Previous empirical research has substantiated the presence of significant gender-based differences in income within the hospitality industry. However, relatively little research has identified the extent to which the income gap is attributable to differences between men and women in educational preparation, part-time versus full-time employment, or occupation. Furthermore, previous research has relied on relatively small samples drawn from segments of the industry rather than on a true population sample of the industry as a whole from which to draw inferences. The authors examined whether there are gender differences in income when controlling for the effects of human capital (education), workforce participation, and occupational crowding among hospitality industry employees. Findings were drawn from a random sample comprising 1% of all of the employees of the hospitality industry in the United States. The authors found that gender-based income disparity persists, suggesting that more pernicious forms of sex discrimination continue in the industry.
To measure the success of actual employee-diversity initiatives, this article reports on the workplace experiences of 74 hospitality managers and supervisors who themselves represent a diverse population by virtue of their gender, race, and ethnic background. Through content analysis, this study collected from those 74 managers hundreds of isolated accounts of their organizational experiences. Those experiences were coded and then clustered according to the inherent meaning the managers gave them. The emerging clusters, or themes, formed a comprehensive model that managers can use to create a climate that encourages diversity and to optimize multiculturalism in the workplace. The three main themes that emerged are: culture (organization-wide image and concern for equality); opportunity (career development and hiring practices); and leadership (management practices). The most important factors relating to a climate where diversity is valued concerned management practices. That finding highlights the need to hire and develop top-level staff members who are sensitive to the concerns of multicultural employees.
Outcomes and mediators of differences in online and traditional course delivery were tested with a sample of 112 graduate students who completed an introductory course in training and development. Specifically, the individual learner characteristics of self‐efficacy, motivation, goal orientation, and meta‐cognition and their effects on success through online delivery were examined. The study also addressed three outcomes: trainees' reactions to that program, their learning, and subsequent planned changes in job behavior. The findings indicate that online learners have significantly more positive reaction levels of enjoyment and utility and significantly stronger intent to transfer their learning. Online students find the coursework more difficult, but there was no significant difference in learning based on delivery mode. Implications for both managers and educators involved in online learning are discussed.
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