Tourism and Hospitality SME Training Needs and Provision: A Sub-Regional Analysis

Abstract

Arts and Leisure, where he teaches on the MA Tourism Management degree. He coordinates the delivery of management training to tourism and hospitality businesses and his research and consultancy interests include the strategic and operational management of visitor attractions. Rachel Livesey ABSTRACT KEYWORDS: tourism destinations , tourism and hospitality, SMEs, training, lifestyle fi rmsThis paper contends that tourism destination competitiveness depends upon a viable community of small tourism and hospitality firms that often collectively represent the destination product. It is argued that the requirement for tourism destinations to deliver high-quality service and products, coupled with the labour intensive nature of the industry, results in a need for businesses to recruit and retain well-educated and well-trained professionals. The findings of a sub-regional research project that explored small tourism and hospitality firm attitudes to training and training provision are presented. It is concluded that, while there is a range of tailored training provision available to such firms, they perceive several key barriers to prevent them from fully engaging with this. In conclusion, it is suggested that it may be the ' lifestyle ' -oriented nature of many such firms that is the most fundamental determining factor in training orientation.

The social dynamics of micro-firm learning in an evolving learning community

“…While the initial objective of the ELC was "to increase the tourist season" through a "focus on marketing" a catalyst consistent with the findings of Dewhurst et al (2007), LC participation was framed by an intentional learning agenda, where the ELC was seen as "a cooperative" and "a good community project" by core LC members. Active members acknowledged that by "learning from one another" they gained "better knowledge of local tourism products or businesses", reinforcing the ethos that 'individual learning is enhanced through cooperative learning strategies' (Reinl & Kelliher, 2010) in a network environment.…”

“…Of note is that even when voluntary, the lifestyle-orientation of many tourism entrepreneurs frequently results in a pre-disposition to emphasise social and personal goals over community learning development goals (Dewhurst et al, 2007). As such, individual motivation to participate in a learning community and resultant learning outcomes will inevitably vary from one individual to the next, an issue previously identified as problematic in the micro-firm learning context (Noel & Latham, 2006).…”

“…By questioning the value of ELC activities; these participants re-negotiate practice on their own terms, instigate reflection among longer-term members (Kelliher & Reinl, 2011;Wenger, 1998) and counteract the potential of the ELC becoming insular as time passes (Wenger, 1998). A variety of lifestyle motivations influence forms of participation (Ateljevic & Doorne, 2000;Dewhurst et al, 2007;Getz & Carlsen, 2005;Morrison & Teixeira, 2004) and learning evolution to varying degrees (Noel & Latham, 2006;Wenger, 1998). While diverse forms of ELC participation may be beneficial from a learning perspective (Gibson & Lynch, 2007;Halme, 2001;Kelliher & Reinl, 2011); diversity alone does not guarantee success.…”

“…not what we're about" and were considered peripheral in context. Core members were unified in pursuit of the ideology that "the rising tide lifts all boats", however, establishing shared meaning among the wider community was more difficult to achieve, reinforcing the findings of Dewhurst et al (2007) and Palmer (1998) in regards to lifestyle entrepreneurs: "Initially [we] said 'why don't we involve the whole village?' .…”

“…Such networks exist for a variety of reasons including marketing, innovation and tourism destination development (Dewhurst, Dewhurst & Livesey, 2007;Palmer, 1998;von Friedrichs Grängsjö & Gummesson, 2006), and while network purpose will vary from one network to the next, learning remains social in nature within these communities (Wenger, 1998). The creation of individual and collective micro-firm learning competencies is built on social exchanges and the telling of "'stories' of successful implementation and integration of learning in the workplace" (Reinl & Kelliher, 2010, pp.…”