Competency Overview

Summary

The Competency Approach

Competency The idea of competencies was pioneered in the USA in the late 1960s and early 1970s and spread to Europe and Australia in the late 1980s, driven by a number of key forces:  Pressure from governments to develop national standards/occupational profiles;  A disenchantment from employers with the outputs of the traditional school education system;  A flattening of organisational structures; and  Increasingly globalising business practices, demanding that human resource processes take a more international perspective, including encouraging the mutual recognition of qualifications and competencies.

Terminology is important in this field:  Competence is the ability to perform the activities within an occupation or function to the standard expected in employment.  Competencies are derived from key job roles and are usually described in terms of their context (eg. a 'range statement') and specified performance criteria.  Competency is an underlying characteristic of a person that leads to or causes effective performance.  Competency standard is the specification of the knowledge and skill and the application of the knowledge and skill across industries or within an industry to the standard of performance required in employment.

It is essential to link the competency approach to the strategic goals and objectives of the tourism policies of ASEAN and its constituent countries. The competencies approach has three key elements:  Underlying characteristics of competence;  Causality of competence; and  Performance of competence.

Competencies themselves have five elements:  Motives;  Traits;  Self-concept;  Knowledge; and  Skill.

The fourth and fifth elements of competency tend to visible, whilst the first three are less so and more hidden and dependent on personality. Knowledge and skill are sometimes termed surface competencies and are easier to develop than the deeper competencies. Another approach to competencies is to classify them in terms of threshold competency (the essential characteristics that everyone needs to perform a job to the minimal standard) and discriminating competency (the characteristics that distinguish superior or above average performance from the minimum).

Competency profiling and training

1 Competency profiling is a technique that aims to determine the unique set of competencies associated with effective performance in a particular job. It involves a number of stages:  Develop broad competency categories.  Develop specific competencies.  Develop a resource guide and competency rating forms.  Establish performance standards against which the employees are assessed on the competencies.  Develop competency-based training.

The Competency Approach for the Hospitality and Tourism Sector

The hospitality and tourism sector has embraced the competency approach. The approach provides the sector with a unifying, common language for job analysis and the design of training and qualification frameworks. As a result there has been significant investment in the approach in a number of countries and international agencies including:  Canada;  England, Wales and Northern Ireland;  The European Union (EU);  The OECD; and  The ILO.

Internationally, ASEAN, APEC and Australia have developed competency-based job analysis and training packages for the hospitality and tourism sector.

The ASEAN Approach At the eleventh meeting of the ASEAN taskforce on tourism manpower, ASEAN presented a set of minimum competency standards within a qualifications framework for professionals in retail and wholesale travel companies, housekeeping, front office, and food & beverage service.

The APEC Approach The APEC Tourism Skill Standard (TOSS) project defines a list of tourism job skills standardised for the APEC region to be used by enterprises for occupational and operational purposes within the workplace. It is designed to act as a template to assist APEC member countries to develop their national standards system. The project was created in response to the need for APEC to be responsive to both the new international workplace and a mobile workforce.

The Australian Approach Australia has sought to create an internationally competitive workforce by providing a more universal system of vocational education. The Australian National Training Authority (ANTA) is the Australian Government’s statutory authority providing a national and industry- led focus for vocational education and training (VET). Competency-based training packages provide the central system ‘architecture’ of VET in Australia. Training packages are sets of nationally-endorsed competency standards and qualifications for recognising and assessing people's skills. A training package describes the skills and knowledge needed to perform effectively in the workplace, without prescribing how training should take place. These packages are set within a national training framework.

Tourism Training Australia

2 Tourism Training Australia (TTA) is the leading national industry training advisory association, established in 1982 to develop a flexible and effective training system for the tourism and hospitality industry. The organisation brings together a large number of training partners, including industry, government, unions, private and public training providers, industry associations, universities and students/trainees.

TTA has developed training packages for the hospitality and tourism sector. The tourism and hospitality industry has three training packages which cover the entire industry. These are hospitality, tourism and caravans.

Training and qualifications are available for all jobs in the industry (including travel agents, tour guides, cooks, food and beverage attendants, housekeepers and conference/meetings organisers), providing career paths, job opportunities and flexible ways of achieving a recognised national qualification.

Australian national qualifications reflect all jobs within industry sectors. They range across six levels, from Certificate I to Advanced Diploma, and consist of frameworks of required standards for job outcomes.

Competency standards set down the specific knowledge and skills required for successful performance in the workplace and the required standard of performance. They are organised into units, each with a code and title. The standards for hospitality and tourism cover both general areas common to all sectors (eg. communication, leadership and occupational health and safety), and sector-specific areas.

3 The Competency Approach

Competency

The idea of competencies dates back to the psychological assessment of personality traits, intelligence and other abilities. The concept as it is now understood was pioneered in the USA in the late 1960s and early 1970s by private sector companies who were defining competency variables that could be used to predict job performance. The approach spread to Europe and Australia in the late 1980s, driven by a number of key forces:  Pressure from governments to develop national standards and occupational profiles;  A disenchantment from employers with the outputs of the traditional school education system, where knowledge was valued over doing, and where it was felt that training was supplier-driven by the educators and trainers and not sufficiently demand-driven by employers;  A flattening of organisational structures creating the need for organisations to move away from traditional ways of viewing occupations towards an approach which values the workforce and their competencies. In part this has been reinforced by the emergence of the knowledge economy and the recognition of the importance of developing the workforce as a competitive tool; and  Increasingly globalising business practices, demanding that human resource processes take a more international perspective, including encouraging the mutual recognition of qualifications and competencies needed to perform in the workplace. Effectively, the competency approach provided a common language for this internationalisation of human resources.

As the concept has matured, it has been recognised that it is essential to link the competency approach to the strategic goals and objectives of the organisation concerned – in this case the tourism policies of ASEAN and its constituent countries. Effectively, competencies provide a base for defining organisational capabilities and human resources – and identifying gaps.

The competencies approach is focused on the individual, emphasises outcomes and allows flexible pathways to achieve those outcomes. It has three key elements:  Underlying characteristics of competence - the competency is an integral part of a person's personality;  Causality of competence - the competency causes or predicts behaviour and performance; and  Performance of competence - the competency actually predicts effective (that is, minimally acceptable) performance as measured on a specific criterion or standard.

Competencies themselves have five elements:  Motives - these drive, direct and select behaviour towards certain actions or goals and away from others;  Traits - the physical characteristics and consistent responses to situations or information;  Self-concept - a person's attitudes, values or self-image;  Knowledge - information a person has in specific content areas; and  Skill - the ability to perform a certain physical or mental task.

4 The fourth and fifth elements of competency tend to visible or surface competencies, whilst the first three are characterised as hidden, deeper competencies and more dependent on personality.

From a training point of view it is more cost effective to focus on surface competencies. Also, as a result of the difficulty of assessing hidden competencies, the idea of a universal standards of performance model has come about. This emphasises minimal standards of performance. Competencies are more restrictively defined as the:

‘ ability to perform activities within an occupation to the standards expected in employment’ or as 'the observable behaviours that are required of job incumbents to perform their jobs effectively'.

In other words, the practical application of the competency approach has tended to focus on surface competencies.

Another approach to competencies is to classify them in terms of threshold competency and discriminating competency:  Threshold competencies are the essential characteristics that everyone needs to perform a job to the minimal standard; whilst  Discriminating competencies are the characteristics that distinguish superior or above average performance from the minimum.

Competency profiling and training Competency profiling is a technique that aims to determine the unique set of competencies associated with effective performance in a particular job. It can be approached by either a ‘top down’ or a ‘bottom up’ process. The top down approach involves selecting a set of competencies from a dictionary of competencies and assessing them for particular positions. The bottom up approach is preferred and involves a number of stages: 1. Develop broad competency categories. The initial step is to develop a set of broad competency areas, ie. to determine the critical skills that employees at a given level or job classification need to be most effective. 2. Develop specific competencies. Once broad categories are selected, the next step is to further define each and develop a list of more specific competencies. Normally a list of 5- 10 competences are identified. 3. Develop a resource guide and competency rating forms. This involves the development of resource guides or competency manuals that will aid the sector in developing skills. The competencies are then ranked in terms of importance.

Steps 1-3 are then used to

4. Establish performance standards against which employees are assessed on the competencies. These should be relevant, reliable and stable. In setting competency standards three questions are commonly asked: a. What action must be demonstrated? (Element) b. What performance standards must be met? (Performance criteria) c. What are the conditions under which the action must be carried out? (Range of variables).

5. Develop competency-based training with a schedule for each employee.

5 Considerations Whilst the competency-based approach has gained wide recognition in the hospitality and tourism field, care needs to be taken in the implementation of the approach. For this project the following considerations need to be taken into account:  The project needs to be clear on the use of terminology and in particular be aware that there is ambiguity in the meaning of the word ‘competency’. Practitioners for example variously refer to it as actions, behaviour and traits. A definitive glossary of terms is provided in Appendix 1.  There is a need to be aware that the project will have to distinguish between off the shelf competencies for jobs (such as core competencies of literacy or numeracy) and those that have to be tailor made for the hospitality and tourism sector.  It is important that the competency framework is flexible enough to embrace new developments in the hospitality and tourism sector and does not overtly focus on past ways of doing a job. Indeed, in countries where competency approaches are updated or overhauled the issue of creating flexibility and responsiveness within the system to accommodate the changing needs of both employers and individuals tends to dominate. The lesson from 25 years of developing the competency approach is that its development is still ‘a work in progress’.

The Competency Approach for the Hospitality and Tourism Sectors

The hospitality and tourism sectors have embraced the competency approach. The approach provides the sector with a unifying, common language for job analysis and the design of training and qualification frameworks. As a result there has been significant investment in the approach in a number of countries. Internationally, ASEAN, APEC and Australia have developed comprehensive competency-based job analysis and training packages for the hospitality and tourism sector and these are dealt with below.

However, in addition to the ASEAN, APEC and Australia approaches, there are other competency-based approaches for the sector that demonstrate international leadership and significance. The following countries and organisations have particularly useful frameworks:

Canada The Canadian Tourism Human Resources Council (CTHRC), supported by state-based tourism education councils, pioneered the competency-based approach for the tourism and hospitality sector (see for example www.atec.ca). The CTHRC is the national certifying body of the tourism occupations. They have developed a comprehensive competency-based job profiling and training system for the sector, supported by substantial industry funding. As a result the system is well resourced with a range of excellent publications and support materials. The Canadian system comprises 49 occupations in tourism and hospitality and for each, national occupation standards have been developed. These standards describe the skills, knowledge and attitudes (ie. competences) necessary to be a competent professional.

England, Wales and Northern Ireland The development of the General National Vocational Qualification (GNVQ) in hospitality, catering, travel and tourism is a comprehensive competency-based qualifications framework (www.qca.org.uk). It began in 1986. The primary purpose of the framework is to create a coherent classification and to facilitate transfer and progression. The analysis of competence arises from the analysis of work roles. Current GNVQ developments are focussed on creating

6 flexibility and responsiveness within the system to accommodate the changing needs of both employers and individuals.

European Union (EU) The EU’s centre for the development of vocational training, CEDEFOP, has developed a trans-national competency-based training and qualifications framework (www.cedefop.eu). This is focussed on the development of common vocational education certificates in order to create a European area of knowledge and mobility. As part of this project, common specifications for the role of hotel manager were developed. An earlier project (CEDEFOP, 1991) created a common set of job profiles for the hotel and tourism sector in Europe.

Whilst CEDEFOP leads the trans-national recognition and development of common frameworks, organisations such as the OECD and the ILO are also developing initiatives and policy briefs in this area.

The ASEAN Approach

At the eleventh meeting of the ASEAN Taskforce on Tourism Manpower, ASEAN presented a set of minimum competency standards within a qualifications framework for professionals in retail and wholesale travel companies, housekeeping, front office, and food & beverage service. The standards were based upon the competencies required to perform a set of commonly agreed job titles in retail and wholesale travel companies, housekeeping, front office, and food & beverage service.

The APEC Approach

The APEC Tourism Skill Standard (TOSS) project defines a list of tourism job skills standardised for the APEC region to be used by enterprises for occupational and operational purposes within the workplace (APEC, 2002). It is designed to act as a template to assist APEC member countries to develop their national standards system. The project was created in response to the need for APEC to be responsive to both the new international workplace and a mobile workforce.

The project has three stages:  Establishing a common approach to skill standards. These skill standards cover three areas required to perform a duty in the workplace – skill, knowledge and attitude;  Synthesising the job performance standards; and  Creating practical materials for application in APEC member states for hospitality, tours and travel.

For example, the skill standards for front office are:  Receive and process reservations;  Provide accommodation reception services;  Maintain financial records;  Process financial transactions;  Conduct a night audit;  Provide club reception services;  Provide porter service;  Provide arrival and departure assistance;

7  Process point of sale transactions;  Operate a computerised reservation system;  Administer billing and settlement plans; and  Perform a yield management system.

In turn each of these standards is accompanied by a number of more detailed elements. For example:

Conduct a night audit:  Monitor financial procedures; and  Complete financial reports.

The Australian Approach

Introduction to the Australian VET framework Australia has sought to create an internationally competitive workforce by providing a more universal system of vocational education (Mulcahy, 2000). This encompasses both initial vocational preparation for work and continuing training for the existing adult work force.

The Australian National Training Authority (ANTA) is the Australian Government’s statutory authority providing a national and industry-led focus for vocational education and training (VET).

Training packages provide the central system ‘architecture’ of VET in Australia. These training packages specify the competencies that must result from the provision of learning services, industry requirements for assessment, and the qualifications that result from competence. Vocational education and training in Australia is an industry-led system, through the leadership of an industry ANTA board and through the development of industry- recognised training packages by representative bodies.

ANTA brings together Australian Government, and state and territory governments to provide the policy and regulatory frameworks for the VET system. Governments implement the national training framework (NTF) to enable consistency, quality and national recognition of provider services.

The historical context The 1974 Kangan Report on ‘Needs in Technical and Further Education’ (TAFE) defined the roles and the mission of what is now known as the TAFE system. Training began to change with more preparatory and pre-vocational training and a slowing growth in the traditional heartland of trade and technical training. In the 1980s, the service industries continued to expand at the expense of the mining, manufacturing and construction industries - TAFE’s traditional territory. Networks of private training providers, largely providing training to the service sector, were also emerging. A number of reports pointed to the need for the training system to be driven by the needs of the individual and industry so that the economy as a whole could prosper.

In the early 1990s a number of reports examined an expansion of training systems, increasing young people’s participation in training and consolidating the national system. Consensus developed across Australia that substantial reform and a unified national effort was required.

8 In 1992, the competency-based training framework was introduced, geared to the attainment and demonstration of skills to meet industry-specified standards. All states, territories and the Australian Government agreed to the establishment of ANTA and a cooperative federal system of vocational education and training with strategic input by industry.

In 1994, the Fitzgerald Report into the implementation of the national system led to some of the current elements of today’s VET system, including concepts of best practice and user choice, states and territories taking responsibility for accreditation and standards endorsement and a stronger and more coherent industry training advisory structure. In 1996 the NTF was introduced and developed as a more flexible and industry-responsive framework. The NTF is focussed upon a set of national competency-based training packages designed to match training with employer and employee. The Australian model gives priority to outcomes. Its key features include:  Specified training and assessment outcomes;  Industry involvement in defining these outcomes;  Competency standards as the expression of these outcomes; and  Training programs based upon industry competency standards.

The national VET system is designed to respond to industry, individual and community needs, focusing on capturing the best advice possible from industry; meeting client needs; and clearer, higher quality standards, all within a nationally consistent, quality VET system. In a rapidly changing global work and social environment, improvement must be continuous.

Training packages Training packages are sets of nationally endorsed standards and qualifications for recognising and assessing people's skills. A training package describes the skills and knowledge needed to perform effectively in the workplace. Training packages are developed by industry through national industry advisory bodies, recognised bodies or by enterprises to meet the identified training needs of specific industries or industry sectors. Training packages undergo a quality assurance process and are then endorsed by the National Training Quality Council (NTQC) and placed on the National Training Information Service (NTIS).

Australian qualifications framework The Australian qualifications framework (AQF) is a single, coherent framework for qualifications from Senior Secondary Certificates through to Doctoral Degrees. The framework links together all these qualifications and is a highly visible, quality-assured national system of educational recognition which promotes lifelong learning and a seamless and diverse education and training system. All qualifications are nationally recognised. Within the framework, there are six VET qualifications available: Certificates I, II, III and IV; Diploma and Advanced Diploma.

Tourism Training Australia Tourism Training Australia (TTA) is the leading national industry training advisory association for the tourism sector. It provides leadership in tourism training for Australia and meets on a regular basis with industry leaders, federal government representatives, registered training organisations, industry associations and other key stakeholders.

TTA was established in 1982 to develop a flexible and effective training system for the tourism and hospitality industry. The organisation brings together a large number of training

9 partners, including industry, government, unions, private and public training providers, industry associations, universities and students/trainees.

Training packages TTA has developed training packages for the hospitality and tourism sector. Training packages are sets of nationally-endorsed competency standards and qualifications for recognising and assessing people's skills. A training package describes the skills and knowledge needed to perform effectively in the workplace, without prescribing how training should take place. Achievement of these skills and knowledge can result in nationally- recognised qualifications. Training packages are frameworks which enable employers, employees and training providers to customise training and assessment to meet their specific needs. Qualifications can be achieved through training programs, both on and off-the-job or assessment of skills already acquired at work or through life (recognition of prior learning). Training packages are developed by TTA, through extensive consultation with the tourism and hospitality sectors, the tourism training network in each state and territory, training organisations, union representatives, and state and federal government agencies. Training packages are formally reviewed every three years - a major review and update of the tourism and hospitality packages was endorsed in January 2002. Additional modifications may be made at other times, as required. The tourism and hospitality industry has three training packages which cover the entire industry (see Appendix 2). These are:  Hospitality  Tourism  Caravans.

Training and qualifications are available for all jobs in the industry (including travel agents, tour guides, cooks, food and beverage attendants, housekeepers and conference/meetings organisers), providing career paths, job opportunities and flexible ways of achieving a recognised national qualification (see Appendix 2).

National qualifications National qualifications reflect all jobs within industry sectors. They range across six levels, from Certificate I to Advanced Diploma, depending on the particular industry sector and jobs, and consist of frameworks of required standards for job outcomes. Each qualification has a prescribed core plus electives which may be selected from relevant industry areas, allowing maximum flexibility.

Competency standards Competency standards set down the specific knowledge and skills required for successful performance in the workplace and the required standard of performance. They are organised into units, each with a code and title. The standards for hospitality and tourism cover both general areas common to all sectors (eg. communication, leadership and occupational health and safety), and sector-specific areas (Appendix 2).

10 List of Sources

Alto, R. Isaacs, R. Knight, B. and Polestico, R. (2000) Training Systems in South East Asia NCVER, Leabrook

APEC Tourism Working Group (2002) Tourism Occupational Skill Standard Development in the APEC Region – Stage III APEC Singapore

CEDEFOP (1991) Occupations in the Hotel Tourist Sector within the European Community. A Comparative Analysis CEDEFOP, Berlin

Hayton, G. and Loveder, P. (1992) How to Do a Skills Analysis and Skills Audit TAFE, Adelaide

International Labour Office (2003) Employment and Human Resources in the Tourist Industry in Asia and the Pacific ILO, Geneva

International Labour Office - Hotel, Catering and Tourism 1998, HOTOUR, Available at: http://www.ilo.org/public/english/employment/ent/hotour/

Kramer, R. McGraw, P. and Schuler, R. S. (1997) Human Resource Management in Australia Longman, Melbourne

McCormick, E. J. (1997) Job Analysis Amacom, New York

Mulcahy, D (2000) Turning the Contradictions of Competence: Competency-based Training and Beyond Journal of Vocational Education and Training 52 (2) 259-280

Nankjervis, A. R. Compton, R. L. and McCarthy, T. E. (1999) Strategic Human Resource Management Nelson, Melbourne

Stone, R. J. (1998) Human Resource Management John Wiley, Brisbane

UNESCO (2004) Improving Access, Equity and Relevance in Technical Vocational Education and Training UNESCO, Bangkok

11 Glossary Of Terms

Competence The ability to perform the activities within an occupation or function to the standard expected in employment (Hayton and Loveder, 1992).

Refers to a person's ability to perform a task to an externally-agreed standard, whether set by the organisation or some third party (Kramar et al, 1997).

Competencies Derived from key job roles and are usually described in terms of their context (eg. a 'range statement') and specified performance criteria (Kramar et al, 1997).

Competency An underlying characteristic of a person that leads to or causes effective performance (Stone, 1995).

A characteristic or trait that results in effective performance on the job (Nankervis et al, 1999).

Competency standard The specification of the knowledge and skill and the application of the knowledge and skill across industries or within an industry to the standard of performance required in employment (Australian National Training Authority).

An activity performed under specified conditions to a specified standard of performance in the work place. It comprises two main parts: element of competency; and performance criteria (Hayton and Loveder, 1992).

Occupation Jobs of a general class, on an across the board basis without regard to organisational lines. Thus one can refer to the occupation of say a waiter, wherever people engage in these activities (McCormick, 1979).

Job A group of positions, which are identical with respect to their major or significant tasks, and sufficiently alike to justify their being covered by a single analysis (McCormick, 1979).

Position The tasks and duties for any individual (McCormick, 1979).

Duty A rather loose term for a large segment of work performed by an individual. It typically represents one of the distinct major activities involved in the work performed, and consists of several tasks that are or may be related (McCormick, 1979).

Task A discrete unit of work performed by an individual. It usually comprises the logical and necessary step in the performance of a duty and typically has an identifiable beginning and

12 ending. Tasks typically consist of a specific action verb, and a brief indication of what is acted upon. A task is more readily identified in the case of work activities that involve some specific physical activity than in the case of activities that are more mental in nature (McCormick, 1979).

Skill The ability to perform a certain physical or mental task.

Certification Formal validation procedure, at the end of a standardised process of assessment, of knowledge, know how, and/or skills.

13 The Australian Tourism Qualifications Framework

Hospitality: Commercial cookery Patisserie Food and beverage Kitchen attending Gaming Hospitality security Commercial catering Hospitality management Housekeeping Asian cookery

Tourism: Tourist attractions and theme parks Retail travel Wholesale operations Meetings and events Visitor information services Tour operations and tour guiding

Caravans: Caravan park operations Recreational vehicle servicing Caravan park supervision and Recreational vehicle and accessories management retailing Recreational vehicle manufacturing

TOURISM QUALIFICATIONS: NATIONAL CODES AND TITLES

Indigenous Culture Qualification Certificate I in Tourism (Australian Indigenous Culture) THT10102 Cross-Industry Tourism Qualifications (Cert II - III) THT20502 Certificate II in Tourism (Operations) THT31002 Certificate III in Tourism (Operations)

Sector-Specific Tourism Qualifications (Cert III - IV) THT30202 Certificate III in Tourism (Retail Travel Sales) THT30302 Certificate III in Tourism (International Retail Travel Sales) THT30502 Certificate III in Tourism (Tour Wholesaling) THT30602 Certificate III in Tourism (Visitor Information Services) THT30702 Certificate III in Tourism (Attractions and Theme Parks) THT30902 Certificate III in Tourism (Guiding) THT40302 Certificate IV in Tourism (Guiding) THT40402 Certificate IV in Tourism (Natural and Cultural Heritage)

Meetings and Event Management Qualifications THT30102 Certificate III in Meetings and Events THT50202 Diploma of Event Management

Cross-Industry Tourism Qualifications (Cert IV - Advanced Diploma) THT40102 Certificate IV in Tourism (Sales & Marketing) THT40202 Certificate IV in Tourism (Operations)

14 THT50102 Diploma of Tourism (Marketing and Product Development) THT50302 Diploma of Tourism (Operations Management) THT60102 Advanced Diploma of Tourism Management

Hospitality Qualifications: National Codes and Titles Hospitality Operations Qualifications (Cert I - IV) THH11002 Certificate I in Hospitality (Operations) THH21802 Certificate II in Hospitality (Operations) THH33002 Certificate III in Hospitality (Operations) THH42602 Certificate IV in Hospitality (Supervision)

Kitchen Operations Qualifications (Cert I - IV) THH11102 Certificate I in Hospitality (Kitchen Operations) THH22002 Certificate II in Hospitality (Kitchen Operations) THH21702 Certificate II in Hospitality (Asian Cookery) THH31502 Certificate III in Hospitality (Commercial Cookery) THH32902 Certificate III in Hospitality (Catering Operations) THH31602 Certificate III in Hospitality (Patisserie) THH33102 Certificate III in Hospitality (Asian Cookery) THH41302 Certificate IV in Hospitality (Commercial Cookery) THH42502 Certificate IV in Hospitality (Catering Operations) THH41402 Certificate IV in Hospitality (Patisserie) THH42702 Certificate IV in Hospitality (Asian Cookery)

Cross Industry Qualifications (Cert IV - Advanced Diploma) THH51202 Diploma of Hospitality Management THH60202 Advanced Diploma of Hospitality Management

CARAVAN INDUSTRY QUALIFICATIONS: NATIONAL CODES AND TITLES

Recreational Vehicle Manufacturing (Cert II - IV) THC20199 Certificate II in Recreational Vehicle Manufacturing THC30199 Certificate III in Recreational Vehicle Manufacturing THH40199 Certificate IV in Recreational Vehicle Manufacturing

Recreational Vehicle Servicing (Cert II - IV) THC20299 Certificate II in Recreational Vehicle Servicing THC30299 Certificate III in Recreational Vehicle Servicing THC40299 Certificate IV in Recreational Vehicle Servicing

Recreational Vehicle and Accessories Retailing (Cert II - IV) THC20399 Certificate II in Recreational Vehicle and Accessories Retailing THC30399 Certificate II in Recreational Vehicle and Accessories Retailing THC40399 Certificate IV in Recreational Vehicle and Accessories Retailing

Caravan Parks (Cert I - Diploma) THC10199 Certificate I in Caravan Park Operations

15 THC20499 Certificate II in Caravan Park Operations THC30499 Certificate III in Caravan Park Operations THC40499 Certificate IV in Caravan Park Operations THC50199 Diploma of Caravan Park Management

16 Examples Of Malaysian National Occupancy Skill Standards (Noss)

Tourist Guide L5 Tiada Tahap 4 & 5 (No Level 4 & 5) L4 L-201-3 Tiada Tahap 3 Pemandu Pelancong Alam (No Level 3) Semulajadi (Nature Guide) (07-10-99) L3 Tiada Tahap 1 & 2 L-202-2 (No Level 1 & 2) Pemandu Pelancong Alam Semulajadi Setempat (Localise Nature Guide) (07-10-99) Tiada Tahap 1 (No Level 1)

Jualan Operasi Konvensyen (Sales) (Convention Operations) L5 L-180-5 Tiada Tahap 4 & 5 Pengurus Jualan (Pengembaraan) (No Level 4 & 5) (Sales Manager (Travel)) (02-04-98) L4 L-180-4 Eksekutif Jualan (Pengembaraan) (Sales Executive (Travel)) (02-04-98) L3 L-180-3 L-140-3 Penyelia Jualan (Pengembaraan) Penyelia Konvensyen (Sales Supervisor (Travel)) (Convention Supervisor) (02-04-98) (12-04-96) L2 L-180-2 L-140-2 Penyelaras Jualan (Pengembaraan) Penyelaras Konvensyen (Sales Coordinator (Travel)) (Convention Coordinator) (02-04-98) (12-04-96) L1 L-180-1 L-140-1 Kerani Jualan (Pengembaraan) Kerani Konvensyen (Sales Clerk (Travel)) (Convention Clerk) (02-04-98) (12-04-96)

Perhotelan (Hotel) Perhotelan - Pengemasan Kaunter Hadapan Perhotelan - (Hotel - Housekeeping) (Front Office) Concierge (Hotel - Concierge) L5 L-150-5 L-160-5 Tiada Tahap 5 Eksekutif Pengemasan Pengurus Kaunter (No Level 5) (Executive Housekeeper) Hadapan (06-07-2000)

17 (19-07-96) (Front Office Manager) (25-10-96) L4 L-150-4 L-160-4 L-203-4 Penolong Pengemasan Pengurus Bertugas Chef Concierge (Assistant Housekeeper ) Kaunter Hadapan (06-07-2000) (19-07-96) (Front Office Duty Manager) (25-10-96) L3 L-150-3 L-160-3 L-203-3 Penyelia Pengemasan Penyelia Kaunter Concierge (Housekeeping Supervisor) Hadapan Supervisor (28-11-95) (Front Office (06-07-2000) Supervisor) (25-10-96) L2 L-120-2 L-160-2 L-203-2 Atendan Kanan Bilik Pembantu Kaunter Concierge (Senior Room Attendant) Hadapan Coordinator (28-11-95) (Front Office (06-07-2000) Assistant) L-121-2 (25-10-96) Atendan Kanan Kawasan Awam (Senior Public Area Attendant) (28-11-95)

L-122-2 Atendan Kanan Linen (Senior Linen Attendant) (28-11-95) L1 L-120-1 Tiada Tahap 1 L-203-1 Atendan Bilik (No Level 1) Concierge Bell (Room Attendant) Service (28-11-95) (06-07-2000)

L-121-1 Atendan Kawasan Awam (Public Area Attendant) (28-11-95)

L-122-1 Atendan Linen/Jurujahit (Linen Atendant/Seamstress) (28-11-95)

18 Masakan Pembakar Pastri Makanan & (Cooking) Roti (Pastry) Minuman (Bakery) (Food & Beverages) L5 L-040-5 Tiada Tahap 4 & 5 L-050-5 Eksekutif Penyedia (No Level 4 & 5) Pengurus Makanan Makanan & Minuman (Executive Chef) (Food & Beverage (02-04-98) Manager) (02-04-98) L4 L-040-4 L-050-4 Penolong Eksekutif Pengurus Bahagian Penyedia Makanan Makanan & (Assistant Executive Minuman Chef) (Food & Beverage (02-04-98) Outlet Manager) (02-04-98) L3 L-040-3 L-100-3 L-110-3 L-050-3 Penyelia/Ketua Ketua Ketua Seksyen Penyelia Makanan Seksyen Penyediaan Penyedia Roti Penyedia Pastri & Minuman Makanan (Chief Baker) (Chef De (Food & Beverage (Chef De Partie) (28-11-95) Partie - Pastry) Supervisor) (19-12-94) (28-11-95) (28-04-94) L2 L-040-2 L-100-2 L-110-2 L-050-2 Penyedia Makanan Penyedia Roti Penyedia Pastri Kaptan Makanan (Cook) (Baker) (Pastry Cook) & Minuman (19-12-94) (28-11-95) (28-11-95) (Food and Beverage Captain) (28-04-94) L1 L-040-1 L-100-1 L-110-1 L-050-1 Pembantu Penyedia Pembantu Pembantu Pramusaji Makanan (Commis) Penyedia Roti Penyedia Pastri (Food & Beverage (19-12-94) (Junior Baker) (Commis Waiter) (28-11-95) Pastry) (28-04-94) (28-11-95)

Source: http://www.mohr.gov.my/eNOSS/

19 Singapore Functional Maps And Job Functions

Singapore Hotel S/N Ref. Document Title Job Function 1 HTL-F-0499 Hotel Functional Map - 2 HTL-001-3-0599 Service Guestroom Provide housekeeping services 3 HTL-002-2-0599 Provide Western-style food and Deliver food and beverage beverage service service 4 HTL-003-2-0699 Prepare basic hot kitchen dishes Prepare food 5 HTL-004-3-0699 Service public areas and back of the Provide housekeeping services house 6 HTL-005-2-0699 Handle guest arrivals ( non-group) Deliver front office service 7 HTL-006-2-0999 Prepare basic pastries Prepare food 8 HTL-007-2-0999 Process room reservations (non- Deliver front office service group) 9 HTL-008-2-0999 Supervise guestroom cleaning and Provide housekeeping services servicing 10 HTL-010-3-0200 Set up for banquet services Deliver food and beverage service 11 HTL-011-1-0200 Provide concierge services Deliver front office service 12 HTL-012-2-0200 Provide Chinese-style food and Deliver food and beverage beverage service services 13 HTL-013-2-0200 Prepare alcoholic and non alcoholic Prepare beverage beverages 14 HTL-014-3-0200 Perform laundry valet services Provide housekeeping services 15 HTL-015-3-0200 Maintain linen and uniform room Provide housekeeping services service 16 HTL-016-2-0200 Prepare simple salads, cold Prepare food dressings/sauces and sandwiches 17 HTL-017-2-0200 Prepare simple soups, vegetables and Prepare food potato dishes 18 HTL-018-2-0200 Carry out table side carving and food Deliver food and beverage service service 19 HTL-019-2-0200 Provide wine service Deliver food and beverage service 20 HTL-020-3-0200 Provide bell services Deliver front office service 21 HTL-021-3-0200 Serve food and beverage in a Deliver food and beverage banquet function service 22 HTL-022-2-0200 Perform hosting duties in a food and Deliver food and beverage beverage outlet service 23 HTL-023-2-1000 Provide food and beverage room Deliver food and beverage services service 24 HTL-024-2-1000 Prepare pasta dishes Prepare food 25 HTL-025-2-1000 Handle front office posting and Deliver front office service

20 settlement transactions 26 HTL-026-3-1000 Provide ware-washing services Deliver food and beverage service 27 HTL-027-2-1000 Prepare basic sauces and derivations Prepare food 28 HTL-028-2-1000 Handle guest arrivals (group) Deliver front office services 29 HTL-029-2-1000 Process room reservations (group) Deliver front office services 30 HTL-030-3-1000 Thorough clean guestroom Provide housekeeping services 31 HTL-031-3-1000 Thorough clean public areas Provide housekeeping services 32 HTL-032-2-1000 Carry out outlet cashiering duties Provide food and beverage services 33 HTL-033-2-1000 Handle switchboard and related Deliver front office services services 34 HTL-034-2-1000 Provide business centre services Deliver front office services 35 HTL-035-1-0201 Prepare elaborate hot kitchen dishes Prepare food 36 HTL-036-2-0201 Prepare coffee-house-style dishes of Prepare food Chinese origin 37 HTL-037-2-0201 Prepare coffee-house-style dishes of Prepare food Malay/Indian origin 38 HTL-038-2-0201 Supervise Western-style food and Deliver food and beverage beverage service services 39 HTL-039-2-0201 Handle front office cashiering Deliver front office service 40 HTL-041-1-0201 Prepare pates, terrines and galantines Prepare food 41 HTL-042-2-0201 Carry out tableside food preparation Deliver food and beverage and service service 42 HTL-044-1-0201 Supervise front desk operations Deliver front office services 43 HTL-046-2-0201 Provide Japanese-style food and Deliver food and beverage beverage service services 44 HTL-047-2-0201 Supervise public area cleaning and Supervise operations servicing 45 HTL-050-2-0201 Prepare basic cakes Prepare food 46 HTL-051-1-0201 Supervise room reservation services Deliver front office services 47 HTL-052-2-0301 Prepare fermented baked products Prepare baked products 48 HTL-053-1-0301 Supervise food production Prepare food 49 HTL-054-2-0401 Supervise Chinese-style food and Deliver food and beverage beverage service services 50 HTL-055-2-0401 Prepare compound salads Prepare food 51 HTL-056-2-0401 Perform butchery in a commercial Prepare food kitchen 52 HTL-057-1-1101 Organise food production operation Prepare food 53 HTL-058-2-1101 Prepare simple desserts (Western) Prepare food 54 HTL-059-1-1101 Supervise provision of switchboard Deliver front office services and related services 55 HTL-060-2-1101 Supervise room service Deliver food and beverage

21 services 56 HTL-061-2-1101 Supervise bar services Deliver food and beverage services 57 HTL-062-2-1101 Supervise service of food and Deliver food and beverage beverage in a banquet services 58 HTL-064-2-1101 Supervise Japanese-style food and Supervise operations beverage service 59 HTL-066-2-0202 Carry out tableside food and Deliver food and beverage beverage (F&B) flambé and service services 60 HTL-067-2-0402 Supervise ware-washing services Deliver food and beverage services 61 HTL-068-2-0402 Supervise banquet set-up Deliver food and beverage services

Travel S/N Ref. Document Title Job Function 1 TVL-F-1200 Travel Functional Map - 2 TVL-001-2-1200 Provide FIT outbound travel package Provide travel services 3 TVL-002-3-1200 Provide GIT outbound travel Provide travel services package 4 TVL-003-3-1200 Handle ticketing reservation Provide ticketing services 5 TVL-004-3-1200 Provide FIT inbound travel package Provide travel services 6 TVL-005-2-1200 Provide GIT inbound travel package Provide travel services 7 TVL-006-2-0501 Prepare and handle arrival of FIT Provide tour guiding services tourists 8 TVL-007-2-0501 Prepare and handle arrival of GIT Provide tour guiding services tourists 9 TVL-008-2-0501 Conduct a tour Provide tour guiding services 10 TVL-009-2-0501 Prepare and handle departure of FIT Provide tour guiding services tourists 11 TVL-010-2-0501 Prepare and handle departure of GIT Provide tour guiding services tourists 12 TVL-011-2-0501 Handle cruise package (outbound) Provide travel services 13 TVL-012-2-0501 Handle cruise package (inbound) Provide travel services 14 TVL-013-3-0501 Handle call centre sales of travel Sell travel products and products and services services 15 TVL-014-3-0501 Handle e-commerce sale of travel Sell travel products and products and services services 16 TVL-015-3-0501 Handle walk-in customer sales of Provide tour operations travel products and services 17 TVL-016-2-0302 Organise meetings Provide corporate functions and events 18 TVL-017-2-0302 Organise incentive travel Provide corporate functions and events

22 19 TVL-018-2-0302 Organise conventions Provide corporate functions and events 20 TVL-019-2-0302 Organise exhibitions Provide corporate functions and events 21 TVL-020-1-0302 Maintain accounting system Manage finance 22 TVL-021-1-0302 Maintain cost control Manage finance 23 TVL-022-1-0302 Evaluate financial performance Manage finance

Level Competence Example NSC 3 Competence in the performance of a range of varied work Waiter performing a activities, most of which are routine and predictable. table or tray service NSC 2 Competence in the performance of a significant range of Waiter performing varied work activities performed in a variety of contexts, buffet service some of which are complex or non-routine. There is some individual responsibility or autonomy, and collaboration with others. NSC 1 Competence in the performance of a broad range of varied Restaurant captain work activities performed in a wide variety of contexts, ensuring service most of which are complex or non-routine. There is reliability for considerable responsibility and autonomy, and control or customers guidance of others.

23 An example of a skills standard for a waiter in a restaurant

An example of a skills standard for a housekeeper in a hotel