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Development of a Hospitality Management Program, in the East Kootenay Region Of 1 Development of a Hospitality Management Program, in the East Kootenay Region of British Columbia (Canada), to Address the Employment Needs of the Region Abstract College of the Rockies (Canada), guided by its strategic initiatives, explored the potential of introducing a two-year Hospitality Management Diploma program in Invermere, British Columbia. After a successful feasibility study, the program was developed and introduced during the Spring semester of 2018. The program content is aligned with the provincial core curriculum for Hospitality Management and developed in collaboration with local Hospitality industry inputs. The distinctiveness of the program lies in its design and structure, focused on regional industry employment needs and includes a 500-hour Co-operative education semester to further enhance students’ employability skills and job-readiness for the Hospitality industry. Key words Industry Employability Partnership Collaboration Education Development 2 Introduction Job-ready graduates as well as filling employment gaps are essential focus areas and desired outcomes for tertiary education institutions. College of the Rockies (COTR), British Columbia (BC), Canada explored the local Hospitality industries’ needs to design an academic program to do just that. The Kootenay Regional Skills Training Plan (2013) indicates the demand for workers to increase from 78 560 in 2012 to 83 240 in 2020, thus predicting a 5.6% increase, as indicated in Figure 1.1 Kootenay Labour Demand and Supply Projections 2012 to 2020. The Kootenay Regional Skills Training Plan (2013) further reveals the shortage of qualified employees in the Tourism and Hospitality industries in the Kootenay region. The region, with an already shortfall of qualified employees, has a projected Tourism and Hospitality employee growth, potentially similar to the 1.6% estimated for the province as well as business development that support the claim of a desired increase of qualified employees. The same study furthermore indicated specific employment shortages in the Tourism and Hospitality industries as can be seen in Table 1.1 Kootenay Tourism and Hospitality Employment in 2010 and Estimate Job Openings Due to Industry Growth 2013-2020 (Kootenay Regional Skills Training Plan, 2013). The study also revealed that a two-year Hospitality Management Diploma program does exist, through Selkirk College in Nelson, BC, in the region, located in the Western region of the Kootenays however will not be able to address the Hospitality industries employment needs of 3 the Eastern Kootenay region. These two regions are separated by a mountain range with no direct access through the mountain. The Columbia Valley, an area located in the Eastern Kootenay Region and a target region of COTR, were identified as a popular tourist destination (Kootenay Regional Skills Training Plan, 2013). Invermere, located in the heart of the Columbia Valley, already has a satellite campus of COTR and could be the home for additional academic programs specializing in Hospitality Management. Literature review Gursoy and Swanger (2004) indicated that the need for additional on-the-job training will be reduced when academic course content is up-to-date with the required industry skills. This will assist students in understanding their role in the industry as well as finding suitable employment. Developing academic programs as well as the required courses within, should be approached with specific industry needs in mind. Potentially filling the employment and skills gaps that exist in the Hospitality and Tourism industries. Therefor, academic institutions should be open to the requests and needs from industry and keep up with changing demand and development within Hospitality and Tourism (Nelson & Silvers, 2009; Alexakis & Jiang, 2019). Not only should the focus be on academic courses but also on the inclusion of industry required certifications. These certifications will continue to add value, not only to the program 4 structure but also to the knowledge set of the student (Deale & Schoffstall, 2015). The type of certification could vary from a mandatory requirement, through local authorities, to an employment requirement from a specific business. When this is acknowledged and included in the program delivery the student will be better equipped for employment. In various developing countries, Tourism and Hospitality is a contributor to the economic success of communities and provide employment opportunities (Anderson & Sanga, 2019). In areas where Tourism and Hospitality industries exist, the presence of a well trained / educated workforce could lead to long term success as well as economic success. Unskilled and underqualified employees could lead to the downfall of the Tourism and Hospitality product and hinder success. Thus, the ideal is to match industries employment needs with qualified candidates. Although this is a far cry from the Tourism and Hospitality situation in developing countries, compared to Canada, the underlying principles are the same. If there is not sufficiently qualified employees it could lead to business failure and economic deterioration of tourist areas. Anderson and Sanga (2019) further indicated that there often is miscommunication between industry and training providers which could result in ineffective training. Industry does not continuously indicate the specific needs / skills requirements and on the other hand, the training providers are not open to the ideas for improving training by the addition of current industry needs. The ideal situation is to encourage open and regular communication between these two partners, with the aim to provide job-ready, skilled employees. Alexakis & Jiang 5 (2019) also indicated that the focus of discussions should include desired managerial competencies as well as ensure the students are not only prepared for entry level positions put for long term success in the industry. Besides regular communication through meetings and discussions, additional strategies could be implemented to enhance understanding. These could include internship, job shadowing, guest speaker sessions or mentorship activities between industry and academic faculty (Anderson & Sanga, 2019). These types of collaboration could assist in the understanding of current needs, challenges and expectations by both training providers and industry. Industry partnerships should also include regular structured meetings that could take the form of Industry Advisory meetings which are commonly held annually. During such meetings both partners (training provider and industry) share their expectations and frustrations. This should contribute to the modification of course content and relevant course material to ensure course objectives are matching the needs of industry. Quality training facilities are linked to the quality of training and the effectiveness of training as indicated by Anderson and Sanga (2019). It could set training up for failure if the required resources and facilities are not available. Creative strategies could also be included in the development of training programs where collaboration with local Hospitality business should be explored. This could include the use of facilities e.g. guest rooms when not in use by the business become training venues for the 6 training provider. The sponsorship of equipped training rooms, at the location of the training provider, could benefit industry members as well. Their business name can be associated with the training provider and the business could use the training facilities for their own internal training when the training provider is not using the facilities. Therefor, encourage collaboration and partnership for success. To develop job-ready candidates for the Hospitality industry, the focus should not be on theoretical knowledge only, but rather a combination of theoretical and the practical application of the acquired knowledge. Anderson and Sanga (2019) furthermore pointed out that a form of structured work placement should be implemented to supplement academic qualifications. Within a framework of academic training, work placement would create realistic expectations and thus create the link between academic training and future success. This was also supported by Sonnenschein, Barker & Hibbins (2019) indicating a higher employment success rate of students that completed work placement as part of their studies. In a fast pace and evolving environment, like the Tourism and Hospitality industry, many non-formally trained employees often fill positions. The internal training needs are often addressed by current staff that in some cases are not formally trained either. This often creates a situation where unqualified staff are attempting to provide high quality training, this have proven not to be successful. The assumption, unfortunately, exist that subject matter experts are also good trainers. 7 Results and action plan A strategic initiative to expand demand driven programs and courses for COTR is to continuously investigate and address the needs of the local communities it is serving (College of the Rockies 2015). With evidence pointing in the direction of employment shortages in the Hospitality industry, within the target regions of the College, the decision was made to investigate the feasibly and future success of a full-time academic program in Hospitality Management at the Invermere campus of the College. (Kootenay Regional Skills Training Plan, 2013). Following a community meeting held in Invermere, during
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