planned by these
trainers. This has now been scheduled for January 2008. It is recommended that
CAPS take advantage of her upcoming visit to address some of the most serious
tourism industry concerns.
First on that list would be wait staff training. Through the surveys (and interviews),
managers indicated that this was the hardest position to fill. The wait staff course
training could be delivered to the CHTs, as well as teachers from the Greek College,
who could then incorporate it into their recently-launched wait staff short-course
trainings. Also, the director of the Armenian Bartenders Association should be
engaged, as he may be able to provide key insight into waiter training based upon
the success he has had with his bartender training course.
The surveys also revealed that “Catering” and “Health & Safety” were considered to
be of importance to staff and managers. These subjects are also covered by
AH&LA. As such, if deemed appropriate, Ms. Calhoun could also provide training
and materials in these areas during her upcoming visit.
• Customer Service
Customer service unambiguously emerged from the survey as the greatest need
across all tourism sub-sectors. While it is embedded to some degree in the various
courses offered by AH&LA and some of the others listed below, it would be
recommendable to also offer a course that focuses entirely on this issue.
The SuperHost program, created by Tourism BC (British Colombia), is considered

by industry professionals to be one of the top programs in the world. Since 1985, not
only has it been used to train half a million hospitality workers in British Columbia, but
it has spread throughout Canada and to countries such as England, Scotland, New
Zealand, Australia, and the United States.
A total of eight certification courses have been created, each coming in the form of a
one-day, highly-interactive workshop. In the case of Armenia, it would be
recommendable to have a SuperHost trainer come to deliver a training of trainers
(ToT) course to highly qualified applicants. After three days and an exam, trainers
will be able to deliver the Fundamentals course (and certify participants). Normally, a
day would be added to the training for each additional course that they would want to
teach. Costs of the course are $500-$700 per day plus trainer travel costs. Then, to
deliver the courses, the SuperHost program must be licensed. Prices for the 5-year
23
licensing agreements generally range between US $8,000-15,000, although they

have indicated a willingness to provide preferential pricing in Armenia.
• Foreign Languages
The need to improve foreign language skills was heard repeatedly during interviews
and was corroborated through surveys, in which it was deemed the most important of
all skill areas. A large-scale effort must be made to ensure that hospitality workers
have access to language courses. The most pressing need is in English, but other
languages such as French, Italian, and German would also be useful.
A cost cost-effective way for employers to provide courses would be to pool

resources and offer courses jointly with other tourism businesses. This is an initiative
that could be done through the associations. High-quality courses, especially
focused on hospitality, could be arranged through private language academies or
individual teachers, perhaps with tourism businesses offering their facilities to serve
as classrooms.
Even more significant costs savings could be achieved if volunteer teachers can be
engaged. This could be done through several organizations. One possibility is the
US Peace Corps, which provides English-training to hospitality workers in other
countries. Other sources could be the numerous NGOs that recruit volunteers
among Diaspora Armenians from the US and elsewhere.
• Destination Management
Clearly members of the Armenian Tourism Development Agency (ATDA), the private
sector, and a number of TEP professors could benefit from courses in destination
management. It incorporates a number of knowledge areas that were deemed
important through the survey, including: IT in tourism, customer service,
management, safety & security. The George Washington University (GW), which
has one of the world’s oldest and most respected tourism programs, has teamed up
with Destination Marketing Association International (DMAI), the foremost global
DMO (Destination Management Organization) trade association, to offer a
Certificate Program.
A total of six courses must be completed to obtain the certificate from GW. The four
fundamental courses are:
• Essentials of CVB Management

• Communications in Destination Management
• Information Technology for Destination Management
• Destination Marketing
The others can be chosen from a total of roughly 30 courses. All are available online
or can be taught in person.
In the case of Armenia, a ToT course is recommended. A professor from GW could

come to deliver the courses (in English), which could be combined with access to
online courses in a blended delivery format. Courses generally cost US$450 per
person, but a fixed price structure would likely be more cost-effective. Such an
arrangement was recently made in Jordan, where the overall cost was US$5,000,
plus instructor’s travel fees.
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• Event Management
In the survey, event managers tied for fourth place in the “most difficult positions to
fill” question. The main reason is that there are no institutions providing training in
event management. GW also offers an Event Management Certificate Program,
which could help fit what some interviewees deemed to be a large gap in the market.
In order to obtain certification, a total of seven courses are required, four of which
being core courses:
• Best Practices in Event Management

• Event Coordination
• Event Marketing
• Risk Management: Financial, Legal, and Ethical Safeguards
The other three can be elected from among a total of 19 event management courses.
As with the destination management program, courses can be taken online, taught in
person, or can be delivered through a blended format. In addition to the seven
courses, a total of 100 practical hours are required for certification.
Again, a ToT format would be advisable, after which material can be integrated into
TEP courses and also delivered through in-house trainings at tourism businesses.
The pricing program for this program would essentially be the same as that for the
destination management program.
• Food Hygiene
Interestingly, surveyed restaurant and accommodation managers indicated this

knowledge area to be a very high priority. One of the most reputable international
programs in this realm is the ServSafe Program, which has been developed and is
being offered by the National Restaurant Association Education Foundation
(NRAEF). The National Restaurant Association (NRA) is the United States restaurant
industry’s principal trade association. It was created in 1919 to represent, promote,
and educate the industry. It currently has over 300,000 restaurant members.
One of its most popular programs is the ServSafe certification course, which has
been delivered to over 2.6 million individuals. The three-day intensive course
focuses upon issues such as maintaining sanitary facilities, properly storing food,
pest management, ensuring personal hygiene, etc. After the course, examinations
are issued, with those passing becoming certified.
ServSafe was actually delivered in Armenia in June 2007 through the USAID CARD
program. Yet very few restaurants participated, with the focus of the program
primarily on food producers and transporters. As successive courses are being
contemplated, it would be ideal to involve a much larger percentage of the Armenian
restaurant and food services industry. Direct communication with the USAID CARD
program will be necessary.
• Tourist Guide Training
In October-November 2006, CAPS sponsored a tourist guide training course

delivered by the World Federation of Tourist Guide Associations (WFTGA).
WFTGA, founded in Vienna 20 years ago, is a non-profit organization with a
membership representing over 80,000 guides worldwide. One of their main areas of
functioning is in guide training. In Armenia, they delivered a seven day training for 18
members of the Armenian Guides Guild (AGG). Then, an additional three-day ToT
25
course was offered to 10 participants—five successfully completing the course and

becoming WFTGA certified trainers. These five are already delivering training
courses, including one in Dilijan.
It has been suggested that trainers return in 2008 to deliver another course. This
would allow those who were unable to participate in 2006 to become certified
trainers, as well as refresh the knowledge of those previously certified. In general,
AGG participants were pleased with the courses and would welcome this additional
opportunity. Another opportunity would be to engage another organization to
conduct a training and certification in a complementary area, as described below.
• Heritage Interpretation Training
While the WFTGA training is for tourist guides - those who accompany tourists to a
whole range of sites – the National Association for Interpretation (NAI) offers
certification courses geared primarily towards interpretative guides who work at one
specific heritage site. Based in the US, NAI has over 5,000 members in the US,
Canada, and over thirty other countries. Their members work at parks, museums,
nature centers, and other heritage sites.
NAI offers several certification courses including the Certified Interpretive Guide
(CIG), a five-day workshop that covers the fundamentals such as:
• definition and principles of interpretation

• knowing your audience
• knowing your resource
• program development using thematic approach
• writing measurable performance objectives
• program delivery techniques
NAI also offers the Certified Interpretive Trainer (CIT) course, a five-day workshop
for those who want to teach and deliver the CIG course. It includes all of the content
of the CIG course, as well as information on course set-up, delivery, and evaluation.
The CIT, a ToT course, would be ideal for Armenia. NAI would be able to send a
trainer to deliver the CIT course to those deemed as highly qualified applicants.
Upon successful completing the course and passing several examinations, they
would then be certified to deliver the CIG courses. Although the CIT and CIG
courses would certainly be open to AGG members and the five certified WFTGA
trainers, it would also open the doors to many other guides working at heritage sites -
of which few are certified or even formally trained.
The CIT course costs US$650 per person and they would require at least 15
participants for them to come to Armenia. In other words, the minimum costs would
be roughly US$10,000. This amount includes travel costs for the instructor.
• First-Aid
A somewhat surprising result of the survey was the importance placed upon “health
& safety” (tied for third among all knowledge areas). One component of this area is
food hygiene, as discussed above. Another key component is first-aid. Basic first-
aid courses, as well as first-aid ToT courses, are offered by the Armenian Red
Cross Society (ARCS). ARCS, which has been in existence for over 80 years, is
the largest humanitarian organization in Armenia. It has trained over 2,500
Armenians in first-aid thus far. Members of nearly all tourism sub-sectors should be
26
encouraged to learn basic first-aid. Further research is necessary to determine

course prices and frequency.
• Others
Several international certification programs were researched but their subject areas
were not deemed as important as expected in the surveys. They will therefore only
be briefly mentioned here, although more detailed explanations are available in
Annex 7. In terms of marketing, the UK-based Chartered Institute of Marketing
Institute (CIM) offers a whole host of marketing seminars/certifications. While the
courses are very highly regarded, they are also very expensive.
For travel agents and tour operators, the US-based Travel Institute offers a
Certified Travel Associate (CTA) certificate course, as well as ToT courses.
Courses are primarily self-study, although someone could be sent to Armenia to
provide some course-work and deliver the examinations. The certification course
consists of 12 modules, which can also be taken individually. One of particular
interest in Armenia would be the European Culture and Heritage Destination
specialization course, as it would allow for a better understanding of competing
markets.
B. TEP Curriculum Development
SHIFTING FOCUS FROM TOURISM TO HOSPITALITY
For means of clarification, we use the term Hospitality here to refer to the catering and
accommodation industries. Tourism is more encompassing and includes hospitality with
tour operators, attractions, travel agents, tour guides, destination managers, information
centers, museums, etc.
As mentioned earlier, Armenian TEPs are nearly all focused on tourism rather than
specifically hospitality, when in fact most employment relates to the latter. In order for TEPs
to be producing students that are truly in line with the needs of the industry, at least a few
will need to shift their focus to purely hospitality. Although this will entail fairly significant
restructuring, it will ultimately make the TEPs more relevant and successful.
One way to do so would be through a phased approach, as more courses are offered in
hospitality and fewer in general tourism subjects. The other way would be to make a quick
shift, with the help of key resources. One such resource could be foreign lecturers - perhaps
on loan from a foreign collaborator TEP - who could help redesign the overall curriculum and
specific course materials. It could also be done through assistance from AH&LA or other
reputable tourism education institutions. Another key resource could be a hotel that would
serve as a hotel school for the TEP. Such an arrangement could provide a qualified and
inexpensive staff to a struggling hotel while providing the ideal learning grounds for
hospitality students.
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SPECIFIC COURSES/MODULES TO ADD
• Event Management
This is a growing area worldwide and in Armenia as well. It includes meetings,

conferences, conventions, product launches, promotional events, weddings,
concerts, cultural performances, and other celebrations. The few professional
organizations in Yerevan that provide event management services report that
qualified managers are highly in demand. Yet, no events management degrees or
even courses are offered at TEPs. One option would be to do so in partnership with
GW - as discussed above - which has a world renowned event management
program.
• Airport Management
Discussions with the management company for the Zvartnots Airport (Armenian
International Airports) revealed a major need for staff, both at the customer service
and managerial levels. Yet, they had not had contact with any TEPs. They
immediately expressed willingness to provide guest lecturers for courses related to
the airline industry. As such, they could help educate and attract potential
employees, who may then have the opportunity to go through a type of managerial
training program. With a staff of over 1,500, this is almost certainly the largest
employer in the Armenian tourism industry. Any TEP that can offer an airport
management module would certainly have considerably more success in placing
students after graduation.
• Computer Reservation System (CRS) Training
CRS systems are used in nearly all parts of the tourism industry. Yet relatively few
know how to use the program. Those that do have a very marketable skill, yet no
TEPs offer courses in this area. A manager from a large and reputable travel agency
(Levon Travel) offered during an interview to teach such a course at one of the TEPs
(preferably at AIT since he already teaches there and it has high-speed internet
connections). This would certainly be a valuable course for the students and
businesses that would avoid long training periods for employees.
• Restaurant / Bar Software Training
Sales management software at restaurants and bars is a valuable tool to track sales
and inventory. Among its attributes are that it helps provide faster customer service,
gives a better idea of sales trends, helps prevent theft, and can also help planning
inventories. Internationally-sourced professional software is expensive and
maintenance is difficult because there are no agents in Armenia. So some
businesses have used local companies to design basic software, which is much less
expensive. This could represent an opportunity for TEPs. In collaboration with the IT
Departments of their institution, or a local business, they could design a system that
could be sold and used in many restaurants. Then they could provide a training
course at the TEP, for students and even as extension courses for professionals.
This could then represent an additional revenue source and a practical course that
would help better prepare students for hospitality positions.
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• Geography
Somewhat surprisingly, geography (both Armenian and international) emerged from

the survey as the second most important knowledge gap. Clearly it is a knowledge
area that is highly valued by the industry. It is offered by some, but not all TEPs.
• Web Design
Nowadays, this is an essential skill in the tourism industry. Again, no TEPs are
teaching web design. Perhaps in collaboration with the institution’s IT Department,
they could offer such a course.
SKILL DEVELOPMENT ACTIVITIES TO BE INTEGRATED INTO CURRICULUM
The survey revealed a number of skill gaps among tourism and hospitality workers. In order
to produce more qualified job applicants, TEPs must focus on developing some of these
skills. This was in fact one of the findings of the CAPS workforce assessment report, which
stated that the workplace basic skills are for the most part not being offered by the TEPs.
Below are some of the key skills to be integrated into TEP curricula.
• Foreign languages
Of all skills, this was the most important to survey takers. While all TEPs offer
foreign language courses, they may consider placing more emphasis in this area and
on conversational language skills. For example some international TEPs in non-
English-speaking countries conduct all classes in English so as to ensure a high level
of speaking among graduates. Although worth considering it may be difficult to do at
this point given the limitations of professors’ English-speaking abilities.
• Customer Service
After foreign languages, the skill deemed most important was customer service.
Concepts and exercises regarding customer service can be infused into many
different types of courses, especially those regarding management. For some
occupations this concept may need to be expanded into what is now referred to as
customer care which means problem solving rather than simply courtesies.
• Communications
This skill ranked as the third most important among those surveyed. One way to
improve communications skills would be to require more oral presentations. Basic
communications concepts can be taught to students and then strong feedback can
be provided after presentations. Ultimately, the best way to learn is through practice.
Also, oral examinations can be substituted in some cases for the more prevalent
written examinations.
• Problem Solving
In the survey, this skill tied for fourth place. It seems that many TEPs base their
evaluations on rote memorization abilities. Yet, this does necessarily prepare
students for real-life issues in which they must find solutions through reasoning and
trouble-shooting. Elements of the Problem-Based Learning (PBL) approach used in
some international tourism institutions can be integrated into the curriculum. This
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approach frames a problem and requires students to find solutions based upon
research, case studies, and creative thinking.
• Team Work
While this skill tied for fifth place, it tied for third among managers in their evaluations
of staff. In order to foster team working skills, more group projects should be
assigned. This is the approach taken in most MBA, as well as other management
programs in the US. Although students often find it difficult to work in groups, it is
highly practical because this mirrors the reality of the working world, especially in
service-oriented industries such as tourism and hospitality.
• Ethics
While it was classified in the survey as a knowledge area rather than a skill, it is a
subject that would best be woven into courses rather than standing alone as its own
course. Among all knowledge areas, it was deemed by survey takers as the third
most important. A number of business managers also raised ethics-related concerns
during interviews. In order to work from a uniform set of ethics, it may be productive
for a committee made up of industry and TEPs to formulate a simple code of ethics
for the Armenian tourism industry. It could use as its foundation codes created by
the United Nations World Tourism Organization (UNWTO) and other international
organizations.
C. Enhancing Internships and other Practical Experience
CREATING EFFECTIVE INTERNSHIP EXPERIENCES
• Provide Support for UNDP Program
CAPS will likely support this program, which will take up to 15 promising TEP
graduates and place them in businesses for paid internships. Tourism is one of the
two target clusters for this collaborative program. This seems to be an excellent
initiative in that it provides TEP graduates with valuable working experience, while
providing businesses with quality, pre-filtered graduates at no cost. Certainly in
some, if not most cases, the interns will prove their value and therefore be retained
by the businesses.
• Lengthen Periods of Engagement
Most industry members report that interns are not around long enough to provide
them with valuable support. With most internships, which last only a month or two,
businesses either do not want to invest in training or cannot reap the benefits of
training because interns leave soon thereafter. As such, longer internships would
end up being much more fruitful, both for the students and employers.
• Concentrate in Specific Areas
Often internships are designed for the student to shuffle through different parts of the
business. Yet with such short placement periods, they do not end up learning any
subjects or skills in any depth. As such, they cannot be particularly helpful to
employers and have not gained a job skill that would make them potentially attractive
to employers. Concentrating in a specific area would therefore be preferable.
30
• Create a Very Clear Contract that Includes a Confidentiality Agreement
In some cases, there is a gap in expectations between the employer and student,
which could be prevented with a clear contract. Also, a number of businesses
expressed concerns about interns gaining access to and stealing sensitive,
proprietary information. This limits the types of tasks that can be entrusted to the
intern, which in turn limits the benefit that can be gained. Having interns sign a
confidentiality agreement could improve the situation.
• Ensure Close Supervision by Academic Advisor
Several businesses expressed that their interns were not being provided enough
support from the TEP. Efforts should be made to ensure that academic advisors are
closely monitoring their students and providing them with useful information and
insights that can enhance the internship experience.
OTHER OPPORTUNITIES FOR INCREASING PRACTICAL EXPERIENCE
• Open Restaurant or Hotel to Public
In many destinations, hospitality schools operate a real hotel or restaurant so that

students can gain practical experience serving real clients. This could be done in
Armenia. For example, the Greek College already has already created a dining room
next to its kitchen. It could open the space to the public on specific dates and times,
even if only once a week or month.
• Increase Usage of Case Studies
Case studies provide one of the best learning tools, especially for those who have
not had the opportunity to travel to many other destinations. Several interviewees
suggested that their usage should be increased within the TEPs.
• Increase Field Trips
There are many tourism sites and facilities within a relatively short distance from the
TEPs (at least in Yerevan). More visits should be planned so that students and
professors can see first-hand how they are operating, as well as understand some of
the challenges they face.
• Include Exercises Relating to Packaging/Budgeting/Itineraries
In order to move beyond the theoretical, practical exercises should be conducted so

that students can get more experience in areas they are likely to deal with after
graduation. Some of the exercises most often suggested by interviewees were in the
areas of tour packaging, creation of itineraries, and budgeting.
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D. Building the Capacity of Professors/TEPs
• Conduct Lecturers Foreign Academic Learning Tour
This initiative, which is currently being contemplated by CAPS, would give lecturers
the opportunity to see how tourism functions in other successful destinations. Given
that most Armenian lecturers have limited or even no experience abroad, this would
be an excellent opportunity to widen their perspectives. The academic learning tour
would have two main components. The first would be to visit highly regarded tourism
businesses and attractions, ideally pertaining to the similar market niches that exist in
Armenia.
The second would be to visit several renowned TEPs, with which there can be a
strong information exchange in terms of curricula, teaching methodologies,
connecting with the industry, etc. Visits to facilities and even observation of classes
would be useful. Ideally, the relationship established through the visit could lead to
further exchanges (of information, materials, professors, students) and even
mentoring opportunities.
In choosing a location, considerations should include: success and recognition of the

tourism industry, similarity of tourism markets to those of Armenia (ex. cultural
heritage), existence of top TEPs, language (ideally English), distance and price.
Given these considerations, possibilities could include England, Holland, Russia,
Croatia, Jordan, Israel, India, Hungary, Ukraine, and Georgia.
• Include Lecturers in Various CAPS ToT Programs
A number of ToT programs were suggested above. In many cases, TEPs lecturers
should be encouraged to participate. They will then be able to pass on the
knowledge to students through new or expanded modules of courses they teach. In
some cases, such as event management, new courses could be created. In addition
to allowing the TEP to expand its offerings, it will provide several other benefits.
First, having professors with international certifications will give the TEP more
credibility. Second, it will provide a forum through which professors can create closer
ties to other members of the tourism industry.
• Invite Foreign Guest Lecturers
Suggested during the TEP lecturer’s focus group, this could bring a new source of
knowledge to TEP lecturers and students. Guest lecturers could come from
anywhere between a week to an entire semester. Lecturers could potentially come
on a voluntary basis, perhaps through a mentorship relationship established with
another university. Such a relationship could also involve a lecturers exchange
through which one or several Armenian lecturers could teach/research abroad.
• Provide Continued Support for Lecturer’s Club
The creation of the Lecturer’s Club by CAPS was an excellent idea in that it
contributes to knowledge exchange among lecturers. It also provides a vehicle
through which CAPS can establish closer relations with professors and include them
in key initiatives. Support for the club should certainly be continued and efforts
should be made to ensure that it includes representatives from all Yerevan-based
TEPs.
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• Participate in Tourism Business Site Visits
Several interviewees, including the General Manager of Marriott, offered to host

lecturers for visits to their places of business in order to gain a deeper understanding
of industry operations and issues. Such an initiative would provide lecturers with
more practical knowledge, as well as strengthen ties between the TEPs and tourism
industry.
• Consider UNWTO TedQual Certification
Offered by the UNWTO, this is probably the world’s most prestigious certification
program for TEPs (more exhaustive detail about the program can be found in Annex
7). Certification brings automatic recognition, credibility, and entrance into an elite
networking circle. Also, the process-based system helps guide TEPs towards more
effective structures and activities.
Certification is not easy to achieve. TEPs can be assisted through the process by
UNWTO consultants, although this can be fairly costly. In some cases, TEPs can
pursue a mentorship relationship through certified TEPs - an idea which has been
discussed at UNWTO but rarely implemented.
AIT has indicated an interest in pursuing UNWTO TedQual Certification, in part

through their close relationship with the Russian International Academy for Tourism,
which has been certified and which could potentially serve as a mentor. Some
interviewees, however, felt that AIT would not be the ideal TEP to pursue
certification. CAPS could help support the candidacy of one TEP, but it would first
need to make the determination as to which would be the best candidate.
• Support the Expansion of TEP Libraries
Apparent from site visits was that most TEPs have very limited sources of up-to-date
tourism information - especially in terms of libraries. Highly recommended would be
the purchasing of a subscription to the UNWTO E-library. This grants unlimited
online access for faculty and students to every single publication of the UNWTO,
widely considered to be the foremost world authority on tourism. The standard
annual fee is $8,000, although discounts could be pursued.
E. Creating Better Connections Between Industry and TEPs
• Create a Tourism Advisory Working Group (TAWG)
The CAPS workforce assessment report recommends the creation of the TAWG in
order to foster collaboration between the tourism industry and TEPs. The Tourism
Advisory Working Group should focus on workforce development needs of industries
and help improve curriculum development. Such a cross-sectoral committee is very
much needed in order to ensure a constant dialogue between these two key
stakeholder groups.
• Heavily Promote the Career Center
CAPS has recently helped create a tourism career center at Slavonic University.
This career center allows tourism industry businesses to post job announcements
that target tourism-graduating or recently graduated students, either from the
33
Slavonic University or other TEPs. This direct link between the industry and
graduate placement was missing previously and will not only help graduates get jobs
but strengthen the association between academics and businesses. In order to be
successful, however, it must be heavily promoted so that all tourism businesses and
students become aware of this valuable resource. The launch of the center on
December 5, 2007 was an excellent step in that direction setting the stage and
branding to be built upon.
• Create a Spot for a TEP Representative in Private Sector Associations
While this idea would have to be cleared by the associations, it could prove mutually
advantageous to have at least one TEP representative at their meetings, even if only
as an “observer”. The TEP representative could benefit by gaining a better
understanding of the major issues currently facing the industry. The association, in
turn, could benefit from the TEP representatives advice and even collaboration,
especially on issues related to education and training.
• Bring more business persons into TEPs as Guest Lecturers
Some of the TEPs, especially those that have more theory-oriented lecturers, have
little experience in the industry, and continue to use less modern teaching methods,
could undoubtedly benefit from having industry representatives come for one or
multiple sessions in order to discuss practical and timely issues, including new
industry trends, methodologies, technologies, etc. Overall, this helps increase the
industry-TEP dialogue and also allows professionals to meet promising students who
they may want to recruit.
VII. NEXT STEPS

Below are five high impact action items that can be taken by CAPS in the first quarter of
2008 to begin to address the issues featured in this report.
Action Item 1: Disseminate Report Findings using a three fold approach intended
to Catalyze Stakeholder Awareness
It is important that TEPs, as well as the tourism industry, have access to and understand
the findings contained in this report. The use of several methods to disseminate the
information increases the likelihood of not only awareness but also overall recognition
and use of the data. First, after having it formally prepared, is to send it to all key
stakeholder groups with an overview and written invitation to call or e-mail questions or
need for more information. Second, is to place it on the CAPS website as an attachment
to a feature story on the home page. Finally is to host an event whereby the report and
findings are introduced and even discussed in an open forum. This event could enable
the information to be presented in a manner that will capture stakeholders’ attention.
The event can also be used as an excuse to bring together TEPs and the industry, which
clearly has not occurred enough in the past. Furthermore, the event could be used as a
launching pad for the creation of the TAWG, as discussed above. Also, copies of the job
descriptions can be distributed.
34
Action Item 2: Select and Begin Implementation of Certification Programs
While a number of distinct options for certification programs have been presented in this
report, limited resources (time and money) will likely dictate that only several be chosen
for the short term. Given opinions expressed through surveys and interviews, it appears
that the greatest needs are for wait staff, customer service, and foreign language
training. As such, it is suggested that these be given highest priority. As for wait staff
training, this can be integrated relatively easily into activities that are already scheduled
with AH&LA.
Action Item 3: Launch serious discussions with Yerevan State University and
other TEPs to Shift Focus to Hospitality
As mentioned earlier, Yerevan State University is contemplating the creation of a tourism

program at their Yerevan campus. This would mark the fifth higher education tourism
program, while none exist for hospitality. Using the report and findings, along with other
logical arguments contained within CAPS information discussions should take place in
an effort to convince them to seriously consider added focus in the area of hospitality.
If the ideal option cited above does not appear realistic CAPS may opt to convince one
of the other four institutions to consider increased emphasis and programming in
hospitality. In addition to explaining the practical purpose of such a shift, several
incentives could be offered. These could include contribution of books (or E-library
subscription), inclusion of professors in the study tour, provision of periodic guest
lecturers, inclusion of professors in CAPS-sponsored training courses, and even
assistance in procurement of a space that can be used as a training hotel or restaurant
(open to the public).
Action Item 4: Work Closely with the Greek College to Provide Practical Short-
Courses
Based on the research used for this report, it appears that the Greek College is the best
hope for provision of short-courses that respond to specific industry needs. They have
recently started three-month wait staff training courses and are also considering new
offerings for cooks, confectionary bakers, and hall managers. Additionally, they have
signaled willingness to consider other short-courses if there is a reasonable demand.
Catering may be another option for them to consider.
Support can be provided to them in many of the same ways that were listed in action
item 3. Providing information to them regarding outcomes of this survey will set the stage
for more in-depth analysis. Working with them to speak with survey respondents in more
detail and encouraging them to do on-site limited job task analyses would support and
better ground their offerings. Also, consideration should be given to faculty internships
and including teachers in the wait staff or other training courses that will be offered
through CAPS both as observers and for Training of Trainers.
Action Item 5: Move Forward on other CAPS Tourism Initiatives
CAPS is currently engaged in or considering a number of longer term initiatives that still
lend themselves in support of the findings contained by this research. All efforts should
be made to push these forward. First, the career center provides an outstanding
opportunity for connecting tourism businesses with TEP graduates seeking employment.
35
Yet, to be successful, tourism businesses must be aware of its capability. As such, it will
be important to promote the center through additional events, announcements, etc.
Second, the academic learning tour will certainly provide a highly valuable experience for
professors. Details such as destination(s) and timing should be decided shortly, bearing
in mind cost and time limitations. Also, faculty should be selected strategically, using
some of the criteria mentioned above. Third, proximity with professors is clearly being
strengthened through the Lecturers Club. Support should be provided to ensure regular
and dynamic meetings, with efforts also being made to recruit a greater diversity of
members. Finally, the internship program is another very positive initiative that should
also be considered as a priority.
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ANNEX 1: Interview Questions—Tourism Industry

1) What are the skills and knowledge (soft and technical) that are most lacking in
current employees/applicants/yourself? Why?
2) What type of training would be necessary to address these needs?

• In-house training
• External training programs
• Improved curricula at current education institutions
3) How and where would these best be delivered?
4) Do you have contact with the training institutions? Do you express your needs? Do
you believe they are responsive to your needs?
5) Which positions do you have the hardest time filling? Why?
6) Over the past several years, has it gotten easier or harder to fill positions with
qualified staff?
7) What percentage of your staff has gone through training prior to working with you?
8) What sort of training do you offer staff?
9) Is your training informal on-the-job training or through structured courses outside of

working hours? Who is it delivered by?
10) What are the major constraints in offering training?
11) How much do you estimate you spend for training?
12) Would you be willing to pay for training courses for staff? How much?
13) Would you be willing to give work leave to staff? How much?
14) How important is it that staff to receive recognition or accreditation for their training
efforts?
15) Which do you think are the positions/fields within the Armenian tourism industry that
have the most qualified workforces? Which do you think have the least qualified
workforces?
16) Would you be willing to be on a working group to give input into curriculum designed
for jobs in your industry?
17) What problems have you encountered in previous training?
18) How do you learn of training programs?
19) Do you use property management software do you use? What other IT applications
do you employ?
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20) Does a lack of experience in the hospitality and tourism industry (if applicable)
negatively affect your business? Do you trust staff to compensate for that lack of
experience?
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ANNEX 2: Interview Questions—Tourism Education

Programs (TEPs)
ADMINISTRATION:
1) What programs do you offer?

• Existing programs and curricula
• Management and resources
• Industry outreach/outplacement
2) How many students are there in each of these programs?
3) Are you seeing an increase in applications/interest or decrease in the past several

years?
4) How many professors do you have? What level of education and industry
experience do they have?
5) Do you have difficulty finding well-qualified professors? If so, why?
6) Have you changed or expanded the content of your programs in the past few years?
How?
7) Do you foresee changing or expanding it in the next few years? How specifically?
8) Which areas do you feel are needed for your program to be more in line with the
needs of the industry?
9) Within the structure of your institution, would you be able to add these areas? If not,
what are the main constraints?
10) Where does the present curriculum come from? When, where, and by who was it
developed?
11) Do you offer practical experiences to students: internships, experiential learning

opportunities, problem-based learning modules, etc? Would it be possible to include
more of these?
12) Do you know the placement rate of your students into tourism jobs after graduation?
If so, how much? Are these levels going up or down in recent years?
13) Where do most of the students end up working and at what levels? Meaning full
time/part time or during school?
14) Do you provide services to help place students after graduation? What specifically?
Do you have alumni services?
15) Do you have support from the government? If so, in what form? If not, how do you
feel that they could support you?
16) Do you have regular contact with the industry and if so, do you discuss their needs?
39
17) Do you have any extension programs for people who are already working in the
industry? If not, is this something that you have considered?
18) Which do you think are the positions/fields within the Armenian tourism industry that
have the most qualified workforces? Which do you think have the least qualified
workforces?
19) At what time are most classes?
LECTURERS:
1) What is your area of knowledge?
2) What courses do you teach?
3) Are there areas where you feel that you could benefit from continued education?
4) How could the knowledge level and skills of lecturers be improved?
5) What tourism education areas are deficient in your institution and the other tourism
institutions in Armenia?
6) Do you create curricula or were they handed down to you?
7) If you do create curricula, what methodologies do you use?
8) How much flexibility do you have in terms of changing curricula of current courses
and in creating new course subjects?
9) Have you been abroad, either for study or travel?
40
ANNEX 3: List of Interviews Conducted
ORGANIZATION INTERVIEWEE (Job Title)
1 Armenian Hotels Association (AHA) Lusine Minasyan (Executive Director)

2 Armenian Institute for Tourism Robert Minasyan (Rector)
3 Europe Hotel Noubar Tatarian (General Manager)
Russian-Armenian (Slavonic) State
4 Nina Kevorkova (Tourism Faculty Head)
University
5 lecturers from the Armenian Institute of
5 Tourism Lecturers Club Tourism, European Regional Academy, and
Armenian-Greek College
6 5-Stars Travel Yeghishe Tanashyan (Director)
7 Armenian-Greek College Arthur Vardanyan (Director)
8 Marriott Armenia Hotel Yerevan Katrin Hentszel (General Manager)
9 Avarayr Adventure Tour Company Arkadi Sahakyan (Director)
10 European Regional Academy Karapet Sarafyan (Tourism Department Director)
Armenian Restaurants Association (ARA) /
11 Stepan Panosyan (President)
Square One
Armenian Tourism Development Agency
12 Syuzanna Azoyan (Marketing Director)
(ATDA)
13 Levon Travel Davit Khachyan (Tourism Department Manager)
14 Armenian Guides Guild (AGG) Svetlana Sargsyan (President)
15 Tufenkian Avan Villa Yerevan Hotel Hakob Hakobian (General Manager)
16 Cactus Restaurant David Gabrielyan (General Manager)
Matenadaran-Institute of Ancient
17 Arshak Banuchyan (Program Director)
Manuscripts
18 Sergei Parajanov Museum Vigen Barkhudaryan (Chief Conservator)
19 Jazzve Tigran Safarian ( General Marketing Director)
20 Hayk Hotel (Dilijan) Rima Dalakyan (Owner)
21 Tufenkian Restaurant (Dilijan) Mike Sefarian (General Manager)
22 Yerevan State University (Ijevan) Artak Chagharyan (Economics Faculty Dean)
23 Dilijan National Park Ashot Davtyan (Director)
41
ANNEX 4: Survey Questionnaire: Management

Tourism & Hospitality Labor Market, Skills Needs and Knowledge Survey Questionnaire
MANAGEMENT
I. Name of Company /Organization/Establishment______________________________________

II. Address _______________________________________________________________________
III. Name of Interviewee ____________________________________________________________
IV. Position of interviewee __________________________________________________________
V. Business Sector
1. Accommodation (including B&Bs, spas, guest houses, hotels, motels) F
2. Restaurants (including fast food, cafes, coffee shops), Pubs, and Nightclubs F
3. Travel Services (including travel agencies, tour operators, airline/airport workers,
event management agencies, etc) F
4. Visitor Attractions (leisure parks, museums, galleries, monuments F
ABOUT YOUR BUSINESS
Q1. How long has your business/organization been in operation in Armenia?

Name of Interviewee Please select one from the following list:
1. Less than 1 year F 3. 3-5 years F 5. More than 11 years F
2. 1-2 years F 4. 6-10 years F
Q2. Please indicate the number of staff in each employment category in your business.
1. Full-time staff
2. Part-time staff
3. Seasonal staff
4. Voluntary Staff/Interns/Trainees
Q3. Please indicate the gender profile of staff in your business

Please indicate the percentage of male and female staff
1. Male________________%
2. Female______________%
Q4. What changes in staff numbers do you anticipate over the next two years for each of the
following employment types?
Please tick one option on each row.
Effect on Staff Numbers
Increase Decrease No Change Unsure
1. Full-time staff F F F F
2. Part-time staff F F F F
3. Seasonal staff F F F F
4. Voluntary Staff/Interns/Trainees F F F F
RECRUITING
Q5. When you recruit staff, how important are each of the following?
1 2 3 4 5
Not Slightly Rather Extremely Difficult to
Important important important important answer /
at all Not
Applicable
42
1. Appearance/First
F F F F F
Impressions
2. Certification/Accreditation F F F F F
3. Communication Skills F F F F F
4. Foreign Language Skills F F F F F
5. General Education F F F F F
6. Performance at Interview F F F F F
7. Personality & Enthusiasm F F F F F
8. Previous Work
F F F F F
Experience
9. Professionalism of CV F F F F F
10. References / Testimonials F F F F F
11. Tourism/Hospitality
College or University F F F F F
Education
Q6. Are you currently experiencing, or have you experienced, any difficulties filling job
vacancies in the past 12 months?
1. Yes……………………. F Go to question 7
2. No…………………….. F Go to question 9
Q7. In which occupation(s) have you experienced difficulties?

Please select all that apply within your business sector
INTERVIEWER. Show the QARD 1
A. Accommodations B. Restaurants, Pubs, Nightclubs
1. Administrative Staff F 1. Administrative Staff F

2. Bartenders F 2. Bartenders F
3. Chefs (Head Cooks) F 3. Chefs (Head Cooks) F
4. Cooks F 4. Cooks F
5. Concierges/Bellhops F 5. Event Coordinators F
6. Event Coordinators F 6. Food and Beverage Managers F
7. Food and Beverage Managers F 7. Human Resource Managers F
8. Front Desk Agents F 8. Sales and Marketing Manager F
9. Front Desk Managers F 9. Waiting Staff F
10. Housekeepers F 10. Other, please specify
11. Housekeeping Managers F _________________
12. Human Resource Managers F
13. Lodging Facilities Managers F
14. Recreation Staff F
15. Reservations Sales Agents F
16. Sales and Marketing Managers F
17. Waiting Staff F
18. Other, please specify
_________________
C. Travel Services D. Visitor Attractions
1. Administrative Staff F 1. Administrative Staff F

2. Airport handling staff F 2. Bartenders F
3. Event Coordinators F 3. Chefs (Head Cooks) F
4. Flight attendants F 4. Cooks F
5. Human Resource Manager F 5. Curators F
6. Sales and Marketing Managers F 6. Event Coordinators F
7. Tour Guides F 7. Food and Beverage Managers F
8. Tour Operator Staff F 8. Human Resource Managers F
9. Tour Operator/Travel Agency 9. Museum/Heritage Site Managers F
Managers F 10. Sales and Marketing Managers F
43
10. Tourist Information Center Staff F 11. Tour Guides F

11. Travel Agency Staff F 12. Others, please specify
12. Others, please specify _________________
_________________
Q8. Why have vacancies been difficult to fill?

Please select all that apply. INTERVIEWER. Show the QARD 2
1. Higher wages offered by other employers in the industry……………… F

2. Job involves shiftwork or unsociable hours……………………………… F
3. General lack of applicants interested in this type of work……………… F
4. Lack of applicants with the appropriate skills……………………………. F
5. Lack of appropriate work experience…………………………………….. F
6. Poor image of the sector/occupation……………………………………… F
7. Remote location/Poor transportation…………………………………….. F
8. Seasonal Work…………………………………………………………..…. F
9. Too much competition for staff from other sectors…………………….. F
10. Not sure what I need………………………………………………………. . F
11. Lack of HR / Hiring Experience……………………………………………. F
12. Too many vacancies to handle…………………………………………….. F
13. Other, please specify _____________________________________________
Q9. Do you offer internships for students?
1. Always…………………… F Go to question 10
2. Sometimes………………….. F Go to question 10
3. Never, but interested………. F Go to question 11
4. Never and not interested….. F Go to question 11
Q10. Have students that have been interns later been hired?
1. Always……………………….. F
2. Often…………………………. F
3. Sometimes………………….. F
4. Rarely……………………….. F
5. Never………………………… F
SKILLS AND KNOWLEDGE GAPS AMONG STAFF
Q11. How would you rate the technical skill levels of new hires or current staff members that
have been working at your business for 2 years or less:
Please answer for all positions that apply within your business sector .INTERVIEWER. Show the
QARD 3
A. Accommodations
1 2 3. 4. 5. Difficult to
Very Poor Good Excellent Answer / Not
poor Applicable
1. Administrative Staff F F F F F
2. Bartenders F F F F F
3. Chefs (Head Cooks) F F F F F
4. Cooks F F F F F
5. Concierges/Bellhops F F F F F
6. Event Coordinators F F F F F
7. Food and Beverage Managers F F F F F
8. Front Desk Agents F F F F F
9. Front Desk Managers F F F F F
10. Housekeepers F F F F F
44
11. Housekeeping Managers F F F F F

12. Human Resource Managers F F F F F
13. Lodging Facilities Managers F F F F F
14. Recreation Staff F F F F F
15. Reservations Sales Agents F F F F F
16. Sales and Marketing Managers F F F F F
17. Waiting Staff F F F F F
18. Other, please specify F F F F F
B. Restaurants, Pubs, and Nightclubs
poor Applicable
4. Cooks F F F F F
9. Waiting Staff F F F F F
C. Travel Services
poor Applicable
2. Airport Handling Staff F F F F F
4. Flight Attendants F F F F F
7. Tour Guides F F F F F
8. Tour Operator Staff F F F F F
9. Tour Operator/Travel Agency
F F F F F
Managers
10. Tourist Information Center Staff F F F F F
11. Travel Agency Staff F F F F F
D. Visitor Attractions
poor Applicable
4. Cooks F F F F F
5. Curators F F F F F
9. Museum/Heritage Site F F F F F
45
Managers
11. Tour Guides F F F F F
Q12. How important is it for new hires or current staff members that have been working at your
business for 2 years or less to improve in the following skill areas?
1 2 3 4 5
important important important important answer / Not
at all Applicable
1. Accountancy/Budgeting/
F F F F F
Financial Management Skills
2. Administrative Skills F F F F F
3. Armenian history/culture F F F F F
4. Business Management F F F F F
5. Customer Service Skills F F F F F
6. Entrepreneurial Skills F F F F F
7. Environmental Awareness F F F F F
9. General Management Skills F F F F F
10. Health & Safety F F F F F
11. Innovation & Creativity F F F F F
12. IT Skills F F F F F
13. Leadership/People
F F F F F
Management
14. Communication skills F F F F F
15. Organizational Skills F F F F F
16. Pricing F F F F F
17. Problem Solving Skills F F F F F
18. Procurement F F F F F
19. Product Development Skills F F F F F
20. Quality Management F F F F F
21. Sales, Marketing & Promotion
F F F F F
Skills
22. Showing Initiative F F F F F
23. Team Working Skills F F F F F
24. Telephone Skills F F F F F
25. Web Design/Maintenance F F F F F
26. Writing Skills F F F F F
27. Others, please specify…….

_________________________________________________________________________________
_________________________________________________________________________________
46
Q13. How important is it for new hires or current staff members that have been working at your
business for 2 years or less to improve in the following knowledge areas?
Please select all that apply INTERVIEWER. Show the QARD 5
A. Accommodations
1 2 3 4 5
important Important important important answer / Not
at all Applicable
1. Bartender Training F F F F F
2. Branding F F F F F
4. Business Planning F F F F F
5. Catering F F F F F
6. Computer Reservations
F F F F F
Systems Training
7. Concierge/Bellhop Training F F F F F
8. Customer Service F F F F F
9. E-business F F F F F
10. Ethics in Tourism F F F F F
11. Events and Conference
F F F F F
Management
12. Feasibility Assessment F F F F F
13. Financial Modeling F F F F F
14. Food and Beverage
F F F F F
Management
15. Food Hygiene F F F F F
16. Food Preparation Training F F F F F
17. Front Desk Training F F F F F
18. Health and Safety F F F F F
19. Hotel/Lodging Facilities
F F F F F
Management
20. Housekeeping Training F F F F F
21. Human Resources
F F F F F
Management
22. Introduction to Tourism
(Theory, Industry Structure, F F F F F
etc)
23. IT in Tourism F F F F F
24. Marketing F F F F F
25. Product Development and
F F F F F
Packaging
26. Risk Management F F F F F
27. Specialty/Niche Tourism
F F F F F
Markets
28. Strategic Planning F F F F F
29. Tourism Research Methods F F F F F
30. Tourism Sales and Office
F F F F F
Operations
31. Tourism Statistics F F F F F
32. Training Methods F F F F F
33. Wait Staff Training F F F F F

_________________________________________________________________________________
_________________________________________________________________________________
47
1 2 3 4 5
at all Applicable
F F F F F
Systems Training
F F F F F
Management
F F F F F
Management
16. Human Resources
F F F F F
Management
etc)
20. Office Operations F F F F F
F F F F F
Packaging

_________________________________________________________________________________
_________________________________________________________________________________
C. Travel Services
1 2 3 4 5
at all Applicable
1. Adventure Tourism Market F F F F F
6. Community Tourism
F F F F F
Management
F F F F F
Systems Training
48
8. Cultural Heritage Management F F F F F

F F F F F
Management
14. Field Guiding (Cultural and
F F F F F
Natural)
16. Geography (Armenian &
F F F F F
International)
18. Human Resources
F F F F F
Management
etc)
F F F F F
Packaging
23. Protected Areas and
F F F F F
Ecotourism Management
F F F F F
Markets
27. Tour Organization and
F F F F F
Management
28. Tourism Competitiveness F F F F F
29. Tourism Planning F F F F F
30. Tourism Policy and Legislation F F F F F
F F F F F
Operations
35. Travel Agency Management F F F F F
36. Visitor Information Center
F F F F F
Training

_________________________________________________________________________________
_________________________________________________________________________________
1 2 3 4 5
at all Applicable
6. Community Tourism F F F F F
49
Management
F F F F F
Management
F F F F F
Natural)
F F F F F
Management
18. Human Resources
F F F F F
Management
etc)
F F F F F
Packaging
F F F F F
25. Recreation Management F F F F F
F F F F F
Markets
F F F F F
Management
30. Tourism Attraction
F F F F F
Management

_________________________________________________________________________________
_________________________________________________________________________________
YOUR OWN SKILLS AND KNOWLEDGE NEEDS
Q14. In which areas would you personally like to upgrade your skill level?
1 2 3 4 5
at all Applicable
1. Accountancy/Budgeting/Finan
F F F F F
cial Management Skills
3. Armenian history/culture F F F F F
50
F F F F F
Management
F F F F F
Skills
27. Others, please specify_________________________________________________

______________________________________________________________________
Q15. In which areas would you personally like to upgrade your knowledge level?
Please select all that apply within your business sector INTERVIEWER. Show the QARD 7
A. Accommodations
1 2 3 4 5
at all Applicable
F F F F F
Systems Training
F F F F F
Management
F F F F F
Management
51

F F F F F
Management
21. Human Resources
F F F F F
Management
etc)
F F F F F
Packaging
F F F F F
Markets
F F F F F
Operations

_________________________________________________________________________________
_________________________________________________________________________________
1 2 3 4 5
at all Applicable
F F F F F
Systems Training
F F F F F
Management
F F F F F
Management
16. Human Resources
F F F F F
Management
etc)
52
F F F F F
Packaging

_________________________________________________________________________________
_________________________________________________________________________________
C. Travel Services
1 2 3 4 5
important at Important important Important answer / Not
all Applicable
F F F F F
Management
F F F F F
Systems Training
F F F F F
Management
F F F F F
Natural)
F F F F F
International)
18. Human Resources
F F F F F
Management
etc)
F F F F F
Packaging
F F F F F
F F F F F
Markets
F F F F F
Management
53

F F F F F
Operations
F F F F F
Training

_________________________________________________________________________________
_________________________________________________________________________________
1 2 3 4 5
important at Important important Important answer / Not
all applicable
F F F F F
Management
7. Cultural Heritage
F F F F F
Management
F F F F F
Management
F F F F F
Natural)
F F F F F
Management
18. Human Resources
F F F F F
Management
etc)
F F F F F
Packaging
F F F F F
27. Specialty/Niche Tourism F F F F F
54
Markets
F F F F F
Management
F F F F F
Management
32. Tourism Policy and
F F F F F
Legislation

_________________________________________________________________________________
_________________________________________________________________________________
IMPLEMENTING TRAINING
Q16. Which, if any, of the following methods of training and professional development has
your business used in the last two years?
Please select all that apply
For Staff For Management
1. Has used 1. Has used

2. Hasn’t used 2. Hasn’t used
1. College / University Courses F F
2. Computer-Based / E-Learning F F
3. Informal Workshops /
F F
Seminars
4. Mentoring / Apprenticeships F F
5. Regular In-House Training F F
6. Off-Site BSP Training Courses F F
Q17. Which, if any, do you consider to be important concerns in relation to training and
professional development for your business?
1. Cost of training…………………………………………………………… F
2. Costs incurred by releasing staff for training purposes………………….. F
3. Do not know the training providers………………………………………. F
4. Finding a training course at a convenient location………………………. F
5. Finding a training course of a suitable length……………………………. F
6. Finding a training course of sufficient quality…………………………… F
7. Lack of money within business to fund training…………………………. F
8. Lack of resources/experience internally to deliver in-house training……. F
9. Staff are not interested in training and development…………………….. F
10. Staff lack the basic skills upon which to build…………………………… F
11. Trained staff are poached by other companies…………………………… F
12. Training topics we are interested in are not available……………………… F
13. Please identify any other reasons not listed above………………………… F
______________________________________________________________
______________________________________________________________
55
Q18. Which course lengths are most appropriate for training and professional development
opportunities? Please rate on the following scale:
Please select one on each line.
1 2 3. 4. 5. Difficult
Not at all It’s more Rather Very to answer
Appropriate inappropriate Appropriate Appropriate / Not
than Applicable
appropriate
1. Half a day F F F F F
2. One full day F F F F F
3. Two or three days F F F F F
4. One week F F F F F
5. More than one week F F F F F
6. Regular intervals
(e.g. one day a F F F F F
week for 6 months)
56
ANNEX 5: Survey Questionnaire: Staff

Tourism & Hospitality Labor Market, Skills Needs and Knowledge Questionnaire
STAFF
I. Name of
Company/Organization/Establishment________________________________________________
II. Address _______________________________________________________________________
III. Name of Interviewee ____________________________________________________________
IV. Position of interviewee__________________________________________________________
V. Business Sector
1. Accommodation (including B&Bs, spas, guest houses, hotels, motels) F
2. Restaurants (including fast food, cafes, coffee shops), Pubs, and Nightclubs F
3. Travel Services (including travel agencies, tour operators, airline/airport workers, event
management agencies, etc) F
4. Visitor Attractions (leisure parks, museums, galleries, monuments) F
Q1. Did you complete a formal tourism program (college or university level) in the
tourism/hospitality sphere?
1. Yes……………………………. F
2. No……………………….......... F
Q2. How long have you been working at your current place of business?
Please select one
1. Two years or less………….. F

2. More than two years………… F
Q3. In which areas do you feel it is most important for you to upgrade your skills?
1 2 3 4 5
Important important important important answer / Not
at all Applicable
1. Accountancy/Budgeting/Finan
F F F F F
cial Management Skills
3. Armenian History/Culture F F F F F
F F F F F
Management
57
F F F F F
Skills
27.Others, please specify……. ________________________________________
Q4. In which areas do you feel it is most important to upgrade your knowledge?
A. Accommodations
1 2 3 4 5
at all Applicable
F F F F F
Systems Training
F F F F F
Management
F F F F F
Management
F F F F F
Management
21. Human Resources
F F F F F
Management
etc)
F F F F F
Packaging
F F F F F
Markets
58

F F F F F
Operations
1 2 3 4 5
at all Applicable
F F F F F
Systems Training
F F F F F
Management
F F F F F
Management
16. Human Resources
F F F F F
Management
etc)
F F F F F
Packaging
C. Travel Services
1 2 3 4 5
at all Applicable
59
F F F F F
Management
F F F F F
Systems Training
F F F F F
Management
F F F F F
Management
F F F F F
Natural)
F F F F F
International)
18. Human Resources
F F F F F
Management
etc)
F F F F F
Packaging
F F F F F
F F F F F
Markets
F F F F F
Management
F F F F F
Legislation
F F F F F
Operations
F F F F F
Training
1 2 3 4 5
at all Applicable
60
F F F F F
Management
F F F F F
Management
F F F F F
Management
F F F F F
Natural)
F F F F F
Management
18. Human Resources
F F F F F
Management
etc)
F F F F F
Packaging
F F F F F
F F F F F
Markets
F F F F F
Management
F F F F F
Management
F F F F F
Legislation
Q5. In which areas do you feel that it would be most important for new hires or current staff
members that have been working at your business for 2 years or less to upgrade their skills?
61
1 2 3 4 5
at all Applicable
1. Accountancy/Budgeting/Fin
F F F F F
ancial Management Skills
3. Armenian History/Culture F F F F F
F F F F F
Management
14. Communication skills F F F F F
21. Sales, Marketing &
F F F F F
Promotion Skills

_________________________________________________________________________________
_________________________________________________________________________________
Q6. In which areas do you feel it is most important for new hires or current staff that has been
working at your business for 2 years or less to upgrade their knowledge?
A. Accommodations
1 2 3 4 5
at all Applicable
F F F F F
Systems Training
62

F F F F F
Management
F F F F F
Management
F F F F F
Management
21. Human Resources
F F F F F
Management
etc)
F F F F F
Packaging
F F F F F
Markets
F F F F F
Operations
1 2 3 4 5
at all Applicable
F F F F F
Systems Training
F F F F F
Management
F F F F F
Management
63

16. Human Resources
F F F F F
Management
etc)
F F F F F
Packaging
C. Travel Services
1 2 3 4 5
Not Slightly Rather Extremely Difficult to answer
Important important important important / Not Applicable
at all
F F F F F
Management
F F F F F
Systems Training
F F F F F
Management
F F F F F
Management
F F F F F
Natural)
F F F F F
International)
18. Human Resources
F F F F F
Management
etc)
F F F F F
Packaging
23. Protected Areas and F F F F F
64
F F F F F
Markets
F F F F F
Management
F F F F F
Legislation
F F F F F
Operations
F F F F F
Training
1 2 3 4 5
at all Applicable
F F F F F
Management
F F F F F
Management
F F F F F
Management
F F F F F
Natural)
F F F F F
Management
18. Human Resources
F F F F F
Management
etc)
65

F F F F F
Packaging
F F F F F
F F F F F
Markets
F F F F F
Management
F F F F F
Management
F F F F F
Legislation
Q7. Which course lengths are most appropriate for training and professional development
opportunities? Please rate on the following scale:
Please select one on each line.
1 2 3. 4. 5.
Not at all It’s more Rather Very Difficult to
Appropriate inappropriate appropriate Appropriate answer /
than Not
appropriate Applicable
1. Half a day F F F F F
2. One full day F F F F F
3. Two or three days F F F F F
4. One week F F F F F
5. More than one
F F F F F
week
6. Regular intervals
(e.g. one day a
F F F F F
week for 6
months)
66
ANNEX 6: List of Companies Surveyed

COMPANY LOCATION
ACCOMMODATIONS
Ani Plaza Hotel CJSC Yerevan, Sayat-Nova St., 19
Ararat Hotel Yerevan, Grigor Lusavorch St., 7
Armenia Marriott Hotel Yerevan, Amiryan St., 1
Aviatrans Hotel Yerevan, Abovyan St., 4
Bass Hotel Yerevan, Aygedzor St., 3/1
Congress Hotel Yerevan, Italiai St., 1
Erebuni Hotel 26/1 Nalbandyan St., Republic Square, Yerevan
Europe Hotel Yerevan, Hanrapetutyan St., 38
Golden Palace Hotel Yerevan, Azatutyan St., 2/2
Golden Tulip Hotel Yerevan, Abovyan St., 14
Hybusiness Hotel Yerevan, Mher Mkrtchyan St., 8
Hrazdan Hotel Yerevan, Dzorapi St., 72
Latar Restaurant and Hotel Complex Yerevan, Silikyan District, 4th St., 58
Olympia Hotel Yerevan, Barbusse St., 56
Parev doon Hostel 71 house, 11 Aygestan Str., Yerevan
Park Hotel Yerevan, Miasnikyan St., 59
Regineh Hotel Complex Yerevan, Norki Ayginer St., 235-1
Shirak Hotel Yerevan, Movses Khorenatsu St., 13a
Terjan-Tour Hotel Complex Yerevan, Silikyan District, 5th St., House 39/1
Tufenkian Avan Villa Yerevan Hotel 13 Nork Marash Str., bld. 16, Yerevan
Valem Plaza Yerevan, Leningradyan St., 23
Valensia Hotel And Resort Yerevan, Myasnikyan Ave., 40
Envoy Hostel Yerevan, Pushkin St., 54
Crown Hostel Yerevan, Abovyan St., 14
Anna & Galust Abrahamyan B&B Yerevan, Burnazyan St., 97
Galya Vardumyan’s B&B Yerevan, Vardanants St., 5a, h.354
B&B Doctor's House Yerevan, Aygestan St., 11/58
Gayane Simonyan’s B&B Yerevan, Sayat Nova St., 5, apt.22
Vilena’s B&B Yerevan, V. Hambardzumyan St., 97, apt.66
Anahit Stepanyan's B&B Yerevan, Sayat Nova St., 5, apt.25
Regence Complex Yerevan, Davit Anhaght St., 10/1
Erzrum Restaurant And Hotel Complex Yerevan, Tbilisyan Highway
Dghyak Hotel Complex Yerevan, Acharyan St., 38
Bolero Hotel-Sauna Yerevan, Bagratunyats St., 17
Light Yerevan, Tumanyan St., 33
Aquatek Structural Subdivision of Valensia Joint
Yerevan, Myasnikyan Ave., 40
Venture
Splendor Holiday Home Kotayk Marz, Tsaghkadzor, V.Harutyunyan St.
Armenia Sanatorium Vayots Dzor Marz, Jermuk, Myasnikyan St., 2
Life Vayots Dzor, Jermuk
Harsnaqar Hotel Complex And Aquapark Gegharkunik Marz, Sevan, Tsamakaberd
Writers Creativity House In Tsaghkadzor Hotel
Kotayk Marz, Tsaghkadzor
Complex
Viardo V. Harutyunyan St.
Anush Hotel Vayots Dzor Marz, Jermuk, Vardanyan St., 5
Olympia Sanatorium Vayots Dzor Marz, Jermuk, Shahumyan St., 16
67
Tejler Vanadzor-Dilijan highway 10th km right part

Casanova Inn Dilijan, Hovsepyan St., 63
Daravand Guest House Dilijan, on the road to Jukhtak monastery
Guest House Dilli Villa Dilijan, Myasnikyan St., 12
Kecharis Hotel Kotayk Marz, Tsaghkadzor, Orbeli Yeghbayrneri St., 15
Evmary Hotel Vayots Dzor Marz, Jermuk, Shahumyan St., 3
Gladzor Hotel Vayots Dzor Marz, Yeghegnadzor, Momik St., 1
Gohar Gevorgyan IE Spandaryan 44
MAGHaY B&B Vanadzor, Azatamartikneri St., 21
Lusine Simonyan's B&B Vanadzor, Orbeli St., 26
Edik Amirbekyan's B&B Vanadzor, Asharabyan St., 3a
Magnit Guesthouse Dilijan, Kalinini St., 86
Tamara B&B Dilijan , Myasnikyan St., house 12
Nina's B&B Dilijan, Myasnikyan St., 18
RESTAURANTS, PUBS, AND NIGHTCLUBS
Sayat-Nova Complex Yerevan, Sayat Nova St., 33a
Ani Yerevan, Sayat Nova St., 19
Ararat Yerevan, Republic Square, Government bld. # 2
Armenia Marriott Restaurant Yerevan, Amiryan St., 1
Caucasus Tavern Yerevan, Hanrapetutyan St., 82
Dolmama Restaurant Yerevan, Pushkini St., 10
Elen Restaurant Yerevan, Mashtotsi Ave, 9
French Restaurant Yerevan, 30 Aram St.,
Old Erivan Yerevan, North Ave., 2
Our Village Yerevan, Sayat Nova St., 5
Nor Dzoraberd Yerevan, Dzorapi St., 19/4
Olympia restaurant Yerevan, Barbusse St., 56
Rossini Restaurant of the Golden Tulip Hotel
Yerevan, Abovyan St., 14
Yerevan
Ai Leoni Italian Cuisine Bar-Restaurant Yerevan, Tumanyan St., 40
Sfc Express Fast Food Yerevan, Tigran Metsi Ave., 12
SFC express Yerevan, Isahakyan St., 14
Mr Toaster Bistro Yerevan, Koryuni St., 25
TimeOut Yerevan, North Ave., 1
Tumanyani Shaurma Bistro Yerevan, Tumanyan St., 19
Aragast Cafe Yerevan, Isahakyan St., 41
Art Bridge Yerevan, Abovyan St., 20
Arya restaurant-Café-Bar Yerevan, Tamanyan St., 1-17
Cafe Central Yerevan, 30 Abovian St.,
City Diner American Cuisine Restaurant Pavstos Buzandi St., 1/3
Cube Yerevan, Tumanyan St., 27
eauville Yerevan, Baghramyan Ave., 2
Jazzve Yerevan, Tumanyan St., 32
L'Orange Lounge Bar Yerevan, Tumanyan St., 21
Marco Polo Bar-Restaurant Yerevan,1/3 Abovian St.,
Opera Club Yerevan, Tumanyan St., 54
Parisian Surch Yerevan, Abovyan St., 23-1
Square One Yerevan, 1/3 Abovyan St.,
Texas Yerevan, Tumanyan St., 19
The Club Yerevan,40 Tumanyan St.,
Gusto Italian Restaurant Yerevan, Abovyan St., 11
Plener Beerhouse Yerevan, Tigran Metsi Ave., 12
68
Red Bull Yerevan, Saryan St., 2/1

Mantashoff Beerhouse-Restaurant Yerevan, Mashtots Ave., 37
Pilsner House Restaurant Yerevan, Mashtots Ave., 52
Avantgarde Folk Music Club Yerevan, Pushkin St., 3a
Omega Night Club Yerevan, Teryan St., 59,
Pioneer Night Club Yerevan, Baghramyan Ave., 2,
Pyramida Complex Yerevan, Sayat Nova St., 20/2,
Gevorgyan Qolet Sevan-Dilijan 7km
Gagar’s Sevan, Dzovagyugh Village
Tufenkian Hospitality Dilijan
Harsnaqar hotel complex Gegharkunik Marz, Sevan, Tsamakaberd
Ojakh Armenian Cuisine Kotayk Marz, Balahovit
Impuls Dilijan Sanatorium Complex Dilijan, Parz Lich St., 14
Armenian Cuisine Yerevan, Charents,
Multi Resthouse (restaurant) Kotayk Marz, Tsaghkadzor
Avantgarde Vanadzor, Tigran Mets Ave., 22c
Tbilisi Restaurant Yerevan, Grigor Lusavorich St., 48
Nshxarq Bread House Vanadzor, Azatamartikneri St.,
Bistro 093 54 28 97 Vardan
White house Narekatsi St., 11
Jermuk (Jermuk Sanatorium Complex) Vayots Dzor Marz, Jermuk, Shahumyan St., 17
Gndevanq Shahumyan St., 24/2
Jazzve Yerevan, Orbeli St., 15
Bistro Lchap Maksim Gorki St., 50
Coffee Break Magistros St., 1
TRAVEL SERVICES
7 Days Yerevan, Baghramyan Ave., 3/3
Aerostar Yerevan, Teryan St., 59-18
Alo Tour Agency Yerevan, Mashtots Ave., 42
Amistad Tour Yerevan, Tumanyan St., 15-19
Amulet Travel Yerevan, Baghramyan St., 19
Ararat Tour 8 Moskovyan St., Yerevan
Areni Travel Agency 26a Tumanyan St., Yerevan (1st Floor, Apt. 2)
Armane Travel Agency Yerevan, Hanrapetutyan St., 62, Apt. 12
Armavia Airline Company Yerevan, Amiryan St., 3
Armenia Travel + M 16 Vardanants St., Yerevan
Aron Yerevan, Moskovyan St., 15
Avarayr Adventure Tour Company Yerevan, Pavstos Byuzand St., 1
Belavia Service Yerevan, Sayat Nova St., 35
Crazy Tour Yerevan, Tumanyan St., 41
Elitar Travel Company 7 Abovyan St., Yerevan
Eurasia International Travel Agency Yerevan, Pushkin St., 48 h.8,
Eurostan Uyut Yerevan, Mashtots Ave., 39/12
Irina Travel Agency 25/14 Nalbandyan St., Yerevan
LA Tour Travel Agency Yerevan, Tumanyan St., 27
Lufthansa German Airlines 1 Amiryan St., Yerevan
Map Travel 33 Khanjyan St., Yerevan
Masstours Yerevan, Komitas St., 8
Menua Tour Yerevan, Alek Manukian St., 9, 1st Floor, Room 102
Nane Tour Yerevan, Mashtots Ave., 38
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Nord-Ost Travel Agency 1B Charents St., Yerevan

Portfolio Enterprise Yerevan, Nalbandyan St., 5
Rumea Tempting Trips Club Yerevan, Komitas St., 48/60
Sati Tour 21 Mashtots Ave., Yerevan
Sidon Travel Yerevan, Sayat Nova St., 19
Sima Tours Yerevan, Teryan St., 50
Sirov Travel Yerevan, Khanjyan St., 29/8
Tatian's Travel 14 Mashtots Ave., Yerevan
Travelon Yerevan, Pushkin St., 21/3, Office 6
United Travel Agency 71 Hanrapetutyan St., Yerevan
Unona Tour Yerevan, Pushkin St., 37
Vis-à-vis Tour travel agency Yerevan, Alek Manukian St., 15a, 3rd Floor
Erkir Nairi Travel Company 1 Tamanyan Str., Yerevan
Armenian Tourism Development Agency (ATDA) Yerevan, Nalbandyan St., 3
V.Vardanyan LTD Yerevan, Narekatsi St., 3
Ashkhatanq ev Hayreniq Vayots Dzor Marz, Vayk, Shahumyan St., 21
Regional Development Center of Vayoz Dzor Vayots Dzor Marz, Eghegnadzor, Shahumyan St., 15
Lori Regional Chamber of Commerce Vanadzor, Gorcaranayin St., 2
Aviatrans Vanadzor, Vardanants St., 34
Aerostar Vanadzor, Tigran Mets St., 71/2
VISITOR ATTRACTIONS
Matenadaran-Institute of Ancient Manuscripts Yerevan, Mashtots Ave., 53
Armenia National Gallery Yerevan, Arami St., 1
House-Museum of Aram Khachaturian Yerevan, Mashtots Ave., 9
Ervand Kochar Museum 39/12 Mashtots Ave., Yerevan
Museum-Institute of the Armenian Genocide Tsitsernakaberd Park, Yerevan
State History Museum of Armenia Republic Square, Yerevan
National Gallery of Armenia Republic Square, Yerevan
Contemporary Art Museum Yerevan, Mashtots Ave., 7
National Academic Opera and Ballet Theatre
54 Tumanyan St., Yerevan
Named After Al.Spendiaryan
The State Chamber Theatre of Yerevan 58 Mashtots Ave., Yerevan
Glamour Souvenir Shop Yerevan, Tumanyan St., 33
Natural Gold Specialized Shop & Tea-House Of
Yerevan, Abovyan St., 11
Tealand
Armenia Treasures Yerevan, Abovyan St., 1/1, 2nd Floor
Great Sacra Yerevan, Abovyan St., 14
Mercury Jewelry Boutique Yerevan, Tumanyan St., 38
Souvenir Shop Parakar, Zvartnots Airport
Funicular Railway Kotayk Marz, Tsaghkadzor
Painting Museum of Vanadzor Vanadzor, Tigran Mets St., 52
St. ArakelocChurch (Arakelots Monastery) Gegharkunik Marz, Sevan
Dilijan National Park Dilijan, Tbilisi highway 2
Dilijan Historical-Cultural Museum Dilijan, Sharabeyan St.
Mother Chair St. Etchmiadzin Etchmiadzin
St. Gayane Church Etchmiadzin
Mother Chair Bookhouse Hall Etchmiadzin
Kambuz Souvenir Near the Church Akhtamar
Presents & Souvenirs Vanadzor, Tigran Mets St., 32
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ANNEX 7: Descriptions of International Certification

Programs
1. American Hotel and Lodging Association (AH&LA) Professional

Certifications
American Hotel and Lodging Education Institute (EI)
Organization Summary:
Serving the hospitality industry for nearly a century, AH&LA is the sole national
association representing all sectors and stakeholders in the lodging industry.
Headquartered in Washington, D.C., AH&LA provides members with national
advocacy on Capitol Hill, public relations and image management, education,
research and information, and other value-added services.
In 1953 AH&LA created the non-profit Education Institute (EI) to provide quality
hospitality education, training and professional certification that serves the needs of
hospitality schools and industries worldwide. EI continues to maintain a cutting edge
position in the delivery of training and education that is supported by industry leaders
and experts worldwide. It currently has more than 110 licensed affiliates in 60
countries throughout Europe, Asia, the Middle East, Africa, and Latin America.
http://www.ei-ahla.org/
Course/Certification Summary:
According to AH&LA, “professional certification from EI provides a standard of

excellence recognized and preferred throughout the world by the hospitality industry.
Certifications represent a widely-respected stamp of approval for the highest quality
skill levels.”
EI offers certification for a wide range of professionals, from line-level to top

executives. For the needs identified in Armenia, it is recommendable to first focus on
line-level positions. Certification is offered for a total of 19 different line-level
positions within three general categories: food and beverage staff, guest services
staff, and housekeeping staff.
Target group:
Accommodations establishment line-level positions within the areas of food and

beverage, guest services, and housekeeping. It is required that they have at least 90
days of experience before taking the test.
Course length:
It is estimated that it will take roughly 10 hours to study all units in the skills guide.
However, it is not required to go through the guide in order to take the examination.
71
Areas of focus:
These vary for each position, but are concerned with the student understanding the
wide range of skills that need to be performed by those with their position.
Delivery method:
The process requires having an instructor and or test proctor. The instructor uses
the skills guide to train those who will take the test. Training can be augmented with
a wide range of other EI training tools that include textbooks, videos, or even
materials that can be used by the instructor to create a training seminar.
Testing and Accreditation:
A 30 question multiple-choice test is delivered by the proctor. A score of 70% or

higher is required for certification. Those who pass will receive an official certificate
in the mail. The test can be delivered in Armenia but the proctor must be cleared by
EI. In the case of Armenia, the 14 trainers who have been certified by EI should
have no trouble being declared eligible as proctors.
Price:
The examination fee is $50 per person, although group discounts may apply. The
skills guide in binder form, to be used by the instructor, costs $125.
Contacts:
Vicky Lumis
AH&LA Education Institute
[email protected]
517-372-8800 extension 2368
2. SuperHost Customer Service Training Workshops

Tourism British Columbia (TBC)
TBC is a DMO that is responsible for promoting and developing tourism in this
Canadian province. The highly respected organization has helped grow tourism in
the province to nearly $10 billion annually. It is particularly well regarded with respect
to its marketing and training programs.
In 1985, TBC created the SuperHost program to train its workforce to host the world
at EXPO 86. Since then over half a million service workers in the province have
participated in the workshop. It has also gained international renown. For example,
American Express selected the program for its customer service program in 10 Asian
countries. It has also been used in England, Wales, Scotland, New Zealand,
Australia, Alaska, Bermuda, Puerto Rico, Ontario, Northwest Territories, New
Brunswick, Nova Scotia, Prince Edward Island and Newfoundland.
72
SuperHost workshops are interactive, informative and offer valuable service skills
that can be applied in any work environment. With eight distinctive workshops to
choose from and content customization features, the sessions are led by certified
trainers who are passionate about making service matter.
Content ranges from enhancing core communication skills to dealing with irate
customers, understanding and exceeding expectations across cultures, providing
excellent service for customers with disabilities, empowering and coaching
employees, being an effective problem solver. Train the trainer courses are
recommended for international programs, who can then license the material.
Target group:
All front-line workers in the tourism and hospitality service industry.
Course length:
Most of the workshops last one full day. Courses to be certified as a SuperHost
Trainer last at least 3 days. This includes the training component (theory and
practice) and covers the SuperHost Fundamentals course. Training in other courses
requires additional days.
Areas of focus:
There are eight different SuperHost workshops in the following areas:
• SuperHost® Fundamentals
• Japanese Service Expectations
• Service Across Cultures
• Customers with Disabilities
• Service in Health Care
• Frontline Management Solutions®
• Solving Problems Through Service
• Sales Powered by Service
Course descriptions for each can be found at:

http://www.tourismbc.com/programs_workshops.asp?id=1363
Delivery method:
The course is delivered through one-day workshops delivered by certified SuperHost

trainers. In the case of Armenia, it would be ideal to run a train-the-trainers program,
which would be delivered by one of SuperHost’s master trainers.
Trainers will need to be given final approval by the master trainer, based upon skills
demonstrated during the course. Most tend to pass, as the pre-screening is fairly
rigorous. They then become certified trainers who can deliver the course through a
licensing agreement with SuperHost. All those that take the course with them will be
issued a certificate (valid for two years).
73
Price:
Costs for the train-the-trainers course are $500-$700 per day, plus travel expenses of
the master trainer. Then, for the courses to be delivered by the certified trainers, it
must be licensed from SuperHost. Licensing fees depend upon several factors
including number of times it will be delivered, country context, use of logos, etc.
Generally 5-year licensing fees range from $8,000 to $20,000, although they have
expressed a willingness to be flexible given Armenia’s developing status. Fees
sometimes include course materials, but this is something that would need to be
negotiated.
Contacts:
SuperHost® Programs
[email protected]
Tel: (250) 356-9604
3. Tourism Destination Management Certificate Program
Destination Marketing Association International (DMAI) and

The George Washington University School of Business
Organization Summaries:
DMAI is the world’s largest association of DMOs with over 600 members from over
25 countries. It was founded 90 years ago and is dedicated to providing education
resources, networking opportunities, and marketing benefits to its members. Based
in Washington, DC, it was formerly called the International Association of Convention
and Visitors Bureaus (IACVB).
http://www.destinationmarketing.org/
The George Washington University (GW) is one of the global pioneers in tourism
education, having first launched a tourism degree program over 35 years ago. The
Department of Tourism and Hospitality Management, held within the School of
Business, offers the following programs: bachelors level degree, a Masters level
degree, a distance-learning Masters level degree, and certificate courses. GW,
located in Washington, DC, is TedQual Certified by the World Tourism Organization
(UNWTO).
http://www.gwutourism.org/
These two organizations have formed a partnership through which they offer a series
of four online courses aimed at providing key information for destination managers to
be better equipped to face the challenges of today’s tourism world. These four
courses form part of the DMAI’s Professional in Destination Management (PDM)
Certificate Program. Yet this program involves in-person courses offered primarily at
US-based seminars and conferences. As such, it is not a viable option for Armenia.
Yet GW offers a Destination Management Certificate for completion of 6 courses.
However, there is no prerequisite number of courses that need to be taken. Their
courses can also be tailored so as to include a train the trainers’ component.
74
Target group:
Employees of ATDA (which has expressed an interest in these types of courses),

representatives from the major tourism trade associations in Armenia, and
university/vocational school lecturers that offer courses in these areas.
Course length:
Generally students can complete each course within two weeks (spending two hours
per day), although they are allotted two years to finish. If delivered in person by a
DMAI or GW instructor, two days should be allowed for each course. If including the
train the trainers’ component, an average of three hours should be added to each
course, although it will depend upon how many courses are taken.
Areas of focus:
DMAI uses the following four courses in its PDM Program:
1. Essentials of CVB Management

2. Communications in Destination Management
3. Information Technology for Destination Management
4. Destination Marketing
However, GW offers over 30 course possibilities, so programs could be tailored to

the needs of the client. The full list of courses, with descriptions, can be found at:
http://www.gwutourism.org/dmp/courselist.html
Delivery method:
Delivery is typically online, but it is also possible to have courses delivered in person
by DMAI or GW staff. In some cases, they have done a blended delivery, combining
in-person courses with online coursework.
A pass-fail quiz is given at the end of the course. Those who pass the test and who
have completed all coursework within units is then given a certificate of achievement.
If six courses are completed, GW issues a Destination Management Certificate.
Also, a special certificate will be issued for those who complete the train-the-trainers
component.
Price:
Courses cost $450 per person. However, they can be bundled, resulting in
significant discounts. If an instructor from DMAI or GW comes to Armenia, they
would charge a set price per course. For example, in Jordan, GW charged $5,000
per course plus instructors travel expenses. Prices are somewhat negotiable.
Contacts:
Susan Nullmeyer
[email protected]
75
(202) 296-7888
Kristin Lamoureux
[email protected]
(202) 994-8197
4. Tourism Events Management Certificate Program
The George Washington University School of Business
The George Washington University (GW) is one of the global pioneers in tourism
education, having first launched a tourism degree program over 35 years ago. The
Department of Tourism and Hospitality Management, held within the School of
Business, offers the following programs: bachelors level degree, a Masters level
degree, a distance-learning Masters level degree, and certificate courses. GW,
located in Washington, DC, is TedQual Certified by the World Tourism Organization
(UNWTO).
http://www.gwutourism.org/
The Event Management Certificate Program is the founding member of the

International Consortium of Event Management Programs. This standardized
curriculum is offered throughout the world and is the first comprehensive program in
higher education providing classroom and distance learning courses leading to
industry certification in special events. The program is designed to meet student
needs, whether enrolling for one course or earning a Professional Certificate in Event
Management (requires completion of four core courses, three elective courses, and
100 practical hours). These courses can also be tailored so as to include a train the
trainers’ component.
Target group:
Event managers of every type, from experienced event management professionals to

volunteers in special event activities. In the case of Armenia, it could be attended by
representatives of ATDA, private sector enterprises, tourism trade associations, and
universities/vocational schools.
Course length:
Generally students can complete each course within a month, although they are
allotted two years to finish.
Areas of focus:
Students may elect to take any Event Management course. However, there are four
core courses that are recommended as prerequisites to any elective.
1. Best Practices in Event Management

2. Event Coordination
76
3. Event Marketing
4. Risk Management: Financial, Legal, and Ethical Safeguards
There are 19 other courses which can be taken as electives. They are listed at:
http://emp.gwu-aqe.org/registration/
Delivery method:
All is delivered online, although it is possible to have part delivered in person through
GW staff.
Each course is followed by a mastery quiz. If passed, a certificate will be provided

for completion of the course.
Price:
Courses cost $450 per person. However, they can be bundled, resulting in
significant discounts. Also, in-person delivery by a GW is a possibility, as described
above in the Destination Management Certificate program section.
Contacts:
Kim Dreux-Kelly
Event Management Certificate Program
International Institute of Tourism Studies
[email protected]
(202) 994-3304
5. ServSafe Certification
National Restaurant Association (NRA) Educational Foundation
The National Restaurant Association (NRA) is the United States restaurant industry’s
principal trade association. It was created in 1919 to represent, promote, and
educate the industry. It currently has over 300,000 restaurant members. Its
Education Foundation was created in order to provide the industry with course that
would help them provide higher quality products.
http://www.restaurant.org/
One of NRA’s most popular programs is the ServSafe certification course, which has
been delivered to over 2.6 million individuals. It focuses upon issues such as
maintaining sanitary facilities, properly storing food, pest management, ensuring
personal hygiene, etc. The course was actually delivered in Armenia, in June 2007,
through the USAID CARD program. Yet very few restaurants participated, with the
focus of the program primarily on food producers and transporters. As successive
77
courses are being contemplated, it would be ideal to involve a much larger

percentage of the Armenian restaurant and food services industry.
http://www.servsafe.com/
Target group:
The course is targeted to all members of the food services supply chain.
Course length:
The course is offered through a three-day intensive seminar.
Areas of focus:
The covered is divided into these three modules:
1. The Sanitation Challenge

2. Flow of Food through Operations
3. Sanitary Facilities and Pest Management
Delivery method:
The seminar has been delivered in Armenia through trained instructors from the
United States in a three-day intensive format.
An examination is conducted at the end of the course. Those that pass are officially
certified.
Price:
Generally the cost is $120 per person, but it may have been different through the
USAID CARD trainings.
Contacts:
National Restaurant Association Educational Foundation

[email protected]
(312) 715-1010
6. WFTGA Tourist Guide Training

World Federation of Tourist Guide Associations (WFTGA)
WFTGA was founded in 1987 in Vienna. It has grown steadily over the past 20
years, now representing over 88,000 individual tourist guides throughout the world. It
is a not for profit, non political organization which groups together, around the world,
tourist guide associations; individual tourist guides where no association exists;
78
tourism partners of both the WFTGA and member associations; educational institutes
in tourism for tourist guides; convention and visitors bureau and affiliate members
who have direct or indirect association with tourist guides.
The WFTGA’s main purpose is to promote, market and ensure that tourist guides are
recognized as the ambassadors of a region. They are the first and sometimes the
only representation of the population a visitor will meet. WFTGA offers services to
members but also communicates to those in search of the services of professional
area specific tourist guides and where to hire them.
http://www.wftga.org
In October and November 2006, two WFTGA certified guide trainers visited Armenia
through the CAPS project. They delivered training to 18 participants, 5 of whom went
on to become certified guide trainers for the WFTGA course. As follow-up, it will be
important for these guide trainers to continue regular courses (it has been suggested
that they be held annually) in order to ensure that new guides or ones that were
unable to attend the 2006 session are able to benefit from the training.
Target group:
The seminar is designed either as an introductory course in practical guiding skills or

is suitable for guides who are already competent in local knowledge but require
improvement practical guiding skills.
Course length:
The seminar would likely last one week, although there may be some flexibility.
Areas of focus:
The 2006 seminar covered the following topics:
1. Developing communication and presentation skills

2. Developing practical guiding skills
3. Improving knowledge management systems
Delivery method:
The seminar would be delivered by one or several of the WFTGA certified trainers in
Armenia.
Those that complete the course will be given certificates to acknowledge their
accomplishment
Price:
This will depend upon the certified WFTGA trainers and the Armenian Guides Guild.
79
Contacts:
WFTGA
Mrs. Houri Nazaretian
[email protected]
1 905 721 0783
7. Certified Interpretive Trainer (CIT) Programs

National Association for Interpretation (NAI)
The National Association for Interpretation (NAI) is a professional organization

dedicated to advancing the profession of heritage interpretation, currently serving
about 5000 members in the United States, Canada, and over thirty other nations.
Individual members include those who work at parks, museums, nature centers,
zoos, botanical gardens, aquariums, commercial tour companies, and theme parks.
Commercial and institutional members include those who provide services to the
heritage interpretation industry.
http://www.interpnet.com
Highly qualified Armenians could become Certified Interpretive Trainer (CIT) through
a 5-day train-the-trainers workshop that is delivered in the US. In the case of
Armenia, a trainer from NAI could come to the country deliver the workshop. Those
who undertake the training could then deliver the Certified Interpretive Guide (CIG)
training program in Armenia. The CIG is aimed at those with little or no experience in
interpretation, covering the essentials to being an interpretive guide. CIG certification
is done through a 4-day workshop is required.
Target group:
The CIT program is for experienced professionals who can establish their credentials
both in terms of education and work experience. They would then be able to deliver
the CIG workshops in universities, agencies, or as a contractor. The CIG Program
targets seasonal hires, docents/volunteers, and individuals who will be delivering
interpretive programs or having public contact at interpretive sites but with no
previous training in interpretation.
Course length:
The CIT workshop is 40 hours (5 days) and the CIG workshop is 32 hours (4 days).
Areas of focus:
The CIG program covers the basics of interpretation; definition and principles; NAI
opportunities for networking; knowing your audience; knowing your resource;
program development using thematic approach; writing measurable performance
objectives; and program delivery techniques.
80
The CIT program covers the entire CIG curriculum; evaluation of CIG students; and
setting up and teaching the CIG course.
Course descriptions for each can be found at:

http://www.interpnet.com/certification/cert_atglance.shtml
Delivery method:
The course is delivered through workshops delivered by certified trainers. NAI would
be able to send a trainer to Armenia for the course.
In addition to attendance in the workshop, CIT candidates must take an open book
exam, an essay exam, and demonstrate performance (can be through video). CIG
candidates must take an open-book exam.
Price:
The CIT course costs $650 and if a trainer from NAI were to come to Armenia, they
would require attendance of at least 15 students. In other words, the minimum costs
would be roughly $10,000. This amount includes travel costs for the instructor.
Contacts:
Carrie Koch
NAI
[email protected]
(970)-484-8283
8. UNWTO TedQual Certification
World Tourism Organization (UNWTO)
UNWTO is a United Nations specialized agency dedicated to providing promoting the

development of responsible, sustainable and universally accessible tourism, paying
particular attention to the interests of developing countries. One of its main
objectives is ensuring that member countries, tourist destinations and businesses
maximize the positive economic, social and cultural effects of tourism and fully reap
its benefits, while minimizing its negative social and environmental impacts. Based in
Madrid, Spain, Its membership includes 157 countries and territories and more than
300 Affiliate Members representing the private sector, educational institutions,
tourism associations and local tourism authorities.
http://www.unwto.org
Certification Summary:
TedQual is a methodology aimed at improving the quality and competitiveness of

education, training and research specialized in tourism and hospitality to meet the
needs of the tourism administrations and industry. In order to be certified, tourism
81
education institutions will need to demonstrate high standards in terms of

organizational processes. The certification process is designed to help organizations
improve such standards and to recognize those that are successful. With regards to
this latter point, it is important to recognize that it is probably the world’s most
prestigious certification for tourism education institutions. As such, it provides the
institution with strong recognition within the industry, as well as a powerful marketing
tool for recruiting students and faculty.
Target group:
Certification can be attained by any of the following programs from any part of
the world:
• Tourism Education Programmes

• Tourism Training Programmes
• Tourism Education On-line Programmes
• Tourism Academic Research Programmes
• Tourism Market Research Programmes
Areas of focus:
This certification program is process-based. As such, it examines the way that the
institution operates as opposed to the specific input. For example, it will look at
areas such as strategic planning, hiring processes, admission processes, curriculum
development processes, research, quality assurance, etc. It does not look at areas
such specific faculty or student credentials, course components, graduation or
placement rates, rankings, etc.
Accreditation Process:
The institution must fill out a pre-audit, which will be reviewed by the UNWTO Themis
Foundation (based in Andorra). This serves as an initial screening apparatus and
those who do not seem to present a strong candidacy will not be allowed to proceed.
Those that pass the pre-audit will then be sent manuals that explain everything that
will be needed to prepare for the audit. A time will be arranged for the audit and
notification will be provided soon thereafter, once the auditor has presented findings
to the UNWTO Themis Foundation. Scores on the audit will determine whether
certification is awarded and also for how many years until a re-audit will be
necessary. If the institution is unsuccessful, they can in some cases hire a UNWTO
consultant to help them to become better qualified for certification.
Price:
There is not specific price for certification, but the institution must bear the full costs
of the audit, including auditor’s expenses and fees. Typically this will cost around
$5,000. Depending upon the institution’s score, the auditor may need to return
anywhere between the following year and four years from the time of the original
audit. Also, TedQual Certification entitled the institution to join the UNWTO
Education Council, which bears a cost of $2,000 per year, plus traveling expenses to
attend annual meetings, conferences, etc.
82
Contacts:
Lourdes de Aguilera
UNWTO Department of Education and Knowledge Management
[email protected]
(34) 915678207
9. Chartered Institute of Marketing Courses and Certification
Chartered Institute of Marketing (CIM)
Founded in 1921 in the UK, CIM considers itself to be the leading international body
for marketing and business development. Each year it helps over 50,000 people at
every stage of their career with training, qualifications and resources as well as
enabling leading businesses to get the most from their marketing people. If offers a
number of resources, including courses in varying formats and certification programs.
It does this through over 300 affiliate centers throughout the world.
http://www.cim.co.uk
CIM offers a very wide range of individual courses that span the marketing sphere.
Most are delivered in one, two, or three-day workshops. They also offer a number of
online modules and in some cases a blended delivery that combines online learning
with face-to-face workshops (four one-day workshops). It should be noted, however,
that these courses are all of considerable cost relative to the other programs
mentioned earlier in this report. Also, while they can include a train-the-trainers
portion (extra three days), it does not enable the recipients to become certified CIM
trainers nor to deliver the material outside their place of business.
Target group:
Their courses are targeted at a wide range of professionals, starting with those with
no marketing experience to junior marketing managers on to senior marketing
managers.
Course length:
Most of the individual courses take the form of one or two day workshops. The
online programs tend to be 45 hours of total work, which can be spaced out
according to the student’s availability. The blended program combines the online
component with four one-day workshops. The train-the-trainers component takes an
additional 3 days.
Areas of focus:
The individual courses are offered in a very wide range of topics. The complete list
can be found at http://www.cim.co.uk/cim/dev/html/coucoucou.cfm. The online
83
courses in the Marketing Essentials Program, which can be taken individually or as a

group are the following:
• History, Definition and Concept of Marketing

• Segmentation, Positioning and the Marketing Mix
• Marketing Planning
• Buyer Behaviour
• Market Research
• Product Decisions
• Service Decisions
• Pricing Decisions
• Distribution Decisions
• Integrated Marketing Communications
Descriptions of the content of each course can be found at:

http://www.multimediamarketing.com/cim03/
In the blended Professional Certificate in Marketing Program, there are four main
modules:
1. Marketing Fundamentals
2. The Marketing Environment
3. Customer Communications
4. Integrative Assignment: Marketing in Practice
Contents of these modules can be found at:

http://www.cim.co.uk/cim/dev/html/couQuaQuaDetails.cfm?ObjectID=DBF71EF0-
BF1C-CC15-F3749EA3F1A31B14
Delivery method:
As mentioned above, CIM offers face-to-face workshops, online courses, and

blended delivery that combines the two. They are able to offer courses in a number
of foreign countries through affiliates, but they do not have any in Armenia, nor in
Georgia. It would be possible to have a professor come to deliver courses in
Armenia of up to 14 students, but the cost may be prohibitive.
The individual courses delivered through face-to-face workshops do not have any
examinations, nor do they offer any certification. For the online course, students
must pass an online multiple choice test (30 questions) as well as complete two
assignments in order to receive a certificate. The same is the case for the blended
program.
Price:
If a trainer were to be sent to Armenia, the costs would, according to their estimates,
be at least $5,000 per day, plus all expenses of the trainers (and payment for travel
days). Overall, these prices are considerably higher than the other courses detailed
in this document. Ultimately, the CAPS project will have to determine whether it is
feasible to pay these rates.
84
Contacts:
Keith Barlow
[email protected]
44 (0) 1628 427389
10. Certified Travel Associate (CTA Program)

The Travel Institute (Former Institute for Certified Travel Agents—ICTA)
Established in 1964, The Travel Institute serves as a community of knowledge and

insight for all travel professionals. Through innovative education programs,
professional certifications and customized learning solutions, The Institute fulfills its
non-profit mission to promote a standard of industry knowledge and excellence. It is
based in Massachusetts, USA but has an international scope.
http://www.thetravelinstitute.com
The CTA Program is the first level of travel professional certification. In order to be
certified, one must have at least 18 months of industry experience. It consists of 12
modules, 8 being core courses and 4 being electives. The main skill areas covered
are service quality, sales, travel planning, and communication. Although probably
not of interest to this project, they also have higher level certification programs
(Certified Travel Counselor - CTC and Certified Travel Industry Executive - CTIE) for
management level professionals and executives.
Target group:
It is open to all travel professionals, but especially applicable to travel agents and
tour operators.
Course length:
The entire program consists of 12 modules. It is estimated that each module takes
around 7 hours to complete. Usually it takes people between three and six months to
complete, since they are generally working at the same time. However, up to 12
months are allowed. It should be noted that these modules are recommended as a
preparation for the certification exam, but are not absolutely necessary.
Areas of focus:
The following are the 8 required core courses:
1. Understanding Customer Needs

2. Customer-Focused Selling
3. Professionalism at Work
4. Customer Service
5. Touring the World
6. Selling Special Interest Travel
85
7. Interpersonal Communication
8. Computer Technology
Among the elective courses, from which four must be selected, one destination
course and one destination specialist and one lifestyle specialist course may be
chosen. Destination specialist courses provide information on a selection of top
destinations. Of greatest interest to Armenia would probably be the European
Culture and Heritage category, so as to better understand its competitive set. The
lifestyle specialist courses relate to specialty/niche markets. The list of all elective
courses can be found at:
https://www.thetravelinstitute.com/forms/ctaform.cfm
Delivery method:
The standard delivery method is self-study. Materials are generally in print form, but
they could be placed onto CDs, which would reduce shipping costs. There is a
possibility of having their instructors deliver some of the courses. Also, they have a
licensed school in Bulgaria so having instructors there come to deliver courses may
also be an option. They also have a train the trainers program so that someone from
Armenia could go there or a trainer could come to Armenia. This may not be a cost
effective solution in relation to the benefits provided, but it is an option.
Tests can be taken online to facilitate distribution and grading. It consists of 40

multiple choice questions and four essays. Students must achieve a score of at least
70 percent. There must be a proctor present at the testing site. Several steps would
be taken to present to the Travel Institute a qualified Armenian candidate, but
ultimately it should not be a problem.
Price:
Generally, the fee for the CTA certification materials and testing is $360 per person.
Prices are negotiable internationally, as they are interested in entering into new
markets. If only taking the test and not purchasing any course materials, the cost is
$220 per person.
Another option is to license all of their material for an annual fee. Generally their rate
is $6,000, but they could go as low as $3,000 based on the conditions of the market.
Contacts:
Rich Metzger
The Travel Institute
[email protected]
781-237-0280 extension 128
11. European Culture and Heritage Destination Specialization

Course
The Travel Institute (Former Institute for Certified Travel Agents—ICTA)
86
Established in 1964, The Travel Institute serves as a community of knowledge and

insight for all travel professionals. Through innovative education programs,
professional certifications and customized learning solutions, The Institute fulfills its
non-profit mission to promote a standard of industry knowledge and excellence. It is
based in Massachusetts, USA but has an international scope.
http://www.thetravelinstitute.com
This course offers insight into the European culture and heritage market. It is
generally offered within the CTA program, but can be taken separately. It is fairly
inexpensive and culminates in a certificate of achievement.
Target group:
It is open to all travel professionals, but especially applicable to travel agents and
tour operators who are either selling European culture and heritage or competing in
this market.
Course length:
This is just one module that is offered as part of the CTA program (described above)
but that can also be taken separately. It should take around 7 hours to complete the
module.
Areas of focus:
The course discusses how to sell to the European culture and heritage market,
including background on the principal market features and offerings.
Delivery method:
The information is contained on a CD, which can be mailed to participants.
Tests can be taken online to facilitate distribution and grading. There must be a
proctor present at the testing site. Several steps would be taken to present to the
Travel Institute a qualified Armenian candidate, but ultimately it should not be a
problem.
Price:
The fee is $49 per student. This includes the informational materials (on CD) and the
testing fee.
Contacts:
Rich Metzger
The Travel Institute
[email protected]
781-237-0280 extension 128
87

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TOURISM SKILLS AND KNOWLEDGE

TOURISM SKILLS AND

DISCLAIMER: The author’s views expressed in this publication do not necessarily

I. EXECUTIVE SUMMARY ........................................................................................4

The primary aspects requiring industry/education alignment are generally segregated

In terms of knowledge gaps, the most important were “customer service”,

A set of ‘knowledge’ recommendations are provided in the area of curriculum

The research and analysis held four main components:

Each is detailed further in the “Methodology” section. Immediately following that is

• United Nations International Labor Organization (ILO)

Ultimately, job descriptions were crafted by combining information from these

Each job description contains:

• Official job title

Background research was conducted to identify which international certification

• Name of certification program/course

3. Interviews with the Tourism Industry and TEPs

4. Tourism Industry Surveying Process

Table 1. Distribution of respondents by business sector and work position

IV. JOB DESCRIPTIONS

V. INTERVIEW AND SURVEY FINDINGS

A. Filling Job Vacancies

Figure 1. Anticipation of changes in specific employment types

80% 79% 71%

Figure 2. Percentage that have experienced difficulties filling job vacancies

It is also important to understand why managers have had difficulties filling

Figure 3. Interpretations of reasons for difficulties to fill vacancies

Table 2. Occupations for which vacancies have been difficult to fill

B. Skills and Knowledge Gaps

Table 3. Skills gaps indicated by the five response types

KNOWLEDGE AREA A B C D Avg A B C D Avg A B C D Avg A B C D Avg A B C D Avg AVG

KNOWLEDGE AREA A B C D Avg A B C D Avg A B C D Avg A B C D Avg A B C D Avg AVG

A=Accommodation, B=Restaurants, Pubs & Nightclubs, C=Travel Services, D=Visitor Attractions

• Business Management: In their self-evaluations, managers of the three sectors

 IT in Tourism: This was considered to be the highest priority by visitor attraction

C. Training within Tourism Businesses

Figure 4. Training methods used by businesses in the last 2 years.

Figure 5. Businesses’ greatest training concerns

Figure 6. Appropriate lengths for training courses

D. Role and Performance of TEPs

BRIEF SUMMARY OF PROGRAMS

The Russian-Armenian State University (Slavonic), founded in 1999, created a five-year

• Focus on tourism not hospitality

• Curricula often not well-matched to needs of industry

Figure 7. Percentage of businesses that utilize internships

Figure 8. Percentage of businesses that have hired after internships

Always Often Sometimes Rarely Never

• Lack of practical experience opportunities

• Lack of communication between TEPs and industry

• Waiter Staff Training and other Hospitality Courses

The SuperHost program, created by Tourism BC (British Colombia), is considered

licensing agreements generally range between US $8,000-15,000, although they

A cost cost-effective way for employers to provide courses would be to pool

• Essentials of CVB Management

In the case of Armenia, a ToT course is recommended. A professor from GW could

• Best Practices in Event Management

Interestingly, surveyed restaurant and accommodation managers indicated this

• Tourist Guide Training

In October-November 2006, CAPS sponsored a tourist guide training course

course was offered to 10 participants—five successfully completing the course and

• Heritage Interpretation Training

IT in Tourism: This was considered to be the highest priority by visitor attraction