Development of a Hospitality Management Program, in the East Kootenay Region Of

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

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

(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.

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 2015, COTR conducted a research and feasibility study in 2016 to investigate the Hospitality industries’ employment needs and the potential success of introducing a two-year Hospitality Management Diploma. The study identified significant Hospitality employment barriers focused on:

• Shortage of appropriate industry related skills and experience by applicants /

employees

• Seasonality of the region – Tourism focused destination

• High employee turnover and low retention

Thus, indicating the education and training opportunities that exist in the region. The focus areas of a training program should be on:

• Hospitality focused education, both theoretical and practical applications

• Employability skills desperately needed by the local Hospitality industries

• Certifications required by industry

• Be mindful to seasonal needs of the industry

• Encourage long term commitments to both the Hospitality industry and the region

COTR viewed the results from the research and feasibility favourably for the development and implementation of a two-year full-time Hospitality Management program at the

Invermere campus and created a timeline for the implementation during the Spring semester of

2018 as can be seen in Table 1.2 Introduction of a two-year Hospitality Managing Diploma timeline.

The COTR research and feasibility study (2016) furthermore identified key desired employment competencies for future and long-term success. The focus was on the following:

• Professionalism,

• Passion for the Hospitality industry,

• Adaptability,

• Critical thinking and

• Personal leadership, ownership and entrepreneurship.

These competencies were considered in the development of the program as well as the course content. Relevant work experience will also assist in teaching / reinforcing these qualities in students.

With the support of the local Tourism and Hospitality industries, the Hospitality

Management Diploma program was introduced at the Invermere campus in April 2018. Besides being aligned with the BC Provincial Hospitality Management Diploma program, the COTR program includes a 500-hour Cooperative Education (Co-op) semester. During the structured, supervised and evaluated Co-op semester, the students gain experience in relevant sectors of the

Hospitality industry. The diversity of opportunities in the Columbia Valley ensure that more opportunities exist in relation to the availability of students.

The Hospitality industry partners became a stakeholder in the success, not only of the

Hospitality Management Diploma program, but also to that of the students. Industry partners become advisors to course content to ensure that material delivered are relevant to industry needs and trends. The unique needs of the region are also highlighted in course material development.

Students can also be employed by the local businesses for part-time work during semesters and full-time work during scheduled vacation periods aligned with peak season times.

Thus, providing the opportunity for students to gain valuable, relevant work experience throughout their study period. With the combination of academic qualifications and relevant work experience, the students will have the suitable employability skills required by the industry.

With the shortfall of a suitable local workforce this formula will be a win-win situation for

COTR, students and the local industries.

The needs of the industry will continue to be a focus area during program and course reviews, with the aim to reduce the skills gap that often exist between industry and training

10 providers (Anderson & Sanga, 2018). Although the initial motivation for the establishment of the

Hospitality Management Diploma program was to meet the immediate needs of the local communities, this market could potentially become saturated. Thus, making the relevance of the program content essential to ensure the transferability of skills and meeting the demand of qualified Hospitality employees on a larger regional scale.

The industry relationship not only affects the program material but also contributes to the learning experience. Classroom alternative options are created where non-operational areas, e.g. non-occupied hotel room / floor, became the classroom. Industry professionals are also regularly available to fulfill guest speaker sessions and become mentors for student projects.

Besides the inclusion of Co-op to the program, the program also follows a modified semester schedule and course duration structure to enable students to be available for employment opportunities according to seasonal and local industry demands. The modified schedule were achieved without compromising the integrity of the program. The inclusion of

Spring semesters and late Fall (September) semester start dates assist local industries to maintain staff levels throughout the busy, extended summer season.

To further develop a sense of community for the students, the students are encouraged to participate in volunteer opportunities as well as other community events. Throughout the two years of study, the students participate in at least three volunteer activities and five community events. Of these, the students host two community events on campus and three off-campus. A

11 feeling of belonging in the community could lead to long term employment in the region and strengthening the Tourism and Hospitality products available.

Within the province of British Columbia, a standardized Hospitality Management

Diploma program exist and are adhered to by eight public colleges in the province. This curriculum includes thirteen core courses, seven elective courses as well as 500 hours of work experience. This standardized curriculum ensure consistency on delivery of core industry relevant competencies and provide validity of the program to both the student and employer.

COTR, the most recent college offering the Hospitality Management Diploma, adapted the newly re-designed provincial curriculum (approved in 2018) and are aligned with the most up-to-date and current provincial curriculum. Through the establishment of an industry advisory committee, the local Hospitality Industry also provided valuable information to be added to the individual course content to ensure the course material is both relevant and industry specific.

Furthermore, graduates could transfer course credits to University degree programs in

Hospitality Management. Several articulation opportunities are already in place and this ensures a smooth transfer for the students to degree programs.

The program’s courses align 40% with courses already offered at COTR and only required the development of 60% new course curriculums. The Co-op component of the program was also developed, as the Hospitality Management program is the first and only program at

COTR with a Co-op component. Although various other programs also include work placement requirements, none include a Co-op component.

Twelve of the 20 mandatory courses were developed specifically for the Hospitality

Management program with the remaining eight courses adopted from existing courses at COTR.

The program also includes industry relevant qualifications as requirement for specific course completion. These certificate qualifications include, Food Safe, Serving it Right, Occupational

First Aid, SuperHost and Workplace Health and Safety. With the addition of these certificates the students will meet the industry specific requirements for employment.

Conclusion

The program design focused on the East Kootenay’s Hospitality industry employee needs, aim to retain students in the community after graduation, and provide a steady stream of qualified and job-ready employees. In a small community like Invermere, the campus, students, local industries and the community at large play a role in creating a sense of belonging and encourage graduates to stay on in the community. Thus, COTR is fulfilling the role as educator and contributor to the community at large. two

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References

Alexakis, G., & Jiang, L. (2019) Industry Competencies and the Optimal

Hospitality Management Curriculum: An Empirical Study. Journal of Hospitality & Tourism

Education, 31:4, 210-220, DOI: 10.1080/10963758.2019.1575748

Anderson, W., & Sanga, J. J. (2019). Academia–Industry Partnerships for Hospitality and Tourism Education in Tanzania. Journal of Hospitality & Tourism Education,

31:1, 34-48, DOI: 10.1080/10963758.2018.1480959

College of the Rockies. (2015). Our Roadmap to New Heights. College of the Rockies. Retrieved from https://cotr.bc.ca/media/content/documents/plans-and-policies/Strategic-Plan-2015-

2020.pdf

Deale, C. S., & Schoffstall, D. (2015) Hospitality and Tourism Education and Industry

Certifications. Journal of Hospitality & Tourism Education, 27:3, 112-119, DOI:

10.1080/10963758.2015.1064319

Gursoy, D., & Swanger, N. (2004). An Industry-Driven Model of

Hospitality Curriculum for Programs Housed in Accredited Colleges of Business. Journal of

Hospitality & Tourism Education, 16:4, 13-20, DOI: 10.1080/10963758.2004.10696804

Jaszay, C. L. (1996). Training Design Coursework for Hospitality Management Programs.

Hospitality & Tourism Educator, 8:1, 49-52, DOI:

10.1080/23298758.1996.10685712

Nelson, K., & Silvers, J. R. (2009). Event Management

Curriculum Development and Positioning: A Path toward Professionalization. Journal of

Hospitality & Tourism Education, 21:2, 31-39, DOI: 10.1080/10963758.2009.10696942

Sonnenschein, K., Barker, M., & Hibbins, R. (2019) Benefits of Work-Integrated Learning:

Perceptions Held by Chinese International Students Enrolled in an Australian University and

Managers in the Chinese Hotel Industry. Journal of Hospitality & Tourism Education, 31:3, 139-

148, DOI: 10.1080/10963758.2018.1487784

The Kootenay Regional Skills Training Plan. (2013). Selkirk College. Retrieved from http://selkirk.ca/sites/default/files/About%20Us/KootenayRegionalSkillsTrainingPlan.pdf

Figures and tables

Figure 1.1 Kootenay Labour Demand and Supply Projections 2012 to 2020

85,000 83 ,870 83,240 84,000 83,000 82,000 82,360 81,000 81 ,610 80,000 78 ,725 79,000 78,000 78 ,560 77,000 76,000 75,000 2012 F 2013F 2014 F 2015 F 2016 F 2017 F 2018 F 2019 F 2020F Labour Demand Labour Supply

“F” refers to forecasted employment as opposed to actual employment.

(Kootenay Regional Skills Training Plan, 2013)

Table 1.1 Kootenay Tourism and Hospitality Employment in 2010 and Estimate Job

Openings Due to Industry Growth 2013-2020.

Tourism and Hospitality Occupation 1 Estimated Kootenay Estimated Job

Employment in 2010 Openings Due to

Industry Growth

Cashiers 1,640 185

Food counter attendants, kitchen helpers 1,520 170 and related occupations

Janitors, caretakers and building 1,210 135 superintendents

Light duty cleaners 1,020 115

Cooks 1,010 115

Food and beverage servers 900 100

Restaurant and food service managers 450 50

Program leaders and instructors in 370 41 recreation, sport and fitness

Accommodation service managers 300 35

Chefs 180 20

Bartenders 170 20

Hotel front desk clerks 170 20

Operators and attendants in amusement, 170 20 recreation and sport

Bakers 170 20

Bus drivers and subway and other transit 170 20 operators

Food service supervisors 160 20

Travel counselors 110 10

Maîtres d'hôtel and hosts/hostesses 100 10

Taxi and limousine drivers and chauffeurs 100 10

Outdoor sport and recreational guides 70 10

Casino occupations 60 5

Tour and travel guides 50 5

Cleaning supervisors 40 5

Conference and event planners 30 5

Executive housekeepers 30 5

Airline sales and service agents 30 5

Other attendants in accommodation and 20 5 travel

Pursers and flight attendants 10 1

Ticket agents, cargo service 10 1 representatives and related clerks

(Kootenay Regional Skills Training Plan, 2013)

Table 1.2 Introduction of a two-year Hospitality Managing Diploma timeline

2017 COTR’s Governing Board approve a proposal to introduce a two-year

Hospitality Management Diploma program at the Invermere Campus

2017 – September Appointment of Program Developer for the two-year Hospitality

Management Diploma program

2017 – December Two-year Hospitality Management Diploma program structure and design

approved by COTR Education Council

2018 – April Introduction of the two-year Hospitality Management Diploma program

at COTR and first intake of students

2020 – June First graduates of the two-year Hospitality Management Diploma

(Expected) program