Tourism School Survey Report (Strategy Document)


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Tourism School Survey Report (Strategy Document)

  1. 1. Prepared for: FEDHASA / Swiss Hotel Schools Date: July 2009 CHART London Geneva Budapest Johannesburg Singapore Shanghai Mumbai A member of InDeed Group Holdings STRATEGY DOCUMENT HOSPITALITY SURVEY Bangkok
  2. 3. RESEARCH METHOD <ul><li>RESEARCH WAS CONDUCTED IN TWO PHASES: </li></ul><ul><li>INITIAL QUALITATIVE EXPLORATORY PHASE </li></ul><ul><li>35 qualitative in-depth interviews (25 with students, 10 with Vocational Guidance teachers) </li></ul><ul><li>- To identify the issues, constructs and attributes required for extensive, quantitative research </li></ul><ul><li>- To establish the appropriate level of difficulty that is required to gain meaningful responses from </li></ul><ul><li>the age group involved </li></ul><ul><li>- To identify a framework of issues and questions that would inform a validated model of inquiry </li></ul><ul><li>for the main survey </li></ul><ul><li>The research design was framed around 5 key areas: </li></ul><ul><li>2. MAIN QUANTITATIVE PHASE </li></ul><ul><li>500 interviews with school students in Grades 11 and 12 </li></ul><ul><li>WORKSHOP OF RESULTS TO BE ARRANGED & CONDUCTED </li></ul><ul><li>FUTURE THIRD PHASE: </li></ul><ul><ul><li>- 100 Vocational Guidance Professionals in schools </li></ul></ul><ul><ul><li>- 100 Current hotel school students </li></ul></ul><ul><ul><li>Purpose: to test learnings and decisions from the research and workshops </li></ul></ul>Perceptions regarding the industry Relevance of the industry Which are the competing industries? Effectiveness of the message Are we recruiting in the right places? 1 2 3 4 5
  3. 4. SAMPLING DETAILS <ul><li>Total of 500 interviews, face-to-face, each lasting approx. 20 mins </li></ul><ul><li>A structured questionnaire was used </li></ul><ul><li>50 schools were selected – all in major metropolitan areas: </li></ul><ul><li>Model C schools    = 31 </li></ul><ul><li>    Private schools       =   9 </li></ul><ul><li>    Township Schools   =   7 </li></ul><ul><li>    CBD schools         =   3 </li></ul><ul><li>Schools were drawn from areas that would yield largely a LSM 6 to 10 sample </li></ul><ul><li>Students interviewed: Grades 11 to 12. Sample quotas: </li></ul><ul><ul><li>White = 200 </li></ul></ul><ul><ul><li>Coloured-Indian = 100 </li></ul></ul><ul><ul><li>Black = 200 </li></ul></ul><ul><li>Further quotas: </li></ul><ul><ul><ul><li>50:50 Grade 11 : Grade 12 </li></ul></ul></ul><ul><ul><ul><li>50:50 Male : Female </li></ul></ul></ul>
  4. 6. ISSUES FACING THE HOSPITALITY INDUSTRY <ul><li>AWARENESS </li></ul><ul><li>The tourist & hospitality industries are low in the order of priority for students, compared to other industry </li></ul><ul><li>Discussion, word-of-mouth, requests for information regarding the hospitality industry is very limited </li></ul><ul><li>Poor awareness of education & training opportunities in the industry, and institutions supporting these </li></ul><ul><li>PARENTAL AWARENESS reflects similar issues </li></ul><ul><li>IMAGERY </li></ul><ul><li>Seen as providing menial jobs; no apparent sense of advancement opportunities into management positions exists; also no awareness that specialist, high-qualification functions exist within these industries e.g. IT, accounting </li></ul><ul><li>Remuneration for the hours worked and stress involved, is seen as poor </li></ul><ul><li>Perceptions exist that jobs in the industry entail dealing with difficult customers </li></ul><ul><li>Seen as destructive towards personal and family quality of life </li></ul><ul><li>High level of association with food preparation and serving </li></ul><ul><li>Perceived lack of a definite career path </li></ul><ul><li>COMMUNICATION </li></ul><ul><li>Low exposure to material, information and communication about the industry </li></ul><ul><li>The effectiveness of communicating with potential employees is low across all aspects:- </li></ul><ul><ul><li>Industry awareness </li></ul></ul><ul><ul><li>Communication </li></ul></ul><ul><ul><li>Awareness of industry education and training </li></ul></ul><ul><ul><li>Industry Image </li></ul></ul><ul><ul><li>Support in schools (lowest of all) </li></ul></ul><ul><li>INTEREST </li></ul><ul><li>Relevance of the industry is low to most students </li></ul><ul><li>9% express an interest in considering hotels / hospitality as a career – a useful base if effective conversion can be achieved </li></ul><ul><li>Only 17% have ever discussed hospitality as a career option – mostly with parents (52%) and friends (19%) </li></ul>
  5. 7. ISSUES AFFECTING INTERVENTIONS (1) <ul><li>Half know what they will do after school - indicates that initial approach to students should be before grades 11 / 12 </li></ul><ul><li>Very high aspirations to study further – 70% mention this; but hospitality studies are of low interest </li></ul><ul><li>Offering tourism / hospitality studies as a school subject definitely raises career interest </li></ul><ul><li>Great deal of naïvity and lack of realism in terms of career expectations, especially </li></ul><ul><ul><li>Remuneration </li></ul></ul><ul><ul><li>Prospects for advancement </li></ul></ul><ul><li>Formal guidance on the industry in schools is ineffective - very few students have been exposed to guidance on hospitality industry as a career choice from LO teachers and guidance counsellors </li></ul><ul><li>Guidance counseling in schools is regarded by many students to be ineffective / not useful; there does not appear to be a solution to this situation, which means that the onus of attracting potential employees falls on the relevant industry </li></ul><ul><li>The most important expectations from a career: </li></ul><ul><ul><li>Long term career </li></ul></ul><ul><ul><li>Self actualisation /self development </li></ul></ul><ul><ul><li>Financial rewards </li></ul></ul><ul><ul><li>Service to others </li></ul></ul><ul><li>Perceptions of the industry are far below desired levels regarding:- </li></ul><ul><ul><li>Community / Social responsibility </li></ul></ul><ul><ul><li>Career opportunities </li></ul></ul><ul><ul><li>Job diversity / variety </li></ul></ul><ul><ul><li>Stimulation / challenge </li></ul></ul><ul><ul><li>Remuneration / benefits </li></ul></ul><ul><ul><li>Social Interaction </li></ul></ul><ul><ul><li>Working conditions </li></ul></ul><ul><ul><li>Personal and family lifestyle </li></ul></ul><ul><ul><li>Longevity of career </li></ul></ul>
  6. 8. <ul><ul><li>COMMUNICATION MATERIAL: Inadequate depth / quality / content / relevance of communication regarding career opportunities by relevant Hotel / Hospitality bodies and institutions </li></ul></ul><ul><ul><li>MEDIA / REACH: Failure of communication to reach target audience: in the absence of adequate career guidance in schools, this communication should be directed at parents and pupils </li></ul></ul>ISSUES AFFECTING INTERVENTIONS (2)
  7. 9. ESTABLISHING A STRATEGY MANDATE SERVICE OFFER AMBITION COMMUNICATION AMBITION OVERALL AMBITION <ul><li>To establish a nationally coordinated programme to achieve the mandate </li></ul><ul><li>How to? </li></ul><ul><li>Establish a responsible public-private partnership under DEAT leadership </li></ul><ul><li>Existing research shared with all interested partners and consensus reached on its meaning </li></ul><ul><li>Reach consensus on the way forward, and roles and responsibilities </li></ul><ul><li>Support career counselling (LO teachers) with materials and info on a coordinated scale </li></ul><ul><li>Clarify pupils’ & parents’ perceptions about the industry, career & educational opportunities </li></ul><ul><li>Achieve synergy among existing initiatives </li></ul><ul><li>Identify the “hot buttons” to capture the attention of pupils and parents </li></ul><ul><li>Sensitize the industry on the barriers that they create to attracting the best </li></ul>ALLIANCES /STAKEHOLDER SCOPE MANDATE: Promote positive perceptions amongst schools leavers regarding career paths in the tourism & hospitality industry <ul><li>Optimize DEAT initiatives in this field </li></ul><ul><li>Make school-leavers aware of the right questions to ask when choosing educational options </li></ul><ul><li>Open up access to the industry while learning </li></ul><ul><li>Traineeship / apprenticeship programme </li></ul><ul><li>Raising awareness of the available education qualifications / packages in the industry </li></ul><ul><li>DEAT and DoE coordination with mandated programme champions </li></ul><ul><li>Obtain blanket support from all associations / TBCSA </li></ul><ul><li>Inform all tertiary providers via THEPSA of the scope and tactics of the initiative </li></ul><ul><li>Raising industry awareness through forums of the importance of attracting high quality </li></ul><ul><li>learners to further their education </li></ul>
  8. 10. THREE STRATEGIC BATTLEGROUNDS IDENTIFIED A lack of knowledge, by choosers, on career paths and opportunities in the industry The industry message to career choosers is not interpreted in the intended way. “ Mismatch between what we are selling and what people are buying” Tackle / balance the negative perceptions that exist about the industry Do we know how we are perceived? There is a whole new generation of people emerging, with changing attitudes and views about work. Do we know how to deal with this emerging profile? “ International transportability of the qualification” Versatility of the available qualification Variety and flexibility in the career paths offered by the industry needs to be communicated CAREER OPTIONS BATTLEGROUND <ul><li>Tactical challenges in engaging with the secondary school community. </li></ul><ul><li>Strategies for parents, teachers and pupils </li></ul><ul><li>Securing access to schools </li></ul><ul><li>Timing (accurate target marketing) </li></ul><ul><li>Informed LO and subject teachers </li></ul><ul><li>Develop appropriate materials </li></ul>SCHOOLS BATTLEGROUND PERCEPTUAL BATTLEGROUND
  9. 11. ENABLING & CONSTRAINING FORCES SCHOOLS BATTLEGROUND NEGATIVE FORCES POSITIVE FORCES <ul><li>Untapped / teachers are desperate for materials and information </li></ul><ul><li>We can target efficiently </li></ul><ul><li>Opportunities to build relationships </li></ul><ul><li>Good tertiary institutions </li></ul><ul><li>DEAT support in dealing with DoE </li></ul><ul><li>Future orientation of school-leavers </li></ul><ul><li>‘ Tertiary-readiness’ problems </li></ul><ul><li>Securing access </li></ul><ul><li>Timing issues re. Interventions </li></ul><ul><li>Issues in coordinating a focused programme </li></ul><ul><li>Competency of educators </li></ul><ul><li>Scholars access to accredited education providers </li></ul><ul><li>Project financial constraints </li></ul><ul><li>Cost of education </li></ul><ul><li>No cohesive body that can take ownership of the problem </li></ul>1 <ul><li>THE LOGICAL STARTING POINT FOR INTERVENTION </li></ul><ul><li>THE MOST COMPELLING AREA FOR ACTION DUE TO PREVAILING NEGATIVE FORCES </li></ul>
  10. 12. ENABLING & CONSTRAINING FORCES PERCEPTUAL BATTLEGROUND NEGATIVE FORCES POSITIVE FORCES <ul><li>Potential to inform & influence at the school level (clean slate) </li></ul><ul><li>Industry & govt backing to make it work </li></ul><ul><li>Versatility, variety, flexibility in career availability </li></ul><ul><li>Can tap strong currents in community building </li></ul><ul><li>Public perception of ‘menial’ nature of the work / seen as ‘servile’ </li></ul><ul><li>Reality & perception of remuneration & work conditions </li></ul><ul><li>Low end experience </li></ul><ul><li>Perceptions driven by smaller businesses in the industry </li></ul><ul><li>Parents perception towards career path options / no aspirational drive </li></ul><ul><li>Educational side not demand-driven, emphasis on tourism side </li></ul><ul><li>Accreditation issues </li></ul><ul><li>Instant gratification mentality / unrealistic expectations </li></ul><ul><li>THE NEGATIVE PERCEPTIONS ARE VERY REAL, AND DIFFICULT TO ADDRESS </li></ul><ul><li>PROBABLY REQUIRES WIDER GROUP OF STAKE-HOLDERS FOR CORRECTIVE ACTION </li></ul>2
  11. 13. ENABLING & CONSTRAINING FORCES CAREER OPTIONS BATTLEGROUND NEGATIVE FORCES POSITIVE FORCES <ul><li>Higher demand for versatile qualifications </li></ul><ul><li>Our industry is growing (opportunities) </li></ul><ul><li>“ Clean slate” provides opportunities for reputable providers </li></ul><ul><li>Demand for skills is high / not over-populated </li></ul><ul><li>Portability of the qualification </li></ul><ul><li>2010 / events are impacting positively on image </li></ul><ul><li>Industry provider partnerships </li></ul><ul><li>Industry supports WIL & internships </li></ul><ul><li>Potential for internal referral system </li></ul><ul><li>Inadequate supply of attractive degrees; current degrees under attack </li></ul><ul><li>Lack of appreciation by the industry of the value of qualifications </li></ul><ul><li>Lack of knowledge of career paths </li></ul><ul><li>Industry is not mentoring & providing further development </li></ul><ul><li>Don’t have mechanisms for identifying and fast-tracking </li></ul><ul><li>WOULD PROBABLY BE POSITIVELY AFFECTED OR SOLVED BY ACTION ON THE FIRST 2 BATTLEGROUNDS </li></ul><ul><li>“ SOFTER” ISSUES INVOLVED </li></ul>3
  12. 14. ADRESSING THE ISSUES – STRATEGIC MEASURES THE ROLE OF GOVERNMENT DEAT / DOE cooperation for a coordinated initiatative Possible formation of a joint government steering body Solving current stumbling blocks - accreditation issues - cost of formal education in the industry e.g. bursary / financial aid programmes - career standards issues addressed by industry & public sector forums More effective / new umbrella body THE ROLE OF THE PRIVATE SECTOR Career standards consensus / cooperation with Government Formal management development e.g. graduate fast-track programmes Communication campaign on career options in the industry, especially management potential Joint industry communication - sponsored materials - coordinated funding THE ROLE OF TERTIARY INSTITUTIONS Entrance / enrollment criteria - adjust entry-level standards - bridging programmes School initiatives - internship programmes in schools / tertiary students as interns - information on tertiary programmes TAKING ACTION IN SCHOOLS Widening the reach of hospitality studies as a school subject - increase the number of schools involved - top schools programme Creation of management mechanisms in schools e.g. parent-teacher programme, teacher forums Communication: a long-term, multi-pronged campaign Standardized communication materials
  13. 15. ADRESSING THE ISSUES - TACTICAL MEASURES MENTORING / SKILLS DEVELOPMENT IDEAS ALLIANCES AND PARTNERSHIPS COMMUNICATION IDEAS Web-based communication on career paths & tertiary education Radio talk shows Parent-teacher forums Long-term, multi-pronged campaign Agree annual communication programme National expo’s / DEAT career expo NBI subject advisors training DEAT & DOE coordinated structure Budget to fund strategy Private sector funding Industry big players more involved Partner with learner bodies LO teacher seminars Teacher forums Industry adopting schools programme Graduate recruitment & retention The most important and potentially impactful tactical measures are...