skills acTion Plan for The food and Beverage secTor - Department of ...

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Based on the above census data, the following information about each of the selected occupations has been identified: • Bakers and chefs reflect a distinctly different age distribution of their workforces compared to other selected occupations. These hospitality occupations are heavily weighted in the young to middle aged category and lightly weighted in the old-aged category. • Training, work experience and attitude count for more than educational qualifications for occupations such as baker, butcher, chef, dairy farmer/dairy farm worker, electrician and fitter and turner. Very few of them possess a degree. Although 51% of chemical engineers possess a degree, followed by sales/marketing manager (22%) and production manager (13%). • Eight of the nine occupations are male dominated, with fitter and turner showing 100% male, followed closely behind by electrician (99%) and butcher (96%);. The exception is food technologist where the survey shows that 63% of the workforce is female. • The ethnic group composition for all nine occupations is predominately pakeha. However, 34% of both chefs and 34% of bakers are non-pakeha. • In terms of hours, dairy farmer/workers work long hours with 64% working more than 50 hours per week, followed by production manager (46%) and sales/ marketing manager (42%). • All the occupations except chef are insignificant users of work permit holders. For chefs, 21.9% of their workforce have work permits. 35
2. More Strategic Investment in Training This priority was designed to identify how skills and training issues could be better addressed. A process for tertiary education reform is underway which will provide solutions to enhance the quality and relevance of tertiary education provision. While this is a major initiative over several years, it needs to be complemented by sectoral work that more closely links education and training provision with industry needs. The Department of Labour and the TEC prepared background material for two workshops. The first workshop was with Agriculture Industry Training Organisation, Competenz, Lincoln University, AgResearch, Horticulture Industry Training Organisation, the TEC, the Department of Labour and New Zealand Trade and Enterprise. The second workshop was with the New Zealand Council of Trade Unions, Business New Zealand, the Department of Labour, and the New Zealand Beer, Wine and Spirits Council. This work was complemented by discussion at the Skills Working Group and the taskforce as well as analysis of the feedback generated by the taskforce’s consultation process. Background material for the workshops included: • A draft report from the Tertiary Education Commission called “Report to the Skills and Training workshop for the Food and Beverage Skills Workshop Group” . • A draft report from the Department of Labour called “Draft Food and Beverage Skills Working group - Discussion Paper”. Common skills and training themes arising from the workshops (and other sources), were: • Workplace practices. • Community awareness. • Responding to changing occupations and skill needs. • Quality and relevance. The Skills Working Group has indicated that in order for change to occur in food and beverage skills and training, that collaboration of key players (incl. training providers) is necessary. The STAG will facilitate this collaboration and oversee implementation of issues identified below. 2.1 Workplace Practices Action Points • Promote and explore industry best practice and incentives in relation to skills development. • Increasing employee participation in training, and support for the Council of Trade Unions’ Learning Representatives Scheme. Background Employers, and employees and their representatives have important roles to play in creating high quality, productive workplaces which support access to appropriate opportunities for skill development. There is an opportunity to invest in knowledge building about the future ongoing changes in the nature of work for food and beverage companies, and the impact of these changes on workplace practices for employers and employees. The work to date has identified a pressing need to share best practice within industry and promote the value proposition of investing in skills development for managers and staff. 2.2 Community Awareness Action Points • Develop learning resource materials for curriculum in primary and secondary schools that reflect the importance of the food and beverage sector as a major employer and contributor to New Zealand’s economy. 36
Page 1 and 2: Skills Action Plan for the Food and
Page 3 and 4: CONTENTS PREFACE 1 CONTENTS 2 CHAIR
Page 5 and 6: A number of these opportunities wer
Page 7 and 8: Skill Shortages • Information has
Page 9 and 10: Priority 3: Attractive Careers High
Page 11 and 12: INTRODUCTION Background Food and be
Page 13 and 14: Sector section of this report, wher
Page 15 and 16: This requires a national means of e
Page 17 and 18: CURRENT LABOUR MARKET AND EMPLOYMEN
Page 19 and 20: • A large portion of food and bev
Page 21 and 22: • Long hours in some parts of far
Page 23 and 24: SKILLS WORKING GROUP PRIORITIES The
Page 25 and 26: • Over the five year period (2000
Page 27 and 28: Occupations by Value-Chain Activiti
Page 29 and 30: LABOUR PRODUCTIVITY Source: A Treas
Page 31 and 32: and science and technology’s abil
Page 33 and 34: There are different types of skill
Page 35: TABLE 1: SKILL SHORTAGE ASSESSMENTS
Page 39 and 40: While industry training is an appro
Page 41 and 42: Tertiary Education Commission - Fun
Page 43 and 44: across the Primary Sector), which i
Page 45 and 46: APPENDIX 1 AUSTRALIA/NEW ZEALAND ST
Page 47 and 48: C216 C217 C218 C219 Bakery Product
Page 49 and 50: h. Reduction of training fees to en
Page 51 and 52: Sources for the above table: 1. Dep

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