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Career Maps and Pathways inTourism and Hospitality
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mapsThe Career Maps and Pathways (CMP) initiative was a collaborative effort between the
Aviation, Tourism and Travel Training Organisation (ATTTO) and the Hospitality Standards
Institute (HSI) with funding assistance from the Tertiary Education Commission (TEC).
More than 200 organisations and individuals participated in the project by providing
input and recommending a range of solutions. There was general agreement that
attracting, recruiting and developing competent people in the Tourism and Hospitality
sectors is a major contributor to national economic success and business sustainability.
The need to promote careers in Tourism, Hospitality and the associated professions
(including tourism events and attractions, aviation, food and beverage, museums and
galleries, travel and accommodation, and recreation and adventure activities) remains a
constant in fluctuating economic conditions.
As we look to the future and consider the economic contribution of these sectors,
the outcomes of Phase One of the CMP project provide a practical way to “lift the
bar” in the wider picture of training and education in these broad sectors. Given the
immediate challenges facing our industries, there is an urgent need to consider how
our new understanding of cross-sector pathways for job roles, and career development
opportunities can assist in the workforce planning.
It is essential that we provide workforce planning that can lead us through significant
events such as the Rugby World Cup, and beyond to deliver on the industry requirements
outlined in the Tourism 2015 Strategy.
This document is a high level summary of Phase One of the CMP project. The document
summarises the research findings and introduces NZ Skills Connect – the proposed web
portal – that forms the key focus of Phase Two. The full Phase One report is available
on both the ATTTO and HSI websites. In addition, a CD-ROM of the database created in
Phase One is available on request.
foreword
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project objectives
The CMP project clearly demonstrates that a wide range of exciting long term
opportunities exist for people with the right skills and attitudes to build a professional
career within the Tourism and Hospitality sector, from entry level to advanced
management and governance.
The primary objectives of the project were:
1. To provide industry-agreed descriptions of job roles to include in career path
information and to form part of any future skills development strategy.
2. To articulate career paths from year 10 in secondary to advanced studies at
post graduate levels in tertiary education.
3. To establish a comprehensive, national view of current accredited education
and training solutions across identified career paths that would lead to a
national “map” of provision across the tertiary sector, and encompassing the
main industries that significantly impact the tourism and hospitality sectors.
4. To define what is required to develop an agreed, cohesive, multi-stakeholder
national approach towards “lifting the bar” in terms of quality training and
education provision.
The range of job roles across the diverse tourism and hospitality sectors have been
researched and mapped into distinct workplace career paths.
A detailed database has been created which graphically portrays these career paths. As well
as showing linear career progressions, each job role has a summary statement outlining
the common tasks and responsibilities of the role. Further to this, cross-sector career
opportunities are identified showing possible movement across the differing distinct
workplaces within the 10 industry sub-sectors. It is the cross-sector work that makes this
research unique. A “map” of current tertiary education provision has also been captured and
issues relating to this have been identified.
The database will be made available to those who promote careers in the Tourism and
Hospitality sectors from January 2009.
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mapsThe scope of ‘tourism’ and ‘hospitality’ managed by ATTTO and HSI is wide ranging. The CMP
database is the end point of extensive industry consultation and agreement. It captures a
concise and current directory of the following:
1. Job roles that exist in each of the 10 sub-sectors that encompass Tourism and
Hospitality in New Zealand.
2. A narrative description of job roles and the tasks undertaken within these roles.
3. The sequential career path for job roles within each sector.
4. The transferability of job roles and skills from one sector to another.
5. The qualifications that are available, relevant, or essential to achieve particular
levels of employment and the stated job role (across the wider tertiary sector,
but excluding limited credit programmes and short courses).
6. Current tertiary training providers where these qualifications are available to
study, on or off-job.
Figure 1: Summary of Key Findings from Sector Data #
Number of sectors in Tourism and Hospitality 10
Number of distinct work place types within the 10 sectors 51
Number of job roles across all sectors 181
Percentage of jobs that cross over the 10 sectors 29%
Number of job roles without sector cross over 129
Number of possible career paths across the 10 sectors 51
Total number of local and national qualifications 537
Number of local qualifications 479
Number of national qualifications 58
The key findings of Phase One are discussed throughout this document.
key findings from phase one
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Ten Industry Sectors with Distinct Job Roles
The industries covered by ATTTO and HSI were further segmented into ten industry sub-
sectors as seen in Figure 2.
Figure 2: Sub-sectors within Tourism and Hospitality
Figure 2 shows the percentage of job roles within each sub-sector. For this exercise,
ATTTO defines tourism businesses as those which provide activities, events, tours and/or
experiences for visitors or local people, that enhance leisure time, show-case a particular
culture, geographical location or aspect of history, or provide a unique event.
ten industry sectors
Travel 8%
Tourism 12%
Museums 9%Gaming 11%
Food Services 11%
Food and Beverage 11%
Events 7%
Cookery 11%
Aviation 7%
Accommodation 13%
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Figure 3: The Four Main Groups of Trainees Targeted for Careers, Training and Qualification Information.
School/Tertiary Leavers
Life/Career Changers
Returning WorkersUp-Skill in a Specific Job
Already Employed
Four Distinctive Groups
There are four distinctive trainee groups with unique and shared characteristics, who
would be better served by easy access to good quality information about job roles, career
options and ways to build skills or obtain qualifications.
Figure 3 identifies these four different groups needing careers, and learning and
development information.
Shared Characteristics
The shared characteristics of these groups include:
• People need good quality information to assist with career choices and up-skilling decisions or job-related performance improvement.
• There is a need for employers and employees to know the range and the type of training and qualifica-tions available.
• People need to be able to trust that their finan-cial investment, as well as time spent in learning, will make them more employ-able.
• Employers need to be able to trust that a qualification is an indicator that the learner has been assessed as having competencies relevant to the job.
distinctive groups
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Distinct Job Roles
The initial 600+ job roles identified have been aggregated into 181 distinct job roles.
Industry-agreed descriptions of a number of aggregated job types were provided. For
example, a food preparation assistant, junior chef, kitchen assistant, general assistant,
food service assistant, catering assistant, kitchen hand, pantry hand and salad hand were
collectively called a “Prep Chef”. This role can be found in both the Food Services and
Cookery sub-sectors.
The aggregated job roles within each of the 10 identified distinct workplace types are
spread relatively evenly across all of the sub-sectors (Figure 2).
Qualifications
The CMP database allows analysis of job roles against current qualifications. This presents
a powerful position for viewing qualification provision across the sub-sectors. Customer
satisfaction with the identified range of provision was not a part of this research. However,
for the first time we are able to possibly see why, on the whole, employers are consistent in
expressing confusion and a lack of confidence, in the usefulness of pre-entry provision from
Tertiary Providers.
Figure one shows the large number of qualifications registered on The New Zealand Register
of Quality Assured Qualifications aross the sub-sectors; 537 in total, with 58 National
Qualifications and 479 Local Qualifications.
Anecdotal evidence suggests that there are around half this number of qualifications
registered on the UK Skills Framework for the same industry sectors.
distinct job roles
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qualifications
Figure 4: Sector Qualifications for Job Roles Job Roles QualificationsAviation 7% 21%Accommodation 13% 4%Gaming 11% 2%Cookery 11% 12%Events 7% 1%Food and Beverage 11% 8%Food Services 11% 4%Museums 9% 3%Tourism 12% 31%Travel 8% 11%
Figure 4 shows the 10 distinct sectors and the percentage of identified qualifications
registered on The New Zealand Register of Quality Assured Qualifications and on the
National Qualifications Framework. With tourism (as defined on page 5) representing 12%
of job types but 31% of the number of registered qualifications offered at all levels, it is
understandable that employers remain generally critical of the current map of training and
education provision.
Workplaces gave a strong message that the qualification’s landscape is unclear and
confusing, with too many qualifications. This makes it difficult for employers to know if they
are making the right choices for their businesses and employees.
The majority of employers, particularly in front-of-house service workplaces, rated ‘at-
titude’ and ‘enthusiasm’ above qualifications as criteria for hiring, especially at entry level.
Employers were generally unable to have confidence that a particular qualification would
reduce their employment or time-to-competency costs of new employees due to the
confusing array of provision and lack of consistency in what is taught through providers.
More than 200 industry participants recommended that the ITOs, in their skills leadership
capacity, should work with industry to focus on providing a comprehensive strategy that
would “lift the bar” of the Tourism and Hospitality workforce.
Career Path for FOOD SERVICES: Cafe (Cookery)
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Career Pathways
“Career Pathway” is the term used to define the approach which connects
education and training programmes, and the support services that enable
individuals to secure employment within a specific industry or occupational
sector. Over time, individuals advance to successively
higher levels of education and employment in
that sector.
Each step on a career pathway is designed explicitly to
prepare the participant for the next level of training and
employment. It provides a pathway for advancement
for current workers and jobseekers at all levels.
It also ensures a strategy for both succession planning
and strengthening the future workforce. It is “the
supply chain” that provides an industry sector with an
ongoing resource of skilled and capable workers.
The two examples of career pathways shown on this
page show the pathway in Hospitality for the sector
“Food Services”. Both pathways demonstrate two
distinct workplaces. “Cafe (Cookery)”, is one such
workplace and “Cookery (Restaurants)” is another.
career paths
Career Path for COOKERY:Restaurants
COOKERY
Dish/pot wash
Prep Chef
Commis Chef
Demi Chef
Chef de Partie
Pastry Chef
Sous Chef
Executive Chef
Restaurant Manager
Owner
Career Path for FOOD SERVICES: Cafe (Cookery)
FOOD SERVICES
Dish/pot wash
Prep Chef
Short Order Cook
Commis Chef
Sous Chef
Executive Chef
Owner
A major finding from the research was that a significant percentage of job and skill types were
common across the sectors. The
CMP database clearly identifies
that almost 30% of the 181 job
roles have some element of sector
cross-over.
The sample on the left, from the
MUSEUMS & GALLERIES: Customer Services
MUSEUMS & GALLERIES: Education
TOURISM: Cultural Attraction
TOURISM: Eco
CMP database, demonstrates how the job role for a “Guide” crosses over the sector of “Tourism”
as well as “Museums and Galleries” sector.
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industry priorities
Overall, across all Tourism and Hospitality sectors, the CMP findings showed that industry
agreed on four priority areas:
1. Broadening the appeal of the sector, particularly but not limited to young
people and school leavers, in order to raise the credibility of the industry.
2. Providing a communications medium that works effectively, yet simply,
to convey job and career options and the wide-ranging opportunities that
the tourism and hospitality sector can represent to these distinct groups of
recruits / learners and their industry employers.
3. Rationalising qualification provision so that there is less confusion and more
consistency where required. It is believed that this will help improve the
quality and relevance of training and education to industry.
4. Planning for building the Tourism and Hospitality workforce in a cohesive
manner with a clear understanding of how a full map of education and training
provision would support sector strategy towards long-term sustainability.
Workplaces agreed these four areas critically underpin the collective skills and labour
needs of their sectors. There was general agreement that this needed to be industry led in
conjunction with the ITOs in their skills leadership roles.
It was generally agreed that if these priority areas could be actioned through effective
industry / ITO action, better, more focused training and education would result, contribut-
ing to higher productivity in these sectors.
Effective, joint action was also seen as a strategy for reducing confusion, and better focus-
ing effort, resources and government investment in education and training.
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next steps
Broadening Sector Appeal and Communicating Careers and Training Information
Improving processes for effective promotion and communication will require a wide range
of actions. ITOs and other secondary and tertiary providers already have multiple strategies
for doing this. The biggest challenge identified is lack of cohesion in planning and action
across the wider range of stakeholders that engage with Tourism and Hospitality business-
es, large and small.
A majority of stakeholders involved in the project agreed that it would be very helpful if
there was a comprehensive, independent, trusted careers and qualifications portal. It was
felt that the Tourism and Hospitality portal would need to provide high quality information
to help people make decisions about their careers, and for this range of people to be able
to find quality assured information about skills development and qualifications at any stage
of a career from entry through to long-time employees.
NZ Skills Connect
The NZ Skills Connect web portal was endorsed by industry as the recommended process
to provide Tourism and Hospitality skills and training information. This project was seen
as having the potential to become a truly industry/employer-led process for change and
improvement.
NZ Skills Connect will provide a comprehensive web based system that:
• Shows career development and training opportunities in tourism and hospitality for
school leavers, career changers, people re-entering the workplace, as well as
opportunities for professional development for those already embarked on a Tourism
and Hospitality career.
• Provides a full range of information, tools and guidance for workplaces on the
qualifications and courses that best meet their needs.
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• Identifies training provision that best suits workplace staff development needs at all levels. The site could also allow employers to both look for new staff and list job vacancies.
• Allows providers their own online space to list their industry-endorsed qualifications. These would need to meet nationally agreed specifications for quality and alignment, be updateable by the provider, and must demonstrate their connection to industry demand.
• ITOs could add to the quality assurance by independently moderating endorsed quali-fications (including local qualifications) against the industry agreed criteria as well as the qualifications criteria.
Users will be able to find accurate, reliable information and make appropriate and in-
formed decisions about qualifications. Employers’ needs will be clearly met through better
aligned sector qualifications provision.
To achieve this the strategy is recommended to be a collaboration between industry and
the tertiary sector, facilitated via the ITOs in their sector skills leadership roles.
The CMP database allows analysis of job roles against current qualifications. This presents
a powerful position for viewing qualification provision across the sub-sectors.
The process would also provide, in the medium term, the ability for industry to lead the
rationalisation of qualifications.
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qualifications
Reducing the confusing array of qualifications currently on offer is possibly the most
challenging aspect, but also amongst the most important.
There are three suggested ways to tackle the issue of the confusing array of qualifications
on offer:
1. Bring the voice of industry into the rationalisation process by establishing
industry criteria for selecting training and qualifications that would meet a
national view of quality and relevance.
2. Only promote those qualifications that industry endorses through this process
via NZ Skills Connect.
3. Work with the Industry Training Federation (ITF), New Zealand Qualifications
Authority (NZQA) and the Tertiary Education Commission (TEC) on the project
required to ensure that there are no longer multiple ways to register industry
qualifications on The New Zealand Register of Quality Assured Qualifications
(see ITF Political Manifesto 2008).
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lifting the bar
A strategy that moves Tourism and Hospitality toward meeting the four priority areas will
contribute significantly toward the goal of “lifting the bar” in Tourism and Hospitality in New
Zealand. This will be achieved through:
• Enabling a sector-wide, consistent strategic approach to workforce planning including
learning and development, by the adoption of an agreed process for planning. It is
recommended this process captures the needs and requirements in sector skills training
along a continuum from recruitment, through customer service and raising client
perceptions, to ensuring long term retention. This is the strategic process for workforce
planning and development (Figure 5).
• ITOs, in conjunction with industry associations, engaging employers and workplaces
in completing Sector Specific Skills Strategic Plans for multiple levels of workforce
development. These will build expertise, capability, capacity and leadership across the
sectors. By engaging with industry, advisory groups and trainees, the development and
implementation of Strategic Training Plans will enable industry to plan ahead and drive
quality and relevance up.
Figure 5: The Workforce Development Planning Framework
Recruitment/Promotion of
Industry
Screening/ Pre-
Assessment
Enrol, Track and Trace
Training/ Education Provision
Assessment & Modification
Retention and Ongoing Qualification Development
How do we attract the right people at the right time in the right location in the right numbers?
Who are they?What do they need?
How do we select and recruit?
How do we screen for specific needs such as numeracy and literacy?
What info, access, links?
How does this relate to the NZQA Record of Achievement
What type? Formal /Qualification/informal?
Mode?
Who provides?
Industry Criteria?
How do we keep standards high?
How do we maintain relevance and alignment?
How do we keep good people?
What are the advanced training needs?
Careers/work beyond entry
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outcomes
The outcomes of pursuing a process for “lifting the bar” will be:
• The sector-wide adoption of a Workforce Development Planning Framework will provide a significant improvement in the ability to plan for workforce needs in the short, medium and long-term.
• Increased alignment between industry requirements, quality provision and identified skill gaps will reduce duplication and unfocused investment.
• Emphasis on the significant and increasing role of Maori in delivering on the 100% Pure and Unique New Zealand promotional promises helps position and show-case our unique culture and heritage.
• Cohesive, accessible, user-friendly and understandable career tools and information for employees, employers and other interested parties.
• Reduced overlaps in provision and an agreed articulation of “optimal provision” in tourism and hospitality in the secondary and tertiary sectors.
• Increased uptake of skills training in all sectors covered, coupled with increased completions due to better career decision making.
• Greater collaboration between providers through definition and agreement on implementing an industry-led framework of “optimal contributions” across the tertiary sector.
• Inclusion of the secondary sector in terms of a smooth transition from Gateway programmes.
• Promoting total career pathway education from Gateway to Governance.
• Improves efficiencies through strengthened relationships with Institutes of Technology and Polytechnics (ITPs), Private Training Establishments (PTEs), Universities, schools and ITOs.
• Better informed strategic planning for all stakeholders.
• Improved levels of management, service and productivity across the aviation, tourism, travel, museum and hospitality industries leading to higher value outcomes to the New Zealand economy.
• Improved employee retention in these industries.
• Improved, sector-wide alignment with other government goals relating to economic transformation, and creating our National Identity.
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trainingFor further information please visit:
www.attto.org.nzwww.hsi.co.nz
www.projectsinternational.org
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