International Journal of Hospitality Management 30 (2011) 630–638 Contents lists available at ScienceDirect International Journal of Hospitality Management journal homepage: www.elsevier.com/locate/ijhosman The contribution of personality to graduate managerial training Elizabeth M. Ineson * Manchester Metropolitan University, Old Hall Lane, Manchester M14 6HR, UK article info Keywords: Hungary Personality Managers Training programmes Emotional intelligence abstract It is postulated that personality assessment can contribute significantly to the design of first-line manage- ment training and development programmes. Based on a comparative exploratory study of 70 hospitality students and 94 service sector managers in Hungary, the contribution of their relative personality pro- files, as measured by Cattell’s 16PF5, to managerial personal and interpersonal competencies is examined The findings reveal a mismatch between the personality profiles of the students and the managers. It is concluded that objectively assessed prospective trainee personality profiles can generate appropriate topics for both company and individual management development and training programmes. © 2010 Elsevier Ltd. All rights reserved. 1. Introduction Research has confirmed that personality is a key contributor to effective management especially in the service sector where well- developed personal and interpersonal competencies are a key to managerial success (for example Barrick and Mount, 1991; Gallon, 1994; Gentry et al., 2007; Havaleschka, 1999; Judge et al., 1995; Stone, 1988; Verbeke, 1994; Worsfold, 1989). The current study is based on the premise that that personality profiles are dynamic, may be adapted by individuals in order to realise their poten- tial and that, given appropriate environmental conditions, most of our personality or behaviour is learned and purposive, and that we are motivated to attain certain goals (Ryckman, 1997). Man- agement development has been identified as a two stage process (Garavan et al., 2006; Ladkin, 2000), which commences with man- agement education in the academic institution and continues with graduate management training in the industry; although the learn- ing outcomes in each stage may differ, ideally they should be complementary so that the management development follows a progressive continuum and competent, confident and empathetic service sector managers evolve. Clearly some aspects of this pro- cess can be developed more easily in the educational environment whilst other development might only be achieved in the work- place. An option for educators and trainers, who are responsible for assessing the potential needs and performance of their students and graduate trainees, is to measure personal and interpersonal competencies objectively through personality profiling. In this way, both group and individual differences can be highlighted then edu- cators and trainers can focus on developing their respective general and specific developmental needs. * Corresponding author. Tel.: +44 1612472741; fax: +44 1612476334. E-mail address: e.ineson@mmu.ac.uk In the early 1990s, with British Council funding, a major United Kingdom (UK) University cooperated with a leading Hungarian Business college to set up an undergraduate programme in Hotel and Tourism Management; from the outset, it has been taught, taught in English. The course incorporates ‘best western’ prac- tices in terms of curriculum design and processes, teaching and learning approaches, and assessment methods. In recognition of the courses’ international currency, European accreditation was awarded in 1995. Current practice in Hungary mirrors the experience in Western Europe in that most service sector man- agement recruits possess vocational qualifications as opposed to achieving managerial positions through incremental work experi- ence. Ineson (1993) found that hospitality management recruiters believed that educational institutions produced graduates with a satisfactory level of academic ability; their criteria for manage- ment trainee selection were concerned more with ‘non-academic’, ‘vocational’ qualities, confirmed by Connolly and McGing (2006) who remarked that the industry still had a strong preference for recruits with well-developed practical skills and “soft” people management skills. This combination of academic prowess and vocational education provides a basis for two stage management development that builds on business/vocational education. In con- sequence, all updates/changes in curriculum design and processes have implications for subsequent management training provision. In this context, the research uses objective personality testing to examine the differences in personality characteristics between Hungarian service sector managers and Hungarian hospitality management students. 2. Background 2.1. Hospitality management education Although academic qualifications are given some credence by graduate management trainee selectors, interpersonal, skills and 0278-4319/$ – see front matter © 2010 Elsevier Ltd. All rights reserved. doi:10.1016/j.ijhm.2010.11.008