III CONGRESSO INTERNACIONAL DE TURISMO DE LEIRIA E OESTE

The identification of training needs in the tourism sector: matching the market needs with the educational offer
Susana Rodrigues CDRSP Centre for Rapid Sustainable Product Development, CIGS Centre for Sustainable Management Instituto Politcnico de Leiria suzana@estg.ipleiria.pt Aurlia Almeida Escola Superior de Turismo e Tecnologia do Mar de Peniche Instituto Politcnico de Leiria aurelia.almeida@estm.ipleiria.pt Florinda Matos Management Research Center ISCTE - IUL, Lisbon, Portugal florinda.matos@iscte.pt Nuno Abranja ISCE - Instituto Superior de Cincias Educativas nunoabranja@gmail.com

ABSTRACT
The purpose of this research was to understand and identify the organizations training needs, in the Tourism sector, in the Leiria Region, part of the central region of Portugal. This study was developed to help the Polytechnic Institute of Leiria to strategically define and suit their training offer in their area of influence, to the market needs. The aim was to identify the training qualifications required by individuals from top to bottom in the organization, i.e. in all professional categories; the areas of training required and to whom. Fifty two questionnaires were collected within travel agencies, hotels, and restaurants. The results showed that the overall on average individuals identify training needs in the tourism industry, as needed, with means >= 2,5 and >=3,5. When analysed the training needs by the organizational categories, Managing Directors/Top mangers identify management and tourism management as the areas most needed. Middle managers also identified management as a training need. All the professional categories among post graduate course, bachelors, technical courses and continuous training, stated continuous training as the qualification that they wish to attend. Keywords: Training, Tourism, Qualifications

INTRODUCTION
There is vast literature on methods and techniques for the identification of training needs. However, little attention has been given to the identification of organizations training needs in the tourism sector, especially in the Leiria Region. The tourism, (whether leisure, business or religious) is socially and economically important for the Leiria region. Understanding the firms training needs allows the Polytechnic Institute of Leiria to match the training offer to the market needs. The purpose of this research was to: Comprehend and identify the training needs of the tourism industry in the Leiria Region; Identify the training qualifications needed by individuals; Identify the organizational areas in which training was needed; Identify for whom in the organisation hierarchy training was needed; Draw up a set of suggestions that help the decision makers, namely at the Polytechnic Institute of Leiria, to strategically suit their educational offer to the market needs in the tourism industry.

This study was sponsored by and conducted for the Polytechnic Institute of Leiria, the major educational center of the Leiria Region. This research is part of a broad study of training needs conducted in autarchies, commerce, wood and furniture, molding, plastics, heath and tourism sectors, based on 123 interviews and over 2050 questionnaires. This research was the first in-depth study of the training needs in the Leiria Region, to fulfil a gap in research. It is believed that the education offered should match the industry demand. The Polytechnic Institute of Leiria has that responsibility towards the community. It should provide and form individuals with the knowledge and the necessary competences for the enterprise requirements. The identification of the industry training needs would be most valuable for academics, managers and policy makers dealing with regional and industry policy. The outcome would be an important tool in the process of the education decisionmaking offer. It allows to fulfil the demand as well as to (re)organize the offer. It would identify the necessary knowledge-based competencies towards the Regions competitiveness. Intellectual capital is a key element of organizational competitiveness. A conglomerate of competitive organizations centered in one region sustains regional competitiveness. The Polytechnic Institute of Leiria, being a source of intellectual capital can be a driver of organizational and regional competitiveness. The Leiria Region was defined by this study as the Leiria district plus the Ourm council, in a total of 17 councils, i.e. Alcobaa, Alvaizere, Ansio, Batalha, Bombarral, Caldas da Rainha, Castanheira de Pra, Figueir dos Vinhos, Leiria, Marinha Grande, Nazar, bidos, Pedrgo Grande, Peniche, Pombal, Porto de Ms and Ourm. Those councils were chosen due to their geographic proximity and their historical representativeness as the area of influence of the Polytechnic Institute of Leiria (see Figure 1). According to the National Institute of Statistics, in 2003, Leiria Region represented 22 % of the active population of the Central Regional. The region is known for its significant entrepreneurial capacity, dynamism and by settling people due to its employability capacity.

The tourism industry was selected for this research as a result of its economic and social impact and the contribution to the region development. Figure 1 The Leiria Region, the geographic representativeness
Portugal The 17 councils that form the Leiria Region

Source: http://www.mapadeportugal.net/

LITERATURE
The rapidity of the tourism growth has raised a number of concerns about the adequacy of human resource provision both regionally and within specific countries (WTO, 1998) and the efficacy of the tertiary sector in providing quality graduates for the industry. We understand tourism as a cluster of different sectors interrelated and complementary. We highlight the hospitality, travel agency, tourism operation, transport, catering, tourist information, planning, among many others. This broad and diverse range of professional functions, related to tourism, promote gradually the need to train and qualify people able to respond adequately to the increasing needs of tourism consumers and build skills for the current reality training. Training is important as it provides individuals and organizations with the necessary skills and knowledge towards competitiveness. Training would help individuals to respond adequately to the organizational dynamics and to their job task demands (Dubin, 1990, Groot, and van den Brink, 2000). Define training is a complex task and possibly an impossible mission. As evidenced by IPL (2000), in relation to the same individual, "qualified" and "not qualified" take place in shorter periods, implying a continued and an articulated education since the initial training. Based on this analysis, the author characterizes the training as an adjustment imperative to the growing expectations of learners and a level of versatility to prepare in many ways. It defines training as a concept of bandwidth, even if directed at an area of expertise, based on general knowledge and transferable, to take the student to acquire cognitive knowledge of general and specific nature, own technical and methodological skills that promote self learning and multivariable social skills. Based on BNET1, we can define Training Needs as:
a shortage of skills or abilities which could be reduced or eliminated by means of training and development. Training needs hinder employees in the fulfillment of their job responsibilities and
1

BNET http://dictionary.bnet.com/definition/training+needs.html. Accessed on 15/09/2009.

prevent an organization from achieving its objectives. They may be caused by a lack of skills, knowledge, or understanding, or arise from changes in the workplace.

According to Nobel Laureate Gary Becker, professor of economics and sociology at the University of Chicago, Any company has to recognize that not only is the human capital of their employees a major asset, it is also a depreciating asset that needs continuing investment. The acquisition of training needs can be an intimidating mission, particularly when we are talking about individuals, organisational and regional competitiveness. Find the answers to training needs, is an important step to win value for money in a market. As Thompson (2009) says, Training can no longer be an afterthought. Training in tourism is, in relation to Portugal, closely related to the emergence of the first vocational school of hospitality and tourism in the country - School of Hospitality and Tourism of Lisbon (1957). However, this training was specifically directed to the hospitality, overlooking the needs of tourism itself. The year 1963 was decisive for the national tourism training, because it marks the birth of two regular courses of tourism, private, one at the Instituto de Novas Profisses and the other at the Higher Institute of Languages and Administration, both in Lisbon. The National Centre for Tourism and Hospitality, which was later renamed the National Institute of Tourism Studies, now under the umbrella of Tourism of Portugal, I. P., was created by the Portuguese government in 1965, with the aim of protecting the school in Lisbon and create another in Algarve. Other schools of hospitality and tourism training were established afterwards, but it was only in 1991 with the foundation of the School of Hospitality and Tourism of Estoril, that the higher education tourism has broadened. There is a vast literature on training needs. Goldstein,(1991) and Sleezer,(1993) analyzed training at the organizational level. Taylor, and ODriscoll, M. P. (1998), developed a framework for the analysis of training needs. Organizational training requires program development, assessment of needs and evaluation (Goldstein, 1986, 1993). Al-Athari and Zairi, (2002) and Caetano, (2007) discussed the training evaluation. Alvarez, Salas, and Garofano, (2004) developed an integrated model of training evaluation and effectiveness, and Chiaburu, and Tekleab (2005), analyzed the impact of individual and contextual influences on training effectiveness. Individuals and organizations would undertake training if they had an effective and positive impact in return. Campbell, et al., (1970), Brinkerhoff, (1988), Cascios, (2000) work showed how to achieve results from training, how to evaluate them in order to create organizational impact. Some researchers have developed methods and techniques for the identification of training needs (ITN) Truelove (2006), or also called learning needs (Cook, 2005). As suggested by Mabey and Salman (1995) training needs analysis (TNA) is a data collection process that helps the organization to compare its current training needs with its desired level of performance. Performance was understood by them as the individuals necessary competences and attitude to do the job effectively. Armstrong (1996) corroborates this point of view as also defends that training needs measurement is about the identification of the gap between what is happening and what should be happening. This gap needs to be filled by training. Therefore, researchers have emphasized the importance of training for the acquisition of continuous knowledge and competences. They recognise a liaison between knowledge, motivation, productivity, performance and competiveness. Researchers have also focused their attention on the development of analytical models to evaluate training needs. Nonetheless, there is few to none literature in the industrial and regional context, on the 4

identification of the areas of training required by individuals and the qualification search according to their professional category. This research identifies for the tourism industry in the Leiria Region, which training areas are needed, and the level of qualifications required by individuals from top to bottom. Planning the training should be an essential part of the performance management system and career planning for each professional. It must become an integral part of staffing and business strategy of any company. When it is not planned for, any effort to satisfy training needs will usually result in failure. Therefore, it is necessary to create a written and a well-thought out plan for training. There are many methods, as: mentoring and coaching, on-the-job training, workshops, seminars, conferences, education assistance, etc. The method selected should best fit the needs of both employee and business. The training needs planning must be the result of a focused and disciplined process to determine what training is actually needed. As we can see in a comparative study of Hospitality and Tourism Graduates in Australia and Hong Kong, made by King2, McKercher and Waryszak3 (2003) the identification of training needs is essential towards competitive edge. This paper evaluates the career experiences and perceptions of graduates from the School of Hotel and Tourism Management at the Hong Kong Polytechnic University and the School of Hospitality, Tourism and Marketing at Victoria University in Australia towards the programmes that they undertook. The authors believe that the issues identified in this study are universal concerns faced by university-level tourism and hospitality providers. Higher education providers must confront the need to offer a university level and quality education, emphasising intellectual development, theory and problem solving, with the desire evident amongst some students for practical, trainingorientated programmes. International trends that indicate a strong interest about the "industry" of tourism have been demanding qualified professionals who are able to improve customer expectations and needs, of a growing and tighter demand. The diversity of tourism and the heterogeneity that characterizes the consumer of this activity also involves the construction of diverse professional profiles that contribute effectively and efficiently to increase the quality in tourism. When we think in qualified people, everyone knows the tourism company needs. There is a very stark shortage of professionals who add value to these organizations, demonstrating that is a real challenge especially for educational institutions responsible for higher education of these persons (Abranja, 2008). The quality, competitiveness and employability are watchwords to pursue a constant continuing education and integration of a citizenship space in an increasingly diversity (Mezomo, 1999). Just a two percent increase in productivity has been shown to net a 100 percent return on investment in training4. To see an example, Motorola calculated that every dollar spent on training yields an approximate 30 percent gain in productivity within a three-year period. Motorola also used training to reduce costs by over $3 billion and increase profits by 47 percent5. Training is a vital tool in a company life because the less time and money the top of the firm have to spend on monitoring and guiding employees, more have available for other activities. And betterquality work means better-quality products and services, resulting in more contented consumers. Many companies think that once employees are trained, they are more likely to leave the corporation for another company. But actually, it is not like that. A trained staff is happier and more likely to stay put, because their self-esteem improves, which get better their morale in the workplace and their loyalty to their employer. A Louis Harris and Associates
2 3

School of Hospitality, Tourism and Marketing, Victoria University School of Hotel and Tourism Management, Hong Kong Polytechnic University 4 Source: The 2001 Global Training and Certification Study" CompTIA and Prometric 5 Tim Lane et al., "Learning to Succeed in Business with Information Technology" Motorola

poll reports that among employees with poor training opportunities, 41 percent planned to leave within a year, whereas of those who considered their company's training opportunities to be excellent, only 12 percent planned to leave. A Hackett Benchmarking and Research report shows that companies that spend $218 per employee on training have more than a 16 percent voluntary turnover, while companies that spend over $273 per employee have turnovers of 7 percent6. Human resource training is a key strategic tool within the tourism and hospitality industries that allow quality and market positioning of tourism at local, regional and national levels. Stakeholders, would benefit from a close integration of human resource, labour market and education policies (Baum et al, 1997). In the perception of ASTD7, the global recession weighs heavily on everyones mind. Few industries are immune to the down economy, but some companies are weathering this storm because they understand the value of having skilled talent to grow the organization. The learning function is critically important to helping an organization to achieve a competitive advantage in a troubled economy. It is believe that the current recession will shape our learning functions in the coming years.The importance of the identification of specific areas of knowledge in the tourism sector is very central. The human resources and its intellectual capital have clearly become a significant attribute for those firms where people are potential assets in the search for competitive advantage. Almost every hotel claims to be people-oriented and the most important is the person. However, a very small number follow through on these claims and invest on the human resource development. There is a lot of work to do until convince many employers in the hotel industry, of the benefits to be derived from human resource development. Recent studies suggests that small hotel organizations tend to favour informal training methods and usually value training which is specific to the job in question. The human resource development activity is almost exclusively directed at the solution of immediate work problems rather than the long-term development of people. We feel that human resource field move forwards but there is a very distant way to walk still. The training needs theme is not only a private problem but a public too. We can claim, inclusive. About the government involvement in human resource development in tourism industry, Esichaihul and Baum (1998) analyzed the relationship between the role of the public and private sectors and the inherent human resource problems in the hotel sector in Thailand. The study suggests that government involvement in human resource development in Thailand is required because of the absence of a developed and education-conscious private sector. Thailand currently confronts major human resource problems. The government is widely perceived to have a responsibility to undertake a supportive role to ensure that basic tourism education and training activities are initiated. The private sector could have a greater involvement in contributing to the development strategy of tourism human resource development. Without strong support by the government, and commitment and co-operation from the industry and education, the development of human resources in the hotel industry in Thailand may be insufficient. Nankervis and Debrah (1995) explored contemporary management practices in a selection of hotels in Australia and Singapore, in an effort to examine common and different themes in market environments. It is a comparative study undertaken by survey in both countries, between 1991 and 1993. Whilst many similar practices are employed in both countries, some significant differences are observed which reflect different guest markets and national priorities. Thus hotels in Singapore suffer from labour scarcity and have been forced to employ a broad range of training strategies to ensure
6 7

Howard: Community College: http://coned.howardcc.edu/. Accessed on 17/09/2009. American Society for Training and Development: http://www.astd.org/content/research/doYourOwn/, Accessed on 15/09/2009.

adequate staffing. In opposite, Australian hotels have an available labour market but require sophisticated training and career development programmes, to assure service quality and productivity. The results of this study on hotel management practices in the two countries may apply to hoteliers in any countries. Haven-Tang and Jones (2008) have studied the labour market and skill needs of tourism in Wales. Micro-businesses, many lifestyle businesses not appreciating the links between skills, training and competitiveness, and typically not undertaking training, dominate Welsh tourism. Employer interviews identify skills gaps and persistent recruitment difficulties with responses including downsizing, deskilling and overseas recruitment. Burke and Hutchins (2008) analyzed best practices for supporting training transfer. Data were gathered from a sample of training professionals of American Society of Training and Development (ASTD). Findings suggest that interventions for bolstering training transfer are best carried out in the work context, design and delivery phase, and take place after or during training involving trainers and supervisors. Activities gathering trainers attention as best practices include: supervisory support activities; coaching; opportunities to perform; interactive training activities; transfer measurement; and job-relevant training. Several new transfer variables also emerged from the data, indicating that the existing transfer models can be further refined. This study proposes a refined model of transfer to extend human resource development theory. It is nuclear to develop an inventory of market-wide training, in relation to tourism in order to understand the matching of training supply to the needs of market labour, as well as the trends of its evolution.

METHODOLOGY
To test the research aims, data was collected using a variety of methods. This research is quantitative in nature. This study with the goal of obtaining a comprehensive understanding and a holistic view of the training needs in the Leiria Region has used different information and method sources. It used secondary and primary data (information source triangulation) and qualitative and quantitative data (methodological triangulation). Qualitative data was collected in the form of interviews. The lack of previous studies in identifying the training needs in the tourism sector in the Leiria Region compelled the use of interviews. Only the interviews allow capturing the complexity and richness of the information given by individuals. There was a need to: Understand the phenomena, i.e. the training needs in the tourism sector; Comprehend the complexity of the training needs both by the different local Tourism Region associations (there are 3 in the Leiria Region, each one representing one part of the councils of the Leiria Region) and firms perspective; Understand the different motivations and expectations of the Tourism Region associations, the firms managing directors, and its collaborators; Understand the opportunities and threats of the development of determined training offer. Identify the areas of training needed, and to whom in the organizational hierarchy; In-depth, face-to-face unstructured and semi-structured interviews with the different Region Tourism associations managing directors, top managers, and firms collaborators were conducted. The goal was to capture different perspectives as it is believe that the position that individuals occupy in the organizations hierarchy reflect different training needs. Managing 7

directors/top managers were selected for interviewing, as a result of their deep understanding of the industry as a whole and its evolution. Due to their position and experience, they hold important information and are able to give a global overview of the tourism industry. The firms collaborators were interviewed because they feel the problems at the operational level and know which competences area needed for its resolution. They have different points of view from the managing directors that see the organisations from the top and as a whole. Only individuals from large firms dimension or with high quality status (e.g. 5 stars hotel, or fine restaurants) were inquired. This choice was based on the perception that at the tourism industry only large firms or firms that area driven by quality would be aware of the added value of qualified human recourses to their firms, and consequently willing to identify training needs and undertake the pathway of learning. The interviews took place between September 2004 and March 2005. In total, 16 interviews were conducted: 3 with top managers/managing directors of the Tourism Region associations (1 from the Tourism Region of the Center, representing the councils of Alvaizere, Ansio, Castanheira de Pra, Figueir dos Vinhos and Pedrgo Grande; 1 from the Leiria-Ftima Tourism Region, representing the councils of Alcobaa, Batalha, Leiria, Marinha Grande, Nazar, Ourm, Pombal and Porto de Ms; and 1 from the Tourism Region of Oeste, (representing the councils of Bombarral, Caldas da Rainha, bidos and Peniche); 3 with top managers from restaurants; 7 with top managers/managing directors from hotels or hotels groups, and 3 with managing directors from travel agencies. With the exception of 5 interviews that were made by phone, all the other interviews were conducted face-to-face at the firms facilities, taking between 60 up to 90 minutes long. Qualitative data was assessed through content analyses. This research is quantitative in nature and the qualitative data was gathered with the aim to increase reliability and the validity of the research findings only. The use of qualitative data imbued the research data with confidence, and ensured that the most important issues have been addressed. The use of hybrid strategy allows the researcher to reach a deeper understanding of the overall setting (Morse, 1994). Based on secondary and qualitative primary data collected, a research survey instrument was developed and applied. A highly detailed questionnaire was developed for the tourism industry. Before the administration of the survey instrument, the current study pilot tested the questionnaire. Questionnaires were sent to the mailing list given by the 3 different Region Tourism associations that cover the Leiria Region councils. For a universe of 235 firms 506 questionnaires were sent. The goal was that for the selected firms, different individuals from different organizational hierarchical position would answer the questionnaire identifying their specific training needs. There is a general understanding that different tasks in the organizations have different training needs, and therefore it is necessary to understand that differences in order to be able to correctly define the training offer. Fifty-two valid questionnaires were collected during 2005, 10 from the Travel Agencies, 23 from hotels and hostels, 14 from restaurants and 5 that did not identified its business. The response rate obtained was 10% of the total questionnaires sent and 17% of the firms inquired. Nevertheless, this response rate is considered satisfactory, as it is above the average response in the tourism sector. The SPSS (Statistical Package for Social Sciences) was used for the analysis of the results.

FINDINGS AND DATA ANALYSIS

The comments to the results were based on the statistic mean. Using a five-point Likert-style rating scale (1= no need to 5 = strongly need), the following scale of mean was considered: <2,5 would be considered like slightly needed 2,5 <= e <3,5 needed 3,5 <= e <4,5 much needed > = 4,5 strongly needed For the data analysis, only those findings that presented a mean >= 3,5 were considered. For the findings and data analysis, firstly the identification of training needs by General Areas of Training would be presented. Secondly, it would be discussed, by professional category. Thirdly Specific Areas of Training Needs required by Professional Category would be shown. Fourthly the type of qualifications whished by each professional category to achieve knowledge would be identified.

Identification of training needs by General Areas of Training

The questionnaire was divided in three broad areas of training: Management, Touristic Management and New Areas of Training. The Touristic Management area includes specific areas related to the accommodation, restaurants and travel agencies. The New Areas of Training cover areas which are currently little developed, but it is believed that they could be key training areas in the near future. Respondents (see Fig. 2) identified all the tree areas of training as needed, with means: 2,92; 2,71 and 2,6 for Management, Touristic Management and New Areas of Training, respectively. Figure 1 Identification of the General Areas Training Needs

New areas of training in the sector

Touristic Management

Management

2,60

2,70

2,80

2,90

Identification of Training Needs by General Areas of Training by Professional Category

To the previous question the professional category for analyses was added. The research findings revealed (see Fig. 2) that: For Managing Directors/Top Managers the training on Management it is very necessary (mean 3,5), and the two other areas, i.e. Touristic Management and New Areas of Training in the Sector, are just necessary, scoring 2,9 and 3,1 respectively; For Middle Managers training on Management it is also very necessary (mean 3,5); For Supervisors and Operationals all the areas of training are necessary, being at first the Management with means of 3,1 and 3,0, respectively; For Apprentices, there is no need for training in any area of knowledge (average means bellow 2,5).

It would be expected that training on management would be the most needed by Managing Directors/Top Managers and Middle Managers. As they run the companies, they need knowledge on management and business administration. The fact that the Apprentices do not pointed any need for training, does not necessary mean that they do not need it. Instead it may underline the fragile contractual relationship that Apprentices may have with companies, and the potential risk that firms will take if they decide to invest on training for them. Figure 2 Identification of Training Needs by General Areas of Training by Professional Category

10

Apprentices: New Areas of Training in the sector Operationals : New Areas of Training in the sector Supervisors: New Areas of Training in the sector Middle Managers: New Areas of Training in the sector

Managing Directors/Top Managers: New Areas of Training in the sector Apprentices : Touristic Management Operationals : Touristic Management Supervisors: Touristic Management Middle Managers: Touristic Management Managing Directors/Top Managers: Touristic Management Apprentices : Management Operationals : Management Supervisors: Management Middle Managers: Management Managing Directors/Top Managers: Management 2,00 2,50

3,00

3,50

Identification of Specific Areas of Training Needs by Professional Category

Individuals were asked to indentify the areas in which they most needed training. The results showed that Managing Directors/Top Managers and Middle Managers have similar training needs, while Supervisors and Apprentices have distinct choices (see Fig.3): Managing Directors/Top Managers identified Human Resources Management and Labor Legislation; Customer Management, and Strategic Management with an mean of 4,1 followed by close by New Tourism Trends and Communication, Image and Marketing with mean of 4; Middle Managers pointed out training on Communication, Image and Marketing (mean 4,1) and Customer Management, Human Resources Management and Labor Legislation, New Tourism Trends (mean 4) as the training areas most needed; Supervisors have chosen Work Organization (4,0), Hygiene and Work Safety, (3,9) and Public Relations/Protocol (3,9); Operationals acknowledged Welcoming and Service Techniques (4,0) and English (3,9) as the most necessary training areas; For the Apprentices there is no area in which they consider much necessary (mean above 3,5). The areas that they consider necessary are Welcoming and Service Techniques and Hygiene and Work Safety (mean 3,4), English, French and Bar Service (mean 3,3), and Waiter Service (mean 3,2). As expected, individuals identify the training areas that area related to their daily tasks. It is also interesting to note that on a national and international competition level the quality of the services drives customers country choices. The above areas of training reflect the professional concerns of responding to the increasing demanding on the quality of the services, which in this sector area based on the creation of liaisons; interrelationships. The identified training areas also reflected the need for work organization, including better human resource management as a way to increase work productivity and cut costs.

11

Figure 3 Specific Areas of Training Needs by Professional Category

1
Gesto estratgica Gesto de clientes Comunicao, imagem e marketing Gesto dos recursos humanos e legislao no trabalho Relaes pblicas/Etiqueta e protocolo Gesto de compras e aprovisionamento Gesto ambiental/Eficincia dos recursos Organizao do trabalho Anlise financeira e controlo de gesto Contabilidade/Fiscalidade Informtica (bsica e avanada), internet e intranet Ingls Francs Alemo Espanhol Italiano Gesto hoteleira Tcnicas de atendimento e acolhimento Animao turstica Decorao

1,5

2,5

3,5

4,5

Directores gerais Assistentes de direco

3,5

4,5

Chefes ou Supervisores

Organizao de eventos e espectculos Higiene e segurana no trabalho Gesto e controlo da qualidade Direco ou gesto de alojamento Servio de andares/Servio de quartos Limpeza/Arrumao/Rouparia/Lavandaria Recepo/Portaria Nutrio e diettica Direco ou gesto de restaurao e bebidas Gastronomia

2,5

Operacionais

1,5

Limpeza/Arrumao/Rouparia/Lavandaria

Enologia e servio de vinhos

Comunicao, imagem e marketing Gesto dos recursos humanos e legislao no trabalho Relaes pblicas/Etiqueta e protocolo

Gesto de compras e aprovisionamento Gesto ambiental/Eficincia dos recursos Organizao do trabalho

Contabilidade/Fiscalidade Informtica (bsica e avanada), internet e intranet Ingls

Anlise financeira e controlo de gesto

Servio de andares/Servio de quartos

Higiene e segurana no trabalho

Direco ou gesto de alojamento

Nutrio e diettica Direco ou gesto de restaurao e bebidas Gastronomia

Novas tendncias do turismo

Enologia e servio de vinhos

Espanhol

Alemo

Decorao

Francs

Copa

Gesto hoteleira

Gesto de clientes

Gesto estratgica

Animao turstica

Cozinha/Pastelaria

Servio de mesa

Servio de bar

Arte culinria

Gesto e controlo da qualidade

Organizao de eventos e espectculos

Tcnicas de atendimento e acolhimento

Prticas de agncia de viagens

Engenharia alimentar

Recepo/Portaria

Italiano

Microbiologia

Cozinha/Pastelaria Copa

Servio de mesa Servio de bar

Prticas de agncia de viagens Novas tendncias do turismo Arte culinria Engenharia alimentar Microbiologia Webmarketing

Directores gerais

Assistentes de direco

Chefes ou Supervisores

Operacionais

Aprendizes

Identified the areas of training needs most needed by individuals in the tourism sector, it is important to know next the best way to achieve it. The following section identifies the needs of training qualification by professional category.

12

Webmarketing

Aprendizes

The respondents were asked to indentify among Phd, Masters and Post-graduate courses, Bachelors, Bachelors of Honour (4 up to 5 years), Technical courses (these courses are in between the Bachelors and the vocational/professional courses), Vocational/Professional Courses, Continuous training (short term training), and e-learning, which of those training qualifications they would like to attend to fulfil their training needs. The results showed (see Fig. 4) that with the exception of the Apprentices, all the other professional categories stated first choose Continuous training as most preferred training qualification to obtain knowledge i.e. it was identified as much needed with mean above 4,2. As a second choice Supervisors and Operationals indicate Vocational/Professional Courses (mean of 3,8 and 4,2 respectively). As third choice appear the Technical courses (mean of 3,7 and 4,0 respectively.) For the Apprentices the first choice for training qualifications is the Vocational/Professional Courses (mean 4,3). This preference for learning qualification, is followed by Continuous Training (mean 4,1) and Technical Courses, (mean of 3,8). Figure 4 - Identification of Training Qualification Needs by Professional Category
4,5 4 3,5 3 2,5 2 1,5 1
Bachelor (Hon - 4 up to 5 years) Masters /Post Graduated Courses Continuos Training Technical Courses (1 Year) PhD Vocational/Professional Courses e-Learning Bachelor

Managing Directors/Top Managers Supervisors Apprentices

Middle Managers Operationals

Individuals may have chosen Continuous Training as their first option, due to its time schedule flexibility, short term, and very specific training knowledge. Other reason, especially for Apprentices is that does not require any standard qualifications level to undertake it. The Continuous Training plays any important role on the (re)qualification of the professionals in the tourism sector.

CONCLUSIONS
This paper seeks to explore and develop an in-depth understanding of the organizations training needs in the Leiria Region, namely within the tourism sector. By identifying the qualification required by individuals within organizations and the areas of training that they need, this research provides important insights to educational decision makers as well as to academics. The results would help to strategically adequate the educational offer to the 13

market demand. It would help to target and communicate correctly for the potential market and learners. The implementation of training courses according to the organizations needs and the collaborators expectations provide the industry with the necessary knowledge-based competencies. Those competences would foster Regional competitiveness. The development of Continuous Training courses on customers and human resources management targeting Managing Directors and Middle mangers would be most appropriated. Additionally, fields like Welcoming and Service Techniques and English would be suitable for both Operationals and Apprentices. For further research it would be interesting to apply this study to a different country and analyse whether qualifications and the areas of training by professional category would be the same.

REFERENCES
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