meeting the challenges of the labour market · 2013-11-04 · 3. acronyms ... oscar ruiz de imana...
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Ensuring Sustainable Employment and Competitiveness in the EU Food and Drink Industry:
Meeting the Challenges of the Labour Market
A joint initiative of the Social Partners in the EU Food and Drink Industry
Final ReportProduced by the Food & Drink Research Network, based at Improve Ltd in partnership with CERES:
l Sukky Jassi – Head of Research and Policy, Improvel Lindsay Hart – Research and Evaluation, Manager, Improvel Marc Bayliss – Senior Research Associate, Food & Drink Research Networkl Gabriella Pappadà – Senior Research Associate, Food & Drink Research Networkl Carlo Magni – Senior Research Associate, Food and Drink Research Networkl Emanuela Ghignoni, Senior Research Associate, Food and Drink Research Network
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Contents1. Foreword ............................................................................................................4
2. Acknowledgements ...........................................................................................5
3. Acronyms ...........................................................................................................5
4. Executive Summary ..........................................................................................6Introduction and Research Aims ........................................................................................ 6Methodology and Definitions ........................................................................................... 6Key Findings and Recommendations ................................................................................ 6
5. Introduction ......................................................................................................15Aims and objectives of the research ................................................................................ 15Report structure ................................................................................................................ 16
6. Food and Drink Manufacturing Industry Data Analysis ...............................176.1 The FDMP in Europe: a pillar of the EU economy .................................................... 176.2 The EU’s areas of food and drink production and consumption ............................ 236.3 The EU27’s FDMP industry by sub-sector ................................................................... 276.4 The food and drink manufacturing chain ................................................................ 336.5 Employment trend in the FDMP industry ................................................................. 346.6 Conclusion ................................................................................................................... 43
7. Literature Review .............................................................................................44Introduction ..................................................................................................................... 44Employment and skills policy in Europe .......................................................................... 44Skills and competences ..................................................................................................... 46Food and drink manufacturing context .......................................................................... 49Employment and skills in Europe across the FDMP industry ......................................... 51Structure of the European FDMP workforce .................................................................. 51Skills levels ........................................................................................................................ 53Low-skilled workforce in the FDMP sector ..................................................................... 55Nature of jobs / working conditions in the food and drink manufacturing sector ...... 56The Impact of Drivers of Change on Skills ...................................................................... 56Current skills issues in the food and drink manufacturing industry ............................ 58Future skills needs of the industry ................................................................................... 59Good practice in upskilling and employability .............................................................. 60Training and Upskilling ................................................................................................... 61Lifelong learning and employability .............................................................................. 64
8. Food and Drink Manufacturing Industry Drivers ..........................................65Drivers: Globalisation and market power ....................................................................... 65Drivers: Migrant workers / movement of labour within the EU .................................... 66Drivers: Retailers and the grocery market ...................................................................... 66Drivers: Regulation and compliance ............................................................................... 66Drivers: Consumer demands ........................................................................................... 67Drivers: Technology and innovation ............................................................................... 68Drivers: Environmental change ....................................................................................... 70
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9. Consultation with Policy and Industry Experts: Findings .............................71Labour Market Challenges ............................................................................................... 71Identification of good practice ........................................................................................ 73The current system for meeting skills needs ................................................................... 74Suggested skills solutions ................................................................................................. 74
10. Consultation with Businesses: Findings .......................................................76Labour Market Challenges ............................................................................................... 76Identification of good practice ........................................................................................ 77The current system for meeting skills needs ................................................................... 78Suggested skills solutions ................................................................................................ 79
11. Conclusions and Recommendations ............................................................80Economic importance ...................................................................................................... 80Market structure ............................................................................................................... 81The FDMP workforce ........................................................................................................ 81Economic & policy context ............................................................................................... 82Skills and qualifications of the workforce ...................................................................... 83Drivers of change in the FDMP sector ............................................................................. 84Current and Future Skills issues in the food and drink industry .................................... 85Labour market challenges ................................................................................................ 86Identification of good practice ........................................................................................ 87Current system for meeting skills needs ......................................................................... 88
12. Examples of Good Practice ............................................................................89
13. Glossary of Terms .........................................................................................105
14. References ....................................................................................................107
15. Annex 1: Research Methodology ................................................................113Phase 1: Food and drink industry data analysis ............................................................ 113Phase 2: Literature review .............................................................................................. 113Phase 3: Consultation with policy, industry specialists and social partner experts .... 114Phase 4: Consultation with food and drink companies ............................................... 116Phase 5: Mapping of findings from Phases 1-4 ............................................................. 116Phase 6: Final reporting ................................................................................................. 117
16. Annex 2: Food and Drink Manufacturing Technologies ............................117
17. Competency Framework for Excellence: Job Profiles ................................121
With the financial support of the European Commission (VS/2012/0239)
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1. Foreword
On 23 January 2012 the European Federation of Food, Agriculture and Tourism Trade Unions (EFFAT) and FoodDrinkEurope signed a joint agreement to launch a Social Dialogue in the European Food and Drink industry, under the auspices of the European Commission. The establishment of the EU Social Dialogue Committee followed the adoption, in 2009, of a Recommendation of the EU Commission’s High Level Group for the Competitiveness of the Agro Food Industry, a multi-stakeholder forum which brings together EU institutions, business and civil-society stakeholders in the EU food supply chain.
The food and drink sector is the largest industrial manufacturing sector in the European Union, with 4.2 million workers and a turnover of more than €1 trillion, making the launch of a European social dialogue a major achievement.
The first objective of the EFFAT-FoodDrinkEurope EU Social Dialogue Work Programme 2012 was ‘Ensuring sustainable employment and competitiveness in the EU food and drink sector: meeting the challenges of the labour market’. This item was also triggered by the EU Commission’s High Level Group for the Competitiveness of the Agro Food Industry, which pointed out the need to increase the attractiveness of the European agri-food industry both to generate employment and to meet the skill requirements of its workforce. This was particularly relevant as the EU Food and Drink industry was the only major sector not covered by the 2010 EU “Sectors’ New Skills for New Jobs” initiative and it lacked a comprehensive sectoral analysis of emerging competences and a full picture of its workforce demographics and conditions.
The present report represents the first comprehensive EU Food and Drink industry Social Partners’ effort, supported by the European Commission, to address the concerns around the attractiveness of the industry and to bridge the knowledge gap in the sector in a view to generate useful and usable analysis and data and can serve as a knowledge basis for further Social Partner targeted initiatives.
EFFAT and FoodDrinkEurope are pleased to release the findings and recommendations from this first joint initiative that will help inform the forthcoming work of the EU Social Dialogue Committee in the EU Food and Drink Industries.
In doing so they wish to acknowledge the invaluable contribution provided by the project Steering Committee members and the companies, social partners and education/vocational training experts who accepted to share their knowledge of the industry and without whom this endeavour would have not been possible.
Harald Wiedenhofer General Secretary, EFFAT
Project Steering Committee:
Daria Cibrario – Political Secretary Food, Drink and Tobacco, EFFAT
Peter Dunkel – Head of Unit Industrial, Structural and Sectoral Policies, NGG, Germany
Henri Lindholm – National Secretary, SEL, Sweden
Franco Llobera – Expert, CC.OO, Spain
Tony Murphy – SIPTU, Ireland
Bart Vannetelbosch – National Secretary, ACV-CSC, Belgium
Mella Frewen Director General, FoodDrinkEurope
Project Steering Committee:
Roxane Feller – Director Economic Affairs, FoodDrinkEurope
Michael Andritzky – Director General, VDEW, Germany
Miguel Angel Ortega Bernal – Campofrío Food SA, Spain
Carl Ronneberg – Director, NHO, Norway
Oscar Ruiz de Imana – Deputy Director, CEFS, Belgium
David Yeandle – Director Government Relations, European Employers Group, UK
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2. Acknowledgements
The preparation of this report has been a truly collaborative effort. It would not have been possible without the valuable discussions with the members of the steering committee, social partners, policy experts and the FDMP businesses, who all provided their valuable time and experience to the project. Without their experience of working in the industry, it would not be possible to fully understand the current situation.
The authors would also like particularly to thank Daria Cibrario and Roxane Feller for their comments and suggestions, as well as all members of the steering committee for their able assistance.
This research was made possible through the support of the European Commision.
The contents of this report was first published at a dissemination conference jointly organised by EFFAT and FoodDrinkEurope on 4th November 2013.
3. Acronyms
Acronym
CEDEFOP European Centre for the Development of Vocational Training
CERES Socio-Economic Research Centre
EFFAT European Federation for Food Agriculture and Tourism
EQF European Qualifications Framework
ESCO European Skills/Competencies, qualifactions and Occupations
EU European Union
FATS Foreign Affilates Statistics
FDMP Food and Drink Manufacturing and Processing
FDRN Food & Drink Research Network
FSC Food Supply Chain
GDP Gross Domestic Product
GVA Gross Value Added
LFS (ELFS) Labour Force Survey (European Labour Force Survey)
LMI Labour Market Information
MS Member States
NACE Nomenclature statistique des Activités économiques dans la Communauté Européenne
NEET Not in Education, Employment or Training
R&D Research and Development
SBS Structural Business Statistics
SME Small and Medium Enterprises
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4. Executive Summary
Introduction and Research Aims
In January 2013 the European Federation of Food Agriculture and Tourism (EFFAT) and FoodDrinkEurope jointly commissioned Improve, the UK Sector Skills Council, and CERES to deliver a food and drink manufacturing and processing (FDMP) labour market research study across the European Union (EU).
The research was supported financially by the European Commission and had the overarching objective of providing an updated economic analysis and overview of the structure and demographic make-up of the FDMP sector and workforce. The specific research aims for this research were to:
l Deliver an overview of the sector’s economic performance and workforce demographics;
l Identify, define and map current and emerging workforce skills and competence needs;
l Compile a compendium of good practices on employability and up-skilling measures;
l Provide relevant analysis and conclusions to enable the EU Food & Drink social partners to draw conclusions and prepare further steps; and,
l Produce 20/25 job profiles with some associated possible career path progressions.
Methodology and Definitions
In order to achieve the objectives of this research, the research team deployed a mixed methodology which included both primary and secondary research. Key components of the methodology included:
l A detailed review of existing statistical evidence;
l A comprehensive literature review; and,
l More than 35 interviews with sector employers, social partners, sector experts and other stakeholders.
The scope of this research project was defined using the European classification system (NACE) and was agreed as being codes 10 and 11.
Key Findings and Recommendations
Economic importance
Evidence from this research has demonstrated the critical importance of the FDMP sector to the economy of the European Union. The FDMP sector represents the largest component of the EU manufacturing sector in terms of turnover, value added and employment. While economically important in all member states, the FDMP sector is of particular importance to a number of countries, including Cyprus, Greece, Ireland and Bulgaria where it accounts for more than 20% of manufacturing gross value added.
Across the EU as a whole, there are approximately 300,000 FDMP businesses, although the vast majority of these are small and medium sized enterprises (SMEs). While SMEs account for under half of total turnover, they are particularly important in terms of employment with around three-fifths of all employees working for SMEs.
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The EU FDMP sector is also important in relation to international trade with the EU economy collectively benefiting from a positive trade balance of approximately 11 billion Euros in 2012 as a result of the export of food and drink products. The specific make-up of this trade varies, however, between areas of the EU, with the Mediterranean largely responsible for fresh fruit and vegetables and continental Europe focusing more on meat and dairy production. These differences are often driven by variations in climate as well as culture and traditions.
While the sector has undoubtedly been affected by the financial crisis and the ensuing recession across much of the developed world, evidence relating to output and employment suggests that the FDMP sector has shown greater resilience to the economic downturn than many other European sectors. FDMP is one of only two of these sectors that have returned to pre-recession levels in terms of employment and economic output.
Recommendations
l The European Commission needs to recognise the importance of the FDMP sector to the EU economy and should develop a specific strand of industrial policy that supports the further development and growth of the sector in the future and values its specific features.
l In order to support the further development of the FDMP sector, the quality of the economic and employment statistics for the sector needs to be improved, both the data that comes from official organisations, such as Eurostat, but also through more informal, qualitative channels such as social dialogue between the sector’s social partners.
The FDMP workforce
Collectively, the FDMP sector employs approximately 4.5 million people across the 27 member states, of which 4.1 million are employees with the remainder being self-employed. Women represent approximately 43% of all employees which, although lower than the male share of employment, is three percentage points more than the corresponding figure from a decade earlier. Women are, however, under-represented in managerial and technical level roles.
The FDMP sector is affected by having an ageing workforce and has experienced a drop of between 30-40% of young employees between the ages of 15-24 over recent years. The sector has witnessed a corresponding growth in the volume of prime-age and older workers that has raised the average age of the sector’s workforce.
Another observed trend over the last decade has been the growth in temporary contracts at the expense of permanent appointments. Much of this growth in temporary appointments across the EU has been on an involuntary basis, e.g. individual employees would have preferred a permanent contract but one was not available.
Migrant workers from both inside and outside the EU have become an increasingly important feature of the workforce in many (although not all) EU countries over the course of the last decade. A 2011 estimate suggests that there may well be as many as 400,000 migrant workers in the FDMP sector, of which 200,000 are EU nationals. The proportion of migrant workers in the workforce rose from around 5% to nearly double this figure in the course of a decade.
The FDMP sector workforce has a greater proportion of what experts, including the Commission, refer to as “precarious workers” than the economy as a whole, and it also has greater numbers of employees in the medium-low income band (37% versus 24%) than the all sector average for the EU.
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Total employment in the FDMP sector has fallen in all EU countries over the last decade as a result of both the economic slump and the long-term trend towards automation and other productivity raising measures. This reduction in total employment has, however, been felt more acutely by full-time male employees than by women, who are more likely to work on a part-time basis and where there has been a smaller degree of contraction.
Recommendations
l The FDMP social partners need to work together to consider the implications of a number of important changes in the sector’s workforce such as an ageing workforce and the growth in what experts, including the Commission, refer to as “precarious workers”. This should form a key component of the on-going work programme of social dialogue between the social partners.
l In order to address the issue of gender stereotyping, the FDMP social partners should proactively engage with other sectors that have already made efforts to address this problem and should seek to identify best practice which can be applied within a FDMP context.
l The FDMP social partners need to work together to determine measures that will help to integrate migrant workers into the workforce. In particular, efforts need to focus on how to effectively tackle language barriers and provide adequate occupational health and safety (OSH) and food safety training to all employees.
Economic & policy context
The 2008 economic crisis has had a profound and long-lasting impact on the economy of many EU countries with, for example, there now being an estimated 10 million fewer jobs than before the recession. The economic crisis has also accelerated trends that have long been evident across the EU economy, with the decline in manufacturing employment speeding up over recent years being just one example.
Young people entering the labour market for the first time have particularly felt the brunt of the economic downturn, with around 5.5 million young people aged 15-24 in the EU currently out of work. This represents just under a quarter (22%) of all young, economically active EU citizens and has rightly been a focus of much debate and action, at both an EU and individual nation state level.
There is a large degree of consensus amongst academics that the ability to anticipate future demands for skills and then plan effectively to respond to them is a key component of an effective labour market. The type and level of sophistication of forecasting labour market needs varies dramatically across EU countries and there is a wide acknowledgement that more needs to be done to enhance labour market forecasting techniques.
At an economy-wide level, the evidence points to a polarisation of skill demands with a continuing reduction in the volume of jobs requiring either no or low qualifications and an increase in the demand for employees with high (graduate level) qualifications. This polarisation could mean that, even if the EU economy returns to high levels of growth, unemployment may remain high, as many unemployed individuals lack the skills and qualifications to access these new job opportunities.
Apart from the current overall deficit in the demand for labour, the main causes of Europe’s skills mismatch are identified as being a combination of asymmetric information between employers and potential employees, imperfect information on the labour market and differences between people and transaction costs. It is believed that the main focus of national governments in addressing these mismatches should be tackling the asymmetric information between employers and potential employees and improving labour market information (LMI).
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Recommendations
l National governments and other partners need to focus on bringing the quality of labour market forecasting in all member states up to that of the best in the EU. The sharing of best practice examples of this should be encouraged and facilitated.
l Employers in the FDMP sector need to be supported to look at ways of developing career pathways that will enable individuals to progress from entry level production roles into higher technical or managerial roles.
l More high-quality sector-based labour market information (LMI) needs to be available across all EU countries to help address the problem of asymmetric information between employers and potential employees and skills mismatches. Sharing best practice may again be one way of maximising the effectiveness of this work, and should be led by sector skills councils or equivalent bodies where they exist.
Skills and qualifications of the workforce
At an aggregate level, the FDMP workforce is less well-qualified than the general EU working population, with 30% possessing only low-level qualifications, compared with only 21% across the EU economy as a whole. The FDMP workforce also compares poorly with the general population in relation to higher level qualifications, with just 14% possessing high level qualifications as compared to an all-sector average of 30%.
While the overall incidence of training in the FDMP sector may be reasonably high, the evidence suggests that FDMP businesses generally focus their approaches to training and workforce development on adhering to legislative and regulatory requirements as well as those of their key customers such as large retailers. Training is, therefore, generally regarded as a means of demonstrating compliance, rather than as a proactive tool for driving business development. Much of the training activity that is delivered relates to food safety, health and safety and employee induction, with relatively little spent on activity likely to make the organisation more productive.
Recommendation
l In order to win the argument that training is an investment rather than simply a cost, it is recommended that the FDMP social partners support work to develop a range of detailed case studies of how training and workforce development has had real financial and business benefits for those companies that have used training to drive business growth and encourage innovation. Matched plant studies might be one possible method of demonstrating the return on investment from training and workforce development.
Drivers of change in the FDMP sector
A number of discernable factors are driving change within the FDMP sector which will shape the sector over the course of the next decade and beyond.
A key driver for the sector is consumer preferences. There is a need for the FDMP industry to better understand the desires of customers, such as concerns about health and nutrition, concerns about obesity, convenience and packaging with zero environmental effects. With food demands rising, along with increasing prices of raw materials and the impact of the recession, customers’ eating habits are changing and they are looking to buy more affordable and convenient food from supermarkets, which has had an
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impact on their FDMP suppliers. They are under continuous pressure to reduce costs and this is making it harder for FDMP businesses to plan and invest in the future.
The strong influence of large multiple retailers over the FDMP industry looks likely to be a continuing issue. With many FDMP companies being SMEs, these large retailers have an unequal bargaining power and can exert strong pressure on FDMP companies to comply with their requirements.
Globalisation and market power has increased food and drink companies’ ability to distribute their functions and disperse their activities globally. This together with changes in trade regulations, the availability of more skilled workers overseas and cheap foreign locations mean that there is now greater freedom for food and drink companies to locate their production operations outside of the EU.
Developments in science and technology are important for the FDMP industry, but there has been a reluctance, particularly amongst SMEs, to invest in new and alternative production methods, which has contributed to the FDMP sector becoming one of the least profitable in the EU. There are a range of new technologies which could deal with a variety of issues, including climate change, reducing food waste and energy efficiency. There are also new processes and technologies that create less waste and more efficient processing and transport techniques.
As mentioned above, environmental change will be a continuing issue for the future of the sector. Fluctuations in the cost of commodities, due to oil price rises and crop failures due to poor weather conditions, have led to increasing food prices. With rising demand for food and the potential impact of climate change, global food systems may not be sustainable. There is therefore a need for new technologies and processes, as well as increased public awareness of environmental issues and limits.
As a result of these drivers, European FDMP businesses will need to continue to invest in training and skills, in order to remain competitive and develop ‘world class practices’ in their businesses. New skills will allow new technologies that best meet consumer needs to be implemented. The industry also needs to be able to adapt and change, especially to respond to the challenges of globalisation. Its workforce requires the skills to manage change and understand how best to adapt their manufacturing processes, both to meet customer needs and ensure sustainability.
Recommendations
l Large multiple retailers need to be persuaded of the importance of working in constructive partnership with their suppliers in order to avoid potential negative implications for the FDMP sector and the quality of its products
l The EU and national governments need to review how they can support FDMP businesses, especially SMEs, to exploit the potential which new technology has to offer in terms of driving up productivity. In particular, raising awareness of existing schemes and initiatives to support technology take-up would seem to be needed.
l Both employers and employees in the FDMP sector need to recognise the drivers impacting upon the future of the sector and the need to adopt a culture of lifelong learning in order to be able to respond to these drivers.
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Current and future skills issues in the food and drink industry
There is a need to improve the image of the FDMP sector, especially amongst young people. This is particularly a problem given the changing demographics and an ageing workforce, which could lead to a shortage of labour for the industry in the next 15-20 years if it is not addressed. The FDMP sector is not seen as an attractive choice for workers, particularly with regard to providing career opportunities, and it has difficulty recruiting some of the skills it requires. This has led to shortages of employees with higher levels skills, such as food scientists and technologists, nutritionists and new product designers. Changes in technology require employees who are adaptable, such as food engineers who can work on bespoke machinery, and high quality managers and supervisors to implement new manufacturing and food processing techniques. These will help to drive competiveness and create a world class sector.
There is also a need for FDMP companies to develop basic skills amongst those in production roles and to ensure that businesses have sufficiently trained employees to become managers and supervisors. This should include the commercial negotiation skills required to deal with the supply chain customers, especially the large retailers, and skills to support exporting opportunities. Leadership skills are also felt to be lacking, with a need for better communication and succession planning.
Recommendations
l The FDMP social partners need to identify, and then help disseminate, best practice across the EU on how individual countries are addressing the problems associated with the sector’s poor image. In particular, this work should focus on effectively addressing the many misconceptions that exist about what it is like to work in the FDMP sector and the career opportunities that it provides.
l Employers in the FDMP industry need to be persuaded of the benefits of improving succession planning in order to help address the industry’s shortage of first line supervisors and managers. The job profiles developed as part of this research could, perhaps, be used to help show the range of career progression routes that are available.
Labour market challenges
Recruitment difficulties were highlighted by both industry experts/social partners and employers, especially for higher-level food science and technology roles. It is felt that potential applicants with these skills are often reluctant to enter the sector, as it was considered unattractive when compared to other industries, such as pharmaceuticals, automotive and aerospace.
In many EU countries there are also not enough potential applicants to fill production level roles, due to the high incidence of university education amongst young people. It was also felt that young people are often ill-prepared to meet the demands of working in manufacturing and that employers are therefore forced to up-skill new recruits; the educational standards of new entrants to the labour market are felt to have declined over the last 20 years, leading to businesses having to improve even the basic literacy and numeracy skills of some new recruits. This is linked to the poor image of the sector; it is felt that work in the FDMP sector can be inhospitable and repetitive, with a lack of obvious career pathways, which is not what many young people want. Relatively low and uncompetitive pay is also contributing to these issues, as the sector is unable to compete in recruiting the best people and retaining highly skilled workers.
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Demographic changes are also an increasing concern, as there are fewer young people in many EU countries, and even fewer choosing to work in the FDMP sector. This is forcing employers to reassess how they recruit, and examine the potential of employing other groups in the labour market, such as older workers and women, to fill gaps in their workforce. This means the average age of the workforce is increasing, which could lead to long-term problems related to, for example, succession planning. In key craft areas, such as cheese, bread and chocolate production, there are concerns that the lack of young recruits could lead to the loss of specialist knowledge.
Some sub-sectors such as butchery are almost entirely reliant upon migrant labour. Whilst this source of labour meets the current level of demand, there is a concern that these migrants may not always be available to meet this shortage in the domestic workforce. Deficiencies in speaking, reading and writing skills in the local language amongst some migrants could have serious consequences, especially in relation to compliance with food safety and health and safety requirements.
A shortage of people willing to step up into managerial and supervisory roles is also a problem; employers feel that people are not looking to progress and are content with remaining on the shop floor. It is vital that workers are encouraged to progress their careers as managers and first line supervisors are a key factor in delivering higher productivity and innovation.
Recommendations
l More imaginative approaches to recruitment need to be encouraged amongst employers in the FDMP sector. This may take many forms including greater use of social media as well as better targeting of groups in the labour market that have not historically been well used, such as women returners and older workers seeking to move from other sectors.
l The full potential of apprenticeship programmes needs to be harnessed across all EU countries. There are a number of EU countries where apprentices are seen sceptically as a form of cheap labour rather than an important recruitment route into the sector. All the social partners in the sector need to be persuaded of the true long-term benefits of effective apprenticeship arrangements. Again, sharing best practice from EU countries, where they do work well, would be beneficial.
Identification of existing good practice
It was felt that building effective education-business links are crucial in order to explain the wide diversity of roles and career opportunities in the FDMP industry. Schemes such as letting teachers spend a period in industry so they can better understand the work of the sector; a substantial period of paid work experience for young people; and an ‘Academy in the Community,’ which allowed recent graduates and apprentices to work as education ambassadors giving their experience of working in the industry to young people at schools and colleges were all highlighted as best practice. For example, it was felt that these education ambassadors can help to tackle the negative stereotypes of the FDMP industry and raise awareness of job and career opportunities in it amongst students and teachers.
The crucial role played by the parents of young people in shaping career decisions was also highlighted in this research, and projects which have sought to include them in their information awareness raising campaigns about the potential and opportunities of the FDMP sector seem to have achieved greater success.
Similarly, encouraging social dialogue between employers and employees can help to foster good industrial relations in the workplace and help in designing effective solutions to training and skills issues.
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Job enhancement and rotation have also been used as ways to improve job satisfaction by addressing the issue of unattractive, repetitive roles in the FDMP sector. They allow workers to have greater flexibility by acting in a variety of roles such as, for example, production operators undertaking preventive maintenance. This also increases workers’ skills and allows high skilled employees to work on more technical matters.
Recommendations
l Governments, employers, the social partners and educationalists need to support a range of measures that better link the worlds of business and education. Programmes which enable teachers/lecturers to spend time in the FDMP industry, as well as those which help employees from the sector to engage directly with young people about the realities of working in the FDMP sector, should especially be encouraged.
l While education ambassador programmes in the FDMP sector were felt to be useful, the participants need to be properly trained to allow them to better engage with young people.
l Future initiatives aimed at addressing misconceptions about the FDMP sector should pay greater attention to reaching and informing the parents of young people as they often play a key role in shaping the education and career decisions of their children.
l Supporting greater use of social dialogue between the social partners in the FDMP sector should be encouraged. This has been shown to have helped design effective solutions to labour market and skills challenges in the EU countries where they have been used.
l Employers need to be encouraged to look at ways of redesigning work roles in order to address concerns about the repetitive and uninteresting nature of some roles in the FDMP sector. The business benefits of job enhancement techniques also need to be empirically established and shared more widely, especially amongst SMEs.
Effectiveness of current systems for meeting skills needs
Opinions varied significantly between countries and stakeholder groups about the effectiveness of the current education, training and skills systems to meet the needs of the FDMP sector.
Generally, it was felt that university skills development was not sufficiently focused on the development of skills that are actually required in the workplace. There is a lack of practical experience in many courses, both in understanding the realities of a modern FDMP workplace as well as lacking a grounding in basic commercial/business skills. Whilst graduates may have a deep knowledge of the subject they have studied, they often have no knowledge of how a business actually operates, such as budgeting, exporting and accountancy. It was also felt that the education provision is too often outdated, sometimes using obsolete machinery and not meeting the needs of the sector.
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It was also felt that apprenticeships could have a greater role in training in a number of EU countries. However, there are concerns amongst trade unions in some countries that apprentices can be an exploitable source of cheap labour. There is also a concern that apprenticeships are only available for young people, whereas they should be made accessible to new recruits of all ages. This is linked to concerns that skilled workers have no way to continue their professional development, despite the importance of skills development.
Even amongst businesses that recognise the importance of training it was felt that SMEs are often unable to release sufficient employees at any one time for training because of the demands of the production process.
Recommendations
l Higher education institutions should be required to have their courses validated on a regular basis by FDMP industry representatives in order to ensure that their educational content is relevant to the modern requirements of the sector and that their equipment and techniques remain up to date.
l The social partners in the FDMP sector should explore the potential value of having regional training co-operatives that would enable groups of SMEs to collaborate in order to allow employees to attend training courses whilst still allowing individual companies to meet their production demands.
l Apprenticeship programmes should be open to all new recruits to the FDMP sector rather than be simply the preserve of young people. This is particularly important in unlocking the potential of previously under-utilised groups, such as women returners and older workers seeking to change careers.
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5. Introduction
The Food & Drink Research Network (FDRN) based at Skills Council Improve Limited in the UK, in partnership with CERES (Socio-Economic Research Centre) based in Italy has been commissioned by the European Federation of Food Agriculture and Tourism (EFFAT) / FoodDrinkEurope to deliver a food and drink manufacturing and processing (FDMP) labour market research study across the EU. The research project “Ensuring sustainable employment and competitiveness in the EU Food and Drink sector: meeting the challenges of the labour market” has been delivered by a team of experts combining academic experience, food and drink specialists and labour market experts. The multi-lingual team are highly experienced in delivering European and international research projects and have excellent networks with social partners and the food and drink industry in the EU.
Aims and objectives of the research
The overarching objective of this labour market research study is to provide an updated economic analysis and overview of the structure and demographic make-up of the food and drink manufacturing industry workforce. The research aims to meet the following objectives:
l Deliver an overview of the sector economic analysis and workforce demographics.
l Identify, define and map current and emerging workforce skills and competence needs. This includes the development of a set of 20-25 typical professional profiles the industry regularly looks for with concrete examples drawn both from large companies and SMEs.
l Anticipate the qualifications that will be demanded from employers during the next 10-15 years.
l Compile a compendium of good practices on employability and up-skilling measures.
l Provide relevant analysis and conclusions to enable EU Food & Drink Industry Social Partners to draw conclusions and prepare further steps in the field of ‘sustainable employment and competitiveness’ as appropriate.
l Share and communicate the delivered analysis, the compendium of good practices and Social Partner recommendations for action to relevant stakeholders.
The scope of this study is to focus on the food and drink manufacturing and processing industry (NACE code 10 and 11).
In order to achieve the aforementioned objectives of this research, the research team employed a six phase methodology which incorporated the use of qualitative and quantitative research methods. Please refer to Annex 1 for the full methodology.
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Report structure
Following this introductory chapter to the research, the remainder of this research report is organised into the following eleven chapters:
l Chapter 6 provides a statistical overview of the labour market and workforce across Europe and provides a breakdown of EU members states where possible and by sub-sectors. In addition, an overview of the key industry economic indicators is provided.
l Chapter 7 is a rigorous analysis of the literature relating to the food and drink manufacturing and processing (FDMP) industry workforce, skills and labour market across EU member states.
l Chapter 8 details the drivers of the FDMP industry.
l Chapter 9 reports on the key findings from the consultation with policy and industry specialists.
l The penultimate chapter of the report (Chapter 10) presents the findings from the consultation with businesses.
l Chapter 11 is a set of conclusions from the overall research and recommendations for social partners based upon the overall report findings.
l All bibliographical references are provided at the end of the report.
This report also has the following:
l Glossary
l References
l Annex 1: Methodology
l Annex 2: Food and drink manufacturing technologies definitions
l Annex 3: Statistical annex
As an additional output to this project, twenty specific roles in the industry have been researched and as a result job profiles have been developed for these positions.
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6. Food and Drink Manufacturing Industry Data Analysis
This section provides a data analysis of the performance and competitive position of the food and drink industry, the economic structure and status of the industry, the factors driving its performance and the situation regarding skills.
6.1 The FDMP in Europe: a pillar of the EU economy
The aim of this statistical analysis is to examine a number of indicators of the weight and structure of the FDMP at the European level in the context of the manufacturing sector as a whole by taking a look at the economy overall.
6.1.1 Key indicators
Gross value added (GVA)
EU27 average data shows that 2% of GVA is produced by the food and drink industry1 (industry, excluding construction, represents around 19%; general manufacturing accounts for around 15%; textiles, clothing, leather and other related products only come to 0.8%). In particular, the figure below indicates that in Lithuania, the Republic of Ireland and Romania the weight, in terms of value added, of the food and drink industry vis-à-vis the economy as a whole is almost two or three times the EU27 average. Only in Luxembourg is the proportion less than 1%, while in the rest of the Member States, the sector is a very significant player.
Figure 1: Gross value added of the food, drink and tobacco industry (% of the economy as a whole in 2011) Source: Structural Business Statistics (data downloaded by Eurostat website in April 2013)
6,0
7,0
2,0
5,0
4,0
3,0
2,0
0,0
1,0
Luxe
mbo
urg
Swed
en
Slove
nia
Slova
kia
Denm
ark
Germ
any
Franc
eIta
ly
Finlan
dM
alta
Austri
a UK
Belgi
umEU
27
Esto
nia
Portu
gal
Cypru
s
Hunga
ry
Czech
Rep
ublic
Greec
e
Nethe
rland
s
Latvi
a
Lithu
ania
Rom
ania
Spain
Polan
d
Bulga
ria
Irelan
d
Source: Structural Business Statistics (data downloaded by Eurostat website in April 2013)
1 This aggregate figure, which comes from Eurostat, also includes tobacco. 2% stands for the contribution of this industry to the overall economy, measured as the value of output minus consumption calculated at basic prices (price received by producers minus taxes but plus subsidies). This figure is used to measure gross domestic product (GDP), which is an aggregate measure of production, equal to the sum of the gross value added of all resident institutional units (i.e. industries) engaged in production, plus any taxes and minus any subsidies.
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TurnoverAnother important indicator, the turnover, shows that the FDMP industry represents around 20% of manufacturing of most large MSs, such as Spain, Italy, the UK and France. In Latvia, the Republic of Ireland, Greece and Denmark, turnover accounts for around 25% of the total for manufacturing as a whole. In Cyprus the industry is responsible for as much as some 40% of the total turnover for manufacturing. In MSs where the FDMP industry is less important, the percentage is only just over 7%.
Size of companies: large companies vs. SMEsThe FDMP industry consists of about 300,000 companies which operate at local and national levels and worldwide. There are several very large companies that are leading global players. Looking at the most recent ranking compiled by FoodDrinkEurope of the top 24 European food and drink companies in terms of the value of sales, 22 have their headquarters in an EU Member State (the other two are headquartered in Switzerland): 5 in the Netherlands, 5 in the UK, 4 in France, 2 in Denmark, 2 in Germany, 2 in Italy and 1 each in Belgium, Spain and the Republic of Ireland. Twelve of these companies are also in the top 30 worldwide (two more than the previous year).
Table 1: Ranking of agri-food companies by food and drink sales (data recorded at European level)
Name Headquarters Sales in € billion Net growth compared with previous year
Employees x 1,000 Main sectors Ranking in the global top 30
Unilever Plc-Unilever NV
NL-UK 13.9 2.9 29 Multi products 10
Nestlé CH 12.8 1.6 96 Multi products 2
Lactalis FR 11.3 19.7 29 Dairy products 16
Heineken N.V. NL 11.1 0.6 36 Beer 14
Groupe Danone FR 10.8 45 Dairy, water, baby and med. nutrition
13
Vion NL 8.6 6.5 21 Multi products, ingredients
25
Carlsberg DK 7.6 5.0 14 Beer --
Danish Crown DK 7.0 14.0 24 Meat products --
Friesland Campina NL 6.3 6.9 13 Dairy products 24
Oetker Group DE 6.0 4.1 26 Multi products --
Südzucker DE 5.8 15.7 13 Sugar, multi products
--
Ferrero IT 4.9 16 Confectionery --
Anheuser-Busch InBev
BE 4.1 29.1 Beer 6
Associated British Food
UK 4.0 21.7 45 Sugar, starch, prepared foods
17
Barilla IT 3.9 4 Beverage, confectionery
--
SABMiller Plc UK 3.9 -0.6 14 Beer 11
Diageo Plc UK 3.5 9.0 4 Alcoholic beverages
19
Nutreco NL 3.3 5 Meat products --
Kerry Group IR 3.2 6.0 23 Multi products --
Pernod Ricard FR 2.9 0.7 9 Alcoholic beverages
29
Bongrain FR 2.8 8.9 14 Dairy products --
Barry Callebaut CH 1.8 0.1 3 Confectionery --
Ebro Foods ES 1.0 11.0 Rice, sugar, dairy --
Tate&Lyle UK 0.7 7.0 2 Ingredients, prepared food
--
Source: data available for 2012, 2011 or 2010, FoodDrinkEurope, Data and Trends of the European Food and Drink Industry 2012, published on the FoodDrinkEurope website.
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However, the FDMP industry mainly consists of SMEs, which generate approximately half of the total turnover and employ two thirds of the total workforce. Moreover, agricultural cooperatives also have a significant presence, employing almost 700,000 workers (HLG2, 2009). SMEs are often run from home and tend to invest less than medium-sized and large enterprises in automation systems or in R&D, partly because production volumes of are not high enough to justify the relevant investments and partly because in many cases the products are traditionally handcrafted.
Research and Development
The high proportion of SMEs means that the food sector has a low propensity to invest in research and development, in particular because of the large-scale presence of micro and small enterprises in this category of businesses. Only Belgium, Denmark and Finland spend €10 per capita on R&D, while other forms of investment are very low. Moreover, the level of patent applications in the FDMP industry is very low in comparison with manufacturing overall, with the highest rates being found in Germany and Spain (4%).
Investment
The existing Eurostat data on investments in plants and equipment for pollution control as a percentage of the total for manufacturing reveals that food and drink companies play a significant role in environmental protection. This is probably due to the fact that there is a strong link between the FDMP industry and the land. The productivity of the sector is in part due to natural factors, and the quality of products affects citizens’ quality of life of citizens, and therefore more emphasis is placed on this kind of investment.
Table 2: Indicators of the economic significance of the FDMP industry
Share of value added within manufact- uring as a whole (%)
Share of production value within manufact- uring as a whole (%)
Share of total turnover within manufact- uring as a whole (%)
Share of enterprises within manufact- uring as a whole (%)
Investment rate* in the food industry
Investment rate in the drink industry
€ invested in R & D for Inhabitants in the food, drink and tobacco industry
Share of patent applications made in the food, drink and tobacco industry within manufact- uring as a whole (%)
Share of investment in environ- mental protection for the industry within manufact- uring as a whole (%)
GEO / TIME 2010 2010 2010 2010 2010 2010 2010 2009 2010
EU27 15.72 17.2 17.7 12.5 20.6 17.9 3.97 2.18 19.14
Belgium 14.3 16.3 16.6 20.56 24.0 19.6 9.5 3.53 11.47
Bulgaria 20.2 18.6 19.9 17.88 34.1 27.8 0 0.93 2.53
Czech Rep. 9.4 9.2 10.2 4.67 17.1 20.0 1.2 3.11 37.01
Denmark 16.6 22.9 24.3 10.24 12.4 11.0 9.6 4.07
Germany 7.6 9.8 9.7 15.72 12.7 19.0 4 1.81 9.02
Estonia 13.9 16.1 17.2 7.11 30.2 19.3 1.1 4.45 18.12
Republic of Ireland
20.1 23.4 25.5 13.91 4.0 9.5 : 2.46 33.78
Greece 26.0 24.7 24.1 19.98 16.7 9.6 : 4.15
Spain 18.8 20.9 21.1 14.83 17.6 17.9 4,3 3.16 26.40
France 17.0 19.8 18.7 28.18 : : 5.1. 2.20 25.61
Italy 11.1 13.4 13.3 13.39 20.6 19.0 2.7 2.40
Cyprus 36.1 40.5 41.7 15.61 17.5 13.5 1.1 2.64 51.12
Latvia 21.4 25.7 26.3 10.02 15.6 7.1 0.2 3.44
Lithuania 22.2 20.8 21.6 9.69 16.8 17.5 0.8 3.75 27.83
Hungary 10.5 11.2 11.4 12.73 20.0 22.3 1.4 1.97 21.31
Netherlands 17.4 20.7 20.6 9.69 13.1 9.5 20 3.20
2 High Level Group on the Competitiveness of the European Agri-food industry (Report, 2009)
20
Austria 10.4 11.3 11.5 15.47 13.4 11.0 3.8 1.64 11.37
Poland 17.9 19.4 19.1 8.08 20.7 12.3 0.7 1.71
Portugal 16.0 17.2 18.3 14.65 23.9 28.7 4.4 2.21 23.27
Romania 17.3 16.6 17.7 17.56 46.8 24.4 0 0.51 6.48
Slovenia 7.6 8.4 9.1 6.91 19.1 21.4 0.7 3.52 11.96
Slovakia 7.8 6.2 7.2 4.37 29.4 25.7 0.3 1.08 5.95
Finland 8.8 9.0 8.0 7.74 12.6 10.5 12.1 1.96 10.93
Sweden 7.3 8.4 9.3 6.38 15.6 10.7 3.8 1.31 10.35
United Kingdom
17.3 18.7 19.0 5.94 11.9 11.5 4.4 2.50
* Number of € invested to obtain €1 of value added Source: Eurostat,SBS. The indicators are explained in the glossary.
International trade indicators
The FDMP industry’s importance is greater if we focus on foreign trade, since it accounts for a significant share of exports.
According to Eurostat, in 2012, food and drink sector exports to countries outside the EU represented more than 6% of the total exports of the EU27 to non-EU countries, while imports of food and drink accounted for about 5% of the total imports of the EU27 from non-MSs.
Exports of food and drink products represented about 2% of the EU27’s GDP in 2012.
The leading countries are France, Germany and the Netherlands, followed by Belgium, Spain, Italy, the United Kingdom and Denmark. In 2012, total global food and drink industry exports by EU MSs were valued at around €361 billion3. Given high growth rates, especially for Estonia, Latvia, Lithuania, Romania, Slovakia, Poland, Slovenia and Bulgaria, the volume ratio is very high throughout the EU27, with the exceptions of Denmark, the Republic of Ireland, France, Hungary, the Netherlands, Finland and the UK. A high volume ratio means that the export/import volume index is over 100. In such a case, exports of food and drink products food and drink imports.
The EU trade balance for food and drink amounted to nearly €11 billion in 2012. A negative trade balance was recorded in the Czech Republic, Germany, Greece, Italy, Cyprus, Luxembourg, Austria, Portugal, Romania, Slovenia, Slovakia, Finland and Sweden. The most positive trade balances were seen in the Netherlands, France, Spain, Poland, Denmark, Belgium and Hungary4. In some countries, such as Denmark, the Republic of Ireland, France, Hungary and the Netherlands, the volume ratio shows that the volume of imports is higher than the volume of exports. However, at the same time the trade balance is positive because the value of exports is much higher than the value of products imported. Conversely, Romania has a very high volume ratio combined with a negative trade balance because the value of exports is much lower than the value of imported products. Indeed, the food and drink outputs are not homogeneous and their prices may change in accordance with the kind of product and its quality.
3 This section intends to present the weight of each MS in trade. To this end, we chose to analyse international trade as a whole, so covering both EU-internal and EU-external trade.4 The trade balance is the difference between exports in million € and imports in million €. A positive trade balance means that the total value of exports of a country is higher than the total value of imports, whereas a negative trade balance indicates the opposite.
21
Table 3: International trade of EU Member States (EU and non EU (all countries of the world) in terms of food, drink and tobacco5 products
Volume ratio (export/import)
Export volume index (2000=100)
Import volume index (2000=100)
Trade balance in million ECU/EURO
Exports in million ECU/€
Imports in million ECU/€
GEO/TIME 2012 2012 2012 2012 2012 2012
Belgium 104.5 133.4 127.6 4,106 28,053 23,948
Bulgaria 117.0 572.5 489.2 451 2,414 1,963
Czech Rep. 116.7 307.6 263.6 -1,113 5,051 6,163
Denmark 82.8 114.1 137.8 5,215 14,005 8,790
Germany 137.1 173.7 126.7 -4,950 54,221 59,171
Estonia 218.8 604.8 276.4 -216 1,066 1,282
Republic of Ireland 65.8 111.1 168.8 2,739 9,108 6,369
Greece 136.9 144.2 105.3 -1,055 3,863 4,918
Spain 112.2 149.8 133.5 5,742 29,564 23,822
France 93.8 113.5 121.0 11,846 53,457 41,611
Italy 111.8 136.9 122.5 -3,903 26,908 30,811
Cyprus 109.8 237.2 216.0 -671 214 885
Latvia 303.09* 819.8* 344.7 261 1,899 1,638
Lithuania 181.2 855.3 472.0 957 3,662 2,705
Luxembourg 118.7 156.1 131.5 -876 874 1,751
Hungary 71.4 222.1 310.9 2,515 6,193 3,679
Netherlands 89.1 130.2 146.1 18,118 55,796 37,678
Austria 123.5 215.5 174.5 -202 8,643 8,846
Poland 173.2 481.4 277.9 4,919 15,687 10,769
Portugal 155.9 262.2 168.2 -2,823 4,611 7,435
Romania 252.9* 850 365.5 -634 3,196 3,830
Slovenia 130.2 337.1 258.9 -772 1,349 2,121
Slovakia 174.6 683.6 391.6 -708 2,605 3,313
Finland 76.2 149.7 196.4 -2,345 1,366 3,711
Sweden 134.5 279.3 207.6 -4,481 6,035 10,516
United Kingdom 81.3 110.3 135.7 -21,103 20,749 41,852
Source: Eurostat. International trade of EU, the euro area and the Member States by SITC product group. *Data available for 2009.
The leading countries in Europe are facing the competitiveness of some developed and emerging countries. The leading European exporters (France, the Netherlands, Germany, the UK, Belgium, Spain and Italy) featured in the top nine in the 1996-97 statistics for share of agri-food exports in the world. Currently, all of these countries, except Germany, have faced a contraction of this share accompanied by an increase in the share of exports for Brazil and China. In total, these European countries saw their total fall from 36.6% to 30.8% in the 15 years considered in the statistics.
5 Eurostat only provides this information for food, drink and tobacco products. It is not possible to disaggregate the tobacco products.
22
Figure 2: Trend in the share of exports of agri-food6 products: leading countries in the world (%)
12
14
10
8
6
4
0
2
USA
Franc
e
Nethe
rland
s*
Germ
any
UK
Belgi
um*
Canad
a
Spain
*Ita
ly
China
Braz
il
1996/97
2010/2011
Source: * The Netherlands and Spain (most recent data available: 2010). ** Belgium and Luxembourg for data from 1996/97.
Construct based on Un-Comtrade data, created by De Filippis F. et al., “L’agroalimentare italiano nel commercio mondiale - Specializzazione, competitività e dinamiche”, Tellus Publisher, 2012, p. 29.
6.1.2 The legal status of companies
The leading countries in the food industry control7 a large number of companies in other MSs. Germany and the Netherlands control more than 300 companies in the EU27, followed by France with 190 companies, Belgium with 140 companies and Italy, Austria and the United Kingdom controlling approximately 100 companies each. In the drink industry there are fewer companies controlled by other MSs, but these companies are generally larger than those in the food industry.
Based on Eurostat Fats data, the share of quoted joint stock companies8 in the FDMP industry is also significant compared with manufacturing in general. In France it is even more than 25%.
However, with the exception of France, Cyprus and Hungary, the share of personally owned limited and unlimited liability partnerships9 in the EU (which also includes co-operatives and associations) exceeds that of quoted joint stock companies.This high share of companies that are not corporations proves that the FDMP industry is mostly made up of small and medium-sized companies owned by individual entrepreneurs or cooperatives and associations (for more cross-country details, see the table on business indicators presented by legal form in the annex).
6.1.3 The dualistic structure of the FDMP industry
In the FDMP industry, more than in other production systems, the coexistence of large companies10 with small or even very small companies is a characteristic of the sector. Some hypotheses to explain the reasons may include the fact that the industry is strongly linked to the use of land, which is always a ‘fixed’ factor; and firms operate in sectors with very traditional and rather rigid production techniques.
6 Products included food, drink and agriculture products directly consumed as food products.7 There are companies, in general multinationals, that have their headquarters in one country and control or own other companies in other countries.8 An incorporated business with transferable shares and with shareholders having either limited or unlimited liability for debts of the business.9 This includes companies other than those with ‘corporation’ legal status. This kind of company may have different and more flexible rules than a corporation. It may be a company owned by a single person or a company owned by a group of people who have the same rights (i.e. a cooperative or an association). Partners may have limited or unlimited responsibility, depending on national legislation and on the kind of company.10 Measured as the number of employees per local unit.
23
There is a general lack of product innovation in the food sector. In the majority of cases, innovation or new product development is the preserve of large companies (as in the case of emerging multinationals that produce drink, frozen foods, ready meals, etc.).
This ‘structural’ dualism is reinforced by geographical dualism. Specifically, the various forms of agricultural employment and food traditions (including production) mean that there are at least two distinct areas, each of them using their own production system: production methods typical of the Mediterranean region (oil, wine, citrus, fruit, vegetables, wheat , etc.) and those that that have a strong presence in Northern Europe (meat, milk, wheat, animal feeds, industrial crops).
6.1.4 The role of retailers
Together, European food retailers accounted for approximately €3.0 trillion in turnover in 2012. France, Germany, Poland and the UK are the countries with the highest food retail turnover. The top 10 retail chains are French (Carrefour, Auchan, E. Leclerc, ITM) and German (Metro with the companies Real and Metro Cash&Carry, the Schwarz Group with the discounters Lidl and Kaufland and the Rewe Group with its biggest names Rewe, the discounter Penny and Edeka). In top position in terms of international turnover is Tesco, with its headquarters in the UK.
Table 4: Turnover in Europe 2012 in billion €
Rank Retailer Turnover (Europe) Turnover (international) Headquarters
1 Schwarz 69.5 69.5 Germany
2 Tesco* 65.2 89.2 UK
3 Carrefour 56.2 76.8 France
4 Aldi 55e 66e Germany
5 Rewe 49.7 49.7 Germany
6 Metro 45.4 66.7 Germany
7 Edeka 45 45 Germany
8 Auchan 41 47 France
9 E. Leclerc 44 44 France
10 ITM 34 34 France
Source: Veraart Research Group database, Denmark.
There is competition between some retailers who have been in existence for many decades and some new retailers who are effectively competing against the established names. The main strategies that have been used to secure customer loyalty have included price competition along with good service, online selling and smart logistics to end customers. The UK company Tesco is clearly leading the way in terms of retail over the Web, with 5% of its total turnover being generated through the Internet.
6.2 The EU’s areas of food and drink production and consumption
Definition of macro areas of production and consumption
This section presents macro areas of production and provides a more detailed overview of the agri-food chain.
This chain is essentially made up of the agricultural sector in the strict sense, the FDMP industry and the companies that take care of food distribution, allowing products to reach the end consumer. The various stages of the system are connected by a chain of links in which the product in one stage determines the production factors involved in the following phase.
24
The efficiency of the food chain is strongly influenced by the characteristics of the first link in the chain, which are in turn affected (unlike in other industries or distribution chains) by various types of constraints: climate conditions, land proximity (land cannot be relocated), perishability of the product (which limits the size of the market) and seasonal work. These characteristics affect the nature, structure and efficiency of the entire supply chain, and in particular, food and drink products and work organization.
The complexity of the EU27 agri-food chain suggests, first of all, that it would be worthwhile to try to divide up the main characteristics of large areas of production and consumption.
Each ‘area’ exhibits very variable agri-food production and consumption characteristics within the individual countries making up that area, due to climatic variations, consumption habits and traditional production.
Therefore, in terms of the characteristics of different farming systems, it is possible to identify four main regions of production and consumption in the EU27.
There is no evidence and a scarcity of data about the state of and prospects for the European FDMP industry. Therefore, we have tried here to provide an overview of the main production and consumption regions based on the information collected from an analysis of the literature and relevant documentation. We have taken into account the combination of at least five elements:
a) the specificity of natural resources (the soil and orography) and climate;
b) the main product categories in relation to perishable items (fresh and processed);
c) the main lifestyles and food consumption (traditions);
d) the main industrial structure (large and small businesses) and distribution structure (mass market / niche market);
e) the regions’ importance and the main food markets (local, national, international).
It is clear that the administrative borders of a country may encompass various production systems and consumption patterns (e.g. Northern and Southern France and the Baltic States, which are influenced by both Germany and Russia). In this era of globalized markets, the development and drive of the FDMP industry has led to strong growth of trade relations between countries and areas and this has influenced eating styles and habits. A productive use of human resources has led to a desire to be competitive with emerging economies and to reduce labour costs.
Table 5: Sub-sectors’ value added per area of production
Meat Fish Fuit/Veg Oil/Fats Dairy Grain m. Bakery Other Anim
Mediterranean 42.9 45.8 40.8 58.0 58.5 55.6 44.8 34.7 35.5
Continental 55.7 37.0 48.4 46.5 50.9 62.2 57.6 49.6 53.6
Scandinavian-Baltic 7.7 13.4 4.5 3.8 6.0 3.7 4.4 4.5 5.1
Anglo-Celtic 12.0 18.2 18.0 1.1 4.5 2.0 12.6 25.4 21.5
Source: Eurostat, SBS 2010. Own calculation. France falls into both the Mediterranean and Continental regions.
The Mediterranean region
The Mediterranean region includes Italy, Spain, Portugal, Greece and Malta and some areas of Southern France, Bulgaria and Romania. This region is characterized by the production of fresh fruit and vegetables (especially in the summer) and processed crops such as olive oil and wine. The GVA for fresh vegetables and fruit in this region represents approximately 40% of the entire production of the MSs. Vegetable and animal oil production represents almost 60%. However, this region faces considerable competition from the Continental region with regard to raising and breeding cattle, pigs and sheep and activities connected with
25
the production of cheese and processed meat products, since that area offers similar products. If we consider the weight of the meat processing industry of the Mediterranean countries, including France, these countries produce about 40% of the total value added in Europe. The cultivation of grain leads to the production of a special type of durum wheat that gives rise to the production of dry pasta, especially prevalent in Italy. These countries alone account for about 40% of production across the EU in terms of value added.
Production in this region is dominated by small businesses (over 90% of local enterprises have less than 20 employees) and traditional products and processes that are characteristic of the Mediterranean diet, which is based on fresh products and cereals. This means that consumption is largely made up of these traditional products which are high in carbohydrates and of fruit and vegetables, wine and olive oil, contrasting with the protein-rich diet of the rest of Europe. A significant proportion of production is intended for domestic consumption, while a growing number of products are exported.
The Continental region
The Continental region consists of Western (Germany, Austria, Northern France, Belgium and the Netherlands) and Eastern continental MSs (Poland, Bulgaria, Slovenia, the Czech Republic, Slovakia and Hungary). The Eastern countries listed here still lag behind the Western ones in terms of production and work innovation strategies. The Continental region primarily produces beef, pork and milk-, butter- and cheese-based products. In terms of value added, its weight within the EU as a whole is about 50% for meat production, vegetable and animal oils and dairy products11. Vegetable products and fruit crops are mostly produced in the winter. The most extensively grown crops in this region are cereals, which are used for industrial crops and animal feeds. In the Continental region, the average firm size is larger than that found in the Mediterranean region and the supply chain, as measured by the ratio between output and consumption, is more organized and efficient. Food consumption in this region is becoming increasingly standardized due to the predominance of large supermarket chains and the advanced state of the ready-made meal and frozen foods segments. The decision on whether France should be included in the Mediterranean or the Continental region is crucial because of its relative weight. Therefore, if included in the Mediterranean region, the relative weight of that region in terms of the value added at factor costs of the EU increases significantly. Conversely if it is included in the Continental region, this region has a significantly higher weight.
The Scandinavian-Baltic region
This region includes Denmark, Sweden, Finland, Estonia, Latvia and Lithuania. In this area, the agri-food production follows the trend seen in the Continental countries, which have an effect on these MSs, in particular when it comes to dairy products, beef and pork. In recent times, however, these MSs have also started growing fruit and vegetables that were traditionally found in the Mediterranean region. Its geographical position means that there is also a strong fishing industry, which comes out as a major factor in a cross-country analysis. Indeed, this region accounts for about 15% of the EU’s production of fish. This region has very mixed production systems that range from the Continental production model to the creation of a production system dominated by large companies with a strong inclination towards imports. The selection of food and its consumption are strongly affected by its geographical proximity (for example, the production and consumption of fish) and show a high degree of openness to influences from other areas, especially from Continental cuisine.
11 France is also included in this group of countries, since using the available Eurostat data, it is not possible to differentiate between Northern and Southern France.
26
The Anglo-Celtic region
The countries in the Anglo-Celtic area, i.e. the United Kingdom and the Republic of Ireland, are strongly influenced by food imports from the Commonwealth, other European states and many other countries around the world. This is also the reason why the Anglo-Celtic agricultural and food system plays a relatively small role in the EU27. In recent times, however, there has been a clear trend towards moving back to traditional forms of production in the UK, leading to the emergence of new patterns of production and consumption habits. However, the FDMP industry is largely made up of multinationals and a supply system dominated in many cases by large-scale distribution. The interrelations between the supply chain and consumption appear to be highly efficient and very well organized, while eating habits are still largely influenced by imported products from both Europe and the Commonwealth countries. Indeed, the value added of other food products is significant, meaning that the Republic of Ireland and the UK rank among the top five European countries in terms of manufacturing food products.
The map below attempts to pictorially summarize the main regions for the EU’s FDMP industry.
Map 1: The make-up of the EU’s FDMP industry
Mediterranean Area
Sweden
UK
Ireland
Denmark
Netherlands
Finland
Estonia
Latvia
Lithuania
Germany
Austria
Poland
Slovakia
HungarySloveniaRomania
Italy
SpainPortugal Bulgaria
Greece
Malta
Cyprus
Czech Republic
Belgium
France
Luxembourg
Continental Area
Eastern Countries
Anglo / Celtic
Scandinavian / Baltic
27
6.3 The EU27’s FDMP industry by sub-sector
This section presents some key indicators for the analysis of the industry by sub-sector within and between countries.
Distribution of companies and value added
Table 6 presents the distribution of the number of companies by food sub-sector in each country. The first row indicates the EU27 average: the bakery sector accounts for the largest proportion of companies (more than 58%), followed by meat, other food products, dairy products, fruit and vegetables, vegetable and animal oils and fats, grain mills, animal feed and fish.
If we analyse the sub-sectors from an economic point of view, we can see that the value of production (measured as value added12) is the highest for ‘other food products13’, followed by bakery, meat, dairy products, fish, animal feeds, fruit and vegetables, grain mills, and vegetable and animal oils and fats.
An analysis by country for number of bakeries shows that France and Belgium are ranked in the top five, while the Anglo-Celtic countries and some Eastern European countries bring up the rear. In terms of value added, Slovenia leads the way, followed by Greece, Germany, Portugal, Austria, Italy and France.
The highest share of food companies that produce meat is found for Germany, followed by Austria and the Republic of Ireland. The lowest shares are in Italy, Portugal and Greece, showing that the weight of the meat sector in Southern European countries is very low. As regards the overall economic weight of the sector, the top five are Denmark, Hungary, Romania, Slovenia and Finland.
For ‘other food products’, the Czech Republic, the UK, Estonia and the Scandinavian countries have register the largest number of companies, while at the opposite end of the spectrum are a number of Southern European countries and Germany and Austria. This sector is economically important in the Republic of Ireland, which comes out top, a considerable distance ahead of all the other countries.
The largest number of companies producing dairy products is to be found in the Anglo-Celtic countries, while some Eastern and Northern European countries are also in the top five for dairy products and animal feeds. The importance of dairy products in Anglo-Celtic countries is not backed up by economic measures of the situation because they come out at the foot of the table for added value. This shows that the number of companies is not always related to the economic importance of the sector. A high distribution of companies is often related to a cross-country presence of the sector. In other cases, a smaller number of companies may go hand in hand with having a group of large companies with a more significant economic weight within the sector.
The Mediterranean countries are specialized in vegetable and animal oils and fats, holding the top five positions for these products. The fishing industry has the largest number of companies and the highest added value in the Baltic countries, demonstrating at the same time its prominence and considerable economic value for these MSs.
12 In the annex a set of graphs present the added value at factor costs per each sector. It is an indicator that identifies the share of money produced by each sector in comparison with the manufacturing total in each country.13 This sector includes the following products: sugar; cocoa, chocolate and sugar confectionery; tea and coffee; condiments and seasonings; prepared meals and dishes; homogenised food preparations and dietetic food; other food products n.e.c.
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Table 6: Distribution of companies in the European food industry by sector and ranking of countries on the basis of the significance of the number of companies in the sector in the countries in question
EU share/ranking
Bakery Meat Other food products
Dairy products
Fruit & veg Vegetable and animal oils and fats
Grain mills Animal feeds
Fish
EU27 58.36 15.14 9.2 4.45 3.89 3.27 2.37 1.95 1.36
1 France Germany Czech Rep. Ireland Lithuania Greece Romania Ireland Estonia
2 Portugal Austria UK Slovakia Hungary Spain Poland UK Latvia
3 Belgium Ireland Estonia UK Slovenia Italy Lithuania Czech Rep. Ireland
4 Italy Luxembourg Sweden Slovenia Finland Portugal Finland Slovakia Finland
5 Luxembourg Poland Denmark Estonia Estonia Slovenia Austria Finland Denmark
6 Greece Czech Rep. Hungary Netherlands Poland Romania Sweden Netherlands Sweden
7 Bulgaria Latvia Ireland Romania Bulgaria Austria Latvia Hungary Lithuania
8 Romania Spain Slovakia Latvia Slovakia Bulgaria Slovenia Estonia UK
9 Netherlands UK Latvia Bulgaria UK Hungary Bulgaria Denmark Spain
10 Denmark Lithuania Bulgaria Spain Sweden Sweden Hungary Spain Netherlands
11 Slovakia Slovenia Netherlands Belgium Spain Estonia Portugal Sweden Poland
12 Austria Estonia Finland Italy Latvia Finland Netherlands Poland Portugal
13 Hungary Sweden Belgium Greece Ireland Denmark Estonia Latvia Italy
14 Germany Hungary Spain Poland Greece Latvia Spain Belgium Bulgaria
15 Slovenia France Italy Denmark Denmark Netherlands Czech Rep. Lithuania Germany
16 Poland Slovakia Slovenia Portugal Austria Poland Slovakia Bulgaria France
17 Spain Finland Poland Austria Romania Luxembourg Greece Romania Greece
18 Finland Netherlands Lithuania Sweden Italy Ireland UK Germany Slovakia
19 Sweden Bulgaria Romania Luxembourg Netherlands Lithuania Italy Austria Belgium
20 Lithuania Belgium Luxembourg Lithuania Czech Rep. UK Germany Greece Czech Rep.
21 Czech Rep. Romania Greece Czech Rep. Portugal Germany Denmark Portugal Romania
22 Latvia Denmark France Finland Belgium Belgium Luxembourg Slovenia Slovenia
23 UK Italy Portugal Hungary France France Belgium Italy Hungary
24 Estonia Portugal Germany France Germany Czech Rep. Ireland France Austria
25 Ireland Greece Austria Germany Luxembourg Slovakia France Luxembourg Luxembourg
Source: Eurostat, Structural Business Statistics,2010, own calculation.
Table 7: Share of the food sub-sectors by value added within countries
EU share/ranking
Bakery Other food products
Meat Dairy products
Fruit & veg Animal feeds
Ggrain mills Vegetable and animal oils and fats
Fish
EU27 24.5 23.37 18.80 10.8 7.59 5.54 4.42 2.60 2.37
1 Cyprus Ireland Denmark Lithuania Belgium Czech Republic
Slovenia Bulgaria Latvia
2 Slovakia Netherlands Hungary Estonia Austria Lithuania Hungary Greece Estonia
3 Greece United Kingdom
Romania Greece Spain Hungary United Kingdom
Spain Lithuania
4 Germany Poland Slovenia Latvia United Kingdom
Denmark Romania Romania Denmark
5 Portugal Belgium Finland Finland Netherlands Netherlands Belgium Belgium Portugal
6 Austria Czech Republic
Latvia Cyprus Cyprus United Kingdom
Bulgaria Portugal Spain
7 Italy Italy Spain Italy Poland Portugal Sweden Netherlands Poland
8 France Sweden Germany Netherlands Hungary Poland Cyprus Hungary Sweden
9 Slovenia Germany Estonia Poland Bulgaria Spain Slovakia Italy United Kingdom
29
10 Czech Republic
Finland Austria Sweden Greece Austria Austria Sweden Cyprus
11 Romania France France Portugal Sweden Belgium France Czech Republic
Finland
12 Bulgaria Slovakia Sweden Bulgaria Italy France Finland Germany France
13 Latvia Bulgaria Poland France Slovenia Cyprus Lithuania Austria Slovakia
14 Sweden Denmark Slovakia Romania Denmark Germany Latvia Finland Netherlands
15 United Kingdom
Spain Bulgaria Spain Germany Slovenia Greece Slovenia Italy
16 Belgium Romania Czech Republic
Slovenia Romania Ireland Poland Poland Ireland
17 Finland Austria Portugal Czech Republic
Estonia Italy Italy France Germany
18 Estonia Portugal Italy Slovakia France Latvia Czech Republic
Slovakia Greece
19 Hungary Hungary Belgium Austria Portugal Finland Germany United Kingdom
Bulgaria
20 Netherlands Estonia United Kingdom
Belgium Finland Bulgaria Portugal Lithuania Romania
21 Spain Greece Cyprus Hungary Latvia Sweden Spain Ireland Belgium
22 Denmark Lithuania Lithuania Germany Czech Republic
Estonia Netherlands Denmark Slovenia
23 Lithuania Slovenia Netherlands Ireland Slovakia Greece Denmark Estonia Austria
24 Poland Latvia Ireland United Kingdom
Lithuania Slovakia Ireland Cyprus Czech Republic
25 Ireland Cyprus Greece Denmark Ireland Romania Estonia Latvia Hungary
Source: Eurostat, SBS, 2010, own calculation.
Investment and labour intensity
Other interesting factors for analysis are provided by the investment rate14 and the labour intensity15 by sector within and between countries.
Figures 4 and 5 present the situation in the FDMP industry by country and by sector16. The analysis by country shows that the Republic of Ireland and the Netherlands are ranked top for investment rate and labour intensity. Eastern European countries feature at the bottom of the rankings.
If we focus our attention on investment rates, the ranking in the food industry is different from the ranking in the drink industry. Moreover, there are countries where the drink industry needs more investment than the food industry in order to produce one euro of added value.
Turning to labour intensity, the ranking positions of MSs is the same in both the food and drink industries, with labour intensity being the lowest in the Republic of Ireland and the Netherlands and the highest in Romania and Bulgaria. However, an analysis comparing these two industries shows that the labour intensity is higher in the food industry than in the drink industry.
14 Investment, measured as fixed capital formation divided by value added at factor costs. The investment rate, which is an indicator supplied by Eurostat, represents the amount of investment necessary to obtain one euro of added value.15 Labour intensity, measured in terms of full-time equivalent employees, divided by value added at factor costs (own calculation). In particular, we have measured an indicator of labour intensity which represents the number of full-time employees necessary to produce one euro of value added. A high labour intensity means that a high number of employees is needed to produce one euro of value added.16 The key ranks the countries in terms of rate in the food industry from the lowest to the highest.
30
Figure 4: Investment rate analysis for the food and drink sectors by country
0.0
5.0
10.0
15.0
17.019.5
20.0
25.0
30.0
35.0
40.0
45.0
Drink Sector Food Sector
50.0
Ireland
Netherlands
Lithuania
Hungary
Belgium
UK
Austria
Czech Republic
Italy
Slovakia
Finland
Latvia
Spain
Poland
Bulgaria
Germany
Greece
EU27
Portugal
Romania
Source: Structural Business Statistics, Eurostat, 2010 (2009 for Greece).
Figure 5: Indicator of labour intensity for the food and drink sectors by country
0.0
20.0
40.0
18.0
37.0
60.0
80.0
100.0
120.0
Drink Sector Food Sector
140.0
Ireland
Sweden
France
EU27
Slovakia
Netherlands
Finland
Spain
Portugal
Lithuania
Belgium
UK
Greece
Czech Republic
Romania
Italy
Austria
Germany
Hungary
Bulgaria
Source: Structural Business Statistics, Eurostat, 2010 (2009 for Greece).
A quadratic regression has been calculated to show the relationship between investment rate and labour intensity using a cross-country approach.
It emerges that there are countries such as the Republic of Ireland, the UK, the Netherlands and Finland with low levels of intensity contrasting with countries such as Bulgaria and Romania, at the opposite end of the spectrum, with high levels of intensity.
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Figure 6: Quadratic regression: investment rate and labour intensity (food)
0
10
20
30
40
50 100
95% CI
150
50
RO
BG
SK
LT
HR
CZ
PT
EU27IT
ESEL
DE
UKNL AT
FI
IE
food_inv_rate
food_lab_int
Fitted values
Source: Eurostat, SBS, 2010. Own calculation.
Figure 7: Quadratic regression: investment rate and labour intensity (drink)
10
15
20
25
30
20 40 60
95% CI
80
35
RO
BG
SK
LT
HRCZ
PT
EU27
ITES
EL
DE
UK
NL
AT FI
IE
drink_inv_rate
drink_lab_int
Fitted values
Source: Eurostat, SBS, 2010. Own calculation.
An analysis by sub-sector indicates that there are sectors that require more labour intensity and others where more investment is needed.
For instance, the meat, fish and bakery sectors require a higher labour intensity than the food-sector average, whereas the investment rate appears to be not far from the average for the food industry, with the exception of some countries like Ireland, Poland and Romania where the investment required to produce one euro of added value is higher.
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In contrast, there are some sub-sectors that require a lower labour intensity, in particular:
l fruit and vegetables, oils, dairy products and grain mills appear to require a higher amount of investment to produce one euro of added value;
l other food and animal feeds demonstrate a lower labour intensity than the average for the food industry, but the investment rate varies a lot between countries.
Figure 8: Investment rate analysis by sector (difference between the sub-sectors’ investment rate and the food industry average) by country
-30.0
-20.0
-10.0
0.0
10.0
20.0
30.0
40.0
50.0
60.0
Meat fish fruit andveg
vegetableand animaloils and fats
dairyproducts
grain mills bakery otherfood products
animal feeds
70.0
Ireland
Austria
Spain
Belgium
UK
Latvia
Hungary
Slovakia
Finland
Greece
Italy
Bulgaria
Germany
Lithuania
Poland
Romania
Netherlands
Czech Republic
Portugal
Source: Eurostat, 2010 (2009 for Greece), SBS.
Figure 9: Indicator of labour intensity by sector (difference between the sub-sectors’ investment rate and the food-industry average) by country
-60.0
-80.0
-40.0
-20.0
0.0
20.0
40.0
60.0
80.0
100.0
Meat fish fruit andveg
vegetableand animaloils and fats
dairyproducts
grain mills bakery otherfood products
animal feeds
Ireland
Finland
Greece
Slovakia
Netherlands
UK
Germany
Lithuania
Belgium
Austria
Portugal
Romania
Italy
France
Czech Republic
Bulgaria
Sweden
Spain
Hungary
Source: Eurostat, 2010 (2009 for Greece), SBS.
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More details about economic and profitability indicators, which support the overall analysis by sector, are provided in the statistical annex.
6.4 The food and drink manufacturing chain
This section presents the vertical chain connecting agriculture, food processing and retailers and reflects on its impact on the dualistic structure of the food and drink production system.
The impact of new technologies and transport innovation
This section considers the impact of new technologies and transport innovation on the competitiveness of small companies.
The production method needs to take account of seasonal production as part of the overall structure of manufacturing processes. If seasonal production is not possible, it can fall back on the international market for products that can be conveniently moved from one place to another. This can take place even over long distances if local supply is insufficient (in terms of price, quantity or quality) to guarantee the expected output in time. In some cases, the rotational availability of raw produce leads certain sectors in the industry to process very dissimilar products together when carrying out freezing and canning.
For perishable and seasonal products (e.g. vegetables), the processing and packaging industry (and cold storage services, e.g. for apples) has to ensure the preservation of these goods in ‘space’ (possibility of long-distance transport) and time (conservation).
In the case of a market where production and consumption largely coincide, there is a ‘local’ market, where perishable products are generally sold in the same production area. This applies to all fresh produce that is not preserved, e.g. fresh milk (until a few years ago dairies were operated by municipalities or provinces, etc., and this continues to be the case in some instances). Therefore, the local market takes care of perishable products and/or strongly seasonal products or products with a low average unit value, which do not justify high transport costs that would have a major impact on the final price of the product.
The gradual reduction in transportation costs and the increasing use of electronic means of communication are leading to the rapid expansion of markets, so for instance in the case of Italy fresh fish is imported from all over the world, many fruit and vegetables come from other countries in the Mediterranean and some milk is imported from Northern Europe. Obviously this trend influences firms to a certain extent (more so in the case of smaller companies than larger ones), and also has an effect on products and areas. This is also one of the reasons for the emphasis placed on structural dualism and the difficulties small businesses have in withstanding increasing global competition.
The organization of the work
The specific characteristics of the sector described above lead companies, especially small ones, to make extensive use of various forms of flexible work: internal company flexibility, flexibility within the production chain and external flexibility17:
l production on demand: the production cycle is activated the moment that the product request occurs;
l just-in-time production: a production strategy that strives to improve a business return on investment by reducing in-process inventory and associated carrying costs;
l joint production: production is organized in order to produce joint products in different stages of the process or obtain different products using the same manufacturing process.
17 These flexibility terms are used in the labour economics literature. For more details see the glossary.
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The characteristics of the product, the management of market relationships within the supply chain and the various organizational models for production strongly influence the deployment of labour in the agricultural and food system.
In short, the deployment of the workforce in agri-food businesses could depend on:
l their technical/economic size (e.g. number of employees and turnover);
l the characteristics of the product (seasonality, perishability, typicality);
l the scale of the market players and products (local, regional, national, international).
The remarks so far have mainly concerned enterprises (local units) i.e. small companies which are so characteristic of the agricultural and food system. The situation of large national companies, multinationals and multidivisional businesses is very different. In this case, and for specific production purposes, a ‘Fordist-Taylorist’ type of work organization exists with the use of a flexible organization of labour mainly within the enterprise itself. These companies have a market for products and are vectors of national and international standards, accompanied by systematized production that promotes the use of economies of scale. Such large-scale national enterprises, multinationals and multidivisional companies are in fact the leading suppliers of large stores, which are increasingly taking the place of traditional specialized shops.
6.5 Employment trend in the FDMP industry18
Key characteristics of employment
This section presents an overview of employment indicators by country. In particular, it describes the trends in the main employment characteristics employment since 2000, analysing a number of indicators, such as gender and contract type.
At European level, around 95% of food businesses operate with local units of less than 20 employees (small size). This segment employs 26% of all the workers in the food sector. In the drink industry the average size of businesses is higher, being on average the same size as other manufacturing sectors. This is mainly related to the fact that this industry mainly produces new mass products and hardly produces perishable goods.
These particular characteristics have a determining influence on the following aspects:
l A fairly high number of workers are owners of the company in question or relatives of the owner and are not on the payroll. This is mainly the case in Italy and in the leading countries in this sector such as Germany, France and Poland.
l Labour productivity (which is calculated as the value of the production output per person employed) is particularly significant in Belgium, Denmark, the Republic of Ireland and the Netherlands, with much more significant peaks being seen in the drink industry, which has a larger number of medium-sized to large enterprises, meaning that Austria, France and Italy also stand out in this regard. The Republic of Ireland is the leading country for labour productivity both in the food sector (153.6) and in the drink sector (211.3). The Irish results are positively correlated with the size of the company, which indicates that companies are using economies of scale.
l A simple calculation tells us that the average number of workers per company turns out to be different only in the case of the Republic of Ireland, where there are over 60 people per company in the food sector, and 130 people per company in the drink industry. This makes it the country with the largest
18 Elaboration on the basis of a Eurostat data comparison between 2000, 2006 and 2011. Data processed by Eurostat on request. Unfortunately the lack of data for almost all countries means that further details at country level cannot be provided.
35
share of companies with a workforce of over 250, with 5.79% in the food sector and 11.54% in the drink industry, as opposed to 3% in the manufacturing sector as a whole. Extreme case are presented by Greece and Italy, where the number of employees in the food sector is on average between five and seven people per company, whereas in the drink sector it is just over ten. In Greece, 95% of the food sector is made up micro-enterprises (with 0-9 employees), and this figure is 90% in the drink industry, making this sector in line with the manufacturing industry in general. In Italy, about 90% of food companies are micro-enterprises, while this applies to 80% of the drinks sector, which again matches up with the situation in the manufacturing industry in general.
Table 7: Workforce indicators in the FDMP industry19
Food and drink share of employment in manufacturing (%)
Apparent labour productivity19 (food)
Apparent labour productivity (drink)
Number of people employed per enterprise (food)
Number of people employed per enterprise (drink)
Owners or relatives20 (food)
Owners or relatives (drink)
GEO / TIME 2010 2010 2010 2010 2010 2010 2010
EU27 average 17.0 40.79 73.62 15.5 20.0 2,557.22 170.82
Belgium 17.8 65.0 133.4 11.6 32.8 6,772 207
Bulgaria 19.2 7.1 13.6 18.6 19.6 3,068 583
Czech Republic 10.0 18.9 48.0 15.7 12.1 8,473 1,143
Denmark 19.4 73.0 112.4 35.6 35.3 794 18
Germany 12.6 37.0 66.0 26.0 33.2 42,649 2,512
Estonia 14.5 16.8 37.2 34.5 49.7 79 6
Republic of Ireland
22.8 153.6 211.3 61.5 137.2 263 2
Greece 23.0 41.1 101 5.2 11.5 : 1,101
Spain 18.4 48.2 91.1 13.7 10.8 13,223 2,316
France 20.2 47.8 107.9 10.1 18.3 28,526 640
Italy 10.7 48.4 100.7 7.2 12.8 85,143 3,710
Cyprus 37.4 29.4 46.5 14.2 24.8 167 11
Latvia 23.5 11.8 23.4 31.5 44.0 : 5
Lithuania 23.8 11.8 25.3 34.9 40.2 362 17
Hungary 15.7 16.6 26.7 20.7 5.8 1,975 1,363
Netherlands 18.3 73.2 174.4 27.7 37.1 4,284 123
Austria 13.0 49.9 139.5 19.4 25.1 2,945 264
Poland 17.6 18.3 60.2 29.1 44.2 19,889 726
Portugal 15.8 22.5 50.1 9.9 12.4 4,789 544
Romania 16.5 9.1 31.4 20.7 32.1 1,239 201
Slovenia 8.4 26.0 46.8 13.6 18.2 555 46
Slovakia 9.6 15.9 27.6 14.3 12.8 2,066 365
Finland 10.3 56.6 103.8 20.9 45.9 734 8
Sweden 9.9 53.2 104.9 17.9 36.1 6,968 474
United Kingdom 16.6 58.4 : 59.7 47.9 4,708 548
Source20: Eurostat, SBS.
19 This is an indicator of labour productivity. It is calculated on the basis of gross value added per person employed.20 People that work in the industry but are not paid for their work. In general they are owners of the company or are members of the owner’s family.
36
According to the European Labour Force Survey, in 2011, the number of employees in the FDMP industry stood at around 4.1 million in the EU27, i.e. around 90% of the total workforce in that industry. This share appears to have remained fairly stable in the decade from 2000 to 2010, with slight exceptions in Portugal where the share increased and in Germany where it decreased. This indicator can be interpreted in combination with the number of persons employed in the company who are not paid a salary because they are members of the owner’s family. Indeed, in countries such as Italy, Germany and Greece, a significant proportion of those working for companies are owners or relatives of the owner, and therefore they have the lowest totals in the graph, since these countries have a lower percentage of employees on the company payroll.
Figure 10: Share of employees in employment 2000-2010
120
2000
2010100
80
60
40
20
0LV EE DK UK LU SI FI SK PT CZ
MT BE ES IT DE GR
Source: Elaboration by EFFAT and FoodDrinkEurope based on data from national centres and national statistics. See Figure 2 of the report “Representativeness of the European Social Partner organizations: the Food and Drink sector”.
The majority of employees are men aged 25-54 with permanent contracts, followed by women of the same age group. Women represented 43% of all the employees in 2011 (around 3% more than in 2000).
Foreign workers
Table 8: Trend in foreign workers in FDMP (thousand)
2000 2011
EU citizens 56 203
Foreign workers (EU and non-EU) 198 405
Source: Eurostat, LFS.
However, the economic crises only affected the sector to a lesser extent than the overall economy, with from 2008 to 2010 only 210,300 jobs being lost in the FDMP sector. The agri-food sector has also been employing increased numbers of foreign workers21. In this regard, we should point out that in 2000, the EU consisted of 15 MSs. In 2006 this total rose to 25 and in 2011 it came to encompass 27 countries. Therefore, we should note that in the course of this decade, many people who were previously outside the EU became EU citizens, thereby contributing to the increasing geographical mobility of workers within the European Union.
21 Eurostat workforce data allows a distinction to be made between EU and non-EU citizens. Unfortunately, the lack of detailed data allows only some information to be provided about foreigners in general.
37
Out of the 400,000 foreign nationals who were working in the European FDMP in 2011, about 200,000 were EU citizens (while five years previously this was only about 50,000). Allowing for statistical error, it can be stated that the incidence of foreign citizens in total employment in this sector (while remaining more or less constant between 2000 and 2006) increased from 5% to twice as much in 2011. At the same time the incidence of EU citizens, who previously accounted for about a third of workers, rose to approximately half, with mobility growing due to the enlargement of the European Union and the economic crisis.
Number of companies
According to the analysis carried out by EFFAT and FoodDrinkEurope of the representativeness of the organization of the European social partners in the sector22, the number of companies decreased in 12 of the 20 countries with available data for 2000 and 2010. In countries such as Denmark, Finland, Estonia and Hungary, the decrease in the number of companies was linked to a major fall in employment. In contrast, in Belgium, Cyprus, Germany and Spain, the decrease in the number of companies saw an increase in employment, which could be interpreted as a sign of market concentration.
However, in the Czech Republic, Latvia, Malta, Poland, Slovenia and Slovakia an increase in the number of companies was accompanied by a decrease in employment. This could be explained by fragmentation of the market involving companies with fewer employees.
An exception was Greece, where a significant increase in the number of companies led to a rise in employment.
Male and female employment
As regards the percentage of women in employment in the industry, in Bulgaria, Cyprus, the Czech Republic, Germany, Finland, Latvia, Slovenia and Slovakia the employment of women is higher than the European sectoral average. Moreover, in six of these countries, i.e. with the exception of Cyprus and Finland, female employment is higher than male employment in the sector.
Table 9: Total employment in the FDMP industry, 2000 and 2010
No. of companies Total employment Female employment Male employment Share of sectoral employment as a % of the overall economy
last year available
% of growth in the last decade
last year available
% of growth in the last decade
last year available
% of growth in the last decade
last year available
% of growth in the last decade
EU27 287,230 4513,617 2
AT 3,956 77,607 1.8
BE 5,053 -18.21% 98,123 1.79% 35,139 6.73% 62,984 -0.77% 3
BG 5,397 103,048 50,641 52,407 2.9
CY 888 -10.93% 13,069 19.71% 6,193 39.23% 6,876 6.29% 3.4
CZ 16,924 22.65% 121,500 -4.56% 55,800 -11.99% 65,700 2.82% 2.49
DE 40,889 -8.11% 913,000 9.34% 473,000 16.50% 439,000 2.33% 2.3
DK 1,637 -12.88% 56,912 -29.13% 23,087 -30.42% 33,825 -27.89% 2.1
EE 358 -12.25% 12,400 -42.33% 2.2
ES 30,261 -9.40% 443,200 11.60% 158,000 32.66% 285,200 4.58% 2
FI 1,703 -11.62% 35,196 -12.94% 17,070 -16.79% 18,126 -8.96% 1.5
FR 60,009
GR 16,775 40.15% 132,890 15.78% 49,663 12.49% 83,227 17.84% 3
22 http://www.eurofound.europa.eu/eiro/studies/tn1207014s/tn1207014s.htm
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HU 6,489 -6.04% 122,200 -17.49% 50,500 -13.82% 71,700 -19.89% 3.3
IE 43,200 -22.44% 2.3
IT 57,764 -13.70% 427,789 -4.25% 155,709 -4.25% 272,080 -4.25% 1.8
LT 843 -25.99%
LU 5,100 24.39% 1.42
LV 738 32.50% 25,571 -28.69% 14,996 -5.17% 10,875 -45.74% 3.19
MT 543 1.88% 3,284 -7.41% 554 1.65% 2,730 -9.06% 2.24
NL 4,340 -57.14%
PL 6,273 258.87% 420,800 -8.00% 4.3
PT 5,818 10.97% 90,820 -1.34% 3.3
RO 8,591 -14.71% 191,525 2.3
SE 1,927 10.37%
SI 592 52.58% 14,851 -28.87% 6,584 -26.62% 8,267 -30.57% 1.8
SK 1,449 12.76% 55,300 -16.34% 30,000 5.26% 25,300 -32.71% 2.39
UK 7,195 382,753 -17.99% 134,191 -11.02% 248,562 -21.32% 1.3
Source: ELFS 2010, see Table No. 2 in “Representativeness of the European social partner organisations: the food and drink sector”, EFFAT & FoodDrinkEurope
Table 9 shows the change in employment in general (including all forms of employment: employees and self-employment – owners and relatives that work for the company). Table 10 focuses on data provided by national statistical institutes and shows that the change in share of employees in overall employment from 2000 to 2010 is quite stable. However, we must point out that in Denmark, Estonia, Finland, Lithuania, Latvia, the Netherlands, Romania, Slovenia, Slovakia and the UK there was a significant decrease in the number of employees over the past decade. In Slovenia, Slovakia and Latvia the number of companies increased prior to a decrease in the number of employees; this inconsistency probably means that the average size of companies decreased in these countries. Exceptions are Austria, Belgium, Spain, Greece, Italy, Luxembourg and Portugal where the number of employees increased, especially the employment of women in Greece, Spain and Portugal. This countertrend of the Southern European countries demonstrates that those countries that have lost a lot of jobs because of the economic crisis have coped with it thank to the FDMP industry, which has remained quite stable and strong.
Table 10: Total employees in the FDMP industry, 2000 and 2010
Total number of employees Female employees Male employees Share of sectoral employees as a % of total economy
last year available
% of growth in the last decade
last year available
% of growth in the last decade
last year available
% of growth in the last decade
AT 74,356 2.63% 2
BE 88,743 3.65% 32,130 8.90% 56,613 0.90% 3
BG 94,985 -5.56% 47,497 -8.46% 47,488 -2.48% 4.2
CY 12,933 6,135 6,798 3.6
CZ 114,400 -5.77% 53,700 -12.68% 60,700 1.34% 2.85
DE 647,095 -9.84% 315,217 -11.13% 331,878 -8.58% 2.3
DK 55,953 -28.70% 22,836 -30.19% 33,117 -27.64% 2.3
EE 12,200 -94.26% 2.3
ES 397,600 10.41% 145,250 25.43% 252,350 3.30% 3
FI 34,101 -13.07% 16,581 -16.99% 17,520 -9.00% 1.6
FR 513,500 -3.66% 189,995 323,505 2.9
GR 93,929 8.18% 36,939 10.91% 56,990 6.48% 3.3
IT 334,221 0.72% 124,621 0.72% 209,600 0.72% 1.9
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LT 40,999 -20.52% 5.1
LU 5,000 21.95% 1.48
LV 25,799 -38.73% 14,954 -5.27% 10,845 -45.79% 3.2
MT 2,991 -6.30% 517 -7.82% 2,474 -7.82% 2.33
NL 122,400 -12.57% 42,200 -7.05% 80,200 -15.22% 1.5
PL 448,300 -8.83% 3.2
PT 86,601 8.30% 43,035 15.92% 43,566 1.69% 3.3
RO 184,876 -11.80% 4
SE 52,152 -15.78% 1.26
SI 14,443 -29.74% 6,480 -27.14% 7,963 -31.72% 1.9
SK 53,000 -17.19% 29,200 4.66% 23,800 -34.07% 2.72
UK 376,374 -16.92% 131,564 -9.64% 244,810 -20.37% 1.5
Source: social partner organizations: the Food and Drink sector, EFFAT & FoodDrinkEurope:
data provided by national centres - see Table No. 3 in “Representativeness of the European social partner organisations: the food and drink sector”
Employment by age, level of education, gender and contract type
This section presents an overview of the main characteristics of workers. Since this detailed information is not available for most countries, only a pan-European perspective will be presented here.
In 2011, employees with low levels of qualification represented 30% of the total number of employees in the FDMP industry, whereas this share accounted for only 21% in the overall economy, while the share of highly skilled employees was only 14% in this industry, as opposed to 30% for the economy as a whole.
An analysis by age and level of education shows that there is a scarcity of highly educated workers, whereas the share of employees with a low level of education is very high in all age groups. This is one of the reasons making the FDMP less attractive for young people who are becoming increasingly educated in comparison with older age groups. The lines in Figures 11 and 12 represents three years (2000, 2006 and 2010), to also show the trend in employment before and after the crisis.
Figure 11: Employees in the FDMP industry by level of education and age
2500000
low medium high low medium high low medium high
2000000
1500000
1000000
500000
0
2011 2006 2000
Source: Eurostat, LFS (2000, 2006, 2011).
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Throughout the time-frame under consideration, the share of young people working in the sector was generally low and equally distributed between temporary and permanent employment. In contrast, the share of employees over 55 was higher than the share of those under 24, with very few temporary employment contracts.
Figure 12: Employees in the EU’s FDMP industry by gender and tenure of the contract
1000000
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rman
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male female
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2006 2011
Source: ELFS 2000, 2006, 2011 - elaboration provided by Eurostat on request.
According to the graph, employment in the food and drink sector has been affected by the erosion of permanent jobs, while people under 55 have faced a significant increase in temporary jobs over the past decade. Youth employment has continued to be only marginal in the sector. It fell dramatically (by approximately 30-40%) before the crisis for both men and women. The crisis aggravated the situation, with about 30-40% of permanent contracts being lost between 2000 and 2011 (80,000 permanent jobs lost). The slight increase in fixed-term employment for young men could not offset the decrease in permanent contracts. Therefore, we can argue that the reason why experts say that the sector is less attractive for young people is that the sector does not offer them decent working conditions.
However, the intermediate age group showed an increase in temporary employment for men and women (over 70% for men from 2000 to 2011 and about 60% for women) as opposed to a slight decline in permanent employment. The number of older workers increased in the same period by about 45%, a rise that was recorded mostly from 2006 to 2011 and that affected more women, but also had an impact on men’s fixed-term contracts.
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Figure 13: Change in number of employees in the food and drink industry by age, gender and tenure of the contract in comparison with 2000 (%)
40
60
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100
120
140
160
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2006
Source: ELFS 2000, 2006, 2011 - elaboration provided by Eurostat on request.
If we analyse the reasons for the loss of fixed-term contracts focusing on two main causes, i.e. contracts covering a training period and involuntary contracts, the European Labour Force Survey reveals that there has been a decrease in training contracts for young people, whereas there has an increase of about 50% in involuntary fixed-term23 contracts that workers accepted because it was impossible to find a permanent job with an open-ended contract.
For the oldest age group, fixed-term contracts that include a training period have increased. However this increase is a concern for those who cannot find a permanent job. Over the past decade there was a rise of about 150% (almost entirely before the crisis began, so between 2000 and 2006).
Summing up, in 2011, employees in the FDMP industry with a temporary contract covering a training period represented 3% of the total number of employees in the European economy as a whole, whereas employees who accepted a temporary contract because they could not find a permanent contract represented 13% of the total number of employees in the EU economy.
Figure 14: Change in number of employed people in the food and drink industry by age and reason for temporary contracts in comparison with 2000
60
80
100
120
140
160
180
40
20
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-20
-40
2011
training contract not finding permanent job training contract not finding permanent job
15-24 25-54
2006
Source: ELFS 2000, 2006, 2011. Training contract: temporary contract that is linked to a training activity
Not finding permanent job: involuntary temporary jobs accepted by workers who could not find a permanent job
23 These workers accepted a fixed-term contract because they could not find a permanent one. Therefore these contracts are known as ‘involuntary fixed-term contracts’.
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As regards part-time work, the data presents an interesting cross-country perspective. The FDMP industry proves a good sector for female employment. Therefore, we can find a substantial share of part-time workers, having a significant impact on this sector, especially in Denmark, Austria and Sweden. The Netherlands, which is the leading country in terms of flexicurity24, combines flexibility and security thanks to the important role played by part-time jobs. Flexicurity and the work-life balance have consolidated this trend over the past five years, increasing the number of women employees in the Netherlands in part-time rather than full-time jobs. Furthermore, part-time women employees in Belgium have doubled over the past decade. However, in Eastern Europe, part-time work is still limited due to only a rather recent shift towards flexibility. Eastern European countries turned out to be less flexible than the Western European countries when they entered the European Union. Their labour market has not yet been fully integrated into the European system.
As far as full-time employment is concerned, there have been various contrasting examples over the past decade. In Ireland, female employment has decreased mainly due to the lack of full-time jobs, whereas in Denmark the reduction in full-time employment was significant for both genders.
Table 11: Part-time/full-time share of male and female employment
Males Females Males Females Males Females
Full-time Part-time
Full-time Part-time
Full-time Part-time
Full-time Part-time
Full-time Part-time
Full-time Part-time
GEO/TIME 2000 2006 2011
EU27 96% 4% 80% 20% 96% 4% 78% 22% 95% 5% 78% 22%
Belgium 96% 4% 77% 23% 94% 6% 73% 27% 89% 11% 63% 37%
Denmark 74% 26% 94% 6% 76% 24% 92% 8% 59% 41%
Ireland 97% 3% 81% 19% 96% 4% 85% 15% 93% 7% 84% 16%
Cyprus 85% 15% 98% 2% 93% 7% 98% 2% 87% 13%
Latvia 93% 7% 97% 3% 97% 3% 94% 6% 97% 3% 92% 8%
Netherlands 85% 15% 40% 60% 84% 16% 34% 66% 84% 16% 25% 75%
Austria 97% 3% 71% 29% 61% 39% 92% 8% 61% 39%
Finland 94% 6% 88% 12%
Sweden 93% 7% 75% 25% 93% 7% 72% 28% 90% 10% 78% 22%
United Kingdom
95% 5% 71% 29% 95% 5% 80% 20% 95% 5% 83% 17%
Source: Eurostat, LFS, own calculation.
Finally, employment in the FDMP has been falling over the past decade in all EU countries, partially due to the economic crises and in general because of the pressures to which the sector has been subject. It should be noted, however, that women’s sectoral employment in most Western and Southern European countries has declined to a lesser extent than in the case of men, due to the increased incidence of part-time work contracts.
24 Flexicurity aims to ensure that EU citizens can benefit from a high level of job security that enables people to find a job at every stage of their life and have good prospects for career development in a rapidly changing economic environment. Flexicurity also aims to support both workers and employers to fully seize the opportunities that globalization presents to them. It therefore creates a situation where security can contribute to flexibility and vice versa.
The term flexicurity goes back to a political debate started in the Netherlands in the early 1990s (Tangian, Andranik. 2004. Defining the flexicurity index in application to European countries. Discussion paper, no. 122. WSI Hans Böckler Stiftung).
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6.6 Conclusion
This chapter has presented in more detail the following issues with regard to the FDMP industry:
l This industry is relatively stable and is more resistant to the economic crisis, due to the primary needs it satisfies. This is demonstrated by the rigidity of the demand for primary commodities and the organizational flexibility of SMEs.
l It is characterized by a large presence of unskilled workers, older workers, migrants with low levels of qualifications and seasonal workers, which also lead to low investments in R&D and problems in terms of competitiveness.
l The industry has different characteristics in different parts of Europe, in line with various macro areas of production.
l It has a dualistic structure (differences between SMEs and large enterprises with the presence of multinationals and enterprises owned by foreigners), where the labour organization differs: while one of the main features of large companies with a ‘Fordist’ organizational model is internal flexibility in the workforce, small companies have an organizational model that responds to international competition by distributing the workload over the whole production chain.
It reveals increasing flexibility of human resources, which is a corollary of the new organizational needs of the production process. This is a result of the fact that in a period of severe crisis, production costs have to be reduced and its competitiveness has to be increased on the international and domestic markets.
The current relations between enterprises and the labour market have highlighted some specific needs:
l The use of just-in-time work in relations with other companies. Workers are recruited on atypical contracts when the company is ready to advertise the product. This type of work traditionally involves the employment of seasonal workers.
l The need to respond to an increase / decrease in final demand (on-call work for on-demand production). In this case, the fluctuation in the demand for human resources involved in the production process, which seemed to be a typical feature of the Ho.Re.Ca. (Hotel, Restaurant, Catering) sector, has also become common in the food industry, whose production and orders are boosted by its distribution/commercial system.
l The need to reorganize human resources recruitment procedures locally, in other words, the form of work reorganization widely adopted by SMEs based in a certain area (industrial districts and labour markets, local production systems, etc.). This is aimed at disseminating the knowledge (the ‘know-how’) in the production area, leading to the mobility of workers and ensuring flexibility, in particular, for non-material and control jobs.
l The use of internal flexibility for production processes which do not require special skills (non-specific resources) and enable the company to employ workers for different positions. This often occurs in small businesses (e.g. handicrafts) and in semi-autonomous work and middle management in both public and private companies.
The need for extensive use of flexible work is causing firms to attempt to minimize the costs of the workforce (human capital) and to maximize productivity. As regards economic or strategic choices of product or innovation processes determined by the production system of goods and services, human capital flexibility is very important and plays a key role.
To improve labour productivity, it is important that the worker has many basic skills even if they are only ‘similar’ to those required by a particular position (such as IT proficiency, knowledge of a foreign language
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and of a product or a method of production). Moreover, a professional approach needs to be adopted with regard to qualitative aspects of production.
The following aspects determine the EU production system’s ability to compete with the emerging economies on international markets:
l the flexibility of human capital, which is the result of acquired skills and experiences;
l increased productivity and lower wages than other companies in industrialized countries.
Summing up, the most significant long-term pressures on the industry are:
l globalization: liberalization of trade has provided new market opportunities and new sources of competition and therefore international trade and cross-border mobility of capital investments has increased;
l changes in consumer preferences as well as a greater focus on health and safety;
l low labour productivity in the sector, reflecting insufficient development of research and development;
l development of cooperation and networks of industries (agriculture, food businesses, distribution);
l transfer of innovation, research and training;
l modernization, new technologies, market orientation, diversification, skills and generational turnover;
l enhancement of agricultural production by promoting quality and short production chains;
l Local Development Plans.
7. Literature Review
Introduction
This chapter provides a rapid review of the literature relating to skills and employment policy in Europe and similarly skills and employment policy in the food and drink manufacturing and processing (FDMP) industry, industry workforce, skills and labour market across Europe. More specifically this element of the research highlights good practice around employability in the industry and up-skilling measures. In addition the drivers of the industry are also covered, as well as the factors driving its performance and position and the associated skills implications.
Employment and skills policy in Europe
The current paradigm for the literature related to employment and skills in Europe is the impact of the 2008 economic crisis. The crisis has significantly reduced the number of new job opportunities in Europe; there are almost 10 million fewer jobs than if the crisis had not occurred and employment levels are unlikely to return to pre-recession levels before 2020 (Lettmayr, 2011). In July 2013, unemployment rates for Europe, as a whole, remained high at 10.3% for over a year with over 23.3 million people seeking employment; the unemployment rates vary between states from only 4.8% in Austria to over 26.2% in Spain (Eurostata, September 2013).
The economic crisis has been a catalyst for the long term changes that had already been occurring in employment structures across Europe. Whilst globalisation and increasing competition from lower-cost
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developing countries, combined with new technological developments, were already changing the sectoral structure of employment, the crisis increased the decline in the manufacturing and agriculture jobs. Whilst the primary and manufacturing industries remain important in economic terms, by 2020, they will account for less than 20% of total jobs. Some industries will not return to pre-crisis levels and will eventually decline, such as car manufacturing, steel production and construction (Campbell et al, 2010). Other sectors are expected to rapidly increase via stimulus packages, including research and development, care of the elderly and low carbon sectors. Wilson and Zukersteinova (2011) predict that, by 2020, “non-market” services (including health and education) are expected to account for almost 50% of employment. This will require changes in skills policy to ensure sufficient training to meet the future demand.
As a continuance of the Lisbon strategy to develop better jobs to uphold economic growth, the Europe 2020 policy was introduced in 2010 to foster sustainable, smarter and more inclusive growth in Europe. This included two flagship policies to increase employment; The “Youth on the Move initiative” and the “Agenda for New Jobs and Skills”, which is intended to increase the employment rate amongst 20-64 year olds, by having 75% of them in work. This has led to a variety of different Youth Guarantee schemes and initiatives, which come to the aid of large numbers of young people in need of support. The Nordic European countries were the first to implement youth guarantee schemes in the 1980s and 1990s. These include Sweden (1984), Norway (1993), Denmark (1996) and Finland (1996). More recently, other countries have embarked on similar youth employment programmes. These include Austria, Germany, the Netherlands and Poland (ILO, 2013). Youth guarantees and similar youth employment programmes are commonly managed through employment offices at the municipal level. Consequently, implementation strategies differ according to a local context. In Febraury 2013, a pan-EU ‘Youth Guarentee’ has been introduced, which is intended to ensure that all people under the age of 25 will receive a ‘good quality offer of employment, continued education, an apprenticeship or traineeship within a period of four months of becoming unemployed or leaving formal education.’ €6 billion has been set aside from the EU 2014-2020 budget in order to tackle youth unemployment in regions with the highest unemployment.
The youth guarantee initiative in Finland ‘obliges’ public employment services to offer, within a month of a young person registering as a job seeker, a personalised needs assessment and an employment plan, as well as the opportunity of taking part in activation measures that can improve their chances in the labour market within three months of registration (Hawley et al, 2012). In Sweden, the number of young people participating in the job guarantee scheme increased from around 10,000 in 2008 to over 53,000 in 2010, this corresponds to successful outcomes for 46% of young jobseekers (Mascherini, 2012).It has been stated by some stakeholders, that the youth guarantee does not solve the long term skills issues.A as it does not solve the underlying structural problems of the young peoplesuch as a lack of skills and qualifications. It is felt by some stakeholders that the new Swedish youth guarantee should focus more on upskilling and re-training, rather than helping young people to find ‘any’ job that is avaiable. (Eurofound, 2012).
The economic crisis has led to “dramatically high” levels of youth unemployment across the EU. In 2011, more than five and a half million (21.4%) young people aged 15-24 were unemployed and numbers continued to grow, rising to 22% unemployed in 2012. Almost three and a half million fewer young workers are employed across Europe than prior to the recession. This is ever more worrying, as Europe has an increasingly ageing workforce. The overall working age population will decrease by 6 million between 2007 and 2020, which will lead to an increasing number of dependants to be supported by fewer young workers. This requires a greater proportion of young people in employment to be able to support the system (Campbell, 2010).
On a Europe wide level, the European Commission has reacted to the challenge of rising youth unemployment by focusing its efforts on the “Youth on the Move” initiative, which was intended to “unleash all young people’s potential through quality education and training, successful labour market integration and greater mobility”. It encouraged member states and social partners to set up schemes to help recent graduates find employment or further education and training opportunities, as well as
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developing policies to enable a smoother school to work transition, whilst also encouraging greater involvement in the education and training systems. This was intended to reduce the number of NEETS (Not in Education, Employment or Training) and encourage more young people into education (Hawley et al, 2012).
This policy led to a variety of responses at a national level, due to the different issues facing young people. Young people are not a single, homogenous group; rather they face a variety of different issues. Hawley et al (2012) has identified five main approaches for improving the employment participation of young people:
l Preventing Early School Leavers
l Reintegrating Early School Leavers back into the education system
l Facilitating the transition from School to Work
l Measures to foster employability among young people
l Removing barriers to employment
Job creation is another potential approach for employment participation of young people.This led to a range of different responses such as the Integrative Vocational Training (IBA) in Austria, which is targeted at young people with particular learning and integrative challenges. Another example is the Swedish “job guarantee for young people”, which provides “special labour market integration measures and activities…to help raise participants’ understanding and motivation during the job search process”(Hawley et al, 2012: 16). There has also been an increased focus on the “whole person” for supporting young people into employment, supporting the young person’s learning, career and wider needs. Rather than rushing early school leavers straight into employment and having them drop out again and return to unemployment, the “whole person” schemes, such as the Production Schools in Austria25 and the Youthreach in Ireland26, attempt to better orientate young people for additional education and employability, before dealing with gaps in employability and equipping them with the necessary skills and qualifications (Hawley et al, 2012).
Overall, employment policy in Europe is focused on returning employment to pre-crisis levels and then developing new areas to increase employment. There is an increased focus on developing the employability of young people and ensuring there are sufficient, skilled workers to meet the demands of industry and support the growing numbers of dependants in society. This can also be seen in the food and drink manufacturing sector; whilst many roles and occupations in the sector are classified as ‘elementary’, there is still a need to ensure there are sufficient, skilled staff required for the specific and more technical roles, such as innovative occupations. It is also important to develop the necessary vocational skills that food and drink employers require, such as food hygiene, health and safety and manual skills.
Skills and competences
The literature suggests that skills policy across Europe is primarily concerned with improving Europe’s “productivity and competiveness” by ensuring skills supply meets the demands (Bulgarelli, 2010). Skills and competences are also essential to ensure sustainable and good quality employment. Campbell et al (2010) reported that, as a result of this, it is becoming increasingly important to be able to anticipate future changes in skills demand. This is predicted to require improving the collection of labour market information (LMI) and developing “early-warning and matching systems”, to react to changes in skills supply and demand and ensure that education and training providers react to them.
25 ‘Status Quo of the Austrain Production Schools,’ L und R Social Research, http://www.lrsocialresearch.at/sozialforschung/archiv-en/533-Status+quo+of+the+Austrian+Production+Schools26 ‘Youth Reach: Ireland’s education and training programme for early school leavers,’ Youth Reach, http://www.youthreach.ie/
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Most countries have their own national anticipatory measures for skills in place but these differ widely across Europe. In many western European countries, there are regular national level forecasts, such as France, Germany and the UK. Short term forecasts are undertaken at a regional or local level in Austria and Slovenia. In the “fifth enlargement” states, such as the Czech Republic, Latvia and Poland, the forecasting methodologies are still being developed and there is no national policy at present. Most countries acknowledge that methods to anticipate skills need to improve; many also emphasise the need to establish national information systems, develop large scale networks for skills assessment, including working more closely with industry, and to “participate in wider EU studies” (Wilson and Zuckerstienova, 2011).
Until recently, there had not been any skills anticipation studies on a European level. The first comprehensive long term forecast of both skills supply and demand was only published in 2010, which included a forecast up to 2020. CEDEFOP has continued to update and improve this anticipatory system to:
“Estimate the expected number of jobs available in an economy and their particular skill or qualification requirements. Skills needs forecasts are complemented by forecasts of the number of people with particular skills… [It can be used to] produce regular forecasts, integrating skills supply and demand and providing indications of skill imbalances.” (Kvetan et al, 2012:12)
This will improve the integration of the European labour markets and improve investment lead times for all stakeholders affected by the changes in skills demands, such as education and training providers, individuals, governments, trade unions and even employers.
Higher level qualifications are predicted to become a larger issue in the next ten years. The latest CEDEFOP data predicts a “polarisation” of skills demand with a decrease in jobs requiring low or no qualification, whilst there will be a increase in the number of jobs requiring high levels of qualification (Lettmayr, 2012). Kvetan et al corroborate this and state there will be a need for higher qualifications to use modern technology and thus improve productivity. The recession has encouraged young people to remain in education for longer, which will lead to the labour supply becoming more qualified,.Thus younger more qualified people will replace more experienced workers leaving the labour market due to retirement and the ageing workforce.
There are several barriers preventing young people from entering the job market at present; the main barrier is the current economic and financial crisis. Whilst employers are currently less likely to employ new, inexperienced staff, public resources are also constrained across Europe. As governments seek to reduce public debt, including for youth employment and employability measures. This means there are fewer resources available for youth employment and employability measures, providing less support and advice for young workers, (Hawley et al, 2012). There will also be an increasing problem with potential employees being under-qualified.According to Campbell (2010), from 2013, fewer and fewer young people will graduate from schools and universities, leading to significant problems of under-qualification making it much harder for potential workers to find work. Another concern is a lack of desirable skills amongst young unemployed people.In a recent global survey, half of young people asked were unsure that their post-secondary education had improved their chances of finding a job and almost 40% of employers felt that a lack of skills was the main reason for entry-level vacancies. (McKinsey Centre for Government, 2012) Young people are not developing the skills which they require to be able to enter the job market, which is limiting their job options for the future.
According to Bulgarelli (2010), the main causes of Europe’s skills mismatches are ‘a combination of information asymmetry between employers and employees, incomplete information in the labour market, differences between people and transaction costs.’ As differences between people and transaction costs are universal issues, the main focus for European governments should be to improve the availability of information for potential employees and ensure that the requirements of employers are fully understood and made available for potential employees.
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In contrast, Wilson and Zukerstienova (2011) believe that the increases in higher level qualifications may not be being driven by an increased demand by employers, but rather as a result of credential inflation and increased demand by young people for higher education. Policies to boost the supply of people with higher level qualifications, such as the Europe 2020 policy to have at least 40% of the EU population aged 30-34 to achieve tertiary qualifications, may be “misguided”. Higher levels of education will no longer guarantee European employees receiving all of the high value added jobs. International competition for these roles from countries like China and India is increasing. There is also the issue that despite the increases in qualification attainment, there are still significant skills gaps.Only 36% of employers in the UK feel that graduates are prepared for the job market upon graduation (McKinsey Centre for Government, 2012). Even with the high levels of unemployment, there are not enough skilled workers to meet the employer’s demands. It is not enough to just increase the supply of high level skills, as the supply must also meet the skills demand, which will require a strong industrial policy, with closer links between education and industry coupled with an increase in social dialogue. It is important for the European authorities to better engage with the private sector in order to identify which vocational skills are required, in order to help improve the provision of these skills. This will allow the authorities to ensure the provision of the skills that are required, such as modern technology and ICT, to meet the demands of the FDMP processes.
As an example, whilst the majority of EU countries have national policies intended to reduce carbon emissions, in the majority of countries, stimulus spending has been focused on energy efficiency in buildings, renewable energy and low carbon vehicles. This does not provide the workforce necessary for achieving the overall goal; only France has a policy for mobilising “green” jobs and ensuring there is a sufficiently skilled workforce for the industry been introduced. This has increased the responsiveness of the continuing training provision of the French energy training industry, with 5,000 places available for occupations in the building sector to improve competences in energy efficiency (Bulgarelli and Evans-Klock, 2010).
There is a significant demand for STEM (Science, Technology, Engineering and Mathematics) skills, which are perceived to be important for economic growth. The demand for STEM skills is rising on average much faster than other disciplines; in part this is due to demographic and cultural changes, leading to a shortage of new STEM graduates to replace those retiring. This has led to a deficit of engineers for major infrastructure projects. Whilst it is unlikely that the “vast bulk of future employment” will be in STEM occupational sectors, there will be a significant demand for high quality STEM personnel, in roles as diverse as engineering to media and game design (Wilson and Zukersteinova, 2011). This has led to new incentives to increase the supply of STEM graduates, such as the “golden carrot” considered by the Confederation of British Industry, which would offer €1,100 to each student enrolling in a STEM degree (Bulgarelli and Evans-Klock, 2010). Other schemes have included role models, which provide a post-study employment perspecitive of work to show the advantages of taking STEM degrees, such as the National Role Model directory, which allows potential students to find examples of people working in the industry and see how their careers have developed27.
The transferability of skills is also becoming increasingly important across the EU. Transferable skills lead to a more flexible labour market, encourage life-long learning and make mobility between occupations easier. In order to make the most of the skills supply, there is a need by Public Employment Services (PES) to match job profiles, “breaking down job vacancies to their…job specific and generic skill requirements” can lead to the most effective matching of skills to demand (Campbell, 2010).
The literature includes two slightly different models of transferable skills: the “T-shaped” model and the “Hard-Soft” model. Whilst they both identify broad skills that all workers should have, such as communication, problem solving and team work, the “Hard-soft” model also identifies the 264 ‘specific hard skill clusters’ which are special attributes needed for particular occupations. According to Balcar et al (2011), the “Hard-soft” approach makes it easier to see which transferable skills overlap between different occupations and what roles workers can switch into; it is intended that this model is used for creating a new web based or database application to support the transfer of skills and labour force mobility.
27 ‘Stem Role Models,’ National Role Model Directory, http://www.stemrolemodels.org/
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Linked with transferable skills, since the 2005 Directive on services in the internal market, there is a developing focus on improving mobility and skills supply on a pan-European level, through new organisations such as the EQF (European Qualifications Framework) and ESCO (the European Skills/Competencies, qualifications and Occupations). These were introduced in 2008 and 2012 respectively, in order to improve workforce mobility between member states and thus help to reduce unemployment. The EQF allows employers to compare the different qualifications between countries, making it easier for employers to hire foreign applicants. ESCO extends this by making it even easier for employers to hire foreign staff, by linking skills and competencies to occupations, which can also help improve European mobility, and ensuring the best candidates are available for the jobs (European Commission for Employment, Social Affairs and Inclusion, 2012).
These new systems are all part of the new European Skills panorama, which uses a repository of skills-related data from across the EU and makes it comparable, via tools like the EQF and ESCO. Using data sources like nationally collected data, the European Sector Skills Council, CEDEFOP skills survey and EuroStat, the European Skills Panorama can provide evidence to support the development of Skills policy, as well as European Mobility Tools. Whilst it will also help employers, it will help the education and training sectors to better understand the current supply and demand across Europe (European Commission for Employment Social Affairs and Inclusion, 2012). It can also be used to create country specific recommendations on how to ensure skills supply will meet demand, such as using the modern technology and ICT used in the FDMP sector.
Figure 15: The EU Skills Panorama
CEDEFOPEmployer
survey/skillsforecast
EurostarEuropeanVacancyMonitor
EU Skills Panorama
NationalSources
EuropeanSectorSkills
Council
Helpingthe
LabourMarket
Employers
Jobs (skillsdemands)
EURES
EuropeanMobility
Tools
ESCO/EQF
EURESTargetedMobility
Schemes/jobMatching
Develop-ment
Of SkillsPolicy
Bench-marking
SkillsAlliances
KnowledgeAlliances
Education/TrainingSector
Education/Traininginstitutes
Trainingopport-unities
Source: European Commission for Employment, Social Affairs and Inclusion, 2012
The skills policy of Europe has to become more adaptable and utilises a wide range of sources to ensure that the supply of skills will meet employers’ demands. It will no longer be enough to encourage young people into higher education, but instead to provide better and more appropriate skills that will make them more employable. It will also become more appropriate to examine skills on a pan-European level, rather than a national one, as labour mobility continues to increase.
Food and drink manufacturing context
Europe’s FDMP (Food and Drink Manufacturing and Processing) industry operates in a complex web of economic relationships and is a fundamental element of the food supply chain. In its day-to-day operations the industry’s workforce assembles supplies of raw materials from farmers and wholesalers and transforms these ingredients, via processing technologies, into food products. It then interacts with a distribution system which is characterised and dominated by the supermarkets at the retail level but which also includes an important group of wholesale distributors and food and drink service operators. Behind and supporting this process is an ancillary industry that services the production, processing, packaging storage and distribution
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functions and this indirect contribution from the FDMP industry to other parts of the economy is believed to be large (Improve, 2006). In contrast, Mannishe (2007) simplifies the food supply chain and describes it as consisting of four key links; producers (farmers and other suppliers), processors, retailers and consumers. The recent landmark publication the UK Food Supply Chain (Jassi et al, 2011) defined the food supply chain as illustrated in Figure 16 below.
Figure 16: Food Supply Chain
PrimaryProducers/Agriculture
Manufacturersand Processors
Wholesalers Consumer
Hospitality/catering
Retailers
Food and Drink Supply Chain
The FSC is characterised by an array of complex relationships which have evolved radically in recent years through an extension of the process from primary producer to consumer. This is as a result of changes in consumer demands and expectations, combined with an increase in competition which has forced businesses to change and adapt the way in which they navigate and interact with the supply chain. Figure 1 above illustrates how primary producers often deal directly with retailers and consumers as well as manufacturers as a means of minimising costs and maximising profits.
The FDMP industry is Europe’s single largest manufacturing sector and is of central importance to the EU, employing 4.4 million people and having an annual turnover of approximately €965 billion in 2008; the industry serves 500 million consumers (CIAA, 2010). The key characteristics of the Food and Drink sector were outlined as the following:
l “Stable manufacturing sector and employer, true pillar of the EU economy.
l Mature sector operating mainly in a mature market (EU single market), although in need of policy-makers’ support to maintain its export competitiveness.
l Competitive industry compared to other developed countries but losing competitiveness against emerging economies.
l Robust non-cyclical sector, less affected by the economic crisis than other business sectors in the EU”. (CIAA, 2010; p5)
Across Europe, the structure of the food supply chain is similar, where there is a very fragmented market of producers (farmers) and food and drink companies alongside a very concentrated market of large retailers. Due to the high number of SMEs that dominate the food and drink industry, they have unequal bargaining power compared to the retail sector which is concentrated with a small number of large retailers (CIAA, 2010).
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Employment and skills in Europe across the FDMP industry
There are many interesting characteristics of the food and drink industry which are covered in the sections below, starting with the structure of the sector. The information presented does reflect the available literature reviewed in this study. However the most up-to-date data available with key employment and skills related information is presented in Chapter 6 of this report.
Structure of the European FDMP workforce
FDMP businesses generally focus their approach to training activity on adhering to legislative and regulatory requirements and responding to the demands of multiple retailers. Employers often view training as a means of assessing competence to undertake a specific role rather than as a business development tool. Food safety, health and safety, and induction training are the areas most frequently covered by employers. Staff training often focuses on adhering to legislative and regulatory requirements for the industry; employers often view training as a means of assessing competence to undertake a specific role rather than as a business development tool. As a consequence, staff can be shoe-horned into training programmes that do not necessarily address their training needs, but reflect the type of funding that can be obtained and what is most actively promoted by learning providers or skills and training schemes (Wood Holmes Group, 2009).
In relation to skills levels across Europe, Schonauer et al (2007) states “the level of skills and education in the food production plants in all of the sites is quite low” (p77). Schonauer et al also goes on to say that there is a traditional division in skills levels between tasks in some of the more complex processing of food, within the skilled maintenance personnel or management and even further into the production and packaging departments. Whilst making comparisons about skills levels across the countries included in this study is noted as problematic (because of a difference in training and skills trajectories), Schonauer goes someway to attempt a comparison. In doing so, Scandinavian countries and the UK are highlighted as providing more opportunities for training and development across the FDMP industry. Interestingly, the study (Schonauer et al 2007; p82) also suggests that the content of the work within the FDMP industry has remained fairly stable over the years. However, the International Labour Organisation (2007) recognises the increasing use of technology, which reduces the need for manual labour alongside an increase in investment. Despite the increasing requirement for staff to use information technology, Schonauer et al argues that the job content for most staff in the industry remained the same and furthermore claims that in Europe overall it “has not resulted in broader, more challenging jobs”.
According to the available literature, the European food industry proves unique in a number of ways. In terms of workforce structure, it appears that the food and drink sector presents an unusual characteristic in the higher proportion of women employed in comparison to other manufacturing sectors (Aslesen, 2008). Not only this, but the industry also contains a higher proportion of people in part-time work:
“In 2002, 38.5% of personnel working in the EU15 food, drinks and tobacco sector were women, 10% points above the share for total manufacturing (28.3%). The largest differences at national level were found in Luxembourg, Finland and Germany. In 2002, 11.7% of employees in the sector were in part-time work, which is 4.1 percentage points higher than the manufacturing average (7.6%). In the case of countries like Germany and Finland, the proportion of part-time workers is even twice as high as the rate presented for manufacturing as a whole.” (Bruno, 2008; p20)
The statistics presented by Bruno (2008) indicate that the FDMP sector stands out in these two ways, from other European manufacturing sectors. Another way in which the industry stands out is in how team working is employed within it. A case study presented by Dench et al. (2000) states that although team working is essential to increasing efficiency and reducing cost, companies must take care when considering how they are managed. In one organisation, team-leaders were introduced to free up the time
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of management staff, but the structure then became too hierarchical, damaging communication within the establishment. It was then decided that a flatter management structure with self-managed teams should be employed. This way, more direct communication between employees would take place.
A study undertaken by EFFAT and London Metropolitan University (2011), notes the increasing number of what the European Commission defines as “precarious workers” in the European FDMP sector, stating as well that:
“Precarious workers in this sector are more likely to be low-skilled, with low rates of pay. They are also more likely to move jobs more frequently. The sector has a higher than average concentration of employees with only primary education (10.2 per cent compared with an average of 5.3 per cent for all sectors).” (McKay et al, 2011; p68)
With regards to income, the sector has a higher proportion of workers in the medium-low income band (36.9% compared to the 23.9% average for all sectors), and a lower proportion in the higher band (14.9% compared to 24.3%) (McKay et al, 2011; p69).
A further characteristic of the FDMP industry is the increasing proportion of immigrant workers in wealthier countries with large food production sectors, despite the static or slow decline in the number of total operatives employed. The Expert Group on Future Skills Needs in Ireland (EGFSN) (2002) reported on the increased number of immigrant workers in the Irish FDMP sector, as the EU has expanded. This Irish case study therefore provides an interesting perspective on how a higher proportion of the FDMP workforce in certain countries is comprised of foreign workers. Similarly in the UK, 26% of the FDMP workforce is made up of migrants, predominantly from Eastern Europe (Improve, 2013). Norway also reports that access to skilled workers is becoming a critical factor in the FDMP industry success and strengthening the competitiveness, with the increasing amount of foreign labour being employed (Hval & Rålm; 2012)
Looking at the FDMP workforce across the entire EU presents some interesting statistics. Recent data (Leis et al, 2011) has shown that:
l 78% of all EU27 food and drinks manufacturing firms have less than 10 persons employed. Together they generate 7% of the sector’s turnover.
l 17% of all firms are medium-sized companies with 10 to 49 persons employed.
l Altogether 95.5% of all EU27 food and drinks manufacturing companies have less than 50 employees.
l Only 0.9% of all firms are large companies with 250 or more people employed; together they generate 51.5% of the sector’s turnover.
Additional data presented by Aequor (2006) has shown the distribution of the 4 million employees in the sector, by the size of the employer as below.
Companies Employees
Large (250+) 41%
Medium (100-250) 26%
Small & micro 33%
Source: EMCC
This therefore indicates clearly that less than 1% of companies employ over 40% of the European workforce, and provides the majority of sector turnover.
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Information presented by CEDEFOP (2009; p96) suggests that after the EU expansion in 2004, there were 4.4 million people working in the food and drink manufacturing industry within the EU25, also stating that “the highest employment in the food sector is in Germany, France, and the UK…Poland, Italy and Spain also have relatively large numbers employed in the industry.”
Meanwhile, Mulder (2006) has provided the number of people employed in the food and drink sector in 2001, three years prior to the expansion. At this time the FDMP sector employed only 2.8 million (his breakdown of the industry based on 2001 estimates as shown below). This shows therefore, that the total number of FDMP workers in the ten countries that joined in 2004, was around 1.6 million. The above table presents an accurate breakdown of the FDMP industry (pre-2004) by percentage of workers in each product sub-sector. With the exception of various food products (38.6%), the largest sub-sector is meat production with over one-fifth (22.3%) of the total number of FDMP workers. The next largest are drinks, taking roughly one-eighth (12%) of the total workforce, and dairy with a tenth (9.8%).
Mulder also states that the largest employers by nation were Germany, the UK, and France, together employing the majority of the FDMP workforce (54%) in the EU at this time. With the exception of the countries above, and Italy and Spain(22% combined), the remaining ten EU15 nations employed less than a quarter (24%) of the total EU workforce.
Fischer and Schornberg (2007) analysed the market structure and productivity of the food and drink industry in 10 new eastern European member states that joined the EU in 2004. Amongst these countries Poland, Latvia and Bulgaria has the strongest best performing industries between 2000 and 2007. In comparison, Romania, Hungary, Slovenia and Slovakia perform weakly; the low productivity in these countries paints a negative outlook for the future.
The Global Productivity Report undertaken by Proudfoot Consulting (2008) examined a range of issues relating to the productivity of companies. The countries in the study included Australia, Brazil, Canada, China, France, Germany, India, Russia, South Africa, Spain, UK and the United States. The report examined productivity issues in eight key industries, one of which being ‘food and drinks’. The study itself draws on a range of information including a survey of 1,276 mid-level managers across the countries, engagement with employers and interviews with senior executives to test views about the issues and challenges identified in the survey. Within the food and drink sector specifically, the top barriers to improving productivity were cited as staff shortages / insufficient labour pool, internal communication problems, the quality of supervisors and a lack of management training. Another critical issue for the food and drink industry was the lack of desire by managers to implement change programmes within their organisations. In addition, the food and drink sector were least likely to invest in skills development and training of their workforce compared to the other industries included in the research (Proudfoot Consulting, 2008).
Skills levels
In 2011, the skills profile within the FDMP industry appeared twofold. Whilst many of the roles and occupations are classified as “elementary”, requiring only low-level skills, specialised scientific expertise is essential for many roles, especially for those involved in innovation activities (Leis et al, 2011). Although it is important that people working within the sector have relevant skills, it is also essential for companies to ensure that their workforce continues to develop their existing skills and competences through company training. It has been found, however, that the share of companies that utilise training in FDMP is below the manufacturing average (52% in 2005), and is second lowest after textiles and leather product manufacturing (Leis, 2010).
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There is agreement amongst the literature sources that there is a particular set of skills and competences that is required by employees within the sector. These are described by Dench et al (2000) as being divided into three categories:
l Personal attributes - These are related to individual behaviours and personal characteristics. The most important are having a positive work ethic and an interest in the job.
l Basic and generic skills - These include literacy and numeracy which are basic skills people are expected to acquire through education, and a range of other work related skills (for example: IT, communication, working with others, problem solving, taking responsibility) which are required across a wide range of jobs. They do, however, often have a particular industrial or occupational dimension in that the context in which they are applied affects the exact nature of need.
l Vocational skills - These include: Understanding food hygiene, H&S, quality, understanding the business, flexibility, maintenance skills and multi-skilling, dexterity and manual skills.
These are also largely consistent with a list of ten core competencies outlined by Aequor and other food industry representatives during the 2006 Lisbon conference (Aequor, 2006). They were asked which ten competences were most desirable in their sector. Mentioned were: quality attitude, learning ability, basic food technology/hygiene, team player, commercial feeling, technical/mechanical skills, involvement/commitment, entrepreneurship, communication, problem solving abilities. It was also noted that most of these reflect soft skills, with only two relating to hard skills (Gravemaker, 2006). With regards to soft skills, it was noted in 2006 by a representative of Unilever that requirements for their employees include the following: Passion for growth; team worker/leader; communication; change catalyst; social awareness (Meerman, 2006). While work in the FDMP sector requires some degree of vocational skill, it does appear that more companies are placing greater emphasis on soft skills.
Despite desirable skills and competences proving largely unchanged from 2000 to 2005, the aspect of technological change is one that continues to develop with the industry. Dench et al (2000; p37) states in 2000 that: “…in continuous production all manual skills are gradually being replaced by technology.” Leis (2010; p44) comments ten years later that “ICT related skills (e-skills) are already very important today and expected to become even more important in the future.” It can therefore be determined that although a core set of skills and competences exist for those working in the FDMP sector, it is more vital than ever that employees have a working understanding of the constantly developing technology used in the industry.
Just as relevant as the skills required for working in the FDMP sector, is how companies choose to develop the skills of their workforce through training. From the literature it can be determined that across the wider EU, there is a greater propensity for companies to engage in training. Leis (2010; p45) describes such training and development as ranging from basic hygiene to specialised and advanced courses, also stating that “upskilling and lifelong-learning are also emphasised as important methods to align qualifications with demands and react to the new scientific and technological changes that affect the food and drink industries”. Leis also comments on the emphasis that CEDEFOP is putting on the FDMP industry, and notes programmes such as the Academy for Food and Drinks Manufacturing in the UK, and the “ZIEL-TUM-Akademie Ernährungs und Lebensmittelforschung” in Germany that focuses on nutritional sciences. It is also stated that both at the national and European level, greater efforts are being made generally to improve the level of skills in the sector and increase the number of students and graduates in related areas.
With regards to graduates and higher education in general, it has been argued that the proportion of employees with higher education in the FDMP industry is well below the average for the manufacturing sector as a whole. However, the share of food and drink manufacturing firms that use training is actually higher than the manufacturing sector average (Bruno, 2008). It can perhaps be determined from this that not enough people are joining the sector with the desired level of vocational skills. This appears particularly prevalent with regards to ICT and e-skills, with a lack of such competences demonstrated especially by SMEs and small companies. While only 50% of large companies have reported regularly practicing ICT training, most stating that company size and cost are the main barriers to ICT implementations (Leis, 2010).
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When examining the number of companies engaged in training by sub-sector, it is found that the lowest proportion belongs to the grain and mill manufacturing sector, while the highest is shown to be fruit and vegetable manufacturing. It is revealed in fact, that with the exception of grain and mill manufacturing, the proportion of firms in all other sub-sectors engaged in training measure between 40-50% (Leis, 2010). Leis (2010) fails to offer any explanation about why there may be a variance in levels of training across the sub-sectors.
The consensus of the literature is that more companies are placing emphasis on ICT and soft skills when examining the competences of potential employees, while few companies actually seek to invest in such skills through training, choosing rather to focus on the development of vocational skills for work in the FDMP industry.
Low-skilled workforce in the FDMP sector
There is a broad consensus among sources that one of the key characteristics of the European FDMP industry is the low level of skills shared by its workforce, and that the lack of skills is a real concern to FDMP companies. It has been argued by CEDEFOP (2009; p98) that the general level of skills in both the agriculture and food sectors is low and that “the future economy requires workers with higher initial vocational education levels, who are also active in lifelong learning”. It was also reported by Jan Gravemaker of Aequor at the 2006 Lisbon Conference, that employers are becoming more aware of the importance of ‘soft skills’ among employees. ‘Soft skills’ are personal attributes that enhance worker’s interactions, job performance and careers prospects. Unlike hard skills which are related to a particular job, soft skills can relate to a variety of jobs such as communication skills, conflict resolution, creative problem sovling and even time keeping and organisational skills. Such findings are resonated by the recent Track_Fast (2013) study about Food Scientists and Technologists which also established that this is a key area where employers would like skills to be improved in.
A part of this issue faced by the FDMP sector is the lack of employees with a higher education. The proportion of employees in the sector with higher education is currently below the manufacturing average with 6.6% in 2010, compared to the manufacturing average of 13.7% (Leis, 2010). It has been argued by Aslesen (2008; p26) that training and education is important not only because of the further development of products and processes, but that through educational programmes, “the gap between research and its application can be narrowed.” It has also been claimed that the lack of people wishing to pursue higher education of relevance to the sector, may be because of the perception of the industry as “low-tech with low wages” (Leis et al, 2011; p4).
There is also agreement amongst sources that there are specific roles in the industry that need to be filled, namely food scientists, technologists, and engineers. A study conducted in 2006 by the Institute for Food Scientists and Technologists (ISFT) noted that more than half of employers in the FDMP industry across the UK complained about shortages in food scientists and technologists and hard-to-fill vacancies (Leis, 2010). Perhaps the most damaging impact that this has had on the sector is the hampering of innovation, as this is ultimately what drives companies within the sector (Leis et al, 2011). It has also been suggested by Leis (2010) that food-specific scientific qualifications be promoted in early stages of education. It is hoped that through measures such as this, there will be greater employment in the future of highly-qualified people in areas such as food science and technology.
Contrary to the industry’s historical reputation for having a predominantly unskilled workforce, Ashton et al (2008; p5) demonstrate that training for multiple jobs and flexible working are the most widely adopted working practices by FDMP businesses. Ashton et al report that ‘training to perform multiple jobs’ is adopted by 81.3% of FDMP industry employers (in the UK) and that throughout the industry, many employers consider fewer workers with a broader range of skills will result in increased productivity and profits. In a comparative study of the FDMP industry in UK and France, Caroli et al (2010) discusses French firms (particularly those with a high degree of automation) trialling a range initiatives to move production operatives across tasks and functions around the factory to provide them with a wider range of skills.
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Nature of jobs / working conditions in the food and drink manufacturing sector
When examining the nature of the work available in the industry and the conditions that employees work in, there are a number of conclusions that can be drawn from the relevant literature. Fortunately, the information gathered was taken from relatively recent sources (2009-11) while one source, the employer skills survey case study of the food manufacturing sector (Dench et al, 2000) was able to provide some knowledge of working conditions, despite the document being somewhat outdated. It does appear, however, that there is much more information to be found on the nature of work in the sector, than there is specifically on working conditions
The first conclusion to be drawn relates to the productivity of workers in the FDMP industry, especially when compared to that of other manufacturing sectors. It has been argued that the food sector is particularly labour intensive and that it is performing at a rate below the manufacturing average in terms of worker productivity (Leis, 2010). Reasons for this are attributed to a lack of automation in the industry compared to other manufacturing sectors and a heavier reliance on human labour instead.
It may well be that because of this, food and drink manufacturing companies are seeking to cut expensive labour costs by introducing more automated production processes. Developments in manufacturing also share similarities with the primary sector: “Process innovation leads to decreasing employment and many of the remaining jobs become more knowledge intensive” (CEDEFOP, 2009; p97). This suggests that there is a direct link between the automation of production processes in food and drink manufacturing, and an increase in the number of employees with existing vocational skills.
There are problems with this approach however, as people who may already have experience working in the food and drinks sector find they are not suited for work in a busy manufacturing environment. Dench (2000) cites the example of bakers, and how it is no longer seen by some as a traditionally skilled trade, since bakery began taking place on an industrial scale. The nature of the trade has changed and so has the environment in which it takes place. Dench also claims that traditional bakers do not always understand the pressures within a factory environment.
Besides providing a pressurised working environment, food and drinks manufacturing facilities present other unique working conditions e.g. that they are “cold, noisy, and involve a lot of standing” (Dench et al, 2000; p45). It is also noted that working conditions such as these are often the cause of work-related stress issues, which can result in a largely demoralised workforce. It is argued by McKay (2011; p69) that working conditions can be very good in areas with high levels of unionisation.
Another important element of work in the food industry is shift working, and while it is a necessary requirement for operations in a number of food processing sub-sectors, it has been noted that it can be a significant obstacle to planning staff training programmes (Leis et al, 2011). Dench (2000; p34) cites one example, however, where flexibility was also considered undesirable, with some employees finding that they did not like being “jack-of-all-trades”, and stating that “redeployment for short periods is not easy as it destroys the balance of a team, making holiday bookings difficult and disturbs training patterns”.
The Impact of Drivers of Change on Skills
The FDMP sector is facing a wide range of drivers of change which are impacting upon the demand for skills. While the drivers themselves are discussed in the next chapter, this section discusses the evidence from the literature on what impact these drivers are likely to have on skills, training, workforce development and upskilling. A successful European FDMP industry will need to continue to invest in training and skills transfer in order to remain competitive and meet the global demands for food and international trade.
Jain and Lyons (2009) state that in order for FDMP companies to compete at a global level, it is important that there is a mechanism in place that enables them to learn continuously and develop ‘world class
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practices’ in their businesses. It also highlights that so far the industry has not been able to enjoy widely the benefits of operational improvement initiatives, such as “lean manufacturing” which is now more commonplace in the automotive industry. Ashton et al (2008) usefully point out that there is no research that indicates how long it would take for a return on investment in IT and higher level skills for an FDMP company, and it would appear this is still the case.
New technology introduced in the manufacturing and processing plant to meet consumer demands, support dietary and nutritional requirements, assist with product innovation, increase sustainability, reduce carbon emissions and improve logistics and distributions all require a higher level of skills; this is applicable to the production operative, food technologist, engineer, marketer through to sales personnel. Innovative technologies cannot succeed without the parallel increase in skills (Jassi et al, 2010).
There is a need for employees and the industry to both respond to the challenges of globalisation; all of those involved in developing business and operational plans should respond. The paper forewarns the industry to understand and predict policy legislative changes, together with understanding cultural management issues. The continuous plethora of changes in regulations and legislation highlights the need for senior managers to be aware of and understand the impact of regulation on their business and plan for the impact of forthcoming legislation which will impact on both operations and consumers. All employees will need to understand the impact of these regulations on their individual roles to some extent and continuously upskill to ensure that their company is compliant with the relevant regulations (Improve, 2006).
In response to consumer demands, the workforce requires the skills in managing change and understanding how best to adapt their processes. The industry strives to deliver the wide variety demanded by consumers, whilst generating greater profitability. This has an impact on flexibility demands and so increased skills levels are required by employers to continually innovate and deliver the required quality at the right cost.
The development of a culture of sustainability can only be enhanced by having a workforce that has a common understanding of what sustainability is about and how it can be implemented in a practical sense. Embedding these skills in the training and development received by the FDMP industry’s workforce, as well as those programmes used to train new entrants, is a pre-requisite for achieving the environmental changes and impact required by government; and for the industry’s cost base and competitiveness. The achievement of a range of wider government targets set on energy usage, water management and waste reduction can only be reached with a significant development of new skills (European strategy).
Many reports at a national level have recognised the need for action to be supported and pursued across government departments and where possible, wider networks. In addition, there is a need for collective action on raising the profile, value and contribution that skills can make to the sustainability agenda. More specifically, the need to embed sustainability skills into as wide a range of government initiatives across training, learning programmes and qualifications has been identified. A paper by Randall (2009) emphasises these points further; he argues that there is a significant skills gap and there is a shortage of skilled people needed to enable a transition to a low carbon economy.
In an attempt to take responsibility and play a role in the increasing trend of rising levels of obesity, FDMP companies have gone some way in developing recipe changes and providing improved nutritional information for consumers (Russell, 2010). As this trend has emerged, FDMP companies face increasing pressure to continue producing solutions to the obesity epidemic, therefore there is an anticipated need for the industry to be equipped with higher level skills relating to nutrition, health and food to help deliver the changes that the population needs.
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Current skills issues in the food and drink manufacturing industry
The FDMP industry has a number of well documented skills and training issues, many of which co-exist with the industry drivers already discussed in previous sections.
A combination of the research sources, particularly the qualitative evidence against the backdrop of quantitative studies and academic reports suggests that the following are the key skills issues for the food and drink manufacturing industry.
l Improving the image of the sector as a workplace of choice and opportunity, which links to:
l attracting young people into the industry and retaining them for a wide variety of roles (both in the context of attracting talent into the industry and providing opportunities for the unemployed, young people and marginalised groups). It is widely reported that the industry does not appear to be attractive to new entrants as a workplace of choice and opportunity. (Hutchinson et al, 2011; Track_fast, 2013). According to Busck et al “despite its economic importance, the food and drink sector is not seen as glamorous or even as an attractive career choice and has difficulty recruiting some of the skills it needs” (pp.625: 2010).
l Shortages across the following roles exist:
l Food Scientists and Technologists (FST) with higher level skills (although not exclusively FSTs, this includes variations of similar roles, e.g. food nutritionists and food health scientists etc). A recent European wide study found the areas requiring most attention are communication skills, thinking / problem solving, positive attitudes and behaviours and food safety / legislation amongst FSTs (Track_fast, 2013).
l Food engineers with higher level skills that have the ability to adapt and learn about bespoke machinery which is required for complex automated systems across.
l People that can undertake skilled trades positions requiring specialist craft skills (e.g. butchery, bakery, meat processing).
The industry needs high quality managers and supervisors encompassing higher level and intermediate skills (depending on their position) within all subsectors and across all sizes of businesses to adopt new manufacturing and food processing techniques e.g. lean manufacturing, Radio Frequency Identification (RFID), High Pressure Processing (HPP) to drive competitiveness and create a world class sector.
There is a need to improve basic skills and employability skills amongst those in production roles across the workforce to ensure that employers have the opportunity to ‘grow their own’ from the existing workforce when businesses expand and require managers and supervisors.
There is an underrepresentation of young people and women in the industry, coupled with an ageing population where a large proportion of the workforce will be retiring during the next 15-20 years. This will leave a shortage of labour for the industry.
Commercial / business acumen and the skills required to negotiate with supply chain customers, particularly large retailers needs to be better. Better developed skills would also contribute to more efficient supply chains.
Exporting is now far higher on the agenda for many European countries; therefore the FDMP industry needs the skills to grow new markets internationally, with the focus being primarily although not exclusively on the BRIC (Brazil, Russia, India and China) countries.
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Leadership and management skills are reported as a problem by many countries with significant gaps at CEO (Chief Executive Officer) and senior manager level; communication skills and succession planning are of particular concern.
In a global economy, many of the graduates acquiring higher level skills in European nations are from outside of Europe and subsequently return to their home nations for employment.
The increasing mobility of workers in the EU has led to the FDMP industry being one which is often utilising migrant labour more frequently than others (although this affects some nations more than others). This has led to language and communication skills issues in the workplace.
Future skills needs of the industry
Based on new and emerging technologies, the international review of technologies in the food and drink manufacturing industry (Stanford, 2011) summarised the emerging skills required for the following groups of workers.
Factory operatives would have to understand telemetric systems which link to on-line fault diagnoses and decision trees to help solve commonly recurring problems. Operatives will need to be well trained to understand the alarms and message systems of new machinery in order that they react correctly to developing problems. Production supervisors will need to have the skills in the general principles of new technologies, particularly those that operate on principles which are fundamentally different to their previous experience. Leading examples of this would be in radiative and electrically based systems such as microwave, radio frequency, infra red and ohmic heating, where the food is effectively heated from the inside, and in high pressure/low temperature systems and in sonication technologies.
For maintenance engineers the trends in multiskilling will continue, as sophisticated pieces of equipment using the outputs of multiple disciplines are installed; electrical and electronics skills will become particularly important. This emphasis on electrically based skills becomes apparent when considering that techniques such as pulsed electric field and Ohmic heating will utilize high voltage electricity. Novel radiative heating systems will also lead towards a shift in maintenance skills away from those necessary for steam based systems to those appropriate for electrically engineered systems. Refrigeration and chilling systems in particular are under increasing attention as they constitute a large part of a site’s energy consumption and greenhouse gas emissions. Systems which leak large quantities of hydrofluorocarbon refrigerants will no longer be acceptable and engineers will need to work to the highest standards of maintenance and become familiar with the new refrigeration technologies.
The greatest challenge to skills and knowledge for process and engineering designers will come at the professional level where new manufacturing systems are designed and justified. Managers and designers will need to understand how to design and calculate the benefits of systems which integrate robotics, sensors, process control and other characteristics. Process simulation software is likely to be of increasing value in this task. This software, available now, allows for what-if scenarios to be studied on a PC, varying parameters like throughput, rejection rates, operative numbers and shift patterns. Novel heating systems such as microwave have the potential to fundamentally change traditional process flows by dramatic reductions in cooking time. Engineers will need to know how to incorporate these systems into new factory layouts and consider the efficient use of energy.
If engineers and design managers are to successfully implement new technologies, they will need to be supported by increasingly precise knowledge on process parameters. There are a number of challenges for food technologists, these are within novel heating and cooling systems, non thermal processes, advanced microbiological reduction technologies and on-line sensors. The technologist will need to know how to design process conditions which give the desired performance without over or under processing, and are validated accordingly. This will be particularly important in sterilisation and pasteurisation processes where public safety depends upon achieving the necessary degree of microbiological skill. The literature is increasingly reporting the needs for enhanced microbiological safety.
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Similarly, Innovations in the Food Industry in Germany (Menrad, 2004) highlights the importance of technologies in the coming years and insists that the industry will be confronted with a broad range of new scientific approaches and technological opportunities. Alongside biotechnology and functional food, this relates in particular to information and communication technologies, process-automisation, new food processing and packaging techniques, of which the scientific principles have been developed in the last decade, but so far only parts of them have been applied in the food industry. Based on an analysis of innovation activities, the paper forewarns the industry that SMEs do not have the necessary prerequisites to integrate complex new technologies into their existing processes.
Health, safety and the quality aspects of the FDMP industry have come into question most recently due to the recent horsemeat scandal in February/March 2013 where products labelled as beef and lamb were found to contain horsemeat. This is likely to have a long lasting impact on the FDMP industry workforce where more rigorous quality and traceability skills will be required to ensure that processed foods contain the correct ingredients, such as DNA species identification testing.
Good practice in upskilling and employability
Ashton et al (2008) revealed that formalising training is significantly and positively linked to immediate operational benefits as well as building capacity. Formalising approaches to training and workforce development in the FDMP industry also helps in building a more committed and better remunerated workforce. It was also recognised that larger businesses and those supplying multiple retailers are more likely to have a more sophisticated approach to skills development. Larger businesses that are supplying the multiple retailers are more likely to evaluate training activity and demand more from it, whereas smaller businesses often have an over-reliance on looking for the immediate short term impact. However, the nature of training in the FDMP industry means that the impact of training is not always immediate which often deters small businesses from making this type of investment.
A recent study conducted in Ireland, the Future Skills Requirements of the Food and Drink Sector (Forfas, 2009) considered key learning points from education and training programmes in leading ‘food and drink’ countries, with a view to considering the key lessons that would be applicable to Ireland. The research approach involved a high level review based largely on qualitative interviews with key stakeholders. Five countries were reviewed as part of this study; Australia, New Zealand, the UK, Finland and Denmark. The key research findings identified the UK as leading in terms of the quantity of courses offered and Denmark in terms of providing more advanced, future focused programmes. There was a focus on providing upskilling opportunities for operatives in all countries e.g. Productivity Places Programme in Australia, the Danish Meat Trade College Basic Education Programme and the upskilling partnership programme in New Zealand (Forfas, 2009). The aforementioned report also identified that in the UK and Australia there is an emphasis placed on tailoring training programmes to future skills gaps in sectors, sub-sectors and regions. Across all of the countries, there was a lack of short and long term courses for middle and senior management in the industry to upskill. In addition, there was also evidence of greater collaboration with industry in the development of education and training, for example the National Skills Academy for Food & Drink Programme in the UK and the Agri-Food Training Package in Australia were cited as good practice.
The issue of up-skilling is particularly prominent in Germany. The German government, together with trade unions, associations of employers, the German Chamber of Commerce and Industry and the German business world is making the ups-skilling of employees a priority issue which must be addressed in order to ensure an efficient workforce for the future. With a population of 82 million, Germany is Europe’s largest food and drink market. Initiatives, such as new Process Technologist apprenticeships for the FDMP industry, have been put in place to improve the motivation for further training and the awareness of its value, and to help companies become more efficient in planning and offering further vocational training (ANG & NGG, 2008).
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The literature review has identified some specific examples of good practice in the area of upskillsing and employability.
Training and Upskilling
Country Initiative Detail
France Apprenticeships Between 10 and 15 per cent of young people enter apprenticeships but numbers have grown very rapidly in recent years.
Denmark Apprenticeships Denmark has a long tradition of apprenticeships; a rolling programme of change has been in place for decades. A decline in numbers in the 1980s was reversed in the 1990s. Currently around a third of young people acquire a vocational qualification through an apprenticeship.
Holland Apprenticeships Holland restructured their vocational education system following new legislation in 1996. Approximately 30% of young people are on Apprenticeships currently. Every Apprenticeship leads to a recognised occupational qualification.
UK Apprenticeships The number of Apprentices in the FDMP sector has trebled in the last year.
There are new web-based inititavities, promoting the FDMP sector, such as Tasty Careers, which provide a wide range of information about avaiable apprentices and other courses, as well as job information.
Germany Vocational Training In Germany, it is possible to train for a new occupation at work, do adult-oriented shortened training in new skills, or prepare for external exams. This training is paid by the companies the employee is working for, with an allowance of €650 a month.
Employees, who have already worked in their occupation 1.5 times the length of time that the vocational training normally takes, are eligible to be registered for the official vocational exam by the IHK (German Chamber of Commerce and Industry).
The IHK organises state recognised testing and training courses across Germany and supplies businesses with a range of practice-oriented, further training opportunities.
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Germany Advanced Vocational Training
Advanced vocational training is recognised as an alternative to a university degree in Germany. Those who have completed apprenticeships can do further training to become a Meister, or certified specialist in their field of work. To be eligible for advanced courses, one must first complete an apprenticeship or vocational training in that field, and have had at least two years work experience in the same field.
All Meister certificates are issued by the German Chamber of Craft Trades or the Chamber of Commerce and Industry. In craft trades, someone with a master craftsman qualification is officially permitted to train apprentices.
Germany SPILL As part of this lifelong learning initiative, a qualifications matrix was employed by companies to manage the competencies of staff. The table was designed to systematically record the qualifications required to fulfil the job and displayed the evaluated qualifications of the individual employees. The gathered data was plotted on the matrix according to employees’ technical skills, qualifications, work organisational skills and social competencies.
Germany WeGebAU and other subsidised programmes
The Agenturen für Arbeit (German Employment Agencies) partly subsidise the further training costs for employees in small and medium-sized companies. Those who are over forty five can have 75% of the costs paid for. The other 25% has to be paid by the company or the employee.
The agencies support the qualification of unskilled and older employees with the WeGebAU programme. They pay for the training courses and 50% of the wage paid for learning on the job. The company must pay the other 50%.
Employees are given an education voucher with which they can choose an approved further training course. The company is also eligible for a subsidy from the employment agency, if the course is one that is generally going to improve the employee’s prospects on the job market independently of the company. Each state runs its own programmes so financial aid can vary between states.
In 2011 German companies spent on average €1,035 per employee on further vocational training. 60% of costs were due to loss of hours worked. 30.4% were direct costs and 9% were costs for training organisations, including personnel.
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UK Tasty Jobs Initiative designed to help food or drink manufacturing businesses find prospective employees already living locally with the knowledge and skill competences specific individual business. Under Tasty Jobs, businesses agree to allow a limited number of pre-screened unemployed people to receive basic production training on their premises. The training, usually conducted through a mix of classroom and on-the-job experience, is provided at no cost to the companies.
Importantly, companies decide what goes into the training content mix to be delivered by expert trainers. As a result, the training is entirely built around business needs and matches the skills, knowledge and competencies required to work with companies and within specific job roles. At the end of the training placement, the businesses involved are free to decide whether to offer employment to some or all of the trainees.
UK Blueprint for Excellence
The Blueprint for Excellence project will utilise the experience of 50 of the industry’s best-performing companies and work closely with 30 of them to produce best practice job profiles for over 30 common roles selected through desk research, peer nomination and Trade Association input.
Working with an industry steering group, the Blueprint framework will be researched and signed off in 2012 with a pilot and test over 2013 and roll out and evaluation in 2014. Blueprint for Excellence will cover both craft-based job roles and those in modern, often highly-automated, production and processing environments. It will consist of industry-defined standards of excellence spanning:
l Job-specific technical knowledge & skills l Technical competence l Compliance l Functional Skills l Manufacturing Excellence l Behavioral attributes
UK Graduate Excellence Supported by food and drink manufacturing companies including Apetito, Associated British Foods, Burton’s Foods, Cargill, Kraft Foods, Mars, Nestlé, and William Jackson Food Group etc the industry recognises that it needs to support the development of specialist food and drink engineering capability and to support the future development of a pipeline of talent.
Sheffield Hallam University has been named as the successful university to partner the UK food and drink industry in the development of the country’s first dedicated food and drink engineering degree.
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UK Women and Work – Round 3
There is currently poor representation and progression of women in the FDMP sector across the UK in comparison to other industries, therefore Improve / The National Skills Academy for Food & Drink have secured funding to contribute to the cost of training women employed in the sector. Research shows that women are also under represented in senior and management roles and importantly that retention of women is a significant issue in the sector.
Demand for ambitious, entrepreneurial and technical talent is high, and although the industry has traditionally been dominated by men, more and more companies are turning to women to fill vacancies at all levels.
Belgium Food@Work Organised by the Belgian Food Industry Federation, the Food@Work scheme is intended to provide more information about the food and drink industry, whilst also promoting the industry. It details information about current job vacancies and also provides information to businesses about how to improve how appealing they are to potential employees; their employer branding.
It is linked with the Food Technologist website, which details food technologist job vacancies and is a ‘online platform for professionals passionate about food’, and Food.be, which provides information about recent changes in Belgium’s FDMP industry.
http://www.ipv-ifp.be/media/docs/mailings-nieuwsbrieven/foodatworkspecial_FR_april2013.html
Lifelong learning and employability
As part of the literature review the following examples of good practice were identified.
Country Initiative Detail
Northern Ireland / England
Tasty Careers This careers campaign was piloted in Northern Ireland several years ago, based on its success it has now been made available as a commercial product to businesses in England.
The campaign involves training Ambassadors from businesses to go and promote the FDMP industry to schools highlighting the career opportunities available. The careers campaign website contains job profile information, case studies and information about to secure a career in the food FDMP industry.
Europe Food Galaxy Website containing information about careers in Food Science. The website contains a wide range of information about food science and perhaps less
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Europe Food Careers Foodcareers.eu is a website aimed at bringing together graduates and professionals working in the food sector, both in industry and academia. Its main aim is the creation of an online network for continual professional training and career development for Food Scientists and Technologists in Europe, through social networking and providing the guidance and tools for creating and maintaining a continual professional development portfolio.
One of the key objectives of this project is to motivate young people to enter and pursue of a career in food science and technology in Europe (as part of Work Package 4). More information is available at www.trackfast.eu.
Germany SPILL The SozialPartnerInitiative Lebenslanges Lernen (Social partner initiative for lifelong learning, was launched in 2010 as part of the ESF Germany Programme for Continuing Education. Its aim is to support companies in the food and drink industry with the creation and implementation of sustainable structures and instruments to achieve human resources development, as well as a system for developing competencies and a high qualification level with continuing development of vocational skills.
The programme is backed by the Institute of Research for Vocational Training and the German Federation of Trade Unions Charitable training Institute.
SPILL analysed sixteen companies and 337 participants between 01/05/2010 and 30/04/2013. Company size varied from 20 to 1,200 employees. Projects were mostly in-house, concentrating on individual company needs.
8. Food and Drink Manufacturing Industry Drivers
The FDMP industry is driven by a range of factors, namely: globalisation and market power; migrant labour / movement of labour within the EU; retailers and the grocery market; regulation and compliance; consumer demands; technology and innovation and environmental change.
Drivers: Globalisation and market power
The FDMP industry is able to take advantage of new raw material supplies and workers from a range of nationalities, in different parts of the world. It is possible to transport and sell food and drink products to global consumers in a way that has been impossible historically. Global retailing is a phenomenon of the 21st Century and is adding another big push to the intentions of food manufacturers who are building a global supply chain. The IfM (2010) describes how globalisation has increased food and drink companies ability to distribute their functions and disperse many of their activities globally. Kavak and Gumusluoglu (2007) goes somewhat further and discusses how the increasing globalisation of world markets has resulted in large FDMP multinational companies competing with each other, as opposed to their domestic competitors, with a view to expanding their markets.
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Changes in trade regulations, development of new sources of production and market access, have allowed the FDMP industry to consider the location and size of its processing operations in a new light. The emergence of low cost overseas locations where employee costs, corporate taxation and raw materials are cheaper have been considered as favourable. In addition, workforce skills are also a key element of the decision making process for factory location.
Drivers: Migrant workers / movement of labour within the EU
During the last 40 years, the European Union (EU) has grown to 27 member states and this huge population can now work across all European geographies, providing the work is there and they have the skills and attitude to succeed. Research published by Improve Ltd specifically about migrant workers in the FDMP industry (Ci Research, 2008) highlights that there are numerous factors that affect an individual’s decision to work in another country; the economic prospects (both in their home nation and abroad), the opportunity associated with developing ‘life experiences’ and the chance to enhance existing skill sets. See section 7.1.2 for more information.
There is a high proportion of migrant labour in the FDMP sector; this is often attributed to the nature of the jobs and seasonal work making it more attractive to migrants. The nature of some of the jobs are perceived as unattractive by the indigenous populations of countries and therefore some of the low-skilled positions are hard to fill with local labour.
Drivers: Retailers and the grocery market
The ‘multiple retailer’ has been and continues to be a prominent driving influence for the FDMP industry. Changing patterns of consumer demands, an oversupply in some sectors, the large market share of the top retailers and a plethora of regulations has led to the industry being described as ‘fiercely competitive’ (James and Lloyd, 2008; p211).
Due to the high number of SME’s that dominate the FDMP industry across Europe, they have unequal bargaining power compared to the retail sector which is concentrated with a small number of large retailers (CIAA, 2010), resulting in supply chain pressures. It is also important to recognise that, in addition to the regulatory burden imposed by legislation, the FDMP industry must also comply with the requirements of the large retailers. FDMP businesses supplying the multiple retailers must ensure compliance with the auditing system used by the multiple concerned. As each retailer operates their own unique auditing system, the food manufacturer is required to adhere to various retail standards in order to conduct business.
The FDMP industry has been a pioneer for the retailer own-label brands and the rise of own-label continues to place an emphasis on the relationships between the FDMP supplier and the retailer. James and Lloyd (2008) insist that increasingly, large supermarket chains dominate the sale of these food products and have a large amount of control of the associated FDMP industry.
Drivers: Regulation and compliance
The issue of the “regulatory burden” has not gone unnoticed by commentators and politicians. European government has acknowledged that there is an issue. The Mid-term Review of Industrial Policy (Commission of the European Communities, 2007) identified excessively complex regulation in several sectors, including food. However, it also warned that heavy product regulations in some markets hamper the necessary upgrading of the industry in Europe. Examples of these regulations include the Agency Workers Directive and Working Time Directive.
The regulation of food is a key element of the government’s agenda; essentially the focus has been about the quality and safety of the food. Hot topics for regulators are obesity and healthy food; food safety and
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traceability (stimulated by BSE, e Coli, listeriosis, salmonella, etc); along with nutrition labelling, food prices and security and sustainability. The majority of food legislation affecting food manufacturers is set at a European level; with local authorities and bodies being responsible for monitoring and enforcement within the member states. Examples of such regulations include the following:
l Pesticide Regulations l Waste Regulations l Food Hygiene Legislation l Climate change levies and other environmental regulations – land-fill tax l Common Agricultural Policy (CAP) l General Food Law l Food Information to Consumers
New regulations and amendments to existing regulations come into affect regularly. For example a new 2009 amendment to the EU Poultry Meat Marketing Regulations would mean that all chilled poultry preparations could not be made from previously frozen meat, which the industry argued would be ‘financially and environmentally unsustainable’ (Allison, 2009).
Greater regulation is anticipated as a threat as climate change intensifies. Cole et al (2010; p40) predicts “taxation or other levy systems being extended to all parts of food production”. This undoubtedly would put more pressure on food manufacturers, particularly those who currently employ processing techniques that are associated with higher levels of greenhouse gas emissions.
It is important to recognise that, in addition to the regulatory burden imposed by legislation, the FDMP industry must also comply with the requirements of the large retailers. FDMP businesses supplying the multiple retailers must ensure compliance with the auditing system used by the multiple retailers concerned. As each retailer operates their own unique auditing system, the food manufacturer is required to adhere to various retail standards in order to conduct business.
Drivers: Consumer demands
Above all, the FDMP industry is driven by consumer preferences. Fast Moving Consumer Goods (FMCG) dominate the industry which is almost totally demand-led, directly and in-directly by its contact with consumers, and their proxies, the supermarket buyers.
European countries are major importers as well as exporters of food and drink products and so shoppers are exposed to changes in global markets. The rising cost of raw materials due to oil price rises, the rising demand for western foodstuffs and global shortages in key crops due to poor weather conditions, have all contributed to recent trends in the increase of food prices. The FDMP industry also relies heavily on the quality of raw materials from agriculture; structural changes in agriculture in recent years has had a negative effect on food production due to levels of production being in decline (Blageov, D et al, 2011).
During the recent recession, consumers looked for ways to cut costs; eating out was reportedly cut-back in favour of home cooking which led to consumers buying more from the supermarkets. This has sparked price wars amongst the major supermarkets to acquire market share from one another. These price wars have a knock-on impact for the supplier – the FDMP industry – whose profit margins are squeezed even further. FDMP businesses have opposed ‘heavy-handed’ tactics used by supermarkets, such as; demands for immediate cost cuts, and lump sum payments of tens of thousands of pounds for prime positions on supermarket shelves (BBC, 2009). The demanding nature of the major multiples also makes it difficult for FDMP businesses to plan and invest appropriately for the future (Wood Holmes Group, 2009).
European employment levels have been at a record high recently and as a consequence consumers require a range of different products which will be cheaper, whilst delivering healthy, quality and value meal solutions. In addition, the increasing leisure time available to the population coupled with the rising
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proportion of elderly people who still have real purchasing power are important drivers of the demand for increased preparation and convenience foods. Another important factor which has increasingly influenced the FDMP industry is in relation to consumers now being more concerned about health and nutrition. The FDMP industry needs to continue to understand the demands from consumers taking into consideration the changing nature of the population (i.e. older, wealthier, more diverse, smaller households etc). There is also a need to better understand their needs. For example whether they require different portion sizes, more quality ingredients, greater convenience, more exciting and stimulating dishes, neutroceuticals, reduced quantities of packaging with zero environmental effects, etc.
Drivers: Technology and innovation
Recent innovations in science and technology have moved at a rapid pace impacting heavily on the way in which food is manufactured and processed which has enabled processors, distributors and retailers to meet consumer demands for freshness, taste, timeliness, and convenience. Examples of how such innovations have affected the industry follow:
l reducing the cost of manufacturing, storage and logistics e.g. Radio Frequency Identification (RFID) technologies;
l innovative ways of producing raw material, e.g. genetics and designer genotypes; l new products that combine or package ingredients in new or novel ways e.g. chilled ready meals, smoothies;
l making foods appear fresh through use of food preservation techniques e.g. High Pressure Processing (HPP);
l new preparation or packaging techniques, e.g. the microwave, tetrapaks, nanotachnology and modified atmosphere; and
l allowing consumers to express their purchasing behaviour more fully, e.g. through supermarket shopping or electronic shopping from home.
In a benchmarking innovation study about the food sector, Marin et al (2008) states that the Netherlands has the most innovative food and drink sector in terms of performance with a very high growth rate, with a cluster of countries lagging closely behind comprising Denmark, Sweden, Finland, UK and Austria all of which share high levels on innovation and growth rates. These countries have higher rates of innovation due to the higher costs of production; innovative and new technology helps to decrease the costs and develop new products. It can be seen that necessity drives innovation in these countries. The benchmarking study also discusses the very close link between innovation levels and the association with ‘R&D intensity’ and the ‘level of skills’.
A large part of Europe’s manufacturing industry more generally has spent the last three decades investing in automation in a drive for greater efficiency and higher quality at lower cost. Despite the wide range of technological advances, the take-up of automation in the FDMP industry has been relatively poor to date in comparison to other sectors and a reluctance to invest in new and alternative production methods has been noted (Food Engineering and Ingredients, 2009; Wood Holmes Group, 2009). However there have been some large manufacturers that have reportedly invested heavily in automation and this has been much more prevalent in Germany and Sweden, whereas in the UK where the sector is very diverse smaller businesses continue to rely on manual labour (Food Engineering and Ingredients, 2009).
This perspective is partly attributed to labour being readily available and relatively affordable across the industry, but more so by the perceived small return of investment with new machinery. Employers also value the flexibility that a workforce can offer particularly when it comes to product changes, where machinery is perceived as limiting, unpredictable and often prone to failure. Innovation has long been recognised as a driver of economic prosperity and Henchion et al (2010; p1) suggest that therefore this should feature as a “key element of food company business strategy”.
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“The lack of investment in innovation has also seen the industry become one of the least profitable sectors. Clearly, an increase in investment will be needed if the food industry is to overcome many challenges of globalisation and realise the growth opportunities of meeting important consumer drivers such as health, convenience, pleasure and environmental awareness” (Cole et al, 2010; pp36-37).
The European Technology Platform, Food for Life, in their strategic Research and Innovation Agenda (ETP food 4 for Life, 2013) recently identified qualification and training of food and drink professionals as a main driver for “acceptance and application of innovation” and “a key component in increasing competitiveness”. The document also went on to report that “the investment of the food and drink industry in training its workforce is lower than necessary and this deficiency is even more apparent within SMEs”.
The recent international review of technologies in the FDMP sector (Stanford, 2011) revealed that there are 45 new / emerging technologies in the industry, some of these technologies are already utilised widely in various countries. Four broad groups of personnel will be impacted upon in relation to the skills required for working with the emerging technologies; factory operatives, maintenance engineers, process and engineering designers and food scientists and technologists (Stanford, 2011). The table below provides a list of the emerging technologies categorised into time periods of when expected to become widely used with the countries they are already being adopted in. The information presented in the table indicates that across Europe Spain, Germany, France, Holland and Denmark appear to be at the forefront of adopting new technologies according to this international report.
Table 12: Food and drink manufacturing technologies
Status in 2011 Year Technology and countries where it is most commonly utilised
Commercially available now and successfully implemented although not widespread in UK
2011 l High pressure processing (Spain, France, Mexico)
l Ohmic heating (Italy, Greece, France, Mexico) l Ammonia refrigeration l Supersonic steam shockwave l Supercritical CO2 l Remote condition monitoring (Germany) l Pulsed light/UV in packaging (France) l Cold plasma l Aseptic filling (USA) l Robotics and automation (Spain, Germany, Sweden)
l Machine vision l Impingment air flow freezing (Holland) l Vacuum cooling l Microwave heating (USA) l Air cycle
Emerging soon; commercial development well advanced, some implementation
2012-2015 l Pulsed UV in foodPulsed electric field in kitchens
l Neutral electrolysed water (USA) l Ozonated water l Exchanger fouling detection (France) l Continuous dense phase CO2 (USA) l Infra red heating l Radio frequency heating (Denmark)
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Trials or prototype stage; trials or prototyping outside of the laboratory
2016-2020 l Hyperspectral imaging (USA) l Bernoulli grippers l Soluble gas stabilisation l Laser sealing l Microsieves (Holland) l Coflux l Conditioned gas cooling l Pulsed electric field in pasteurisation l Pulsed electric field in cooking l Foreign body detection by spectrometry l Magnetic refrigeration
Experimental/laboratory stage; experimentally demonstrated but no major trials outside laboratory
2021-2025 l Single homogenisation/mixing (SHM) valve (Germany)
l Sonication l Future food factories l Heat free shrink wrapping l Acoustic refrigeration (USA) l Electrocaloric refrigeration l On-line safety and quality indication
Long term prospects 2025 onwards l Optical refrigeration l Hydraulic refrigeration l Continuous oscillatory baffle reactor l Spinning disk
Source: Stanford, 2011
Please refer to Annex 2 for a full description of the food and drink technologies presented in the above table.
The extent to which climate change will affect global agricultural outputs is yet unknown. Dupont and Thirlwell (2009) project that there will be a small decline until 2030, “but that thereafter widespread declines in productivity are possible” (p89). In this context there is increasing pressure on food manufacturers to adopt new technologies and processes that create less waste, better utilise energy in transportation and use more efficient processing techniques.
Drivers: Environmental change
The four key drivers considered in the previous pages are heavily embedded and inter-linked with the fifth and fundamental driver; environmental change. The industry is a vital component of the wider food supply chain, with a critical part to play in guaranteeing the Europe’s food security.
As already touched upon briefly, consumers demand and are now used to, affordable produce from around the world as a result of the FDMP industry sourcing raw materials and produce globally. As a major importer and user of food commodities and other food and drink products, the FDMP industry is vulnerable to changes in global markets, for example; rising costs of such commodities as wheat and maize which have recently seen price hikes of nearly 30% in a few weeks (Vidal, 2010). The extreme volatility of the global markets for food commodities are based on oil price rises (and the increasing demand for declining volumes for food production) and crop failures due to poor weather conditions, amongst other factors. This has sometimes led to the end-consumer having to absorb food price rises.
A growing population demands more food; moreover, world demand for food is likely to double by 2050 and the quantity of food produced per acre may need to be trebled (Alexander, 2008) to feed nine billion people (Driscoll, 2010). These demands are currently and will continue to put ever more pressure on the
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planet’s natural resources. For example, recent projections for sugar demand by Czarnikow, a principal sugar merchant, highlights a 50% increase in sugar consumption over the next 20 years particularly by China, India and Africa in line with economic development. This increasing demand will only be met if substantial investment in production is made, and this production strain is likely to fall on Brazil. However, Brazil’s sugar production has suffered with logjams this year and battled to keep up with demand (Farchy, 2010).
Food production and consumption globally are significant and growing contributors to climate change (Maynard, 2009) and the extent of this contribution has long been ‘oversimplified’ (Driscoll, 2010; p14). Lee (2009) models the impact of climate change on global food production and finds climate change to adversely impact developing countries more than developed countries. This is due to climate change benefiting the crop yields of the higher latitude countries which are generally developed and reducing the crop yields of the lower latitude developing countries. Taking the growing global population into account, the model indicates that by 2020 developed countries are expected to be the key food exporters. In this context, there is increasing pressure on food manufacturers to adopt new technologies and processes that create less waste, better utilise energy in transportation and use more efficient processing techniques.
As climate change and our burgeoning global population place more and more demand on food supply, it has become clear that global food systems are far from sustainable. Ensuring food security is vital, and “...is the basis for economic development and social stability” (Driscoll, 2010; p14) and must be a primary objective for all governments (Alexander, 2008). Enabling a sustainable, balanced and secure food system demands a “major social, cultural and dietary change” (Maynard, 2009; p99). To achieve this, necessitates a range of approaches including ‘...decarbonisation of the economy; production efficiencies; reductions in waste, nitrous oxide and methane emissions; and changes in the types of food consumed’ (Driscoll, 2010; p13). Consumers may need to change the way they eat and having a ‘...sustainable diet’ (Driscoll, 2010; p14). This shift in behaviour requires the public to have a clear awareness and understanding of environmental issues and limits.
9. Consultation with Policy and Industry Experts: Findings
The following section provides an overview of the findings following interviews with key industry stakeholders across Europe. The stakeholders were drawn from trade unions that represent workers in the food and drink industry, industry experts from academic institutions and trade associations/bodies that represent the food and drink manufacturing sector as well as food and drink company representatives. Information about the research participants and the organisation they represent can be found in Annex 1 within the methodology.
Labour Market Challenges
Recruitment difficulties
There are significant recruitment difficulties in certain key occupations in many countries. These often relate to higher level food science and technology roles, and are believed by many to be impairing the growth potential of the sector. A shortage of trained engineers was identified in a number of countries, with many interviewees stating that engineers were often reluctant to enter the FDMP sector as it was considered unattractive in comparison to other competing industries, such as, pharmaceuticals, automotive and aerospace.
Recruitment difficulties were also identified in a range of countries including France, Norway, UK, Belgium and Ireland in relation to technicians/operatives working in production roles. One reason for this was identified as the growth in the volume of young people undertaking university-level education which meant there were now simply not enough people looking for production level roles. Production roles in the meat sector, particularly in slaughterhouses, were frequently identified as very difficult to fill. The scale of
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recruitment difficulties does, however, appear to vary across Europe with much lower levels of difficulties reported in countries worst affected by the collapse in the Eurozone such as Italy and Spain where the high level of unemployment has meant that even graduates have often taken operative level roles in order to find employment. This may, however, be a short-run phenomenon and shortages in operatives may reappear even here over time.
Demographic change
Demographic shifts mean there are fewer young people in many EU nations and even fewer choosing to enter the sector and therefore the need to attract and retrain older workers is even more acute.
Sector attractiveness
Sector unattractiveness is particularly an issue with the young. The perception (and to some degree the reality) is that the food and drink manufacturing and processing can sometimes be an inhospitable environment and one which can involve repetitive work. This is a general finding and was reported to be the case across many European countries including Italy, Germany, France, UK and Belguim. It was also reported that many people are looking for a more varied occupation than those currently on offer in the FDMP sector.
Skills of new entrants
Concerns where also expressed about how well prepared new graduates are for the world of work and that companies were often forced to help up-skill new graduate entrants in a way that was not necessary a generation earlier. In the UK it was reported that the contents of some degree courses had been altered to make them more attractive to potential students, but that the end result was too often graduates who now lacked the skills required by the industry.
Migrant workers
Migrant workers are being used in many (although not all) EU countries to supplement the indigenous workforce, especially in relation to unskilled and semi-skilled roles. In some countries and sub-sectors, the FDMP sector is almost entirely reliant upon migrant workers, one example of this was the Mushroom industry in Ireland where 95% of the workforce was reportedly migrant labour. While this recruitment channel meets a level of demand currently there is a concern that these migrants may not always be available to meet this shortage in the domestic workforce. Migrant workers were also often found to lack speaking, reading and writing skills in the national language and this can have serious consequences, especially in relation to compliance with health and safety requirements.
Career pathways
A lack of obvious career pathways from the factory floor to technical positions or management was identified as a barrier to recruiting or retaining the best possible recruits in the industry. According to some industry experts and social partners, there has been a growing demarcation between blue collar and white collar workers over recent decades. The move into a first-level supervisory role was also one that many partners felt needed greater support than that which is currently available.
Low levels of training
In some countries training levels are considered low, especially amongst small and micro businesses and where there is little legislative requirement to train. It was felt that many small and micro businesses remain un-persuaded of the business case for training and as a result employees were less skilled than was desirable and businesses were less able to innovate and compete.
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Skill shortage areas
In key craft skill areas such as cheese, bread and chocolate production there is a concern that because of an ageing workforce, skills and knowledge could be lost as a result of the shortages of new, young recruits.
A lack of skills in relation to product and process innovation and the use of new technology generally were also identified as an area of concern from representatives from both Norway and Italy. These weaknesses were considered to be severely limiting the competitiveness of the sector generally.
Low/uncompetitive pay
A number of social partners believed that relatively low rates of pay on offer in the FDMP sector were contributing to its problems, as the sector was unable to compete for the best recruits and retain skilled workers who were often tempted away by other sectors of the economy where remuneration levels were higher.
Identification of good practice
Succession planning in craft skills
In France some companies support an approach where older workers approaching retirement work with new recruits to pass on their skills and experience. Such a system was felt to be very important in retaining craft skills in areas such as bakery and butchery.
Job rotation/enhancement
In Belgium, Project Sky has sought to address the issue of unattractive repetitive roles without option for career progression through a partnership between managers and workers which has helped facilitate opportunities for blue collar workers to develop along a career pathway with additional training and development. The Optec (operative technician) project has also sought to give operatives greater diversity in their work by supporting them to do preventative maintenance on the production line, thereby freeing higher skilled technicians to focus on more serious technical projects.
Social dialogue
In some areas in France meetings are organised by public bodies and social partners designed to facilitate dialogue between employers and employees. These are believed to help foster good industrial relations and help in the process of designing effective solutions to training and skills problems.
Education Ambassadors
Several EU nations now have ambassador schemes where existing FDMP sector employees are trained to go into local schools and colleges and share what it is like to work in a modern food production facility. These ambassadors help to tackle the negative stereotypes affecting the industry and raise awareness of the industry amongst both pupils and teachers.
Education Business Links
In Norway funding is available to help foster greater education-business links with resources to support current FDMP sector employees to visit schools and talk about their work. The programme also enables teachers to spend a period in industry so that they can better understand the work of the sector.
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The current system for meeting skills needs
Opinions differ across and within countries as to the effectiveness of their systems for training and skilling new and existing workers.
Some skills systems appear to be working
In countries such as France and Germany a majority of the social partners and policy experts interviewed as part of this project felt that their vocational skills system worked effectively. The Dual training system in Germany was, for example, believed to work well and produced a supply of well prepared and skilled recruits to meet the sector’s needs.
Other countries identify weaknesses
In countries such as Italy, Ireland and the UK there was a concern that tertiary/university skills development was not sufficiently focused on the development of knowledge and skills actually required in the workplace. A number of interviewees felt that there is a disconnect between what higher education institutions offered and what the industry actually needed.
Training standards
The lack of nationally (and indeed internationally) agreed training standards was believed a weakness in the current system. Some of those interviewed felt employers should be required to demonstrate the competence of all their workers, including those employed through agencies, within a maximum period of time.
A mixed picture on apprenticeships
While there has been a growth in formal apprenticeship programmes in countries such as France and the UK, the picture is mixed with a decline in apprenticeship numbers in countries such as Ireland and Italy which have been hit hard by the problems in the Eurozone. There was also a concern that apprenticeships are too often seen as something for young people whereas it was believed that they need to be available for recruits of all ages.
Continuous Professional Development (CPD) Gaps
A lack of opportunities for skilled workers to continue their professional development was also highlighted by some, including representatives from Norway who stated that in order to survive in a high-cost country (like many from Scandinavia) FDMP companies need to be able to exploit fully technological advantages and high skills.
Suggested skills solutions
In addition to being asked about their opinions on the labour market challenges they face and the effectiveness of the current education and skills system, social partners and policy makers were also consulted on what they felt were the ways in which some of these issues could be addressed. Listed below are the key suggestions made:
Greater use of social media channels
Greater use of social media to raise awareness of the FDMP sector generally and the careers it offers was believed to be essential in order to attract young people into the sector in the future.
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Supporting basic skills acquisition
Taking basic literacy and numeracy training into the workplace and encouraging worker engagement with it was suggested as one practical way of helping to tackle basic skills deficiencies. This was felt to be particularly important in workplaces with large migrant worker populations. It was also stated that unless basic literacy and numeracy skill deficiencies were addressed much of the higher level skills training provided would be ineffective.
Building on social dialogue forums
It was suggested that the model of industrial partnership meetings held regionally in France could be expanded to invite young people who want to find out more about the FDMP sector and the opportunities it includes. This was felt to be one way of increasing the interaction between the sector and potential recruits.
Greater support for older workers
The contribution which older workers could make to the sector was also felt to be under-recognised in a number of countries; interviewees felt that programmes to encourage older workers (including returners to the labour market) need to be created in order to support those without a background in the sector to enter it. Projects such as Tasty Jobs in the UK could provide a model for supporting more mature entrants into the sector.
Open day events
The idea of companies holding open day events was suggested as one way of demystifying the sector and what it does. At such events local people could be invited to come to FDMP premises and learn more about what goes on at a modern manufacturing site as well as the wide range of job opportunities that exist.
Collective training
Small-scale craft producers should be encouraged to collaborate to share best practice and work as a collective to train the next generation of craft workers.
Redesigning jobs
It was suggested that in order to attract future generations into the FDMP sector there was a need for the industry to fundamentally consider the option of job redesign, particularly at operative level. It was felt that future generations would not accept the largely repetitive roles currently on offer in many production facilities, and that employers should look now at options for greater flexibility in roles that would allow workers greater opportunities for multi-skilling and thereby greater job satisfaction.
The value of effective social dialogue
It was felt that genuine social dialogue involving employers, social partners and government was key to being able to examine the totality of the skills and employment challenges facing the sector and that only by involving all parties could effective solutions be designed and implemented.
Building effective education business relationships
FDMP stakeholders need to engage with schools so that children and young people are aware of the range of careers that are available and, importantly, how young people can move into these careers. The provision of careers information, including identified career pathways, to those coming to the end of formal education was considered particularly important.
The idea of building on the existing ambassador programmes was suggested as one way of breaking down the barriers that currently mean low numbers of young people entering the FDMP sector. It was
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stressed though that ambassadors need to be trained to be able to engage young people and be able to communicate in an effective manner.
Engaging parents to inform career choices
The role of parents in helping to shape the career decisions of young people cannot be overstated and it was suggested by several interviewees that material design to shape the career decisions of young people should also be targeted at their parents too.
Making the business case for training
In order to address the low level of training in small and micro firms it was recommended that more research and evidence needs to be gathered of the bottom-line business benefits that are generated. It was suggested that this evidence could take the form of Return on Investment reports or case studies which bring the evidence to life.
10. Consultation with Businesses: Findings
The following section provides an overview of the findings following interviews with businesses across Europe. The businesses were drawn from the Project Steering Groups contacts and knowledge of companies. Information about the research participants and the organisation they represent can be found in Annex 1 within the methodology.
Labour Market Challenges
Recruitment difficulties
The scale of recruitment difficulties facing companies varies significantly between individual nations and types of firm. Employers in some of the countries worst affected by the economic crisis in the Eurozone, such as Spain and Italy, report few difficulties filling vacancies at any level within their businesses. Many attribute this to the general dearth of jobs available in their domestic markets at the current time. This is less so in countries such as the UK, Norway and Germany in which unemployment has remained lower. Larger, more well-known firms also appear to have faced fewer difficulties in recruiting than small or medium sized enterprises.
Where recruitment difficulties do occur they often relate to maintenance, engineering and food science related roles. Companies from across the EU including France, Denmark, Italy and the UK highlighted these as difficult to recruit into and, thereafter, retain. Some craft roles such as butchery were also identified as difficult to recruit into, and it was felt many were put off by the heavy, physical nature of roles such as meat deboning.
The reality of running a FDMP business with its requirement for shift working does create difficulties in recruiting for many businesses. Employers in a number of countries reported that young people, in particular, seem ill-prepared and unwilling to accept the demands of the 24 hour, seven day per week manufacturing businesses.
Sector image
The image of the FDMP sector and outdated stereotypes was highlighted by many employers including those from Germany, the UK and Finland as a barrier to recruiting the best recruits. This image problem was compounded by a perception that young people want more from their career than previous generations, and that the physical and inhospitable nature of some of the roles in the FDMP sector acted as a barrier to recruitment.
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Poor educational standards on entry
According to employers in a number of countries including Germany, and the UK the educational standards of new entrants to the labour market have declined over the course of the last twenty years. This is forcing many companies to invest resources in improving the basic literacy and numeracy skills of recruits in order for them to be effective in the workplace.
Demographic changes
Demographic changes mean that there are fewer young people entering the labour market in many, particularly Northern European, countries. This is forcing many businesses to reassess how they recruit and the potential of other groups in the labour market, such as older workers and women returning after child rearing, to fill gaps in their workforces. It also means that the average age of many workforces is drifting upwards. This has implications for the future in terms of work organisation and succession planning. Some companies, for instance, report that they are looking at greater automation in order to respond to an older workforce less equipped to deal with the often strenuous demands of the food production workplace
Shortages of supervisors and first-line managers
A shortage of people willing to fill first-line management/supervisory roles was also a problem identified in more than one country. Employers commented that often people are not looking to progress into supervisory positions and are content with remaining on the shop floor. It is unclear whether this is a confidence or motivation issue but employers believe that effective first-line managers are a key factor in delivering higher productivity and innovation.
Inadequate soft skills and language deficiencies
So-called “soft skills” such as interpersonal and communication skills were identified by a number of respondents as an area where there are currently skills deficiencies. Language skills were also identified by a number of businesses seeking to grow their export activity as an area of current concern. In particular, the acquisition of good spoken and written English was identified as a priority by a number of companies looking to do more internationally.
Identification of good practice
Employers were asked for examples of good practice in relation to meeting the labour market challenges facing FDMP businesses at the current time. The examples below summarise the responses received.
Proactive engagement with education
A number of respondents felt that it was important for FDMP companies to engage with their local communities and education providers in order to build relationships and explain the wide diversity of roles and opportunities that exist within a modern FDMP facility. A number of German businesses reported how they had developed effective relationships with schools and colleges within their Lander (regional) area and that these proved effective recruiting grounds for new employees. French businesses also cited examples of how they had formed effective education-business links which afforded young people the opportunity to gain two weeks paid work experience within their organisation. In the UK one very large business has launched what it calls “Academy in the Community” where recent graduates and apprentices from the business go into schools and colleges and talk about what it is actually like to work in a modern FDMP business. By using young people from the business as the messengers it is hoped they will connect better with young people still in education.
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Supporting skills in the supply-chain
One large multi-national company based in France cited how they had created an “internal university” with its own training courses which not only catered for the needs of its own employees but also was open to those employed within the business’s supply chain. The company believed that this was an effective way of sharing best industry practice and their expectations for the quality of the product and systems that they required from its supplier base.
Job redesign
Job rotation is being used by companies in a number of different countries, including Spain and Finland, as one method of increasing the skills of operatives and also helping to avoid the problem of boredom that can be a problem in retaining staff.
Use of new recruitment channels
The shortage of qualified engineering applicants in many countries has forced businesses to look at alternative recruitment channels to fill these vital gaps. Companies in the UK reported how they had turned to recruiting young people at 18 or 19 and had used the higher apprenticeship training to develop their own engineers. While this required significant upfront investment on the part of the business it was considered good value as many of the apprentice engineers stayed long-term with the business and they were trained in accordance with the businesses own needs and requirements.
The current system for meeting skills needs
Opinions differed significantly between companies and between countries as to the effectiveness of the current system of training and skills development operating within individual nation states.
Some areas where it is working well
The Dual system which operates in Germany, Austria and Switzerland was highly regarded by many respondents who felt that it played a significant part in preparing new recruits for the needs of the FDMP sector. The French model was also seen as largely effective in generating people with the correct skills and competences.
One positive note from UK businesses was that recent changes to apprenticeship arrangements had made a positive difference with programmes now recognise as flexible and responsive to the need of the employer.
Outdated curricula and technology
Interviewees from the UK and Italy were less satisfied with the post-compulsory education model. Large companies felt that further education college provision was often too generic and that university courses too often did not keep pace with developments in industry. At its core the problem was identified as educationalists not being close enough to the industry they were trying to support.
Another related problem highlighted by large and small employers in countries including Italy and the UK with existing training provision is that of training being provided on outdated equipment. FDMP is often a capital intensive sector making use of the latest technology. Some education providers supporting the sector find it financially difficult to keep up with the pace of technological innovation which results in students being training in obsolete techniques and on old equipment.
The potential of apprenticeships yet to be realised in some EU nations
The full potential of apprenticeship schemes in countries such as Spain and Italy are not, however, currently believed to be being maximised. In part this was believed to be a reflection of concerns amongst trade unions that apprentices were a form of alternative cheap labour to existing workers.
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Too much focus on the theoretical over the practical
While most interviewees felt there was sufficient local training provision in their areas, some commented on a lack of real work experience that it entailed. Many felt that those completing vocational or relevant academic training could have benefited from more opportunities to experience the realities of an FDMP workplace as well as their academic studies.
Graduates need business acumen as well as technical knowledge
Another area of concern with higher education provision is that graduates frequently lack any grounding in basic commercial/business skills. They can have a deep knowledge of the subject they have studied but have no knowledge of how a business operates in a marketplace. Some knowledge of budgeting, exporting, accounting would be very useful it is believed.
Many employers recognise they have a part to play
Some employers recognise that they have a duty to help support employees to acquire new skills and competences and that in so doing they will also support their own long term competiveness. This was particularly the case in relation to young people where some employers felt they had a moral duty to assist in making these employees work ready for the rest of their careers. Examples include one where a German company provided employees with basic skills deficiencies with extra annual leave in order to be able to undertake an intensive up-skilling course.
The value of social dialogue is unclear
Opinions on the value of social dialogue varied across the businesses spoken to. Some felt that social dialogue had generated positive benefits for both employers and employees, whereas others felt social dialogue had little to offer in terms of addressing the education and skills challenges businesses faced. Some of those interviewed operated in environments where there was either low levels of unionisation or a culture where unions were not engaged on education and skills matters. However, even in workplaces that were not unionised there were examples of where greater employee involvement in business problems and decision were becoming more the norm.
Information asymmetry means SMEs are missing out
Smaller businesses appear to be less aware of the range of support available to them from public authorities and educational establishments. Small employers also face significant difficulties in releasing sufficient employees at any one time for training while keeping production going. Only by collaborating with other businesses is it possible to obtain viable numbers of delegates for many courses.
Suggested skills solutions
In addition to being asked about their opinions on the labour market challenges they face and the effectiveness of the current education and skills system, employers were also consulted on what they felt were the ways in which some of these issues could be addressed. Listed below are the key suggestions made:
Greater support for lifelong learning
In order to respond to the demographic shift within the workforce some companies are already embracing greater lifelong learning approaches and helping older workers to acquire new skills and qualifications so that they can keep pace with the level of innovation and technology within the workforce. A number of the businesses interviewed felt that greater encouragement for a culture of lifelong learning amongst employees would be necessary in the future. It was also felt that many countries could do more to help older workers
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who had not previously worked in the FDMP sector to retrain in order to meet gaps within the workforce. Less public funding is available to support this transition and this was regarded as something that needed to change.
Maximising the potential of social media
A number of those interviewed felt that the FDMP sector as a whole had not yet recognised and harnessed the full potential of social media to help shape the opinions of young people. Many felt that using the power of Twitter, Facebook and other social media channels could pay dividends and help address some of the negative stereotypes that exist about the sector.
Earlier intervention
Intervening with young people at an early enough stage in their education was also believed to be important to many. It was felt that the sector needed to provide information to young people from 12 years onwards rather than just at the end of their secondary education or as part of their tertiary education.
Combing learning & working
One large international business suggested that more companies could adopt its model of offering college leavers, aged 18, the opportunityto join a business and combine work with a university degree course. The degree can be tailored to the needs of the business and the student can complete their studies without any debt at the end.
Improving the industrial understanding of educationalists
It is viewed as vital for teachers and lecturers to have an accurate understanding of the FDMP sector and the skills and competences required by it. Many businesses feel that teachers should be required to spend a period of each year in industry in order to maintain their levels of understanding and awareness. Employers should facilitate this learning and should work with clusters of local schools to provide these opportunities.
11. Conclusions and Recommendations
Economic importance
This report has demonstrated the critical importance of the FDMP sector to the economy of the European Union. The FDMP sector represents the largest component of the EU manufacturing sector in terms of turnover, value added and employment. While economically important in all member states, the FDMP sector is of particular importance to a number of nations, including, Cyprus, Greece, Ireland and Bulgaria where it accounts for more than 20% of manufacturing gross value added.
Across the EU as a whole there are approximately 300,000 FDMP businesses, although the vast majority of these are small and medium sized enterprises (SMEs). While SMEs account for under half of total turnover they are particularly important in terms of employment with around three-fifths of all employees working for SMEs. The one percent of large businesses (250+ employees) do, however, employ the remaining 40% of all sector employees and therefore the decisions of a very few employers can have significant impacts across the whole sector.
Collectively, the sector employs approximately 4.5 million people across the 27 member states, of which 4.1 million are employees with the remainder being self employed. Women represent approximately 43% of all employees, which although lower than the male share of employment is three percentage points more than the corresponding figure from a decade ago.
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The EU FDMP sector is also important in relation to international trade with the EU economy collectively benefiting from a positive trade balance of approximately 11 billion Euros in 2012 as a result of exports of food and drink products.
While the sector has undoubtedly been affected by the financial crisis and the ensuing recession across much of the developed world, evidence relating to output and employment suggests that the FDMP has shown greater resilience to the economic downturn than many other sectors. The FDMP is one of only two sectors that has returned to pre-rescession levels in terms of employment and economic output.
Recommendations
l The European Commission needs to recognise the importance of the FDMP sector to the EU economy and should develop a specific strand of industrial policy that supports the further development and growth of the sector in the future and values its specific features.
l In order to support the further development of the FDMP sector, the quality of the economic and employment statistics for the sector needs to be improved, both the data that comes from official organisations, such as Eurostat, but also through more informal, qualitative channels such as social dialogue between the sector’s social partners.
Market structure
The nature of the product being produced in the food and drink sector can and does play a significant part in how labour is organized and used. Key factors in shaping the demand for workers have been identified as: the characteristics of the product in terms of factors such as seasonality and perishability; the size of the market (e.g. local, domestic or international) and the size of the employer.
Within the EU there are four broadly identifiable food supply markets which, while to some degree overlapping, do reflect the environmental, cultural and historic facets of the areas. The four areas are identifiable as: the Mediterranean area that focuses on fresh fruit, vegetables and processed crops; the Continental area primarily focuses on beef, pork, milk and other dairy products; the Baltic area where the focus is beef, pork dairy, fish and more recently, fresh fruit and vegetables; and the anglo-celtic area where imports from the Commonwealth and countries outside the EU have played a strong part in shaping both production and consumption.
The FDMP workforce
The FDMP sector is affected by an ageing workforce and has experienced a drop of between 30-40% of young employees between the ages of 15-24 over recent years. The sector has witnessed a corresponding growth in the volume of prime-age and older workers that has pulled the average age of the workforce higher.
Another observed trend over the last decade has been the growth in temporary contracts at the expense of permanent appointments. Much of this growth in temporary appointments across the EU has been on an involuntary basis, e.g. individual employees would have preferred a permanent contract but one was not available.
Migrant workers from both inside and outside the European Union have become an increasingly important feature of the workforce in many (although not all) EU nations over the course of the last decade. A 2011 estimate suggests that there may well be as many as 400,000 migrant workers in the sector, of which 200,000 are EU nationals. The proportion of migrant workers in the workforce rose from around 5% to nearly double than in the course of a decade.
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The FDMP sector workforce has a greater proportion of what the Commission refers to as precarious workers than the economy as a whole, and it also has greater numbers in the medium-low income band (37% versus 24%) than the all sector average.
Total employment in the FDMP sector has fallen in all EU countries over the last decade as a result of both the economic slump and the long-term trend towards automation and other productivity raising measures in the FDMP sector. This reduction in total employment has, however, been felt more acutely by full-time male employees than by women who are more likely to work on a part-time basis and where there has been a smaller degree of contraction.
Recommendations
l The FDMP social partners need to work together to consider the implications of a number of important changes in the sector’s workforce such as an ageing workforce and the growth in what experts, including the Commission, refer to as “precarious workers”. This should form a key component of the on-going work programme of social dialogue between the social partners.
l In order to address the issue of gender stereotyping, the FDMP social partners should proactively engage with other sectors that have already made efforts to address this problem and should seek to identify best practice which can be applied within a FDMP context.
l The FDMP social partners need to work together to determine measures that will help to integrate migrant workers into the workforce. In particular, efforts need to focus on how to effectively tackle language barriers and provide adequate occupational health and safety (OSH) and food safety training to all employees.
Economic & policy context
The 2008 economic crisis has had profound and long-lasting impacts on the economy of many EU nations with, for example, an estimated 10 million fewer jobs than before the recession., and total employment forecast to not return to pre-recession levels until at least 2020. Unemployment is not, however, equally distributed across the EU with rates varying from a current low of 4.7% in Austria to a high of more than 26% in Spain.
The economic crisis has also accelerated trends that have long been evident across the EU economy, with the decline in manufacturing employment speeding up over recent years being just one example.
Young people entering the labour market for the first time have particularly felt the brunt of the economic downturn, with around 5.5 million young people aged 15-24 currently out of work. This represents just less than one-quarter (22%) of all young, economically active EU citizens and has rightly been a focus of much debate and action at both an EU and individual nation state level. Much of the effort to address youth unemployment has focused on: preventing early school leavers; reintegrating those who leave education early; supporting the transition from school to work; increasing the employability skills of the young; and tackling barriers to employment.
There is a large degree of concensus amongst academics that the ability to anticipate future demand for skills and then plan effectively to respond to those demands is a key facet to developing an effective labour market. The type and level of sophistication of forecasting labour market needs varies dramatically across EU nations, and there is a wide acknowledgement that more needs to be done to enhance labour market forecasting techniques.
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At a economy-wide level the evidence points to a polarisation of skills demand with a continuing reduction in the volume of jobs requiring either no or low qualifications and an increase in the demand for employees with high (graduate level) qualifications. This polarisation could mean that even if the EU economy returns to high levels of growth unemployment may remain high as unemployed individuals lack the skills and qualifications to access these opportunities.
Apart from the overall deficit in demand for labour at the current time, the main causes of Europe’s skills mismatch are identified as a combination of asymmetric information between employers and potential employees, imperfect information on the labour market and differences between people and transaction costs. It is believed that the main focus of governments in tackling these mismatches should be on tackling the asymmetric information and improving the flow of information (such as LMI) between employers and potential employees.
Recommendations
l National governments and other partners need to focus on bringing the quality of labour market forecasting in all member states up to that of the best in the EU. The sharing of best practice examples of this should be encouraged and facilitated.
l Employers in the FDMP sector need to be supported to look at ways of developing career pathways that will enable individuals to progress from entry level production roles into higher technical or managerial roles.
l More high-quality sector-based labour market information (LMI) needs to be available across all EU countries to help address the problem of asymmetric information between employers and potential employees and skills mismatches. Sharing best practice may again be one way of maximising the effectiveness of this work, and should be led by sector skills councils or equivalent bodies where they exist.
Skills and qualifications of the workforce
At an aggregate level, the FDMP workforce is less well-qualified than the general EU working population, with 30% possessing only low-level qualification as compared with 21% across the EU economy as a whole. The FDMP workforce also compares badly with the general population in relation to higher level qualifications, with just 14% possessing high level qualifications as compared to an all-sector average of 30%.
While the overall incidence of training in the FDMP sector may be reasonably high, the evidence suggests that FDMP businesses generally focus their approaches to training and workforce development on adhering to legislative and regulatory requirements as well as those of key customers such as large retailers. Training is therefore generally regarded as a means of demonstrating compliance rather than as a proactive tool for driving business development. Much of the training activity that is delivered relates to food safety, health and safety and induction with little spent on activity likely to make the organization more productive.
Recommendation
l In order to win the argument that training is an investment rather than simply a cost, it is recommended that the FDMP social partners support work to develop a range of detailed case studies of how training and workforce development has had real financial and business benefits for those companies that have used training to drive business growth and encourage innovation. Matched plant studies might be one possible method of demonstrating the return on investment from training and workforce development.
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Drivers of change in the FDMP sector
A number of discernable factors are driving change within the FDMP sector which will shape the sector over the course of the next decade and beyond.
A key driver for the sector is consumer preferences. There is a need for the industry to better understand the desires of customers, such as concerns about health and nutrition, concerns aobut obesity, conveience and packaging with zero environmental effects. With food demands increasing, along with increasing prices of raw materials and the impact of the recession, customer’s eating habits are changing and they are looking to buy more from affordable and convenient food from supermarkets, which has had an impact on their FDMP suppliers. They are under pressure to reduce costs and is making it harder for FDMP businesses to plan and invest in the future.
The strong influence of large retailers over the FDMP industry will be a continuing issue. With many FDMP companies being SMEs, retailers have an unequal bargining power and force FDMP companies to comply to their own requirements. This is combined with the ‘regulatory burden’ affecting the food sector. Overly heavy product regulations have hampered the necessary upgrading of the industry in Europe and new regulation is continuing to be produced. It is predicted that further legislation will be introduced, due to the threat of climate change.
Globalisation and market power has increased food and drink companies ability to distribute their functions and disperse their activites globally; changes in trade regulations, more skilled workers overseas and cheap foreign locations mean greater freedom for food and drink companies for their location. This process has also led to greater movement of labour, which is a vital compenent of the FDMP sector.
Developments in science and technology are important for the industry, but there has been a reluctance particularly amongst SMEs to invest in new and alternative production methods, which has resulted in the FDMP sector becoming one of the least profitable. There are a variety of new technolgies which could deal with a variety of issues, including climate change. New processes and technologies that create less waste and more efficient processing and transport techniques.
As mentioned above, environmental change will be a continuing issue for the future of the sector. Fluctuations in rising costs of commodities, due to oil proce rises and crop failures due to poor weather conditions, has led to increasing food prices. With increasing demand on the food supply and the potential impact of climate change, global food systems may not be sustainable. There is a need for new technologies and processes, as well as increase public awaresness of environmental issues and limits.
As a result of these drivers, the European FDMP will need to continue to invest in training and skills, in order to remain competitive and develop ‘world class practices’ in their businesses. New skills will allow for new technologies , to best meet consumer needs. The industry also needs to be able to adapt and change, especially to the challenges of globalisation. The workerforce requires the skills to manage change and understanding how best to adapt their processes, both to meet customer needs and ensure sustainability.
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Recommendations
l Large multiple retailers need to be persuaded of the importance of working in constructive partnership with their suppliers in order to avoid potential negative implications for the FDMP sector and the quality of its products
l The EU and national governments need to review how they can support FDMP businesses, especially SMEs, to exploit the potential which new technology has to offer in terms of driving up productivity. In particular, raising awareness of existing schemes and initiatives to support technology take-up would seem to be needed.
l Both employers and employees in the FDMP sector need to recognise the drivers impacting upon the future of the sector and the need to adopt a culture of lifelong learning in order to be able to respond to these drivers.
Current and Future Skills issues in the food and drink industry
The following are the key skills issues for the FDMP industry:
There is a need to improve the image of the sector, especially amongst young people. This is a problem due to changing demographics and an aging workforce, which will lead to a shortage of labour for the industry in the next 15-20 years. It is not seen as an attractive choice for workers, with regards to providing oppurtunities, and has difficulty recruiting some of the skills it requires. This has led to shortages in workers with higher levels skills, such as Food Scientists and Technologists, nutritionists and food health scientists.Changes in technology require staff who are adaptable, such as food engineers who can work on bespoke machinery and high quality managers and supervisors to adopt new manaufactuirng and food processing techniques. These will help to drive competiveness and create a world class sector.
There is also a call for for companies to develop basic skills amongst those in production to ensure that businesses have sufficiently trained staff to be managers and supervisors. This should include commercial negotiation skills required to deal with the supply chain customers, especially for large retailers, and exporting skills. Leadership skills are also lacking, with a need for better communication and succession planning.
Recommendations
l The FDMP social partners need to identify, and then help disseminate, best practice across the EU on how individual countries are addressing the problems associated with the sector’s poor image. In particular, this work should focus on effectively addressing the many misconceptions that exist about what it is like to work in the FDMP sector and the career opportunities that it provides.
l Employers in the FDMP industry need to be persuaded of the benefits of improving succession planning in order to help address the industry’s shortage of first line supervisors and managers. The job profiles developed as part of this research could, perhaps, be used to help show the range of career progression routes that are available.
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Labour market challenges
Recruitment difficulties were highlighted by both industry experts/social partners and employers, especially for higher-level food science and technology roles. It is felt that potential applicants with these skills are often reluctant to enter the sector, as it was considered unattractive when compared to other industries, such as pharmaceuticals, automotive and aerospace.
In many EU countries there are also not enough potential applicants to fill production level roles, due to the high incidence of university education amongst young people. It was also felt that young people are often ill-prepared to meet the demands of working in manufacturing and that employers are therefore forced to up-skill new recruits; the educational standards of new entrants to the labour market are felt to have declined over the last 20 years, leading to businesses having to improve even the basic literacy and numeracy skills of some new recruits. This is linked to the poor image of the sector; it is felt that work in the FDMP sector can be inhospitable and repetitive, with a lack of obvious career pathways, which is not what many young people want. Relatively low and uncompetitive pay is also contributing to these issues, as the sector is unable to compete in recruiting the best people and retaining highly skilled workers.
Demographic changes are also an increasing concern, as there are fewer young people in many EU countries, and even fewer choosing to work in the FDMP sector. This is forcing employers to reassess how they recruit, and examine the potential of employing other groups in the labour market, such as older workers and women, to fill gaps in their workforce. This means the average age of the workforce is increasing, which could lead to long-term problems related to, for example, succession planning. In key craft areas, such as cheese, bread and chocolate production, there are concerns that the lack of young recruits could lead to the loss of specialist knowledge.
Some sub-sectors such as butchery are almost entirely reliant upon migrant labour. Whilst this source of labour meets the current level of demand, there is a concern that these migrants may not always be available to meet this shortage in the domestic workforce. Deficiencies in speaking, reading and writing skills in the local language amongst some migrants could have serious consequences, especially in relation to compliance with food safety and health and safety requirements.
A shortage of people willing to step up into managerial and supervisory roles is also a problem; employers feel that people are not looking to progress and are content with remaining on the shop floor. It is vital that workers are encouraged to progress their careers as managers and first line supervisors are a key factor in delivering higher productivity and innovation.
Recommendations
l More imaginative approaches to recruitment need to be encouraged amongst employers in the FDMP sector. This may take many forms including greater use of social media as well as better targeting of groups in the labour market that have not historically been well used, such as women returners and older workers seeking to move from other sectors.
l The full potential of apprenticeship programmes needs to be harnessed across all EU countries. There are a number of EU countries where apprentices are seen sceptically as a form of cheap labour rather than an important recruitment route into the sector. All the social partners in the sector need to be persuaded of the true long-term benefits of effective apprenticeship arrangements. Again, sharing best practice from EU countries, where they do work well, would be beneficial.
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Identification of good practice
It was felt that Education/Business links are useful, in order to build relationships and explain the wide diversity of roles and oppurtunities in the FDMP Mindustry. Schemes such as letting teachers spend a period in industry so they can better understand the work of the sector, two weeks of paid work experience for young people and an ‘Academy in the Community,’ which allowed recent graduates and apprentices to give their experience of working in the industry to schools and colleges. These ‘Education ambassadors’ which help to tackle the negative sterotypes of the industry and raise awareness amongst students and teachers. Similarly, social dialogue between employers and employees can help to fost good industrial relations and help in the process of designing effective solutions to training and skills issues.
In order to have sufficent skilled staff, two potential solutions have been suggested. One large companies has established an internal university with its own training courses which not only cater to its own direct skills needs, but was open to those employed within the businesses’ supply chain of suppliers. The company felt this was the most effective way to promote best practices and their expactions for the quality of product and systems that they required from their supplier base. Another company is acquiring the skilled staff it requires, by recruiting young people and developing their own engineers, via apprenticeships. Whilst this requires greater initial investment, it was a good long term investment and the staff were fully trained with the businesses own needs and requirements.
Job enhancement and rotation have been used as options to improve job satisfaction, by addressing the issue of unattractive repitive roles. It allows workers to have greater flexibility to act in a variety of roles, such as preventive maintenance. This also increases workers skills and allows high skilled staff to work on more technical concerns.
Recommendations
l Governments, employers, the social partners and educationalists need to support a range of measures that better link the worlds of business and education. Programmes which enable teachers/lecturers to spend time in the FDMP industry, as well as those which help employees from the sector to engage directly with young people about the realities of working in the FDMP sector, should especially be encouraged.
l While education ambassador programmes in the FDMP sector were felt to be useful, the participants need to be properly trained to allow them to better engage with young people.
l Future initiatives aimed at addressing misconceptions about the FDMP sector should pay greater attention to reaching and informing the parents of young people as they often play a key role in shaping the education and career decisions of their children.
l Supporting greater use of social dialogue between the social partners in the FDMP sector should be encouraged. This has been shown to have helped design effective solutions to labour market and skills challenges in the EU countries where they have been used.
l Employers need to be encouraged to look at ways of redesigning work roles in order to address concerns about the repetitive and uninteresting nature of some roles in the FDMP sector. The business benefits of job enhancement techniques also need to be empirically established and shared more widely, especially amongst SMEs.
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Current system for meeting skills needs
Opinions varied significantly between countries and stakeholder groups about the effectiveness of the current education, training and skills systems to meet the needs of the FDMP sector.
Generally, it was felt that university skills development was not sufficiently focused on the development of skills that are actually required in the workplace. There is a lack of practical experience in many courses, both in understanding the realities of a modern FDMP workplace as well as lacking a grounding in basic commercial/business skills. Whilst graduates may have a deep knowledge of the subject they have studied, they often have no knowledge of how a business actually operates, such as budgeting, exporting and accountancy. It was also felt that the education provision is too often outdated, sometimes using obsolete machinery and not meeting the needs of the sector.
It was also felt that apprenticeships could have a greater role in training in a number of EU countries. However, there are concerns amongst trade unions in some countries that apprentices can be an exploitable source of cheap labour. There is also a concern that apprenticeships are only available for young people, whereas they should be made accessible to new recruits of all ages. This is linked to concerns that skilled workers have no way to continue their professional development, despite the importance of skills development.
Even amongst businesses that recognise the importance of training it was felt that SMEs are often unable to release sufficient employees at any one time for training because of the demands of the production process.
Recommendations
l Higher education institutions should be required to have their courses validated on a regular basis by FDMP industry representatives in order to ensure that their educational content is relevant to the modern requirements of the sector and that their equipment and techniques remain up to date.
l The social partners in the FDMP sector should explore the potential value of having regional training co-operatives that would enable groups of SMEs to collaborate in order to allow employees to attend training courses whilst still allowing individual companies to meet their production demands.
l Apprenticeship programmes should be open to all new recruits to the FDMP sector rather than be simply the preserve of young people. This is particularly important in unlocking the potential of previously under-utilised groups, such as women returners and older workers seeking to change careers.
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12. Examples of Good Practice
Business/organisation:
The National Skills Academy for Food & Drink Manufacturing working in partnership with Job Centre Plus; ‘Tasty Jobs’ Project
Country:
UK
Skills/training and/or business issue:
Food and drink manufacturers within some sub sectors (e.g. meat) struggle to recruit workers from their own indigenous population, due to the nature of the work and negatives perceptions of the work, due to poor working condition, so working in the sectors is not viewed as an attractive proposition.
Businesses also have an issue with people not being adequately prepared to work in the food industry and, as a consequence, suffer from a high turnover of employees. These problems have lead to a reliance on agencies to provide temporary employees as well as a high proportion of migrant workers in the food and drink manufacturing industry.
As a consequence, businesses are failing to train staff to fill positions which require a greater level of skill and are often importing migrant workers with the necessary level of skill to fill them.
Solutions/initiatives undertaken:
The National Skills Academy for Food & Drink Manufacturing recognised that, whilst businesses were struggling to recruit workers, there are also high levels of unemployment, particularly amongst young people. A strategy was developed to counter the problems described above by working in partnership with Job Centre Plus.
Businesses who signed up to the ‘Tasty Jobs’ scheme worked with Job Centre Plus, who identified ‘long term unemployed’ young people who they felt would be most suitable for a career in food and drink manufacturing. Businesses had to be committed to only taking on people who had been unemployed for at least 6 months.
The young people were then offered pre-employment training in both class room and factory floor settings. The purpose of the training was to enable the young people to be both work- ready and prepared for the environment of working in food manufacturing. The training was funded by the government, so this took away some of the risk from the businesses. At the end of the training the young people went through an interview process before being offered long term employment. Those who were unsuccessful in securing a position were in a much stronger position to seek employment in the food and drink industry, as they had received valuable experience and training.
Those who were taken on at the end of their training were much more likely to stay in their job as they were fully prepared and had actually experienced the reality of the industry before beginning their employment.
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Benefits:
The partnership approach adopted by businesses working with Job Centre Plus meant that young unemployed people were given an opportunity of employment they otherwise might not have had. The project has helped to reduce the reliance of food and drink manufacturers on employment agencies. More indigenous workers have been given an opportunity, reducing the number of temporary migrant workers
Job applicants are given a realistic demonstration of the reality of working in the food and drink industry and as a consequence are more likely to stay in the job. The provision of government funded pre- employment training takes some of the risk away from employers and gives them the opportunity to consider employing groups they may otherwise not have done before.
The young people are ‘work ready’ when they commence employment, enabling employers to save time and money.
Learning points/best practice
The ‘Tasty Jobs’ project demonstrates that Job Centre Plus working in partnership with businesses can help solve both problems of unemployment and businesses who struggle to fill job vacancies
By exploring the needs of the industry prior to the implementation of the initiative training was developed which has had optimal impact.
The project also helped businesses establish relationships with training providers and appreciate the benefits of using external training to develop a skilled and qualified workforce.
Business/organisation:
The National Skills Academy for Food & Drink Manufacturing- ‘Better Balanced Food ’ Initiative
Country:
UK
Skills/training and/or business issue:
FDMP is the largest manufacturing sector in the UK and can be characterised by a highly diverse and multi-cultural workforce. However, it has been identified that women are under- represented in the workforce.
There is poor representation and progression of women in the food and drink manufacturing industry; 34% of the workforces are women in comparison to 46% across all industries. Research commissioned by Improve, the sector skills council, shows that women are also underrepresented in senior and management roles and importantly that retention of women is a significant issue.
There have been a number of reasons identified about why women are failing to progress in the food and drink manufacturing industry, including a lack of confidence, and a need to develop technical skills. The Better Balanced Food Project initiative aims to provide training interventions to address the aforementioned needs.
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Solutions/initiatives undertaken:
The Better Balanced Foods (Women in Work) project was designed to improve the progression opportunities for women in the food and drink manufacturing industry to develop their confidence, skills and career prospects. Improve Skills Council identified that women are severely underrepresented in the sector workforce overall, but the issue is very acute in senior and management roles.
Funding was secured by Improve Skills Council from the UK Commission for Employment and Skills (UKCES) from phase 3 of the Employer Investment Fund (EIF) who managed the allocation of funding. A maximum of £800 per learner was offered to provide a range of learning initiatives for 650 women in the sector workforce.
Levels of interest were high from the outset and it has demonstrated a real appetite from businesses to train and develop women. The initial funding provided was inadequate to meet the high demand; therefore Skills Council Improve requested additional finance from the UKCES which was subsequently approved.
Two key themes of activity existed under the project; the first was the development of a specific programme called “Elevate Women in Management,” which was designed with the aim of addressing the shortage of women in senior management and at board room level. The course balanced ‘soft skills’ and more in-depth business knowledge to enable participants to perform and advance more effectively. The second stream focused predominantly on technical and craft skills needed in the food and drink manufacturing industry. Courses included food safety, new product development fish filleting and Sage Training. Funding was flexible to meet the needs of employers.
Benefits:
The availability of flexible funding in the marketplace was well received by food and drink manufacturing industry businesses and the particular focus on supporting women who are underrepresented has been positively accepted.
The project has led to the successful engagement of employers with training providers and enabled businesses to see the benefits of training, which will have a long term impact on business strategy.
The ‘Elevate Women in Management’ course was particularly well received and had a very high uptake; it was seen as particularly useful given the lack of women in senior management positions.
Learning providers successfully engaged with both large employers and SMEs.
Employers were able to put their employee through funded training which reduced any element of risk and enabled them ‘to try out’ different learning providers and training courses.
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Learning points/best practice
Employers were able to access the training which they thought was of most benefit for their employees and their business.
Research had identified the skills which women were most in need of in order to progress to senior management and specific training courses were developed to reflect this.
Employers benefited in a number of ways. Their employees gained both technical and soft skills as a consequence of the training and this led to increased motivation and a greater sense of loyalty.
Employers reported high levels of satisfaction with the quality of the training provided and expressed a desire to put more staff members into education programmes having now seen the benefits.
Business/organisation:
FEED
Country:
Norway
Skills/training and/or business issue:
A lack of multi-skilled workers who are able to fully understand the production process. Since the 1980s, workers have become increasingly narrowly specialised in particular roles, which had led to a lack of job satisfaction, due to the repetitive nature of the work. Also, because of the narrowing of skills, businesses do not feel an obligation to raise wages or increase the attractiveness of the industry.
The challenge is to provide multi-skilled training programmes
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Solutions/initiatives undertaken:
These have been based upon social dialogue as any initiatives had to meet the needs of both workers and FDMP businesses. A multi faceted approach was implemented to deal with 3 key challenges:
Recruitment initiatives
l The implementation of ‘role models’ from the sector to pass on their positive experiences of personal and professional development to counteract the negative perceptions held by young people
l The development of a website with information about jobs, educational possibilities and career possibilities in the FDMP sector
l The implementation of “Gründercamp” as a tool to involve and encourage pupils in the second year of vocational training in order to try to increase the number of qualified applicants for apprentices in FDMP
l A recruitment campaign using Facebook “Superkokkene” (Supercooks) represented by 4 young employees in the FDMP industry. The aim of the campaign is to engage and motivate young people (15-17 years) to consider a future job in the industry
Educational initiatives
l The FDMP industry working in partnership with the government and training providers to develop the curriculum and training courses which meet the needs of an increasingly automated industry.
l Businesses were encouraged to take on apprentices from a technical and industrial production programme who were better equipped with more skills suitable for a career in food manufacturing than from other alternative vocational schemes.
Upskilling initiatives
l Informed businesses and workers about the benefits and availability of continuing educationl Used their website to inform of various educational possibilities l Showed examples of good practicel Worked with the trade union to encourage a greater uptake of workers in continuing educationl Organised adult vocational training with a particular emphasis on automation in production techniquesl Organised basic training in reading and writing for unskilled workers in the bakery industryl Organised management training for management engineers.
Learning points/best practice
The use of targeted marketing methods towards young people makes them more effective. The use of ICT methods such as the ‘Superkokkene’ allows the FDMP have a wider appeal to young people. The adoption of more ICT tools is also making it easier for potential workers to find information about the sector.
The greater focus on technical skills in training will make it easier for workers to adapt to the increasingly automated food and drink production processes. The new educational initiatives will create provide sufficient numbers of Food Technologists.
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Business/organisation:
Barilla
Country:
Italy
Skills/training and/or business issue:
There is a need for staff in the industry to acquire the key competences necessary for working in the FDMP industry. At present, some staff lack even the most basic skills required for the industry such as food hygiene skills.
There is also a lack of sufficient skilled workers and trainers who, despite being needed, are not being attracted into the industry.
Solutions/initiatives undertaken:
A range of activities to improve skills, via Continuous Improvement schemes. These include the Lean and 6-Sigma process improvement strategies such as machinery automation, process and quality Control, new food technology etc. These activities have been offered throughout the companies’ factories, including operators and shift leaders.
There has been a significant increase in Employer branding to attract skilled workers and talented trainees. This improves their reputation as an employer amongst potential workers, which increases the number of skilled applicants. Barilla’s Employer Branding activities aim ‘at inviting potential employees on a journey, instead of just getting a job.’ For example, students are offered courses about nutritional knowledge and the Italian style of ‘saper fare,’ enabling them to get to know the company and the culture behind the product.
Benefits:
The introduction of new technologies, joined with increasing numbers of skilled workers should lead to increasing labour productivity growth.
The use of lean manufacturing practices allows the business to maximise customer value, while minimising waste. The use of Six Sigma and other Continuous Improvement schemes should ensure that waste continues to be reduced over time.
The fame of the company and additional Employer branding activities make the business more attractive for talented workers.
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Learning points/best practice
The Barilla Laboratory for knowledge and innovation is the unit responsible for accompanying the company during its Employer branding cultural evolution. It is also in charge of knowledge management and the skills required for the company. It also allows for developing new training procedures and tools that are being updated, such as research into strategic innovation, dissemination of a leadership style hinging on the company’s values and even nutrition science research.
Performance Management
The system to manage individual performance is used for the entire managerial population. The overall annual business goals are translated in turn by the top management into individual objectives. Based on meetings with each associate, managers can swap ideas on objectives and leadership skills.
Employer Branding
There were 50 employer branding initiatives in 2011 at 20 different universities around the world. This led to a partnership with several networks of young people and business schools and universities, including seminars and visits to the company and plants. This partnership raised the profile of Barilla with potential employers from countries where Barilla had poor recognition previously.
Business/organisation:
Italian stakeholders
Country:
Italy
Skills/training and/or business issue:
There is a lack of adequately trained staff to meet the needs of the food sector. As a result of this, labour productivity is relatively poor in the Italian FDMP sector. There is also poor career progression in the sector, as staff lack the necessary skills and the career pathways are not fully developed.
There is a two-fold skills challenge: firstly to ensure there are adequate numbers of new skilled staff and to retrain less qualified people already working in the industry.
Solutions/initiatives undertaken:
There has been an agreement at a sectoral, sub-sectoral and company level to promote training, to ensure competitiveness and flexibility. The aim of this agreement is to train workers and thus improve labour efficiency.
There is also co-operation between companies with the public employment offices, allowing companies to retrain unemployed workers who have previous experience of the FDMP industry.
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Benefits:
The increased dialogue among stakeholders guarantees transparency of the human resources policies and obliges companies to respect the agreement; employees understand the training programmes and can take maximum advantage of new schemes.
The co-operation is an efficient tool to overcome shared issues facing the sector. Stakeholders can share best practice responses with others and alert others to potential issues they may be facing.
Learning points/best practice
Agreement FLAI-CGIL & province of Parma
FLAI-CGIL is primarily concerned with career counselling, in co-operation with the Public Employment Office, which informs people about this service. The service is intended to help workers in the creation of a professional CV, while also preparing the candidate for the interviews that will follow. Now, due to the economic crisis, they have also set up self-help groups to support workers with psychological support too. In addition, training courses are channelled through bilateral organisations, such as unions, which have experience of the training that is required for the industry.
The Parmiggiona Reggiano vocational school
The Permiggiona Reggiano Consortium put up a school for cheese makers, thereby creating an opportunity for specialisation that could be of interest to those who had already worked in this sector, by providing them with more practical activities.
Flai CGIL, UILA, FAI-CISL & Parmalat
Following an agreement signed by Trade Unions and Company Representatives to establish career pathways structures and procedures of certification, to improve the training for workers, another agreement was signed on a company level by Trade Unions and Company Representatives in 2007, to train teams for the preventive maintenance of the plant. This is intended to deal with the lack of maintenance technicians stated by the Italian experts during interviews. The teams will have the autonomy to intervene and to propose solutions and improvements to the factory. Frequent meetings and workshops will inform/train the team.
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Business/organisation:
Pernod Ricard
Country:
France
Skills/training and/or business issue:
There is a need to attract and retain the best talent for the company and to develop the team’s skills. There is also a need to promote a sense of leadership and a culture of performance for the existing workforce.
Solutions/initiatives undertaken:
Pernod Ricard has developed a new policy of training based around five key pillars:
l Leadership l Training l Diversity l Mobility l Creativity
The Pernod Ricard group has defined a leadership model which is consistent with its corporate culture based on an entrepreneurial spirit and its decentralised model. This model is based around six core competencies that all leaders must develop and communicate to their teams: strategic vision, entrepreneurial spirit, results orientation, living the values, employee development and team management.
Benefits:
In June 2013, Pernod Ricard was awarded the ‘Human Capital Trophy’. The prize was awarded in recognition of the human resources policies of the world’s co-leader in wine and spirits.
Improved Employer Branding
Pernod Ricard brand is very well known by young people. The strength of its business, combined with the fame of the Group’s good human resources policies makes Pernod Ricard very attractive for talents.
Mix of Training policies
The mix of policies allows developing the talents required by Pernod Ricard, guaranteeing the growth of the Group’s business, together with the growth of its human capital.
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Learning points/best practice
Developing Manager Leadership
In order to provide more effective support to its Managers in a context of strong growth, Pernod Ricard China initiated an ambitious leadership development programme for its managers and business directors. For several months, they follow various training modules to improve managerial skills and learn the essential behaviours associated with leadership. These skills could then be taught to others within the organisation.
D.A.R.E projects
It is by placing the leadership element at the heart of the Group’s historical management model that employees can develop the talent necessary to achieve this goal: leaders to train leaders. Training, mobility, diversity and leadership were therefore the central focus of numerous projects completed in less than three years, collectively called D.A.R.E:
l Develop a leadership culture with I-lead, a new system to both manage the development plan of employees and assess their performance
l Better understand employees’ opinions with I-Say, a survey carried out in partnership with Towers Watson, an independent consulting firm, to measure the expectations of Pernod Ricard’s 18,800 employees using about a hundred questions
l Promote mobility with I-Move, a website on which all vacancies across all subsidiaries are posted, regardless of position, and which are also available externally
l Redefine the job description of all key management roles, using the Functional Skillset l Train talent better with the creation of the Pernod Ricard University, which is not only a training centre, but also a genuine benchmark that tailors every training programme to the Group’s needs.
Promote creativity
Idea NurseryLaunched by Pernod Ricard UK in partnership with Trees for Cities. This initiative provides employees with a virtual suggestion box, where anyone can put new ideas on any areas of the business. For each good idea suggested, a tree is planted
Cooperation with artistsThe concept of “co-creation” is at the very core of Pernod Ricard’s DNA, a synonym for innovation and sharing. The Group’s signature “Créateurs de convivialité” promotes it. All of the Group’s brands are developing artistic collaborations with designers, DJs, artists, architects and many other talents. It is from these encounters that most new products, limited editions and advertising campaigns are born. Currently 18 employees were directed by the Swiss visual artist and photographer Olaf Breuning in a private space at the Centre Pompidou from 11 to 13 July 2013 to create a collective artistic series for the new photo campaign for the Pernod Ricard 2012-2013 Annual Report.
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Business/organisation:
SPILL (Social Partner Initiative Lifelong Learning)
Country:
Germany
Skills/training and/or business issue:
The food industry is facing major challenges such as: technological progress, a shrinking and aging population, legal guidelines and increasing qualification requirements for employees.
These challenges require more knowledge and skills to deal with, as well as increasing demands on the performance and flexibility of the workforce. The major challenges for the food industry are:
Ensuring the training readiness of employees is increased;
Less educated workers can be retrained; and
Business structures that provide working conditions which also promotes learning.
Solutions/initiatives undertaken:
The SPILL initiative was created by social partners (the Employers’ Federation of Nourishment (ANG) and the Union of Nourishment (NGG)). It is intended to promote vocational training by companies in the food industry and building a sustainable structure in human resource development (training). This will be done via a nationwide framework agreement between the employer’s federation and the food industry unions.
Supporting companies when introducing or optimising a sustainable human development and the use of modern instruments: Unions will work with companies during periods of retraining and when new technologies are introduced. This makes it easier for companies to develop and not have to contend with workplace disputes, strike action etc during these transitional periods.
Consultations and training: working with the existing staff at companies to develop new optimised human resource development programmes (e.g. new training schemes). This includes working with middle management and the front line staff. Team leaders and foremen are felt to be the first human resource developers in the team, as they are not aware of their responsibilities. They also work with ‘work councils’ as a form of talking with employees. This improves communication and allows all parties to understand what is happening and what other parties are thinking.
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Benefits:
By working in a partnership with the unions, it reduces the fears of employers about potential issues when introducing a new scheme and lets the workforce trust the new process more. It leads to the growth of ‘mutual appreciation’ between the workers and the managers.
It also works on a variety of levels; it involves both managers and workers to see what the best methods of training optimisation are.
Working with a variety of social partners ensures a ‘pragmatic approach’ as it has to work within the demands of all parties.
Learning points/best practice
Greater co-operation between a variety of different social partners, leads to more pragmatic responses and promotes greater support from the workers, by fully engaging with them and addressing any concerns they may have. Companies can develop solutions and keep their workforce and unions fully informed about what the new processes will entail.
Business/organisation:
Employability Tool in EU sugar sector
Country:
EU
Skills/training and/or business issue:
Almost half of Europe’s sugar factories have closed and almost 16,500 direct jobs have been lost since the reform of the sugar regime, which began in 2006.
In 2008, at a session of their Sectoral Social Dialogue Committee, the social partners in the sugar industry realised that, given the reform of the sugar regime and industrial change, workers could no longer be guaranteed long-term employment in the same company. It was decided to undertake a project aimed at improving employability.
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Solutions/initiatives undertaken:
Specific, practical web-based tool – Eurosugar.org
l Online materials which provide social partners with an interactive toolbox covering the following aspects:
l A definition of the concept of employability l Good practice examples from both within and outside of the sugar industry, along with success factors. l An analysis of the skills required in the sugar industry, along with success factors, skills to be developed and the skills common to different trades.
l Information on possible sources of funding for projects at European and national levels. This section complements the Practical Guide to the Structural Funds, placed on the Eurosugar website in 2006.
l Detailed lexicon explaining in various languages the meaning given to several terms concerning the concept of employability.
Good practice
This lists eight examples of good practice within the sugar industry. It illustrates one type of response to the question of employability, according to the different approaches taken at a national level and at individual company level. It is updated regularly, due to dynamic approaches to employability.
It also has five best practices from outside the sugar industry. These identify ‘drivers of success and/or employability.’ These elements of analysis should be understood as part of a toolkit intended to evolve over time and to be complemented progressively by outside contributions
Benefits:
Employers and social partners can have a greater understanding of the issues around employability and success, including skills. The lexicon helps to improve the issues with multiple interpretations of core concepts.
The sector has access to information regarding what can be done to improve employability, based upon examples of good practice in and out of the sugar industry.
Learning points/best practice
Providing examples of good practice, from inside and outside the sector. These are regularly updated to deal with the rapid changes for employability.
Geared towards the entire industry; workers, social partners and companies.
With multiple languages it can work towards the entirety of Europe.
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Business/organisation:
SIPTU/The Ideas Institute/Large Employer
Country:
Ireland
Skills/training and/or business issue:
There were significant problems at one factory between workers and management. A lack of trust between both groups was inhibiting development and growth. The situation reached a point where relationships had broken down to the extent that the company were considering closing the plant.
Solutions/initiatives undertaken:
An intervention project known as ‘Innovation’ was implemented by the Trade Union SIPTU and its training organisation arm ‘The Ideas Institute’. The overarching aim of the project was to increase cooperation and trust at all levels of the workforce and to identify shared goals in order to achieve growth. The training so far has involved teaching staff at all levels about teamwork in order to build cooperation between workers at different levels.
Phase one of the project enabled management and workers to share their vision of the future and to develop joint goals. Workers and management were placed in small groups and people were given an opportunity to develop relationships with people they may otherwise have not had the opportunity to work with.
Benefits:
The project has succeeded in breaking down barriers between management, unions and workers and has built trust and enabled senior management to see the benefits of social dialogue
The future aim of the project is to identify training needs and to build on the trust and cooperation developed at phase one to encourage workers to develop their skills
By experiencing training at this level, it is hoped that it has developed the confidence of workers and will encourage them to take part in future training to further develop their skills
Learning points/best practice
The project demonstrates how, by working in partnership, the union, management and workers were able to break down barriers and develop a mutual respect, which has served to strengthen workforce and increase productivity
The project is also a successful example of how social dialogue is of benefit to management as well as workers
The project has enabled the company to see how training can be implemented in non traditional ways to foster greater cooperation between workers and develop motivation
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Business/organisation:
Dual Training
Country:
Germany
Skills/training and/or business issue:
Effective vocational training, leading to a recognised qualification, is vital to enable young people to smoothly enter the world of work. Companies need well-trained staff in order to compete internationally. Training in the company, combined with instruction at part-time vocational school has proved to be an adequate and flexible tool to ensure there are sufficient staff for companies.
Solutions/initiatives undertaken:
There are currently 343 recognised training occupations, which are continuously updated as necessary. Dual training is based upon two partners sharing the responsibility for vocational education and training; the company and the school. Training is mainly provided at the workplace, during work, for 3-4 days per week. In-company training familiarises trainees with the technological and organisational aspects of the current work processes in companies. Trainees attend part-time vocational school 1-2 days a week, where they are mainly taught theoretical and practical knowledge related to their occupation. They also take courses on general subjects, such as economic and social studies and foreign languages.
There are no minimum requirements for the conclusion of a training contract under the dual system, as long as the requirements of full-time compulsory education are met, which means that even those without school certificates can still take part in the dual training process. 60% of school leavers embark on training in the dual system.
Benefits:
In the years following the introduction of dual training, there has been a significant decrease in youth unemployment amongst training graduates. In 1998, 12% were unemployed six months after graduating; with dual training, the rate decreased to 3-4% in the next three years. Many students receive a permanent contract from their employer, or conclude a work contract with another company before taking their final examination or embark on further training.
The dual training system is primarily funded by companies, with 84% of funding coming from the companies involved, rather than via the public sector, as is the case in most other EU countries.
Industries benefit by securing the skilled labour it requires as well as ensuring staff have job-specific qualifications, rather than only more general skills. The scheme also reduces the costs of settling-in staff and increases the productive performance of trainees, as they already understand what the job entails when they start.
Trainees received practical orientation and have good prospects on the labour market, as they are fully prepared for their specific roles. They also receive a recognised certification upon completing the training. During the course, the trainees receive an allowance, which provides them with a certain degree of independence.
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Learning points/best practice:
Vocational Competence: Theoretical contents are not taught in isolation, but within the framework of ‘fields of learning’ and are related to work in the respective occupation wherever possible. This approach is also used in classes on general subjects if possible. It does not just teach specialised skills, but also includes the ability to plan, carry out and supervise work independently (methodical competence) and also to be able to interact adequately with colleagues, supervisors and customers (social skills).
Business/organisation:
ZDS – The Sweet Academy
Country:
Germany
Skills/training and/or business issues:
With increasing mechanisation in the confectionary industry, there were a variety of manufacturing processes that were significantly different from the tasks of the original manual work. In order to meet the needs of the industry, especially for ‘skilled junior employees,’ specialist training was required for the German confectionary industry. Since 1951, the ZDS academy has provided training and Further Education, including product and process development.
Solutions/initiatives undertaken:
The academy has a range of vocational training schemes. Students spend 4 weeks at the academy, three times a year. The training is ‘sandwiched’ into their three year long vocational training with a confectionary business. There are five technical departments of training available, to allow students to train for their own specific areas of expertise. They also receive theoretical instruction, including economics, technical mathematics and the use of ICT in modern industrial methods.
They utilise the latest high tech machinery as well as teaching students about raw materials, so they have a basis for understanding food properties and uses.
The Academy also hosts seminars and a conference with international confectionary companies, to gain a greater understanding of the industry’s needs and build business relationships.
Benefits:
The academy has highly specialised knowledge and can train across many aspects of the confectionary industry. It provides both practical and theoretical knowledge to students. The ‘sandwich’ 4 week nature of the teaching means that student can be working at a company and putting what they are learning into practice at the same time, rather than having to complete a three year course before being able to work.
By having access to modern technology, students are used to modern production processes and are better prepared for the industry.
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Learning points/best practice:
The use of the latest production machinery allows students to understand the processes presently involved in the confectionary industry. There are a wide variety of different machines and products that can be learnt about, including biscuits, sweets and waffles. Students are prepared for the roles they will have in the confectionary industry.
Theoretical teaching methods provide students with knowledge which will be useful during their time working, including economics and practical mathematics and ICT. Students are able to operate the ICT used more and more in the industry and have required level of mathematics needed for working.
13. Glossary of Terms
Added Value – the price that a product/services is sold at less the cost of producing the product/service.
Agri-food – the method of producing food agriculturally, as opposed to via hunting, fishing or gathering
Competence needs – the basic abilities of an individual to do a particular job, required by a business e.g. literacy,
e-Skills – skills needed to make use of Information and Communication Technologies (ICT) as well as those required to apply and develop them.
Employability – a person’s capability for gaining and maintaining employment.
Employment indicators – a reflection of the overall health of an economy or business cycle. In order to understand how an economy is functioning, it is important to know how many jobs are being created, what percentage of the work force is actively working and how many new people are claiming unemployment benefits. There are many indicators, including the unemployment rate, non-farm employment change, average weekly initial claims for unemployment insurance and average weekly hours.
Eurostat – a Directorate-General of the European Commision. Its main responsibilities are to provide statistical information to the institutions of the EU and to promote the harmonisation of statistical methods across its member states and candidates for accession.
EU27 – The 27 EU Member States (from the 1st January 2007-30 June 2013).
Fixed-term/temporary employment – a method of employment with a fixed-term contract in which both of the following apply: they have an employment contract with the organisation they work for and their contract ends on a particular date, or on completition of a specific task e.g a project. Fixed term employment is generally used for a seasonal or casual employee taken on during peak period, a specialist employee for a project or covering for maternity leave.
Food nutritionists – a person who advises on matters of food and nutrition impacts on health. The term nutritionist is not a legally protected term and anyone can describe themselves as a nutritionist.
Food health scientists – a person who used applied science devoted to the study of food. According to the Institute of Food Technologists, food science is ‘the discipline in which the engineering, biological and physical sciences are used to study the nature of foods, the causes of deterioration, the principles underlying food processing and the improvement of foods for the consuming public.’
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Food engineers – a person who provides the technological knowledge essential to the cost-effective production and commercialisation of food products and services. This includes; research and development of new foods, biological and pharmaceutical products, development and operation of manufacturing, packaging and distributing systems for drugs/food products, design and installation of food/biological/pharmaceutical production processes, design and operation of environmentally responsible waste treatment systems and marketing and technical support for manufacturing plants
Foreign Affilitates Statistics (FATS) – statistics detailing the economic operations of foreign direct investment-based enterprises (companies that are invested in by foreign nationals). They can provide information about the relationship that transnational corporations, being FDI-related enterprises, have on economics.
Foreign nationals – a person who is not a citizen of the host country in which they are residing or temporarily sojourning.
Flexible working – a method of working that suits an employee’s needs e.g being able to work certain hours or work from home.
Globalisation – the process of international integration arising from the interchange of world views, products, ideas and other aspects of culture.
Good/best practice – a method that has consistently shown results superior to those achieved with other means, and that is used as a benchmark. A ‘best practice’ can continue to evolve to become beteer as improvements are discovered.
Gross Domestic Product – the market value of all officially recognised final goods and services produced within a country in a given period of time.
Gross Value Added – a value for the value of goods and services that have been produced, less the cost of all inputs and raw materials that are directly attritutable to that production.
Industry job profiles – a description of a particular job, which is equivalent across an industry
Labour intensity – the relative proportion of labour used in a process. A higher labour intestity means more employees are needed to work that process.
Member States – a state that is party to treaties of the EU and subject to the privileges and obligations of EU membership.
Migrant labour –any people working outside of their home country.
NEETS – young people (between 16-24 year olds) who are not in education, employment or training.
Neutroceuticals – productsd that range from isolated nutrients, dietary supplements and herbal products, specific diets, genetically modufield food and processed foods such as cereals, soups and drinks.
Operational benefits – functional or day to day advantages resulting from the new capabilties such as time, cost, assurance/satisfaction or income.
Permanent employment – a method of employment where an employee works for a single employer and are paid directly by that employer. Permanent employment allows for benefits, like holiday and sick days. Permanment employment does not guarantee a job throughout the employee’s working life.
Progression routes/Career progression – the process of making progress to better jobs. It usually entails developing news skills for the new, better jobs.
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Social Partners – the trade unions and employers (or their representative organisations) engaged in social dialogue, which is intended to influence a range of work related issues.
Small to Medium Enterprises (SMEs) – Accoring to the European Commision in July 2011, SMEs are companies ‘which employ fewer than 250 persons and which have an annual turnover not exceeding 50 million euro, and/or an annual balance sheet total not exceeding 43 million euro.’
Sustainability – the potential for long term maintenance of ecological well-being. It requires the reconciliation of environmental, social equity and economic demands.
Social dialogue – discussions, consultations, negotiations and joint actions involving organisations represnting employers and workers. It can be bipartite, or tripartite, with the additional involvement of public authorities.
Trade balance – the difference between the monetary value of exports and imports of output in an economy. It is the relationship between a nation’s imports and exports.
Turnover – the income that a company receives from its normal business activites, usually from the sale of goods and services to customers.
Up-skilling – the process of teaching employees additional skills
Value added – the difference between the total sales revenue of an industry and the total cost of components, materials and services purchased from other firms within a reporting period. It is the industry’s contribution to the gross domestic product(GDP).
Vocational training – education which prepares people for specific traders, crafts and careers at various levels.
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15. Annex 1: Research Methodology
Phase 1: Food and drink industry data analysis
This data analysis provides a rigorous analysis of the current and recent performance and competitive position of the food and drink manufacturing and processing industry (as well its sub-sectors), the economic structure and condition of the industry, the factors driving its performance and position relating to skills.
This statistical data analysis identifies the current structure of the EU food and drink industry (NACE code 10 & 11). The following labour market indicators were explored for every EU state where data is available:
l employment by country l subsector employment analysis by country l company size by country (SMEs / large companies) l age demographics of workforce by country l gender demographics by country l qualifications attainment levels of workforce by country l migrant / seasonal labour by country to assess the movement of labour l financial turnover by country l R&D (research and development) spend by country
Where the data is available, the analysis has included cross tabulations where analysis of subsectors is undertaken against age, company size and employment. Trend data for the previous decade (2000-2010) has also been analysed where there have been any key changes to the above economic indicators. The research team has relied on Eurostat microdata for this analysis.
Phase 2: Literature review
The research team conducted a thorough review of relevant publications, reports and journals to ensure that the key issues that exist in relation to those employed in the food and drink sector to inform the mapping of workforce skills and help to identify the drivers of change for the industry. Phase 2 of the research ran concurrently with Phase 1 and the information supplemented the data review and adds narrative and commentary to the statistics. The approach adopted for the literature review was sufficiently rigorous in order to ensure consistency and quality. Our approach was:
l Comprehensive: drawing on a wide range of sources to identify market barriers to food and drink exports. l Focused: clearly addressing the aims and objectives identified. l Rigorous: identifying and critically appraising the evidence using explicit and agreed criteria. l Transparent: documenting the review process.
A full search strategy was developed using key words for the literature searches. The following electronic databases were utilised to identify relevant studies and reports to incorporate in the literature review:
l Social Science Citation Index (SSCI); l ProQuest (incorporating ASSIA, Sociological Abstracts, Social Services Abstracts and Worldwide Political Science Abstracts);
l EBSCO Host (incorporating Academic Search Complete, Business Source Premier and Regional Business News);
l IDOX Information Service Database; and, l Google Scholar (and the associated citation index which helps to establish the genealogy of research on specific themes).
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The aforementioned was supplemented by both the knowledge of the project steering group and the research team where a range of additional relevant documents were also identified and reviewed, these were both labour market studies and food and drink manufacturing sector reports.
Limitations of Phase 2
Whilst there was much information available about the food and drink industry and many nation specific studies were uncovered in the searches, as well as European studies there was limited information relating to the skills issues specifically in some cases. For example, there was an abundance of information about product innovation and R&D activities across the FDMP industry, but not necessarily about the skills relating to this. A small sample of good practice examples of upskilling and employability were identified in the food and drink industry. One potential reason for this could be the time lag between the delivery of activity and the reporting of good practice.
Phase 3: Consultation with policy, industry specialists and social partner experts
The consultation with policy and industry specialists (social partners and trade associations / employer bodies) was undertaken through X in-depth interviews. The contact details for relevant organisations and individuals were provided by the project steering group and EFFAT / FoodDrinkEurope. The information collected in Phase 1 and 2 was used to inform the discussion guide and ensure that relevant issues were discussed with this cohort of interviewees. The interviews covered the following issues:
l How to overcome industry skills mismatches; l Identification of effective job adverts for key industry positions; l Seek views about how to attract marginalised groups into the sector workforce (e.g. women, young people, those with a disability etc);
l Identification of specific training that could help reinvigorate economic performance of the industry sectors where companies may be stagnating;
l Identification of key job roles in the industry; l Skills and competencies required for key job roles across functional areas (e.g. technical, environmental, quality health and safety, production, supply chain and commercial roles);
l The content and delivery methods of qualifications that will be needed in the future; l Pathways for the formalisation of sector-specific skills and competencies; and, l Good practice examples of upskilling the workforce (apprenticeships, lifelong learning schemes and re-training schemes for career shifters, continuous coaching and career guidance services, skills anticipation and forecasting).
The interviews were undertaken face-to-face where possible. However, Skype and telephone calls were also made to conduct interviews to ensure that resources were utilised effectively and maintain cost effectiveness.
As illustrated in the tables below, the interviewees were from a selection of EU national / local / regional institutions, trade unions, vocational training centres, universities / academic institutions, schools and public / job placement services. The final list of stakeholders was agreed with EFFAT / FoodDrinkEurope.
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The following industry experts took part in the interviewees:
Name of Interviewee and job title Organisation Country
Anne Reul, Secretary FEVIA Wallonia Belgium
Henk Dejonckheer IPV – IFP Food Sector Belgium
Oscar Ruiz, Deputy Director general
CEFS – Committee European DES Fabricants De Sucre
Belgium
Peter Ploughman, Sociologist New Insight Denmark
Juhani Ilmarinen, Professor Juhani Ilmarinen Consulting Ltd Finland
Anne Grete Haugen, Project leader Cecilie Hänninen –Chief Advisor
FEED Norway
Amandine Chatelain CSFL – Chambre Syndicale Francaise de la levure France
Emmanuel Guichard, Secretary General
COFALEC - Confederation des Fabricants de Levure de I’U.E.
France
Morgan Oyaux, Directeur des affaires sociales
ANIA - Association Nationale des Industries Alimentires
France
Caroline Cohen Observia - Observatoire des Métiers des Industries Agroalimentaires
France
Cristina Di Domizio, Research Officer
FEDERALIMENTARE - Federazione Italiana Dell’Industria Alimentare
Italy
Caroline Fox, Policy Officer Angela Coleshill – HR Director
Food and Drink Federation UK
Justine Fosh, Chief Executive Officer
National Skills Academy for Food and Drink UK
The following social partners took part in the interviews:
Name of Interviewee and job title Organisation Country
Tiina Heinonen, Shop Steward Bakery Worker
Vaasan Oy Finland
Christian Cretier, National Secretary
FGTA-FO France
Michael Andritzky, Director General
VDEW - Verband der Ernährungswirtschaft Niedersachsen/Bremen/Sachsen-Anhalt e.V.
Germany
Peter Dunkel Gewerkschaft Nahrung und Genuss
Germany
Gerard McCormack Divisional Organiser Manufacturing Division
Ireland
Tony Murphy, Senior Lecturer SIPTU’s IDEAS Institute Ireland
Luca Ferrari, General Secretary Parma FLAI CGIL Italy
Giampiero Sambucini, Former National Secretary
UILA UIL Italy
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Phase 4: Consultation with food and drink companies
Consultation with sector companies was undertaken with businesses across the six European regions, particularly those countries that are documented for their best practice in the food and drink industry across the EU. The literature and data analysis helped to identify these, along with the project steering group. The final 10 countries selected for this consultation included:
l UK and Ireland l Benelux and France l Italy, Spain and Portugal l Central and Eastern Europe l Germany l Nordic countries (Sweden / Finland / Denmark)
It was anticipated that a minimum of two companies would be consulted from each region selected, one large company and one SME, with a view to conducting twenty in-depth interviews in total. However, due to availability 15 interviews were undertaken; overall this included 6 SMEs and 9 number of large companies. Interviews were undertaken with key members of staff within the Learning and Development / Human Resources teams to identify skills and qualifications needs, as well as identifying examples of good practice in relation to workforce development, lifelong learning programmes and apprenticeships. The research team endeavoured to undertake the research face-to-face where possible and visit company sites; however this was not always practical therefore some interviews were undertaken by telephone and Skype. The majority of interviews were undertaken in English, but a small sample has been conducted in the local language (including Italian, German and French). The research team worked closely with the steering group to select the sample of companies to consult with.
Phase 5: Mapping of findings from Phases 1-4
In order to develop ’25 typical professional role profiles’ it was necessary to consult with businesses in the food and drink sector across a sample of EU countries, as undertaken in Phase 4. Through a combination of using the literature reviewed in Phase 2, the primary research with businesses and utilising the findings from the flagship UK Blueprint for Excellence28 project. Improve Limited is working with the UK food and drink manufacturing industry to develop the ‘Blueprint for Excellence’29. The project is backed by some of the UK’s largest food companies and its main objective is to quantify and describe the precise levels of skill and knowledge that encompass individual best practice in 30 key job roles - providing a template of replicable standards which will be used to professionalise the industry.
The research team conducted a mapping exercise to generate ‘professional role profiles’ for the European food and drink manufacturing and processing industry. The 25 detailed professional role profiles recognised by food & drink employers across Europe. Incorporate the details of the skills and competences required and the types of training and qualifications required to achieve them (see Annex 1).
28 Improve Limited has also been funded by the UK government to work with the food and drink industry to create the ‘Blueprint for Excellence’. The project is backed by some of the UK’s largest food companies and it main objective is to quantify and describe the precise levels of skill and knowledge that encompass individual best practice in 30 key job roles - providing a template of replicable standards which will be used to professionalise the industry. Blueprint for Excellence is being managed by Improve Limited, the skills council for food and drink manufacturing. It will utilise the experience of 50 of the industry’s best-performing companies and work closely with 30 of them to produce best practice job profiles for over 30 common roles selected through desk research, peer nomination and Trade Association input.29 http://foodanddrink.nsacademy.co.uk/content/blueprint-excellence
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Phase 6: Final reporting
Research findings from each phase of the project have been collated into this report (in English). The report concludes with a set of recommendations and conclusions specifically in relation to:
l relevant, targeted investment in apprenticeships and skills development in the sector; l how to include social partners in the design and delivery of effective training and up-skilling programmes; l secure the inclusion of low-skilled and migrant workers into the EU food and drink industry; l reaching out to job seekers in the labour market about skills and competences required l overcoming sector skills matches; l securing gender equality and non-discrimination in access to the labour market and training in the sector; l up-skilling and retraining in declining sub-sectors of the EU food and drink industry and in regions where sector performance is stagnating;
l focusing on action for vulnerable categories of workers; and, l attracting a skilled qualified workforce.
16. Annex 2: Food and Drink Manufacturing Technologies
Technology Description
High pressure processing (HPP) HPP is a non thermal processing method that is successfully implemented in a number of food processing installations.
Ohmic heating Process where an electric current is passed through the food with the main purpose of heating it.
Ammonia refrigeration Ammonia is an environmentally benign efficient refrigerant. There are some issues with leakage, but development of hermetically sealed compressors is underway and this will lead to increased implementation.
Supersonic steam shockwave Novel heating and mixing technology based on the generation within a pipe of a steam shockwave with supersonic velocities. The technology is effective in the heating of mixtures such as pastes and sauces.
Supercritical CO2 The use of supercritical carbon dioxide as an extraction solvent in food processing.
Remote condition monitoring Remote machinery condition monitoring refers to systems which constantly monitor key machine parameters and provide early indication by email/text of performance deterioration, allowing for a planned intervention before failure.
Pulsed light/UV in packaging An emerging non thermal technology for decontamination of food services and food packages consisting of short time pulses of broad spectrum white light.
Cold plasma An antimicrobial treatment being investigated for application to fruits vegetables and other foods with fragile surfaces. Cold plasma is a term describing ionised gas flows at ambient temperatures. This distinguishes them from other plasmas which can occur at hundreds or thousands of degrees above ambient.
Aseptic filling Process of packing a sterile food product into a sterilised package in w way which maintains overall sterility of the process.
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Robotics and automation A robot is a ‘re-programmable multi functional manipulator designed to move materials, parts, tools or specialized devices through variable programmed motions for the performance of a variety of tasks’ whilst this machine does have many applications in the food industry it is mainly in the handling of standardised products such as boxes, pallets and packages where the technology has been fully utilised. Skilled automation also operates in the production line. These types of machines solve the problem of product variation in a number of ways e.g. using stored knowledge of statistically likely variations and others modify the process to utilise the strengths of robotics technology.
Machine vision Machine Vision is more common in sectors such as engineering; the advanced use of machine vision technologies combined with spectral and computing techniques makes it possible to automate processes which often depend on the visual observation skills of factory operatives.
Impingment air flow freezing A technique which reduces the thermal boundary in food and results in faster freezing than conventional equipment allows.
Vacuum cooling Cooling technique which enhances the evaporation of the contained moisture.
Microwave heating Radiative heating process with potential advantages over conventional heating.
Air cycle Air cycle refrigeration utilises a natural refrigerant and is thus environmentally benign. The use of this technology has been demonstrated using aerospace components.
Pulsed UV in food Considered to keep food quality attributes better than traditional thermal processing. Considered an alternative to continuous light treatments for solid and liquid foods.
Pulsed electric field in kitchens In PEF processing a liquid food or other pumpable product is passed through a chamber where it is subject to a short pulse of very high voltage. The high voltage field created in the liquid kills micro organisms by disrupting their cell membranes.
Neutral electrolysed water NEW is a technique which can be used in applications where surface decontamination is the priority. Can be used in the treatment of foodstuffs which present surface contamination challenges e.g. salad components.
Ozonated water A similar approach to NEW: an ozone generator is used to produce on demand water containing four ppm of ozone. This is then used as a cleaning/ sanitising agent for surfaces and/or fruit and vegetable products.
Exchanger fouling detection Methods of detecting unwanted deposits on heat transferring surfaces, which lead to reduced heat transfer and increased heat transfer resistance. It can be detected via pressure drop, temperature and heat transfer paramaters or electrical parameters.
Continuous dense phase CO2 Processing of liquids.
Infra red heating Heating in a range of food processing applications including drying, baking, roasting and blanching.
Radio frequency heating Radio frequency heating is a radiative technique utilising electromagnetic radiation of longer wavelength than microwave, which enables better penetration of larger items of food.
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Hyperspectral imaging Combines conventionl imaging and spectroscopy to attain both spatial and spectral information from an object. It is a analytical tool for non-destructive food analysis.
Bernoulli grippers Works on the principle which an aircraft wing utilises to create lift. In food applications it allows the lifting of food stuffs without touching the food: thus there is no residue left contaminating the gripper.
Soluble gas stabilisation Method to extend the shelf-life of foods by dissolving CO2 into packages prior to packaging,. Many bacteria are inhibited by very high CO2 concentrations and will be unable to affect the product.
Laser sealing A non-contact sealing technique for thin, plastic lidding films, used for food packaging. It does not require bespoke tooling to hold the package components in close proximity and under pressure whilst the seal is formed, reducing sealing machine tooling costs.
Microsieves A micro-filtration membrane with hole sizes of only 0.1ɥm (0.0000001m). They are used for filtration for the drink and diary products and also make the products insensitive to fouling.
Coflux Innovative batch reactor which has a thin, variable cooling/heating jacket. It has more responsive temperature controls, better energy efficiency and no ‘dead spots’ in the heating transfer surfaces. Conditioned gas cooling
Conditioned gas cooling Method of cooling based upon condensing gases within cooling towers and using air atomizing nozzles to cool down products.
Pulsed electric field in pasteurisation
An emerging technology for a non-thermal method for pasteruising liquids. Enzymes and microorganisms can be inactivated without affecting the colour, flavour and nutrients of the food.
Pulsed electric field in cooking Used in food preservation to maintain its “fresh apprearance” with only minor change in nutritional composition. A short burst of high voltage electricity is applied to the food. It can be carried out at ambient or refridgeration temperatures.
Foreign body detection by spectrometry
Method of detecting items which should not be in food by analysis of the mass of the products to detect any objects which are at not at the density of the intended product.
Magnetic refrigeration Refrigeration based upon the magnetocaloric effect; the change in temperature of a suitable material is caused by exposing the material to a changing magnetic field.
Single homogenisation/mixing (SHM) valve
New homogenisation process which saves up to 80% of energy compared to conventional homogenising techniques. This efficency is caused by the deforming effect of the elongational flow in the orifice valve inlet, which results in less fat droplet size distributions compared to conventional homogenisation.
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Sonication Process of transmitting soundwaves through a media, which results in extreme pressures and temperatures, resulting in intense cleaning power that sterilizes by destroying all harmful microorganism membranes.
There are two food processing applications of sonication.
1) Sonication of various liquids make processes like homogenisation and emulsification fast and easy. It allows for the break down of larger molecules in a solution, producing uniformity and stability.
2) Sonication is used for processing and packaging meat and fish. Using sonication in this solid medium aims at gaining stability and extending product shelf lives. The bacteria and enzymes that cause spoilage are destroyed and deemed incapable of causing damage.
Future food factories Research centres examing food science, including nutrition, packaging and processing methods.
Heat free shrink wrapping Plastic packaging which does not use heat to adhere to the product. It is useful for situations where using high heats are not suitable.
Acoustic refrigeration Refrigeration which operates by using sound waves and a non-flammable mixture of inert gas (helium, argon, air) to produce cooling. It offers the development of efficency and cost advantages over vapour compression systems.
Electrocaloric refrigeration Refrigeration using a material which shows a reversible temperature change under an applied electric field. At present it is not a practical method of cooling in kitchens, due to a maximum cooling of only 12K.
On-line safety and quality indication
Remote system of checking and analysising the safety of food processing equipment and the quality of food and drink. It is accessible via the internet.
Optical refrigeration Refrigeration using the laser cooling of solids to cryogenic temperatures. It is an experimental process and cannot be undertaken on a commercial or industrial basis at present.
Hydraulic refrigeration Refrigeration utilizing a gas vapour-compression system that entrains refrigerant vapour in a down-flowing stream of water. The pressure head of the water compresses and condenses the refrigerant. It is an expereiemental process, which is still under development.
Continuous oscillatory baffle reactor
Highly efficient mixing method in comparison with traditional stirred batch reactors. An oscillatory motion to the fluid (or baffle) creates eddies, which lead to highly efficient mixing in comparison with traditional stirred batch reactors.
Spinning disk Method of spraying a liquid with a dish shaped rotating stainless steel disc. The disc is rotated at speed, so as the liquid is accelerated by the spinning disc it spirals out to the edge and is then lauched tangentially into the air. The disc will spray uniformly and homogeneously through a full 360 degrees. By enclosing the spinning disc with a metal cover with an adjustable aperture, a precision spray pattern can be focused on the required area of application.
17. Competency Framework for Excellence: Job Profiles
Job Role: Account Manager
Responsible for leading the account as the key company interface. They achieve sales in line with agreed financial measures, negotiate and agree prices to ensure margin targets are met. They manage product availability with their Procurement colleagues and monitor and investigate customer service issues with Technical colleagues. They may also manage an account team, as well as being responsible for budget forecasting and maximising opportunities to develop and grow the account.
Technical CompetenceCompetencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Demonstrates a clear sales ability, is able to consider a number of points at any time, such as; pricing, profit margin, trading terms, costs, impact, target setting
Is able to plan and organize work activities and can deal with a number of client issues
Is able to negotiate successfully to achieve an agreeable solution for all parties
Networks to be able to build good working relationships with internal colleagues and external customers
Manages relationships effectively, i.e. between operations and technical and internal and external
Has a clear understanding of the company strategy which is demonstrated in interactions with internal and external customers
Has and understanding of the overall sector and how this can impacts it the business
Has an understanding of the terms of trade parameters for the business
Has a clear understanding of the Brand, the Product, the market and the customers
Sales and marketing qualification or equivalent experience
Experience of working in a customer facing role
Negotiating skills qualification or internal course
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Is able to demonstrate a high level of ownership of an issue/project/area of responsibility
Takes an active interest in the overall sector and potential future issues that may impacts the business
A proven track record of working for a Food Manufacturer in a customer facing role
Leadership & ManagementManagement - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy
and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is responsible for performance of Team Members; delegates, empowers and motivates people to achieve goals
Conducts regular monitoring of Team Members performance, is able to identify, evaluate and develop initiatives to ensure skill and competence levels are maintained
Has the ability to influence and persuade team members to contribute effectively
Has a clear understanding to the company’s mission, vision and values
Understands the KPIs and key behaviours required
Has knowledge of corporate policies and procedures
Demonstrates awareness of financial implications of decisions / actions
L4 Leadership and Management qualification of equivalent experience
Experience of managing a group of people
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Develops and supports others - actively up-skills through training, coaching and providing feedback at all available opportunities to achieve excellence
Has the ability to inspire, motivate and challenge team members to contribute in an innovative way
Builds and leads high performing teams
Knows where to challenge and provide new thinking
High level of commercial acumen
World class business performance
L5 Leadership and Management qualification or equivalent
Functional SkillsLevel of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is able to communicate and present (written and verbally) in a clear and confident manner that involves and engages others
Numerate with the ability to analyse various sources of data and consider how they are related
Good level of ICT e.g. CRM, databases, Microsoft Word and Excel
L2 Literacy
L2 Numeracy
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Is able to communicate and present (written and verbally) effectively at all levels and with all internal and external stakeholders, using terminology that is appropriate for the audience
Understanding of other languages and cultures specifically relating to the customer base
Attitudes & Behavioural SkillsSometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Is tenacious and persistent in achieving results Negotiates and works collaboratively with all key stakeholders, internally and externally, to achieve common goals
Resilient under pressure and works to overcome obstacles
Has a positive mind-set and is performance driven
Is self-motivated
Demonstrates integrity
Creates and builds rapport at all levels
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Acts as role model of the company’s values, attitudes and desired behaviours
Is highly motivated
Job Role: Continuous Improvement Manager
Responsible for facilitating and providing support to the businesses improvement process. Skilled and able to train others in CI techniques.
Technical CompetenceCompetencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Be able to drive lean manufacturing excellence through enhanced efficiency, productivity and profitability
Be able to analyse data capture to identify areas for improvement, drive operational change to affect this and improve the bottom line
Able to project manage numerous CI projects at any time; monitor and track performance, measure success factors
Assess new opportunities and practices in line with business strategy
Identify and implement Lean Manufacturing tools and techniques
To be able to facilitate others to manage cultural change
Is able to present data in a written and verbal format and liaises with ours to ensure it is meaningful to audience of all levels
Demonstrate a proven ability to improve performance through change
Awareness of financial systems
Demonstrate a working knowledge of lean manufacturing techniques and or other structured business improvement techniques
Understand and can apply project management principles and processes, ensures that the project meets deadlines, quality, customer and budget standards
Educated to graduate level, or with proven manufacturing experience
A level 4 qualification in a Continuous Improvement related field is essential
Existing Continuous Improvement Management experience or already a Production Manager / Production Shift Manager within the food manufacturing industry
Experience should include the following:
5S
SMED
Six Sigma to Green Belt level
Value Stream Mapping
Visual Management
7 Wastes
Business Process Re-engineering
TPM
Project Management
Facilitation Skills or proven experience of facilitating cultural change within a FMCG environment
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Able to project manage numerous CI projects at any time; monitor and track performance, anticipate issues and take preventative action
Is able to take a strategic view of the business needs and benchmark externally to implement long term plans
Advise and lead CI strategy linked to wider strategy and achievement of objectives
Identify critical strategic priorities for CI, focussing on areas where value can be added to the business
Drive improvements in efficiency throughout the business with the aim of achieving significant cost benefits
Demonstrate application of six sigma and SPC to achieve measureable improvements to Quality, Cost, Delivery
Is able to present data in an innovative and engaging way that meaningful to audiences of all levels
High level ability to improve quality, cost and delivery performance of the business through change and CI
An understanding of world class lean principles and can apply this to their current role
Has an understanding of Benchmarking processes
Educated to Masters level in Continuous Improvement related subject
Qualified Six Sigma Black Belt
Leadership & ManagementManagement - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy
and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Providing targeted training throughout the operation
Identify appropriate project team members and support them to deliver project objectives
Train, support and engage employees of all levels in lean principals
Organising CI training eventsActing as a mentor and facilitator to colleagues leading their own improvement projects
Grasp exactly what drives cost within their area and be able to oversee the bigger picture in order to reach the businesses desired goals
Experience of incorporating Continuous Improvement / business transformation into overall business strategy
Coaching and Mentoring qualification or relevant equivalent experience
Train the Trainer course/qualification or an understanding of the learning cycle
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Is able to identify the right skills required for high performing project teams
Adapts to a high standard of team performance in a changing environment
Is able to manage stakeholders across all levels and functions
High level of understanding of managing people, processes and leading projects
Management Level 4 or above
Functional SkillsLevel of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Good level of level of numeracy is able to interpret budgets, variances and basic financial and statistical data and then take any necessary action
Is able to communicate in a clear and confident manner that involves and engages others
Good level of ICT e.g. SAP, Microsoft Word and Excel
Good financial acumen
Fluent with Microsoft IT packages
L3 – Numeracy
L3 - Literacy
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
High level of numeracy is able to interpret budgets, variances and basic financial and statistical data, taking a pro-active approach to predict results and take necessary action
Is able to communicate at all levels and use terminology that is appropriate for the audience
L5 – Numeracy
L5 – Literacy
Language skills – i.e. is able to communicate in another language
Attitudes & Behavioural SkillsSometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Promote clarity and consistency of values, standards, and common ways of working for colleagues at all levels of the organisation
Passionate about change with a willingness to embrace new concepts and an ability to sell them into all stakeholders
Innovative problem solving approach
Good organisational skills
Flexible and collaborative approach
Is both resilient and empathetic and can adjust to business pressures
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Combining qualifications and leadership and management skills to implement CI initiatives
Credibility and passion engages and gains the respect and commitment of others
Assertive
Challenges the ‘norm’
Job Role: Development Chef
This role is often filled by someone who has worked in production and has a high level of knowledge of food production. There may also be some presentations skills needed for this role.
Technical CompetenceCompetencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is able to translate a customer brief to develop new products/concepts and/or refresh existing products
Combines innovative and creative ideas with exceptional kitchen capability in developing products with commercial understanding of what will be profitable to the business, the customer and the end user
Liaises with the relevant internal colleagues to ensure that all development projects are run efficiently and in line with the customer’s brief
Is able to identify market niches and highlight opportunities to which existing products could be tailored and/or new products developed
Ensures compliance of all relevant HSE and food hygiene legislation
Works closely with customers to build and strengthen relationships, understand their needs and provide product innovation
Is able to deliver against the NPD plan, on time and within budget
Has an understanding of the Product range and food industry trends
Is commercially aware; has an understanding of the costing process and can balance budgets with NPD requirements
Has an understanding of food, ingredients, nutrition and cooking methods
Qualified chef proven record in a development role in food manufacturing
Advanced Food Hygiene
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Thoroughly researches new ideas to identify innovative menu and recipe offers and keeps up to date with the latest food trends in the market
Excels at recipe creation and can carry out practical demonstrations to a high level
Proactively influences the NPD plan
Combines innovative and creative ideas with exceptional kitchen capability in developing products with commercial understanding of what will be profitable to the business, the customer and the end user
Combines innovative and creative ideas with exceptional kitchen capability in developing products with commercial understanding of what will be profitable to the business, the customer and the end user
Is able to challenge current processes and procedures, suggesting continuous improvements and upgrades where necessary
Constantly reviews food industry trends to ensure knowledge of product, market, customer and end user is up to date
High level of understanding of food, ingredients, nutrition and cooking methods
Food related degree or equivalent relevant experience
Project management qualification or relevant experience
Leadership & ManagementManagement - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy
and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is able to work as part of a cross functional team; engaging and collaborating effectively with colleagues from across the business to ensure that all development projects are run efficiently and in line with the customer’s brief
Identifies problems and highlights to NPD manager
Commercial acumen
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Is able to take a lead role in NPD projects and co-ordinate the activities of other team/project members
Is able to manage multiple projects within agreed timescales
Identifies problems and highlights to NPD manager, offering potential solutions
Functional SkillsLevel of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Good levels of literacy; is able to produce presentations and communicate your ideas to key stakeholders
Good levels of numeracy; is able to produce costings for products, including relevant commercial data for ingredients. Can interpret budgets, variances and basic financial and statistical data and then take any necessary action
Good level of ICT
Fluent with Microsoft IT packages
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
High level of literacy; is able to produce excellent presentations that that sells the idea and engages the audience
Attitudes & Behavioural SkillsSometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Demonstrates a natural flair and passion for food with the ability to convey this to colleagues and customers
Has a creative and innovative approach
Has flexible and an adaptable style
Is self-motivated and driven to produce a quality product
Good presentation, influencing and communication skills
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Picks things up quickly and can juggle multiple projects at one time
Highly motivated and strives for success
Job Role: Development Technologist
This is often a graduate with a food-related degree who is responsible, along with the manager, for the development of new products as well as the reengineering of current products. A good knowledge of production processes is essential and a close working partnership is required with the production staff to ensure that products are feasible and cost effective.
Technical CompetenceCompetencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Works closely with NPD Manager to build and strengthen customer relationships, to understand their needs and provide profitable solutions
Can liaise and collaborate with internal colleagues, providing them with the relevant commercial information and production details to meet the needs of the customer
Is able to manage new product concepts in line with a customer brief
Can develop and deliver commercially viable products
Is able to research food, ingredients and cooking methods
Assist in the production of kitchen and factory samples
Is able to deliver against the NPD plan, on time and within budget
Has an understanding of food, ingredients and cooking methods
Has an understanding of the processes and procedures involved in a food manufacturing environment, including quality and hygiene standards
Understanding of the retail environment
Has an understanding of business finance with a commercial customer focus
Has an understanding of lean manufacturing processes
Degree in Food Technology or equivalent qualification
Experience within the process development field
Experience of re-engineering and re-designing existing products
Experience of working with external suppliers
Business Improvement Techniques qualification or equivalent experience
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Is able to manage day to day process activity for specific product ranges; plan, organise and manage resource to deliver NPD concepts to agreed quality and timescale
Manage the production of kitchen and factory samples
Leadership & ManagementManagement - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy
and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Management of the development cycle from concept to launch
Is able to work as part of a cross functional team; engaging and collaborating effectively with colleagues from across the business
Identifies problems and highlights to NPD manager
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Is able to take a lead role in NPD projects and co-ordinate the activities of other team/project members
Identifies problems and highlights to NPD manager, offering potential solutions
Functional SkillsLevel of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Good levels of literacy; is able to write technical specifications and produce presentations
Good levels of numeracy; is able to produce costings for products, including relevant commercial data for ingredients.
Good level of ICT
Fluent with Microsoft IT packages
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
High level of literacy; produce presentation that sell the idea and engage the audience
Attitudes & Behavioural SkillsSometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Is enthusiastic, taking a ‘hands on’ approach
Has flexible and an adaptable style; is creative and innovative but can be highly organised
Adopts a collaborative approach, wanting to work well with internal colleagues at all levels
Good presentation, influencing and communication skills
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Proven excellence in communicating and influencing
Genuinely interested in and passionate about food
Highly motivated
Creates and proactively seeks out opportunities to build effective relationships with other departments
Job Role: Engineer
May be responsible for change-overs or trouble-shooting when problems arise as well as carrying out routine maintenance on equipment or fabric. Focuses on improvements, takes a proactive role in maximising plant productivity working alongside technical operators but with a preventative bias. Tends to specialise in an electrical or a mechanical approach. A multi-disciplinary focus with a tendency toward commissioning and maintenance rather than repair. All done with reference to health and safety plus GMP/hygiene compliance
Technical CompetenceCompetencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Review and select appropriate techniques, procedures and methods to undertake tasks
Use appropriate scientific, technical and engineering principles
Comply with the code of conduct of the relevant Licensed Institution or Professional Affiliate
Manage and apply safe systems of work
Works to agreed company policies and procedures
Is aware of targets and responsibilities for the shift and team
Work flexibly across plants/sites when required
With manager, establish clear objectives and priorities to enable engineering to meet operational targets
Maintain and develop close links to the manufacturing teams
Work as part of a manufacturing team when requiredCarry out site maintenance activities and ensure GMP standards are reached
Continually refine planned maintenance routines by recommending and implementing changes identified whilst operating PPMs
Use engineering knowledge and understanding to apply technical and practical skills
Personally demonstrate the correct safety behaviours
Demonstrate adequate knowledge of:
l Maintenance management systemsl Qualityl H&Sl Food safetyl Machine operationl Cleaningl Good Manufacturing Practice (GMP)
Understands the standards expected (GMP) in providing a service to other shifts, departments and customers
Understands and is responsible for regularly accessing & reviewing company policies & procedures
Has knowledge and understanding of continuous improvement initiatives
Develops knowledge of shifts/plants strategy & services & identifies own contribution
Understands required food safety, quality and GMP standards
Engineering based Advanced/Modern Apprenticeship or equivalent programme
Carry out continuing professional development, including opportunities for this offered by their Institution, to ensure competence in areas and at the level of future intended practice
Raise work requests for follow up where appropriate, specifying and ordering parts required
Update of plant parameters/set points etc. as per site SOPs
Ensure that plant and equipment perform to manufacture product efficiently to high quality standards
Liaise with, assist and support other departments in general running of the factory
Fault finding and rectification
Contribute to and help implement continuous improvement in manufacturing, including quality, safety, efficiency and waste reduction
Undertake individual projects
Ensure all procedures are implemented and associated records are complet ed correctly
Maintain presence in production plant to ensure continuous compliance with food safety, quality and GMP standards
Ensure suitable corrective actions are in place with food safety and quality issues
Stop production and report to Technical Manager any concerns relating to the operation and functionality of CCPs
Report any adverse trends which may impact product quality
Ensure all work conforms to statutory and safety requirements
Identify opportunities to reduce customer complaints and wastage through effective maintenance and continuous improvement
Understands TPM
Understands technical schematics and specifications
Knowledge of performance targets
Knowledge of products
Report Near Misses and encourage others to report all near miss incidents.
Act on or elevate non-conformances to ensure product meets specification
Ensure excellent hygiene and housekeeping standards are maintained.
Operate the plant according to food safety and quality standards, procedures and guidelines
Ensure H&S and quality procedures are met
Personally demonstrate the correct safety behaviours
Contribute to operation of the plant at a level that will guarantee correct, best practice and quality guide lines are adhered to
Work to agreed level of lean manufacturing using lean gap analysis
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Develop and apply functional best practice on plant machinery
Undertake engineering work in a way that contributes to sustainable development
Identify, organise and use resources effectively to complete tasks (with consideration for cost, quality, safety and environmental impact)
To provide an innovative proactive support service to the site based on skill and experience, driving innovation for continuous improvements
Developing site maintenance activity
Actively promote H&S and quality procedures
Identify potential food safety and quality issues and recommend solutions
Assist technical staff in assurance and verification that safety and quality standards for process, product and factory environment are consistently achieved
Role model the correct safety behaviours
Operate the plant at a level that will guarantee correct, best practice and quality guide lines are adhered to
Visit machinery suppliers to increase knowledge and skills
Apply engineering best practice techniques and benchmark against competitors
Identify and apply lean manufacturing tools and techniques to achieve business improvements to quality, cost, delivery
Reduce customer complaints and wastage through effective maintenance and continuous improvement
Identify problems and apply diagnostic methods to analyse root causes and achieve satisfactory solutions
Have an understanding of food safety and quality KPIs and his/her impact/contribution to them
Demonstrate extensive knowledge of:
l Maintenance management systemsl Qualityl H&Sl Food safetyl Machine operationl Cleaningl Good Manufacturing Practice (GMP)
Understands Overall Equipment Effectiveness (OEE)
Understands the standards expected (GMP) in providing an excellent service to other shifts, departments and customers
Understands how the performance management system works and its link to strategic objectives and performance targets
Advising higher level management on company policies & procedures
Has knowledge & understanding of the Business strategy
Has knowledge of lean manufacturing and its application within the business
Has extensive knowledge and understanding of continuous improvement initiatives
Thorough understanding of required food safety, quality and GMP standards
Engineering Degree
Chartered Engineer
Leadership & ManagementManagement - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy
and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Accept and allocate technical and other tasks
Adjust to changing requirements of other departments
Undertake effective handovers to colleagues and teams
Guide others in actions
Buddy other team members
Take initiative in organising own work
Understand the issues, concerns and changing requirements of other departments and how to contribute to addressing these
Supports new procedures and training initiatives for own shift through developing the shift trainer role
Understands individuals priorities and adjusts to support any new project/piece of work
3 years experience in manufacturing
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Plan and supervise technical and other tasks
Inspire confidence in others
Look at ways of contributing to other departments
Promote the good work of teams to other departments
Promote the ‘unseen’ good work of line managers
Proactively seek out then develop and implement plan to meet changing requirements of other departments
Delegate clearly and effectively
Undertake the training of others as required
Develop new procedures and training initiatives for own shift through developing the shift trainer role
Assist others by passing on knowledge
Proactively buddy others
Take the initiative in organising work of others
Lead and drive continuous improvement and preventative projects and activities
Continuously seek feedback on, monitor, review and evaluate own performance and how own contribution can be improved
Proactively research and implement developmental activities to enhance own CPD
Problem solving and analytical skills
Decision making
Influencing and persuading others
Knows how the business makes money
Develops knowledge of shifts/plants strategy and services and identifies the teams contribution
Project management
Data analysis
Level 4 in management
3 years experience in food and drink industry
Functional SkillsLevel of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Read basic ingredients and instruction sheet
Basic level numeracy
Understand and follow verbal instructions
Basic level of ICT
ESOL E2 English
Literacy – E2
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Effective communication with line manager, colleagues, internal customers and others
Intermediate level numeracy
Intermediate level of ICT ESOL L2 English
Literacy – L2
Attitudes & Behavioural SkillsSometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Work reliably and effectively without close supervision to the appropriate code of conductAccept responsibility for work of self and othersActs with determination, integrity and credibility to deliver an excellent serviceTakes responsibilities of problems until a solution is reachedAims to impress others through quality of approach and work doneBuilds rapport and collaborative relationships with other shifts/departments and external contactsKeeps managers informed and updated on issues with Health & Safety, Quality, machine availability and peopleSeeks help and advice when work load is too high/lowPlans own work in liaison with teamHas the flexibility to adapt to a changing environmentManages time effectivelyCompletes tasksHas a good working knowledge of companyKeeps up to date with business issues (monthly meetings)Develops own objectives to support the Business strategy through Personal Development ReviewConsiders impact of change on daily routines and proceduresTreats others with courtesy and respectQuestions and listens effectivelyCommunicates upwardsChallenges others when it’s appropriate to do soIf unable to answer a query, seeks the correct information and responds promptly
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Results driven
Sees the bigger picture
Team worker
Positive attitude to people at all levels
Sets and achieves highest personal standards
Performs well under pressure
Is able to put self ‘in others’ shoes’
Actively seeks and progresses opportunities to continuously improve plant and personal performance
Demonstrates a ‘can do’ attitude and a desire to contribute to the shift routine
Job Role: Engineering Manager
Works in conjunction with the Factory Manager or Chief Engineer; monitors and implements improvements in the production processes, ensures the effective completion of planned maintenance and rapid rectification of unplanned losses.
Technical CompetenceCompetencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Assess users’ needs
Conduct statistically sound appraisal of data
Promote new applications when appropriate
Review the potential for enhancing current engineering products
Identify and agree appropriate research methodologies
Assemble the necessary resources, conduct the appropriate tests and collect and analyse the data
Draft, present and agree design recommendations and undertake engineering design.
Ensure that the application of the design results in the appropriate practical outcome
Implement design solutions
Determine the criteria for evaluating the design solutions and evaluate against the original specification
Contribute to, chair and record meetings and discussions
Prepare letters, documents and reports on complex matters
Prepare and deliver presentations on strategic matters
Understand the optimisation of existing and emerging technology
Undertake reviews of own development needs
An accredited Bachelor’s degree with honours in engineering or technology
Experience of identifying own limits and broadening these through research and experimentation
Lead and sustain debates with audiences and feedback the results
Comply with the rules of professional conduct of own professional body
Lead work within all relevant legislation and regulatory frameworks
Ensure that systems meet all health, safety and welfare requirements
Develop and implement effective hazard identification and risk management systems – manage, evaluate and improve these systems
Prepare plans to meet personal and organisational objectives
Carry out planned (and unplanned) CPD activities
Maintain evidence of competence development and evaluate CPD activities against the action plan
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Assess marketing needs and contribute to marketing strategies
Secure necessary intellectual property rights
Identify constraints and exploit opportunities for the development and transfer of technology
TPM
FMEA
Prepare and deliver presentations on strategic matters
Use imagination, creativity and innovation to provide products and services which enhance the quality of the environment and community
Develop and lead action plans to meet personal and organisational objectives
Best practice on the optimisation of existing and emerging technology
Understanding and securing stakeholder involvement in sustainable development
MSc in engineering or technology
Leadership & ManagementManagement - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy
and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Manages the engineering team, budget and department
Passes on new knowledge to the teams
Utilises shift trainers to support other areas of the site/business
Anticipates and controls impact of organisational change
Mentors PIT initiatives
Agrees new improvements through senior manager groups
Drives and organises teams to achieve set objectives
Promotes and is accountable for activities of own and other shifts across the site
Seeks to deliver site performance in challenging and changing situations
Builds relationships which inspire trust in other departments
Makes decisions to meet the longer term goals of the Business
Defines roles and responsibilities for team members over a period of time
Supports and promotes own and other team members to other departments
Mentors others to provide career development advice and support
Actively supports goals of other shifts / departmentsExploits the strengths of team members to maximum benefit of business priorities
Shares own experiences to help develop others
Responsibilities for managers and supervisors, and carries out the Company safe operating practices, and procedures
Understands how to effectively manage teams, budgets, materials, and capital expenditure
Demonstrates awareness of financial implications of decisions / actions
Understands how to manage projects
Knowledge of lean manufacturing
Management Level 4 qualification or equivalent
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Proactively plans and promotes cross functional partnerships to support and communicate production issues
Manages and develops organisational change
Managers continuous improvement initiatives until best practice is sustained
Provides inspiration and strategic direction
Takes a long term view of all business relationships and builds relationships at every opportunity
Effective project management
Knows where to challenge and provide new thinking
Understands when to go the extra mile and when not to
Management Level 5 + qualification or equivalent
5 + years management experience
Food industry experience
Experience of successfully applying lean manufacturing
Functional SkillsLevel of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Good level of level of numeracy is able to interpret budgets, variances and basic financial and statistical data and then take any necessary action
Good level of literacy
Good level of ICT e.g. SAP, Microsoft Word and Excel
Fluent with Microsoft IT packages
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
High level of numeracy is able to interpret budgets, variances and basic financial and statistical data, taking a proactive approach to predict results and take necessary action
High level of literacy
Is able to communicate at all levels and use terminology that is appropriate for the audience
Attitudes & Behavioural SkillsSometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Exchange information and provide advice to technical and non-technical colleagues
Know and manage own emotions and know own strengths and weaknesses
Be aware of the needs and concerns of others
Be confident and flexible in the face of new and changing interpersonal situations
Identify, agree and lead work towards collective goals
Create, maintain and enhance working relationships and resolve conflicts
Actively learn from feedback in order to improve future design solutions
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Highly motivated
Able to step up and replace his/her line manager
Job Role: General/Factory Manager
Responsible for all balanced scorecard aspects of a site, this may be either a cost or profit centre. Will have a good commercial understanding of the sector and the strategic competitive position of the business. Drives the overall strategy.
Technical CompetenceCompetencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is able to set and achieve KPIs in line with company strategy and ensure customer requirements are met
Is able to deliver a high standard of facilities, systems and safe behaviour. Ensures adherence to procedures and audit standards
Can integrate modern manufacturing systems and strategies throughout all aspects of the business
Is able to effectively increase efficiencies throughout all production plants to meet increased demands
Manages the P&L, quickly assimilating information to identify opportunities
Delivers the production plan within agreed budgetary and service levels
Has a Continuous Improvement mind-set, constantly challenging the manufacturing processes; demonstrating strong spatial engineering ability
Is able to improve efficiencies and yields on Production lines
Ensures teams adhere to procedures around auditing and compliance
Builds relationship with the customer; gaining trust by providing a quality product and delivering within agreed timelines
Is able to demonstrate strong analytical skills, supporting the delivery of win -win commercial deals
Works productively across the business to find a solution to customer and consumer needs and opportunities
Is able to negotiate with local contracts for site services and control site expenditure within agreed budgets
Is able to utilise internal and external networks
Has an understanding of the overall business and is able to take a holistic view
Has a complete understanding of their Health & Safety responsibilities
An understanding of operational, commercial and financial principles to drive results
Knowledge of lean principles, engineering concepts, tools and techniques to improve
An understanding of other food manufacturing approaches
Good financial understanding of P&L, capital expenditure and working capital
Business knowledge, vision, values and an understanding of customers and consumers to develop ideas to improve our offer
Degree-qualified
L3 Health and Safety
L3 Food Safety
Experienced Food Factory Manager or Operations Manager who has previous site management experience, or a Production Manager at a large food manufacturer
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Builds relationship with the customer; gaining trust by providing excellent quality products and delivering within agreed timelines
Takes a cross functional view and encourages the wider team to come up with solutions to business issues
Shares business excellence with national bodies/groups (Manufacturing Advisory Service -inside industry)
High level of understanding of how to achieve world class performance and strategy
Extensive knowledge of modern manufacturing techniques such as TPM, Kaizen and 5S
Expert in at least one of the key areas of operations, technical engineering or supply chain
Extensive knowledge of business sustainability – waste, energy
MSc
L4 Health and Safety
L4 Food Safety
Qualified Six Sigma Green Belt
Leadership & ManagementManagement - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy
and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Sets clear direction of company vision and values, regularly reviews progress, giving constructive feedback
Is able to communicate openly; talking and listening, adapting own style to the audience
Supports and delegates to team members to enable stretch and development, giving individuals room to grow
Recognises and celebrates the success and achievement of others
Is able to coach effectively and encourage others to improve performance
Is able to leads and facilitates change through others. Using effective communication to ensure that staff understand the benefit of any new ways of working
Review staffing and staff performance and update staff training plans
Has an understanding of the performance management process, enabling them to recognise the strengths of team members and develop and deploy them to meet the business needs
A recognised management qualification or relevant experience
A recognised coaching qualification or relevant experience
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Excellent communication skills with the ability to clearly communicate and build a strong and effective team
Enables teams to work functionally and develop cross functional relationships within the business.
Creates imaginative approaches, is able to think differently and out of the box
Through strong leadership inspires and motivates others to support ideas/proposals that deliver business goals.
Has the ability to translate ambiguity into action
World class strategy development and deployment tools and techniques
Plans career moves for individuals to have a wider knowledge of other roles across the site
Leads and champions change
L5 Management qualification or equivalent
L5 Coaching and Mentoring qualification or equivalent
Functional SkillsLevel of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
High levels of numeracy; through analysis of numbers, targets and dashboards, has the ability to quickly establish facts and identify trends
Can present/discuss with credibility and professionalism
Is able to communicate at all levels and use terminology that is appropriate for the audience
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
High level of numeracy is able to interpret budgets, variances and basic financial and statistical data, taking a pro-active approach to predict results and take necessary action
High level ability to communicate at all levels and use terminology that is appropriate for the audience
Attitudes & Behavioural SkillsSometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Works collaboratively with others, internally and externally, to achieve common goals
Relentless - resilient under pressure and in the face of obstacles
Has a commercial edge; puts the customer at the heart to deliver business benefit for group and customer
Can adopt a ruthless style; using thinking skills to analyse, decide, prioritise and plan to do what is best for the company ahead of personal, departmental or divisional goals. Is brave and confident in decision making on the basis of facts and data and remove emotions from decisions.
Is impartial and can mediate between people/ departments on issues and deliver win - win outcomes
Is respectful, always treating others with dignity
Can build rapport and communicate at any level, shows empathy – approachable and makes time for people
Removes the obstacles to allow people to perform and overcome conflict
Is trusted to make the right decision and deliver on promises
Is visible and accessible to the workforce
Takes ownership and a lead role in championing change
Tenacious and persistent in reducing waste at every opportunity
Acts with integrity at all times, creating a sense of achievement
Naturally challenging - passionate about the product produced and demanding of high standards in line with best practice
Questions and challenges experienced staff to gain insight and organises resources to ensure the job gets done
Encourages team to identify “root cause” and take ownership for coming up with solutions
Sets the pace – driven by the timely delivery of results and achievements
Positive ‘can do’ behaviour – focused on innovation and overcoming resistance to change by addressing concerns and removing obstacles to success
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Constantly striving to ‘raise the bar’, to be the best and to continuously improve self and others
Consistent role model in championing safe behaviour and values, intolerant to unsafe acts
Entrepreneurial approach and actively engages the customer at every opportunity, gaining their trust
Role model of the company’s values, attitudes and desired behaviours
Very highly motivated
Job Role: Health, Safety & Environment Manager
Responsible for overseeing and implementing health and safety procedures throughout a company or site. May also be required to investigate solutions to non-compliances and employee suggestions.
It can usually include a project management role that involves working with production managers and maintenance staff to monitor and implement energy saving procedures. Depending on the company, they may also oversee an effluent plant and monitor outgoing waste. A detailed knowledge of environmental science as well as environmental law is a key requirement for this role.
Technical CompetenceCompetencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Leads and assembles the HSE strategy to ensure legal and other requirements are maintained to enable external audit and accreditation.
Is able to align the HSE strategy to the overall business strategy
Manages internal audit programme to demonstrate HSE system compliance in line with external requirements
Identifies areas where HSE can add value through root cause analysis
Encourages a safety culture and develops plans to achieve this
Liaises with other key departments to ensure the organisation has the right capability to meet HS&E requirements
Has a good knowledge of HSE legislation and is able to evaluate the implication for the site and generate and deliver relevant communication updates
Has knowledge of current legal and environmental framework
Has a good understanding of the processes involved in manufacturing and distribution of food and drink
Has a sound understanding of site risk register & business continuity plans
Financial awareness - understands the financial implications of poor HSE practices
Has an understanding of waste management; the legislative requirements and associated costs
Has an understanding of the CRC Energy Efficiency Scheme and the commercial impact on the organisation
Degree in Health, Safety & Environment or equivalent qualification or experience
NEBOSH National Diploma or NVQ Level 4 in Occupational Health & Safety
NEBOSH Specialist Diploma in Environmental Management
Chartered Environmentalist, IEMA or equivalent with suitable experience of working in role
Lead auditor training
Advanced Food Hygiene
3 – 5 years’ experience of HSE at manager level
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Actively encourages a safety culture and drive plans to achieve this
Advises client groups on potential risks associated with business decisions and influences them to take appropriate action
Promotes HSE across the site
Role model of health, safety and environmental leadership and practice
5+ years’ experience of HSE at manager level
Proven background of achieving HSE results and adding value to organisations
Leadership & ManagementManagement - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy
and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is able to coach and advise other management in the implementation of HSE procedures and initiatives
Is able to manage and coordinate a team of people to provide HSE support to the organisation
Manage and monitor KPI’s to ensure optimum team performance
Understands and takes ownership of budgets
Demonstrates awareness of financial implications of decisions / actions
Management Level 4 qualification or equivalent
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Builds and leads high performing teams Knows where to challenge and provide new thinking Management Level 5 + qualification or equivalent
5 + years management experience
Functional SkillsLevel of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Good level of numeracy, is able to interpret budgets, variances and basic financial and statistical data and then take any necessary action
Good levels of literacy, is able to produce written reports to provide concise information
Is able to communicate in a clear and confident manner that involves and engages others
Fluent with Microsoft IT packages
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
High level of numeracy is able to interpret budgets, variances and financial and statistical data, taking a pro-active approach to predict results and take necessary action
High levels of literacy, is able to produce written reports that engage others
Is able to communicate at all levels and with all internal and external stakeholders, using terminology that is appropriate and engaging for the audience
Attitudes & Behavioural SkillsSometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Demonstrates strong team working and leadership skills
Takes a pragmatic approach to problem solving and considers the views of the all parties involved
Ensures team and others are fully engaged and included
Adopts a ‘can do’/positive attitude
Creates and seeks out proactive opportunities to build relationships with other departments
Has assertive style and is able to show empathy
Works to a high degree of accuracy
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Takes a proactive approach to problem solving and is comfortable with making own decisions whilst considering the views of the all parties involved
Is passionate about HSE issues and empowers others to feel the same
Has a commercially focused style
Motivates the team to achieve a culture of excellence
Strong influencing and interpersonal skills
Role model of the company’s values, attitudes and desired behaviours
Takes responsibility for updating own knowledge and technical abilities in line with industry best practices and legal requirements
Job Role: Hygiene Operative
Overall cleaning of the production area; may also be responsible for cleaning and distributing protective clothing.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Completing area specific internal audits
Corrective action plan non-compliance and reporting
Observing Good Manufacturing Practice (GMP) on food safety
Corrective action plan non-compliance and reporting
Company policy non-compliance and reporting
Completion of records
Ability to participate as a trained sensory panellist
Correct use of hygiene equipment
Correct use of PPE equipment
Required standards of hygiene
HACCP awareness
Basic healthy eating understanding
Enforcement officer awareness
Basic microbiology
Awareness of necessity for accurate date coding
Basic allergen awareness
Basic awareness of existence of legal requirements
Financial awareness and implications
Cleaning chemicals
Identification and reporting of issues and hazards including faulty equipment
When and how to escalate issues to line manager and/or appropriate other
Basic understanding of contamination
HACCP
Expected minimum ability level 3 qualification (GCSEs)
Basic food hygiene observance (level 2 qualification)
Training COSHH – Chemical Seminars
Basic allergen
Pest Control
British Retail Consortium
Food and drink background
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Can or has the potential to assemble/dissemble basic machinery
Training of others in aspects of the role
Consistently achieves the highest standards, within required time scale, in all areas of hygiene
Proactive and successful completion of all tasks so that minimal supervision required
Understanding their role and how it fits into the overall process
High level of product awareness including; understanding of the ingredients involved through to the customer requirements
Waste minimisation
5 years food and drink experience
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Highlights any issues that may affect safety of all food being processed immediately to the Team Leader / Section Leader
Highlights any Health and Safety issue immediately to the Team Leader / Section Leader
Contributes to team meetings
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Strives to prevents issues before they arise
Assists and encourages others in achieving highest standards
Coaches colleagues
Buddy to new starts
Promotes best practice
Offers potential solutions to issues
Steps up in the absence of Team Leader
Plans and communicates to team members the goals. And coordinates activities to achieve these
Leads team meetings
Builds and maintains effective relationships with other departments
Always thinking ‘audit-ready’
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Written English
Numeracy
Reading documentation
Inputting data
Basic ICT
Understand and follow verbal instructions ESOL E2 English
Literacy – E2
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Engage in 2-way discussion with their line manager
High level of written English
High level of numeracy
Reading documentation
Intermediate or above ICT
Capable of communicating requirements
Effective verbal and non verbal communication methods and techniques
ESOL L3 English
Literacy – L3
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Actively seeks feedback on personal performance
Works well with other colleagues towards common goals
Reports conflicts
Prioritises work in line with business needs
Provides information to briefings series
Reacts positively to change
Factory floor – communicate at the right level
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Team player
Promotes best practice
Proactive
Positive and constructive
Demonstrates the drive to succeed on a personal level
Demonstrates motivation and commitment to mundane/physical tasks
Adopts a flexible approach to the business requirements
Confident to ‘have a go’ when outcome is uncertain – and to make it work when it goes wrong
Asks questions, challenges and probes, e.g. if product seems off specification
Is known as a reliable individual who commits and delivers for the team
Resilient
Adopts a practical, no-nonsense approach; “what can we do to sort this out?”
Flexible approach to work
Willingness to take on additional tasks and accountabilities
Actively seeks out communication updates
Job Role: Learning and Development Manager (Operations focussed)
This role is responsible for assessing training needs; working with local training providers to set-up programmes for staff; arranging assessment; creating training materials and ensuring that all staff has access to training.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is able to develop the annual learning and development plan, considering staffing and budgetary needs
Is able to conduct training needs analysis using a range of appropriate analysis tools and can accurately interpret this information and make clear recommendations to support department/function’s People plan
Designs, develops and delivers a range of solutions that meets the needs of the learners and the department/function
Is able to manage a training budget and design solutions that fit within a budget
Is able to coaching/mentor individuals to support/embed learning as required
Evaluates the effectiveness of learning and development interventions through measuring the impact on the individual’s or team’s behavior and approach back in the workplace
Is able to support department/function with performance management, on boarding, management and leadership development and organisational interventions as required
Is able to develop and maintain relationships with external providers/partners where appropriate
Liaises and collaborates with HR to achieve the department/function’s People plan
Good understanding of department/function’s People plan
Good understanding of full competency framework and the link to identifying capability gaps
Has up to date knowledge of TNA best practice
Knows how to build effective business cases based on TNA findings to present recommendations/solutions
Has up to date knowledge of basic learning models, i.e. Kolb’s learning cycle, learning styles and evaluation techniques (Kirkpatrick)
Has an appreciation of the importance of the transfer of learning and can apply a blend of learning activities to ensure the transfer of learning takes place
Demonstrates an understanding of the different blended approaches that can be used as development solutions
CIPD qualified or relevant equivalent experience
Proven track record of working in a L&D environment and delivering projects that include the whole training cycle
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Takes a long term view to assess future demands and develops a People plan to ensure people have the correct skills levels for the future
Takes ownership and drives strategic learning agenda across the business
Networks both internally and externally to benchmark current training initiatives and performance
Designs, develops and delivers bespoke management development solutions that incorporates appropriate management models and theories to underpin the learning
Evaluates the impact to the organization or department goals and KPI’s identified at the TNA stage. Looking for return on investment and impact on the bottom line and reports back to relevant stakeholders
Liaises with other departments to create cross department role competencies to build a progression route and support succession planning
Establishes and leverages substantial and influential relationships with senior management
Develops, maintains, supports and leverages HR relationships with peers across the organisation
Good understanding of overall business strategy and how department/function supports this
Has a deep knowledge of management development theories, models and best practice
Facilitation experience or training
Accredited Coach/Mentor
Experience of working in a food manufacturing environment
Qualification relating to Change Management or a proven track record of implementing a change programme
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is accountable for performance of Team Members; coaches, delegates, empowers and motivates people to achieve goals
Coaches and develops Managers to embed learning and raise performance
Is able to recruit and manage internal resources for the Training team
Cascades all KPIs clearly to all team members so that they are understood and aligned with the achievement of the department/function’s People Plan
Reviews performance against all KPIs and re-align, re-evaluate where necessary to maximise effectiveness
Promotes team working by encouraging involvement from team members
Manages people via agreed company policies and procedures
Is able to communicate key information and listens to feedback from the team
Understand their own responsibilities as a Manager to health, safety and environment as per company policy and carry out the Company safe operating practices and procedures
ILM Certificate in Leadership and Management Team Leading or equivalent
Demonstrable experience of managing people and performance
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Develops and supports others; actively up-skills direct reports through training, coaching and providing feedback at all available opportunities so that they are able to step up L&D Manager role
Is able to identify that the right skills required for high performance and succession plan accordingly
Establishes and leverages key relationships with influential senior managers
Demonstrates best practice by collaborating with HR, to develop an annual training plan for own team and measures performance against this’
High level of knowledge on managing people, processes, plans, resources and projects
Management Level 4 or above.
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Good level of numeracy; is able to manage a training budget, analyse and interpret basic financial and statistical data and then take any necessary action
High levels of literacy; is able to present and communicate in a clear and confident manner that involves and engages other
Good levels of ICTs which enhance Training presentations/material
Knows how to use operating systems
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Adopts an appropriate leadership style to motivate, lead and coach Team Members to achieve results
Adopts a professional approach to work, treats others with courtesy, respect
and maintains confidentiality
Is willing and able to accept and adapt to change; including changing demands or objectives.
Is results driven and wants to achieve personal objectives
Manages emotions and shows professional integrity and credibility
Makes sound decisions with confidence and judgment
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Adopts a leadership style that inspires and motivates others achieve excellence
Challenges and influences key stakeholders and is able to drive change within the department /function
Actively supports company site wide initiatives
Has a proactive approach to work focussing on areas where value can be added to the business
Sets appropriate standards of behaviours and wants the team and the business to excel
Actively seeking a mentor or identifying own weaknesses and seeking own self-development
Continuously evaluates own performance and seeks feedback on how own contribution can be improved
Makes sound decisions with confidence and judgment and provides evidence to support
Demonstrates the drive to succeed on a personal level
Job Role: Management Accountant
Responsible for accurate and timely management information in line with weekly and monthly cycles. Reporting against agreed business KPIs, providing variance analysis and explanations as appropriate. Managing the costing system, quarterly reviews, budgeting and forecasting.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Can analyse the company’s financial performance and longer term forecasts
Works with the Management team to help make financial decisions by delivering high quality reporting and forecasting
Able to identify ways to improve profitability
Ensures spending is in line with budgets and identifying where spend is off profile
Liaises with the Management team to fully investigate and understand variances to budget and forecast
Ability to interpret and clearly explain complex operational and financial data
Is able to identify the root cause through the analysis of data
Understands governance processes and provides information for financial audits
Understands and aligns department/function’s operational and financial strategy and processes
Chartered Institute of Management Accountants (CIMA) or ACCA qualified
Previous operations accounting experience in a FMCG/manufacturing environment
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Delivers high quality reporting and forecasting to aid decision making in line with department/function’s strategy
Works with the Management team to help make financial decisions by delivering and interpreting high quality financial and operational data
Influences and supports the department/function to improve cost management and profitability
Interprets requests for information and identifies the most appropriate and meaningful way to respond
Considers and recommends ways to continuously improvement reporting processes
Understands overall company strategy and how the role supports this
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Supports department/function to understand finances, budgeting and how to account for project funds correctly
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Can lead and co-ordinate a continuous improvement activity, following a process through to completion
Understands lean manufacturing principles and methodologies
Continuous Improvement training, qualification or experience
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is able to prepare, present and communicate the analysis of data, using terminology that is appropriate for the audience
Fully competent in financial operating systems Experience of working with computerised accounting and coding systems
Previous experience of using operating systems
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Is able to prepare, present and communicate the analysis of data, making recommendations that influences and challenges the audience
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Has an objective and logical approach
Demonstrates a meticulous attention to detail
Is hard working and results driven; operating effectively in a self-managing and changing environment
Adopts a professional approach to work and maintains confidentiality with a good use discretion with sensitive data
Commercially focused
Remains poised in uncertain and ambiguous situations
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Knows where to challenge and provide new thinking
Excellent communication and influencing skills
Is out going, proactively seeking out opportunities to build relationships with department/function
Has an empathetic style to department/function and is able to put self ‘in others’ shoes’
Job Role: Maintenance Technician
Responsible for ensuring the plant and equipment perform to the required standard to facilitate production targets for Cost, Quality and Delivery. Also responsible for change-overs or trouble shooting when problems arise.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Monitors progress of their Development Reviews, Identifies own training requirements and progresses where possible
Works to agreed company policies and procedures
Work as part of a manufacturing team when required
Carry out site maintenance activities and ensure GMP standards are reached
Continually refines planned maintenance routines by recommending and implementing changes identified whilst operating PPMs
Raises work requests for follow up where appropriate, specifying and ordering parts as required
Updating of plant parameters/set points etc. as per site SOPs
Ensure that plant and equipment perform to manufacture product efficiently to high quality standards
To liaise, assist and support other departments in general running of the factory
Maintain presence in production plant to ensure continuous compliance with food safety, quality and GMP standards
Assist technical staff in assurance and verification that safety and quality standards for process, product and factory environment are consistently achieved
Ensure suitable corrective action is in place with food safety & quality issues
Stop production and report to Technical Manager any concerns relating to the operation and functionality of CCP’s
Report any adverse trends which may impact product quality
Ensure all work conforms to statutory & safety requirements
Have an understanding of food safety and quality KPI’s and your
impact/contribution to them
Have an understanding of production targets for Cost, Quality and Delivery
Demonstrate adequate knowledge of
l Maintenance management systems
l Quality
l H&S
l Food safety - HACCP
l Machine operation
l Cleaning
l Good Manufacturing Practice (GMP)
Understands the standards expected (GMP) in providing an excellent service to other shifts, departments and customers
TPM
Understanding of the environment in which they work
Engineering maintenance based Advanced/Modern Apprenticeship or equivalent programme including mechanical and electrical elements
Technical qualification in mechanical or electrical maintenance
Food Safety Level 2 - HACCP
Manual handling
GMP
Reduce customer complaints and wastage through effective maintenance and continuous improvement
Personally demonstrate the correct safety behaviours
Report Near Misses and encourage others to report all near miss incidents
Take responsibility for ensuring areas achieve and maintain required GMP standards
Ensure excellent hygiene and housekeeping standards are maintained
High level rapport and co-operative relationships with other shifts/ departments and external contacts
Undertake change-overs and trouble-shooting when problems arise
Keeps managers informed and updated on issues with Health & Safety, Quality, machine availability and people
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Maintenance planning and implementation
Always works as integral part of manufacturing team
Role model of the correct safety behaviours
Keeps senior level managers informed and updated on issues with Health & Safety, Quality, machine availability and people
Identify and apply lean manufacturing tools and techniques to achieve business improvements to quality, cost, delivery
Demonstrate a ‘product is king’ approach
Operate as an internal provider
Have an understanding of food safety and quality KPIs and his/her impact/contribution to them
Demonstrate extensive knowledge of:
l Maintenance management systems
l Quality
l H&S
l Food safety
l Machine operation
l Cleaning
l Good Manufacturing Practice (GMP)
Understands the standards expected (GMP) in providing an excellent service to other shifts, departments and customers
Carry out continuing professional development, including opportunities for this offered by their Institution, to ensure competence in areas and at the level of future intended practice
Experience of working effectively in cross functional team environment including production, engineering, technical
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Accepts and allocates technical and other tasks
Adjusts to changing requirements by other departments and understands their concerns and issues
Guides others in actions
Develops effective rapport and co-operative relationships with other shifts/departments and external contacts
Influencing skills
Facilitation skills
Supports new procedures and training initiatives for own shift through developing the shift trainer role
Understands individuals’ priorities and adjusts to support any new project/piece of work
Shows initiative in organising own work
Problem solving
3 years experience in manufacturing
Experience of communicating with and influencing internal customers
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Managing project teams
Undertakes the training of others as required
Develops effective rapport and co-operative relationships with other shifts/departments and external contacts
Inspires confidence in others
Proactively seeks out then develops and implements plan to meet changing requirements of other departments
Listening to people and appraising situations
Coping with and managing change
Facilitating solutions to problems
Supporting others with new equipment
Coaching skills
Influencing skills
Mentoring apprentices
Looks at ways of contributing to other departments
Continuously evaluates own performance and seeks feedback on how own contribution can be improved.
Assists others by passing on knowledge
Shows initiative in organising work of others
Understands how the performance management system works and its link to strategic objectives
Understands the commercial side of food industry, including the vision, challenges, and brand
3 years experience in food and drink industry
Continuous improvement/Six Sigma Green Belt.
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Read basic ingredients and instruction sheet
Inputting data
Understand and follow verbal instructions
Basic level of ICT
ESOL E2 English
Literacy – E2
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Engage in 2-way discussion with his/her line manager
Able to adapt personal communication style to fit the situation
Good listening skills
Intermediate level of ICT GCSE A-C in Maths and English
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Work reliably and effectively without close supervision to the appropriate code of conduct
Accept responsibility for work of self and others
Acts with determination, integrity and credibility to deliver an excellent service
Takes responsibilities of problems until a solution is reached
Aims to impress others through quality of approach and work done
Builds rapport and co-operative relationships with other shifts/departments and external contacts
Keeps managers informed and updated on issues with Health & Safety, Quality, machine availability and people
Seeks help and advice when work load is too high/low
Plans own work in liaison with team
Has the flexibility to adapt to a changing environment
Manages time effectively
Has a good working knowledge of company
Keeps up to date with business issues (monthly meetings)
Develops own objectives to support the Business strategy through Personal Development Review
Considers impact of change on daily routines and procedures
Treats others with courtesy and respect
Questions and listens effectively
Communicates upwards
Challenges others when it’s appropriate to do so
If unable to answer a query, seeks the correct information and responds promptly
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Sets and achieves highest personal standards
Performs well under pressure
Is able to put self ‘in others’ shoes’
Flexibility
Puts needs of the business before self
Actively seeks and progresses opportunities to improve plant and personal performance
Demonstrates a ‘can do’ attitude and a desire to contribute to the shift routine
Job Role: Manual Operative
There are a wide variety of functions expected in this role, with flexible working being a key requirement. The job may involve tasks such as machine-minding, assembly printing, wrapping or packing.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Timely and accurate product quality control including on-line testing, product specification and quality recording
Working on all equipment along and across lines where training has been provided
Can, or demonstrates the potential to, work on a production/packing line, identify products and follow basic food
hygiene principles
Can, or has the potential to, operate equipment in designated department
Observes safe working practises and illustrates a general awareness of the safety of others
Adopts and maintains the “Clean as you Go” policy
Maintain standards of housekeeping, hygiene, health & safety as defined by the relevant policies and procedures
Awareness and application of hygiene standards, food safety, health and safety
Understand and work to achieving the departments KPI’s
Understanding of product parameters and acceptance levels
Basic understanding of environmental compliance
Product knowledge
Basic understanding of machine operation
Relevant factory experience which has ideally been within the food manufacturing environment
L2 Food Safety
L2 Health and Safety
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Can or has the potential to assemble/dissemble basic machinery
Training of others on the line
Carry out basic fault finding activity and basic maintenance, in accordance to procedures
Understanding their role and how it fits into the overall process
High level of product awareness including; understanding of the ingredients involved through to the customer requirements
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Highlights any issues that may affect safety of all food being processed immediately to the Team Leader / Section Leader
Highlights any Health and Safety issue to the Team Leader / Section Leader immediately
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Role model to others and supporting new starters
Highlighting issues and offering potential solutions
Step up in the absence of Team Leader
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Read basic ingredients and instruction sheete Understand and follow verbal instructions
Basic level of ICT
ESOL E2 English
Literacy – E2
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Engage in 2-way discussion with their line manager ESOL L2 English
Literacy – L2
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Does not compromise on Food Safety
Shows willingness to be trained on aspects of the tasks involved
Stays focussed on the end result expected
Is undeterred by negativity of others
Sees through to completion the results that are set out to be achieved
Is not discouraged by failure or obstacles, but is realistic in the face of feasible alternatives
Considers others when making decisions
Treats people as equals and generates a rapport built on trust and honesty
Attends/reads communication updates when prompted
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Demonstrates the drive to succeed on a personal level
Demonstrates motivation and commitment to mundane/physical tasks
Adopts a flexible approach to the business requirements
Confident to ‘have a go’ when outcome is uncertain – and to make it work when it goes wrong
Asks questions, challenges and probes, e.g. if product seems off specification
Is known as a reliable individual who commits and delivers for the team
Resilient
Adopts a practical, no-nonsense approach: “what can we do to sort this out?”
Flexible approach to work
Willingness to take on additional tasks and accountabilities
Actively seeks out communication updates
Job Role: New Product Development Manager
Responsible for liaising with the marketing and sales department, who work closely with the customer. However, where appropriate, the NPD manager would be expected to negotiate directly with the customer on technical matters during development.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is able to deliver new products in line with a customer brief, provide successful and profitable innovation and be seen as an expert in your field
Liaising and collaborating with internal colleagues to provide them with the relevant commercial information and production details to meet the needs of the customer
Is able to manage day to day process activity for specific product ranges; plan, organise and manage resource to deliver NPD concepts to agreed quality and timescale
Works closely with customers to build and strengthen relationships, understand their needs and provide profitable solutions
Is able to set and deliver against the NPD plan, on time and within budget
Has an understanding of food, ingredients and cooking methods
Understanding of business finance with a commercial customer focus
Product knowledge and an understanding of the market, customer and end user
Has a sound understand of the costing process and can balance budgets with NPD requirements
Understanding of the wider impact on the business and its limitations/constraints/ capabilities
Degree in Food Technology or equivalent qualification or experience
Proven record as an Innovation or Development Manager
Advanced Food Hygiene
HACCP training
Experience in commercial kitchen equipment
Project management qualification or relevant experience
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Is able to collect a comprehensive brief from internal and external customers regarding specific product requirements and develop this into a commercially viable market ready product whilst taking into consideration the constraints and processes of the manufacturing facilities
Combines innovative and creative ideas with exceptional kitchen capability in developing products with commercial understanding of what will be profitable to the business, the customer and the end user
Effectively uses enthusiasm, creativity, strong culinary skills and commercial acumen to actively sell the benefits and added value for each new product developed
Creates and develops products targeted to a range of pre-determined price points
Thoroughly researches new ideas to identify new menu and recipe offers and keeps up to date with the latest food trends in the market
Builds excellent working relationships with internal colleagues to ensure product launches on time, in budget and with good margins; in particular, commercial functions to ensure product viability and production to ensure understanding of the brief
Uses NDP to influence strategic direction of the company
Understands how NPD supports the overall business strategy
Understands how market intelligence can predict the needs of the customer and the consumer and uses this information in a proactive way
Wider knowledge of other food industry products
Experience of working in a brand/own label environment
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is able to take a lead role in NPD projects and manage/co-ordinate the activities of other team/project members
Support, coach and motivate other members of the NPD team to raise confidence and competence levels
Collaborates with other key departments by keeping them updated of project progress
Identify problems and highlights to manager
Understands and takes ownership of budgets
Demonstrates awareness of financial implications of decisions / actions
Quality, cost and delivery targets
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Is visible and approachable to other key departments in the organisation
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Good levels of literacy; is able to write technical specifications and produce presentations
Good levels of numeracy; is able to produce costings for products, including relevant commercial data for ingredients. Can interpret budgets, variances and basic financial and statistical data and then take any necessary action
Computer literate
Fluent with Microsoft IT or other relevant packages
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
High level of literacy; produce presentation that sell the idea and engage the audience
Is able to communicate effectively in other languages
Knowledge of customers’ internal systems
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Is self-motivated and driven to achieve results
Is enthusiastic, demonstrating a ‘can do’ approach
Sets and maintains standards of customer care giving complete customer satisfaction
Has a collaborative approach wants to work well with all internal and external customers at all levels and demonstrates a strong customer focus
Good presentation, influencing and communication skills
Picks things up quickly and can juggle multiple projects at one time
Has flexible and an adaptable style; is creative and innovative but can show attention to detail and present information accurately
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Can prioritise workload to ensure deadlines are met or propose solutions to overcome any problems
Genuinely interested in and passionate about the market sector
Job Role: Operations Director
Responsible for developing and implementing short and long term Operational strategies and plans which result in the overall achievement of Company objectives and goals. Ensures that the business has the capability and resources to deliver the product portfolio to service, cost and quality targets. Responsible for Health, Safety and Environmental integrity. This role will usually encompass long term Planning and all areas of Engineering but not the wider supply chain areas such as stores and distribution.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is able to develop and deploy the operational strategy and present clear guidelines for future operations
Ensures that all activities are managed to maximise efficiency and effectiveness
To ensure that the business meets its targets and objectives for output and profitability
Drives performance improvement across a balanced scorecard of operational measures
Is able to introduce new systems and/or best practices to achieve increased performance
Is able to take a broad based view of events and activities which impact on the whole business
Is able to define the longer term impact and the wider implication of decisions being taken
Is able to develop and maintain a commercially focused departmental plan which supports the company wide strategic plan
Works closely with other members of the senior leadership team to understand how operational activities impact the achievement of the overall company strategy
A breadth of knowledge of running a sustainable business
Understand the end to end supply chain network from supplier to consumer
Knowledge of the functional area and how this relates to the wider business
Understands lean manufacturing processes and techniques and encourages the use continuous improvement throughout the organisation
Has an understanding of financial documentation and principles and uses this to identify opportunities to increase turnover
Educated to degree level or equivalent experience
Experience of managing in large food manufacturing environment
Proven track record of successful operational leadership and change management experience
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Is able to lead the operations area and align this with the wider business strategy
Oversees the cost efficiency and profitability of the overall company in conjunction with the Finance Director
Ensures optimum profitability through effectiveness, efficiency and co-ordination of all elements of business operations
Is able to network with local and national manufacturing bodies and other organisations to research new initiatives and explore opportunities for new markets
Expert in at least one of the key areas of operations, technical, engineering or supply chain
Extensive knowledge of business sustainability – waste, Is aware of current safety, health and environment initiatives throughout the manufacturing industry and looks at ways to integrate these in to the organisation
Six Sigma qualification
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Identifies and establishes a management team; recruiting, selecting and/or developing the appropriate talent required for the department
Provides the leadership, vision, direction and support required to be able to oversee the company’s operations
Oversees and manages change programmes to implement performance improvements and cultural changes
Demonstrates support for wider Company initiative and decisions
Creates an atmosphere where people feel encouraged to take ownership and responsibility
Delegates tasks in order to stretch and develop others
Monitors performance of team members and provides constructive feedback
Understanding of own responsibilities as a Director to health, safety and environment as per company policy and carry out the Company safe operating practices and procedures
Understands how to lead and manage people, processes, finance, resources, budgets, plans and projects
Understands the Change Management process
ILM Diploma in Leadership and Management Team Leading or equivalent
Demonstrable experience of leading people and performance
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Develops and supports others; actively up-skills direct reports through coaching and providing feedback at all available opportunities
Building and leading high performing team
Leads and champions change programmes
Is able to disseminate best practice gained from previous experiences
MBA
IoD Membership and/or Directoral qualification
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
High levels of numeracy is able to interpret budgets, variances and basic financial and statistical data and then take any necessary action
High levels of literacy is able to produce and understand complex documentation and reports
Is able to communicate in a clear and confident manner that involves and engages others
Good level of ICT is able to use relevant operating systems
Fluent with Microsoft IT packages
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
High level of literacy; produce presentation that sell the idea and engage the audience
Is able to communicate effectively in other languages
High level of numeracy is able to interpret budgets, variances and basic financial and statistical data, taking a pro-active approach to predict results and take necessary action
Is able to communicate at all levels and use terminology that is appropriate for the audience
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Highly ethical; treats all people, whatever their back ground with the same respect
Strong change management and influencing skills
Effective communicator with all stakeholders, who has high levels of self confidence
Gravitas with high levels of self-awareness
An empowering management style
Has a collaborative style and works hard to maintain relationships with others even under difficult circumstances
Hands on attitude; able to lead from the front ad across all levels of the business
Analytical, decisive, self-sufficient and resourceful
Ability to foster and develop a culture of continuous improvement
Commercial acumen and ambition to grow the business long term
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
A strong leader, capable of inspiring and leading high performing teams
Highly motivated
Excellent problem solving abilities
Leader rather than manager
Able to step up and replace MD
Role model of the company’s values, attitudes and desired behaviours
Job Role: Operations Manager
Responsible for managing the delivery of operational targets across all shifts including staffing and ensuring customer requirements are met on time and in full to quality standard. Usually encompasses medium term planning (3 – 6 month horizon).
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is able to identify and create team and plant future action plan to achieve business objectives
Can monitor and review production value of downtime, over running clean-downs and waste against daily production
Can monitor and review costs of supplies, ingredients, PPE, packaging, machine components etc, against daily production
Is able to write operating procedures and objectives and ensure these are met in respect of volumes and quality
Is able to identify and make plans to solve business challenges
Can monitor plant performance, seek to collect relevant data to feed into C.I. teams
Manages resources to ensure sufficient, appropriately trained staff are available to ensure consistent achievement of food safety, quality and GMP standards
Is able to assess technical requirements and assign the correct technical skills to support site priorities
Is able to utilise all staff across the site to support other production plants where appropriate
Organises manager meetings on plant to demonstrate commitment and maintain focus on food safety, quality and GMP standards
Is able to review food safety compliance & CCP’s with Technical staff and implement action plans
Is able to review all aspects of the quality management system and implement relevant understanding and training
Has an awareness of other departments’ business plans, shares information / knowledge to support the overall business
Understands own responsibilities to Health and Safety as laid down in the company Health and Safety
Understands content of risk assessments sufficiently to monitor and develop behaviours
Knowledge of at least one of the key areas of operations technical engineering supply chain
Knowledge of business sustainability – waste, energy
Understands the need to control costs within the financial budget
Has knowledge of encourages the use of continuous improvement tools and techniques
L3 Health and Safety
L3 Food Safety
Experience of working and managing in large manufacturing environment
Able to ensure continuous preparedness for third party audits and achievement of the highest grade against external standards
Can implement corrective action and continuous improvement plans from internal and third party audits against agreed timescales to meet food safety and quality KPIs
Is part of a proactive team that undertakes safety audits. Reviews health & safety corrective actions immediately and implement any improvements against agreed timescale
Ensures risk assessment plan is developed and completed for the department
Can turn innovative improvements into value adding objectives for C. I. initiatives
Supports the development and delivery of continuous improvements with key Business values and outline tangible benefits
Is able to support and cover responsibilities across all production sites in times when required
Is able to plan, prepare, analyse and monitor financial budgets/forecasts
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Is able to network with local and national manufacturing bodies and other organisations to research new initiatives and techniques
Leads a proactive team that undertakes safety audits
Has the ability to identify opportunities to increase turnover
Is able to plan and promote cross functional partnerships to support and communicate production issues
Develops an understanding of other food manufacturing approaches
Expert in at least one of the key areas of operations, technical, engineering or supply chain
Extensive knowledge of business sustainability – waste, energy
Is aware of current safety, health and environment initiatives throughout the manufacturing industry and looks at ways to integrate these in to the organisation
Is aware of current lean and continuous improvement practices throughout the manufacturing industry and consider ways to integrate this into the organisation
Six Sigma qualification
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is able to offer clear direction on the strategy and coach and develop direct reports accordingly
Is able to organise, monitor performance and support teams to achieve set objectives
Can recognise and utilise the strengths of team members to maximum benefit of business priorities
Is able to manage, develop and control the impact of organisational change within their department
Is able to liaise with senior management to agrees new improvements for the organisation
Can to deliver site performance in challenging and changing situations
Knows where to challenge and provide new thinking
Understands when to go the extra mile and when not to
Understands and takes ownership of plant budgets
Demonstrates awareness of financial implications of decisions / actions
Coaching training/qualification or equivalent experience
Management Level 4 qualification or equivalent
Change management training/qualification or equivalent experience
Is accountable for activities of own and other shifts across the site
Is able to make decisions to meet the longer term goals of the Business
Is able to defines roles and responsibilities for team members over a period of time
Works in a collaborative way to support and promote own and other team members to other departments
Is able to uses different leadership styles to suit a situation
Can mentor others to provide career development, advice and support
Acts as a central source of communication between teams, other departments and other sites
Promotes the good service of shifts / plants to other departments
Shares own experiences to help develop others
Takes responsibility for managers and supervisors and carries out the Company safe operating practices and procedures
Is able to tackle poor performance, conflict or inappropriate behaviour constructively
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Can provide inspiration and strategic direction and empower direct reports to do their jobs in their own way
Actively supports goals of other shifts / departments
Builds and supports effective cross-functional teams
Plans career moves for individuals to have a wider knowledge of other roles across the site
Is able to build and lead high performing teams
Is able to lead and champion change
Able to step up and replace Operations Director
Management Level 5 + qualification or equivalent
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Good level of numeracy is able to interpret budgets, variances and basic financial and statistical data and then take any necessary action
Good level of literacy – is able to read and write complex documentation and reports
Is able to communicate at all levels and use terminology that is appropriate for the audience
Is able to communicate in a clear and confident manner that involves and engages others
Good level of ICT e.g. SAP, Microsoft Word and Excel
Has a fluent understanding of all Microsoft IT packages
Literacy – L3
Numeracy – L3
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
High level of numeracy is able to interpret budgets, variances and basic financial and statistical data, taking a pro-active approach to predict results and take necessary action
High level of literacy - is able to read and write complex documentation and reports
Is able to communicate at all levels and use terminology that is appropriate for the audience
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Adopts an appropriate leadership style to motivate, lead and coach Team Members to achieve results
Has a collaborative style and works hard to maintain relationships with others even under difficult circumstances
Gives unpopular advice, makes difficult decisions and provides feedback without antagonising colleagues
Ensures any problems are dealt with in an appropriate way and in a constructive manner
Keeps composure and remains professional uncertain, pressurised and ambiguous situations
Takes an organised approach to work and identifies the steps needed to achieve the goal
Takes a Change orientated approach
Listens to all points of view, remains impartial and treats all people, whatever their back ground with the same respect
Applies empathy when dealing with people to understand their issues and takes time to listen
Responds positively to demands from internal and external customers
Draws on previous experience and demonstrates a strong instinct for how and why things work
Is decisive and will make decisions in a timely manner. Will have the confidence to stand by decisions unless fresh evidence or events dictate otherwise
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Adopts an appropriate leadership style to motivate, inspire, lead and coach Team Members to achieve excellence
Has a collaborative style and takes a long term view of all business relationships and builds relationships at every opportunity
Builds relationships which inspire trust in other departments
Role model of the company’s values, attitudes and desired behaviours
Acts as an ambassador for Change
Job Role: Operations Team Leader
This is usually a ‘hands on’ role, ensuring the smooth running of the line, that involves working on the production line but having extra responsibilities for the supervision of staff (but usually not recruitment and discipline).
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Ensures SOPs for all tasks are available, communicated and used to ensure standardisation of tasks
Ensure all procedures are followed and associated records are completed correctly
Is able to track performance targets v schedule
In conjunction with the shift manager and deputy shift manager, review and display performance against all KPIs and re-align, re-evaluate where necessary to maximise productivity
Is able to contribute to the planning, preparation and monitoring of financial budgets
Organise resource to ensure continuous compliance with food safety, quality and GMP standards
Ensure shutdown/handover/start up procedures are in place and the efficient operation and control of all resources in your area
Is able to identify problems and find potential solutions utilising lean tools and techniques
Assist and support equipment and material trials and ensure all settings and procedures are documented in accordance with site procedures
To meet the daily production plan and maintain customer service levels
Maintain Company operating procedures and work with the Quality Assurance team, completing appropriate QA documentation ensuring product quality and the support of all quality and customer standards
Stop production and report to immediate manager any concerns relating to the operation and functionality of food safety and quality issues
A full understanding of all the SOPs and KPIs within the team for which you have responsibility
A full understanding of all equipment procedures
An understanding of the HS&E management procedures: -
Accident Investigation, Accident Claims, Auditing Skills, Safety Teams, Near Miss System, Care Of Substances Hazardous to Health (COSHH), Behavioral Safety Approach, Emergency Procedures, Risk Assessment Process, Safe Systems Of Work
An overview of the Occupational Health Control Measures
An understanding of the Quality Management Systems: -
EDQ Every Day Quality, Product Quality Evaluation (PQE), Process Control Documentation, Complaint Investigation Technical Training for Line Managers (includes Food Safety Act) - Hygiene; Schedules, Clean As You Go (CAYG), Hazard Analysis Critical Control Point (HACCP), Audit, Personal Hygiene
A basic understanding of the impact the team has on finances
L2 Health and Safety
L2 Food Safety
NVQ L2 BIT Lean tools and techniques or equivalent work experience
Experience of managing continuous improvement processes, working in a Unionised environment and working in a Performance Management culture
Assist technical staff in assurance and verification that safety and quality standards for process, product and factory environment are consistently achieved
Contribute to risk assessment and accident/near miss investigation
Maintain and support the continued development of Operational control measures, OEE etc
Work as part of a proactive team that undertakes safety audits; assist in ensuring that matters identified are closed against agreed timescales
Be an active participant in the selection of and delivery of Continuous Improvement Projects
Liaise as required with (H&S, HR, Quality, NPD, Site Engineering) to identify all outstanding issues
Ensure cleaning and hygiene of equipment is at the required standard
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Approach, as required internal customers with problems and actively seek a solution
Report on shift performance against best practice
Assist group leaders in the planning, preparation and day-to-day monitoring of budgets
Investigate formal customer complaints with QA to improve both the production process and understanding of customer requirements
Understanding their role and how it fits into the overall process
High level of product awareness including; understanding of the ingredients involved through to the customer requirements
IOSH Managing Safely
L3 Food Safety
NVQ L3 BIT Lean tools and techniques or equivalent work experience
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is responsible for performance of Team Members; delegates, empowers and motivates people to achieve goals
Conduct regular monitoring of Team Members performance, is able to identify, evaluate and develop initiatives to ensure skill and competence levels are maintained
In conjunction with shift manager and deputy shift manager develop an annual training plan
Supervise people via agreed company policies and procedures
Ensure team is aware of their specific responsibilities and targets for the shift
Encourage staff to report near misses/accidents
Manage relevant production resources (labour, materials, equipment) effectively to ensure production targets are met
Assist in the implementation of operational project goals and report performance measures, providing information for relevant KPI’s in support of the established Company objectives
Communicates in a clear and concise manner, inputting into team briefings and meetings
Understand their own responsibilities as a Manager to health, safety and environment as per company policy and carry out the Company safe operating practices and procedures
Demonstrable experience of supervising people and performance
Internal company first line management course
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Develops and supports others - actively up-skills through training, coaching and providing feedback at all available opportunities to achieve excellence
Organise cross shift meetings with effective objectives
Improve own performance by being receptive to feedback and coaching, learning from the Manufacturing Manager at every opportunity
Organise/lead Operation meetings with effective objectives
Leads by example, demonstrating high standards of behavior, honesty and integrity
Step up in the absence of Line Manager
Have knowledge and understanding of the principles of Total Quality Management/ World Class Manufacturing
Develops knowledge of shifts/plants strategy and services and identifies own and team’s contribution
Understands the business need for NPD and technical trials
NVQ L2 Team Leading or ILM Certificate in Team Leading or equivalent would be a distinct advantage
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Fluent written and spoken English to be able to communicate to small groups
Good level of ICT e.g. SAP, Microsoft Word and Excel
Numerate with the ability to analyse and present basic statistical data
ESOL L2 English
Literacy – L2
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Ability to effectively communicate through written and oral methods up to middle management
Numerate with the ability to analyse, present and make recommendations on statistical data
ESOL L2 English
Literacy – L2
Numeracy – L2
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Adopts an appropriate leadership style to motivate, lead and coach Team Members to achieve results
Is willing and able to accept and adapt to change; including changing demands or objectives; willing to turn their hand to anything and never says “that’s not my job”
Customer focus/awareness - the willingness and ability to meet internal and external customer requirements and to deliver a right first time service
Takes personal responsibility and ensures that solutions happen
Has an influencing style but is willing to listen to and consider the views of others
Adopts a professional approach to work and maintains confidentiality
Uses critical thinking to solve problems and overcome barriers
Is task orientated and focused on objectives
Challenges the ‘norm’ when it is appropriate to do so
Has an empathetic style to Team Members and is able to put self ‘in others’ shoes’
Insight and Planning skills – ability to think ahead; ability to prioritise tasks when multiple stoppages occur, managing short-term requirements
Team working - the willingness and ability to cooperate with others to achieve common goals; sees themselves as part of a team and treats everyone around them with respect
Has an on-going commitment to quality, safety & hygiene standards-never turn a blind eye
Good organisational skills
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Adopts an appropriate leadership style to motivate, inspire, lead and coach Team Members to achieve excellence
Actively seeking a mentor or identifying own weaknesses and seeking own self-development
Continuously evaluates own performance and seeks feedback on how own contribution can be improved
Adapts to a high standard of team performance in a changing environment
Focuses on areas where value can be added to the business
Looks at ways of contributing to other departments
Working on own initiative, and with minimum supervision
Looks at ways of contributing to other departments
Puts team performance ahead of personal gain and builds proactive relationships
Drive for results - Inspires others to stay involved & focused on goal delivery, constantly challenging, remaining positive under demanding circumstances or times of poor performance and visibly celebrates success
Has a positive and motivating approach and is willing to offer an unpopular idea that would benefit the business
Works collaboratively
Make sound decisions with confidence and judgment and provides evidence to support
Demonstrates the drive to succeed on a personal level
Job Role: Packaging Technologist
Responsible for managing matters in relation to packaging, ensuring customer specifications and company targets are met. Ensuring packaging material is procured in line with Company policies and that emphasis is placed on new materials and techniques. Develop packaging for the business, manage and control stock levels, establish stock control systems, manage suppliers and negotiate best deals. Manage packaging projects as required.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is able to develop innovative packaging ideas from concept to launch in line with the customer’s brief
Is able to project manage the development of new packaging products, including artwork and factory trials, making new packaging concepts a reality and ensuring that the packaging they’re already using is both sustainable and of a consistent high quality
Is able to identify and work with suppliers to ensure quality of supply and best price has been negotiated
Can manage and control packaging stock levels and costs to agreed standards
In conjunction with NPD works closely with customers to build and strengthen relationships, understand their needs and provide packaging solutions
Has an understanding of the product, market trends, customer and end user
Can demonstrate a strong understanding of packaging development and the varied solutions for customers
Understands all legal requirements relating to packaging development involved in a food manufacturing environment
Understanding of the retail environment
Has an understanding of business finance with a commercial customer focus
Has knowledge of Lean manufacturing principles
Relevant professional qualification or equivalent experience
Experience in a Packaging Technologist role working for an FMCG brand, a food retailer, a food supplier or a packaging supplier
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Proactively reviews post launch performance and looks at areas for improvement
Builds strong relationship with suppliers to improve and update knowledge of materials and processes
IOP Professional
Recognised as an expert in your field
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Management of the development cycle from concept to launch
Is able to work as part of a cross functional team; engaging and collaborating effectively with colleagues from across the business
Identifies problems and highlights to NPD manager
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Is able to take a lead role in NPD projects and co-ordinate the activities of other team/project members
Identifies problems and highlights to NPD manager, offering potential solutions
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Good levels of literacy; is able to produce and present packaging mock ups
Good levels of numeracy; can interpret budgets, variances and basic financial and statistical data and then take any necessary action
Good levels of ICT
Has knowledge of how to use key operating systems
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Has a flexible and an adaptable style; is creative and innovative aswell as having a keen eye for detail and accuracy
Good presentation, influencing and communication skills
Picks things up quickly and can juggle multiple projects at one time
Adopts a collaborative approach, wanting to work well with internal colleagues at all levels
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Highly organised and can prioritise workload to ensure deadlines are met or propose solutions to overcome any problems
Creates and proactively seeks out opportunities to build effective relationships with other departments
Job Role: Planner
Prepare and implement the production plan to ensure objectives are met. Undertaken by someone with a great deal of experience in food and drink production processes. Liaises closely with procurement and production managers.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Liaise with managers of other departments ensuring effective service and communication, i.e. sales, planning, purchasing, trading, distribution and technical
Produce daily sales forecasts, comparing actual sales against forecasted and adjusting as appropriate
Communicate effectively with the dispatch and shift managers to keep them up to date at all times
Undertake projects or investigations as requested relevant to area of responsibility and/or career development
Scheduling and forecasting skills
Issue daily/weekly plans
Plan the manufacturing business units at the optimal efficiencies that maximises profitability while still maintaining the company KPI’s in cost, quality, service and Innovation
Accurate data inputting
Negotiate effectively with suppliers on contracts and prices
Chair regular planning meetings across all sites
Understanding of planning, procurement and use of appropriate systems
Understanding of computerised internal 2-way systems/Material Requirements Planning (MRP)/ Enterprise Resource Planning (ERP)
Project management
Knowledge of different types of products
Understanding of how role fits into wider business
Experience of producing production plans for a food or an FMGC business
2-3 years experience of being a Production/Demand Planner
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Adding value by developing skills and knowledge of the product
Liaise with and advise directors to ensure effective service and communication. I.e. sales, planning, purchasing, trading, distribution and technical
High level planning skills
Proactively guiding/advising sales to bring added value
Influencing, advising and challenging sales team
Ensure all relevant people attend regular planning meetings across all sites
Liaise with IT on introduction of new planning systems
A good understanding of planning, procurement and use of available best of breed systems
Ensuring minimal stock/just in time
Customer focus/100% service levels
Understands requirements of new customers and how to meet these
Business and financial knowledge
Understanding of the market and how to get best price
Product knowledge
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Support and empower team members to further their development
Manage performance of direct reports
Share information within the team
Organisation skills
Understands plant budgets and KPIs
Demonstrates awareness of financial implications of decisions / actions
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Persuade colleagues and other departments to implement production plan
Coordinate activities of others in different areas of operations
Process capability and improvement
Delegate/share role in order to further develop people and support succession planning
Continually improves own skills
Knows where to challenge and provide new thinking
Understands when to go the extra mile and when not to
Lean manufacturing
Management Level 4 qualification or equivalent
3 + years management experience
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Ability to communicate and influence
Excellent written and verbal communication skills
Strong numerical skills
Good IT skills
Intermediate Excel
Fluent in use of Microsoft IT packages including Word
A Level standard
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Is able to communicate at all levels and use terminology that is appropriate for the audience
Advanced level Excel Degree standard
Extensive experience of MRP / ERP
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Resilience
Problem solving
Negotiation
Highly organised
Persuasive nature
Creating positive relationships and communicating/working effectively within own department, and with other departments and key stakeholders
Continuing to develop understanding
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Prioritising needs of business
Challenging at all levels/sales/production/dispatch
Motivating others
Job Role: Production Manager
This role oversees and monitors production, as well as having overall responsibility for staffing and related issues. A detailed knowledge of the product and production processes is essential at this level and within such areas as craft bakery and meat and poultry this person would be a highly skilled baker or butcher or have a good knowledge of the appropriate process parameters and their influence on the product.
This role is often in charge of a section of production and would report regularly into the Factory Manager or Operations Manager on production levels. Also works to ensure staffing and recruitment levels are adequate. A ‘hands off’ role, not normally working in the production area. A high level of knowledge of product and processes is required.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Ensures continuous compliance with food safety, quality and GMP standards
Identifies own and Team Members training requirements
Is able to track performance targets v schedule
Develop plant ownership, aiming to increase plant/machinery utilisation and performance
Ensure investigations in to breakdowns get to root cause of the issue
Project Management skills; delegate tasks appropriately to direct reports
Lead continuous improvement projects through Process Improvement Teams (PIT) and ensure CI approach to changeovers and downtime are implemented
Carry out equipment and material trials and ensure all settings and procedures are documented in accordance with site procedures
Ensure all procedures are implemented and associated records are completed correctly
Is able to correctly assesses demands, plans and organises resource appropriately and ensure people have the correct skills levels for appropriate role
Assist technical staff in assurance and verification that safety and quality standards for process, product and factory environment are consistently achieved
Ensure suitable corrective action is in place with food safety and quality issues
Stop production and report to Technical any concerns relating to the operation and functionality of CCP’s
Has an understanding of the broader business outside of own function and the interdependencies between own department and others
Knowledge of GMP and the impact/contribution of your function: -
planning and operations KPI’s, health, safety and environmental procedures and manage compliance, food safety and quality KPI’s, production value of products, cost of downtime, over running, cost of supplies, ingredients, PPE, packing etc
Understand the principles of Continuous Improvement, use appropriate tools and techniques to motivates Team Members
Engineering degree or equivalent qualification/experience
Experience of modern manufacturing practice
IOSH Managing Safely
L3 Food Safety
HACCP
Project Management qualification or experience
Ensure that all staff are aware of the hazards in the workplace; ensure risk assessments are considered for all activities, routine and non-routine
Is as part of a proactive team that undertakes safety audits; assist in ensuring that matters identified are closed against agreed timescales
Will liaise appropriately with internal customers (H&S, HR, Quality, NPD, Logistics, Site Engineering including services and Finance) to identify all issues and agree action plan including timescales
Keeps shift data updated and ensures there is a detailed shift handover to meet opposite shift manager
Is able to anticipate potential problems or delays and plans accordingly
Uses problem solving techniques to eliminate root cause of problems
Is able to implement Company policies
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Takes a long term view to assess future demands and develops a people plan to ensure people have the correct skills levels for the future
Takes ownership and drives compliance with food safety, quality and GMP standards across the business
Is able to develop new and current Company policies
Partners with HR to create development plans for Team Members to increase performance
Has an understanding of the overall broader business and the sector in general i.e. competitors
Understand the principles of Continuous Improvement and has the ability to tactically apply these to different situations
IOSH Managing Safely – works embeds this as a culture
Prince 2 Project Management
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is accountable for performance of Team Members; coaches, delegates, empowers and motivates people to achieve goals
Is able to create the right culture where staff are encouraged to report near misses/accidents
Is able to develop and facilitate direct reports to enable them to carry out the Company safe operating practices and procedures
Cascade all KPIs clearly to all team members so that they are understood and aligned with the business objectives
Review performance against all KPIs and re-align, re-evaluate where necessary to maximise productivity
Promotes team working by encouraging involvement from team members
Manages people via agreed company policies and procedures
Is able to communicate key information and listens to feedback from the team
Understand their own responsibilities as a Manager to health, safety and environment as per company policy and carry out the Company safe operating practices and procedures
ILM Certificate in Leadership and Management Team Leading or equivalent
Demonstrable experience of managing people and performance
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Develops and supports others; actively up-skills direct reports through training, coaching and providing feedback at all available opportunities so that they are able to step up into Production Manager role
Is able to identify that the right skills required for high performance and succession plan accordingly
In conjunction with HR/Training, develops an annual training plan for own team and measures performance against this
Adapts to a high standard of team performance in a changing environment
Is able to take a strategic view of the business needs and benchmark externally to implement long term plans
Is able to focuses on areas where value can be added to the business
Chartered Management qualification
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Good level of numeracy is able to interpret budgets, variances and basic financial and statistical data and then take any necessary action
Is able to communicate in a clear and confident manner that involves and engages other
Good level of ICT e.g. SAP, Microsoft Word and Excel
Fluent with Microsoft IT packages
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
High level of numeracy is able to interpret budgets, variances and basic financial and statistical data, taking a pro-active approach to predict results and take necessary action
Is able to communicate at all levels and use terminology that is appropriate for the audience
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Adopts an appropriate leadership style to motivate, lead and coach Team Members to achieve results
Adopts a professional approach to work and maintains confidentiality
Actively supports company site wide initiatives
Treats others with courtesy and respect
Is willing and able to accept and adapt to change; including changing demands or objectives; willing to turn their hand to anything and never says “that’s not my job”
Has an influencing style but is willing to listen to and consider the views of others
Is results driven and wants to achieve personal objectives
Promotes a positive environment for the team to operate in
Shows appreciation to team after work is complete on an on-going basis
Sustains team morale even when under pressure
Appreciates that all individuals have something to contribute and utilise this effectively
Manages emotions and shows professional integrity
Make sound decisions with confidence and judgment
Promotes and is accountable for activities of own shift
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Adopts a leadership style that inspires and motivates others achieve excellence
Has a proactive approach to work focussing on areas where value can be added to the business
Sets appropriate standards of behaviours and wants the team and the business to excel
Is able to drive change within the department
Actively seeking a mentor or identifying own weaknesses and seeking own self-development
Continuously evaluates own performance and seeks feedback on how own contribution can be improved
Works collaboratively
Make sound decisions with confidence and judgment and provides evidence to support
Demonstrates the drive to succeed on a personal level
Job Role: QA Auditor / Compliance Manager
Responsible for co-ordinating, monitoring and maintaining any quality auditing systems, as advised by manager.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Ability to describe sensory experience
Completing internal audit programme
Corrective action plan observance
Validating pack coding compliance
Good Manufacturing Practice verification
Verification of record sheets and non-compliance investigation (e.g. complaints)
Producing technical reports
Thorough knowledge of the Quality Audit and Process Control procedures applicable to the products in his/her area
Knowledge of British Retail Consortium standards
HACCP awareness validation & verification
Understanding of impact of recipe variance on final product nutrition compliance
Understanding of impact of recipe variance on final product allergen compliance
Basic microbiology
Corrective action plan observance
Company policy observance
Awareness of personal hygiene and good housekeeping standards
Awareness of Pest Control
Understanding of problem solving tools and techniques
Level 4 ability
Basic food hygiene application (level 2 qualification)
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Leading internal audit programmes
Leading internal legal compliance audits
Leading external legal compliance audits
Managing corrective action plans
Making recommendations concerning changes to the product specification
High level understanding of impact of recipe variance on final product nutrition compliance
High level understanding impact of recipe variance on final product allergen compliance
Intermediate microbiology
Project management
Understanding of lean tools and techniques
Level 5 ability (foundation degree)
Intermediate Food Hygiene
5 years experience of modern manufacturing practice
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Provides daily team briefings
Training of shop floor staff to mid level management in ‘right first time’ and ‘quality awareness’
Grasp exactly what drives cost within their area and be able to oversee the bigger picture in order to reach the businesses desired goals
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Training of shop floor staff to senior management in ‘right first time’ and ‘quality awareness’
Challenges underperformance in a positive manner
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Good level of level of numeracy is able to interpret budgets, variances and basic financial and statistical data and then take any necessary action
Is able to communicate verbally and in writing in a clear and confident manner that involves and engages others
Good level of ICT e.g. Microsoft Word and Excel
Fluent with Microsoft IT packages
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
High level of numeracy.
Is able to communicate at all levels and use terminology that is appropriate for the audience
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Works well with other colleagues to common goals
Minimises conflicts
Follow up action plans
Overcomes resistance to change
Company policy observance
Works within budget plan
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Outstanding communicator - leading an audience and gaining commitment
Pragmatic
Innovative approach to achieving solutions
Job Role: QA Manager
Responsible for implementing quality systems and monitoring the production process. They are expected to identify faults and recommend improvements. Someone in this role would be expected to keep detailed records concerning the technical quality of the processes through which products pass as well as organise the testing of products and procedures.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
CCP auditing
Management of food redevelopment programme to meet nutritional requirements
Managing internal audit programme
Hosting external legal compliance audits
Incident investigation
Traceability record collection and capture
Site liaison
Corrective action plan management
Management of product flow to assure shelf life compliance at all stages of the production and packaging processes
Contract and supplier management
Management of validation programme to meet allergen risk minimisation requirements
Corrective action plan management
Environmental KPI modification
Standard report writing
Compliance of products, processes and the warehouse/manufacturing environment and personnel to current EU and UK standards
Manage, update, communicate and audit for compliance to quality, safety and GMP policies/procedures in QMS
Awareness of customers’ sensory testing schemes (and BS:ISO 11056 series for food development roles)
Understanding of enforcement powers
Demonstrate knowledge of quality systems and procedures
Knowledge of GMP
Knowledge of planning and operations processes and KPI’s
Environmental awareness
Understands the business need for NPD & technical trials
Knowledge of correct methods for effective calibration of equipment
Knowledge of supplier management systems
Expected minimum level 6 qualification (e.g. BSc biosciences) plus 2 years appropriate industry experience
Level 3 HACCP
Intermediate microbiology
Intermediate food hygiene (level 3 qualification)
Experience of modern manufacturing practice
Minimum Managing Safely (IOSH) accredited
Ensure safe working practices, all policies and procedures are in place and are adhered to
Communicate accreditation standards requirements to site teams
Participate in safety and quality audits, ensuring non-conformances are documented and appropriate corrective actions are completed to schedule
Ensure that risk assessments are completed and actioned
Ensure all products are released in a timely manner, meeting all food safety, micro and sensory standards
Has authority to suspend production at any time if the above conditions are compromised
Contribute to site strategy ensuring Best Practice is implemented
Ensure sufficient team skills & resource to meet site requirements and priorities of objectives and production plan
Provide technical and technological experience to the site
To define, set, implement, maintain and audit technical specifications and standards in the site QMS, according to industry best practise
Maintain, promote & drive conformance to site HACCP, SOPs& CTOPs (QMS) to deliver RFT product
Produce a monthly report of performance against plan
Deliver Improvement plans covering all operational KPIs within the roles scope
Support the business to ensure effective introduction of new ingredients, equipment and products in a timely manner with regard to food legislation, food safety, product quality and health and safety
Maintain systems and controls to ensure that quality production delivery is at the forefront of all activities
Calibrate and monitor laboratory and process control equipment
Promote and support manufacturing in a continuous improvement approach to both reduce customer complaint levels year on year, and also enhance consumer satisfaction by product quality advancement
Through structured recruitment, training and development of staff build a team that operates self sufficiently to consistently high standards
To provide for the future needs of the site, the department and individuals, by promoting a high achiever philosophy through tailored personal development
Identify own training needs and with Technical Manager agree a time plan for achieving this
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Drive and maintain all accreditation standards, communicating requirements to site teams
Lead safety and quality audits, ensuring non-conformances are documented and appropriate corrective actions are completed to schedule
Establish and maintain a culture that enhances behavioural awareness to reduce accidents and near misses
Advise and lead QA strategy linked to wider strategy and achievement of objectives
Identify critical strategic priorities for QA
Manage calibration programme to ensure all laboratory and process control equipment conforms to standard
Drive effective relationships with key suppliers
Lead site risk assessment reviews from a quality perspective
Demonstrable understanding of customers’ sensory testing schemes (and BS:ISO 11056 series for food development roles)
Extensive knowledge of developing and managing effective quality systems and procedures
Knowledge of best practice on alignment of QA with planning and operations KPI’s
MSc in biosciences plus 5 years appropriate industry experience
Level 4 HACCP
advanced microbiology
Food hygiene (level 4 qualification)
Experience of using FMEA and other tools and techniques to minimise risk on product quality
Extensive experience of modern manufacturing practice
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Lead the quality function
Providing targeted training throughout the operation
Training of shop floor staff to mid level management in lean principals and organising training events
Acting as a mentor and facilitator to colleagues leading their own improvement projects
Grasp exactly what drives cost within their area and be able to oversee the bigger picture in order to reach the businesses desired goals
Managing people
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Training of shop floor staff to senior management in lean principals and organising training events
Leading cross functional projects and teams
Deputising for the Technical Manager
Effective project management Experience of incorporating continuous improvement / business transformation into overall business strategy
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Good level of level of numeracy is able to interpret budgets, variances and basic financial and statistical data and then take any necessary action
Is able to communicate in a clear and confident manner that involves and engages others
Good level of ICT e.g. SAP, Microsoft Word and Excel
Good financial acumen
Fluent with Microsoft IT packages
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
High level of numeracy is able to interpret budgets, variances and basic financial and statistical data, taking a proactive approach to predict results and take necessary action
Is able to communicate at all levels and use terminology that is appropriate for the audience
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Food safety compliant
Quality compliant
Promote clarity and consistency of values, standards, and common ways of working for colleagues at all levels of the organisation
Passionate about change with a willingness to embrace new concepts and an ability to sell them into all stakeholders
Project management experience, innovative problem solving combined with excellent organisational skills
Facilitating cultural change within a FMCG environment is essential
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Outstanding communicator - leading an audience and gaining commitment
Pragmatic
Innovative approach to achieving solutions
Job Role: QA Technician
Involves routine testing to parameters set by a manager.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Ability to participate as a trained sensory panellist
Completing specific internal audits
Identify and report non-compliances and patterns
Produce action plans to address non-compliances
Basic food hygiene observance
GMP observance
Corrective action plan non-compliance and reporting
Company policy non-compliance and reporting
Completion of hard copy and electronic records
Compliance of products, processes, the manufacturing/warehouses environment & personnel to current EU and UK food safety legislation and BRC, ISO requirements
Update, communicate & audit for compliance to quality, safety and GMP policies/procedures in QMS
Personally demonstrate the correct safety and hygiene behaviours
Carry out safety and quality audits as appropriate ensuring non-conformances are documented and reported
Ensure effective quality/food safety handover to appropriate QA techs at shift change
Maintain continuous dialogue with deputy shift manager regarding food safety and quality issues
Actively support site wide briefings
Maintain confidentiality
Attend formal meetings weekly/monthly as required to promote food safety/quality input
‘Audit-ready’
Aware of product quality control and testing parameters for each product
HACCP awareness
Basic healthy eating understanding
Enforcement officer awareness
Basic microbiology
Awareness of necessity for accurate date coding
Basic allergen awareness
Basic awareness of existence of legal requirements and food legislation
Understanding of products
Company KPIs as these relate to QA
Expected minimum ability level 3 qualification (GCSEs)
Basic food hygiene observance (level 1 qualification)
H&S Level 2
Food safety Level 3
HACCP Level 2
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Where standards not met give feedback with explanation of why
Communicates effectively to others on changes in audit standards and regulations
Develop internal audit plans
Review progress against internal audit and other corrective action plans
Arrange and run site wide briefings
Arrange and run formal meetings weekly/monthly as required to promote food safety/quality input
Demonstrate to production staff how they can add real value rather than ‘ticking a box’ and being ‘policed’
Understand knock on effects of role/actions
Knowledge of current audit standards and regulations
Sufficient product knowledge to apply appropriate flexibility in relation to standards
High level understanding of healthy eating
High level understanding of microbiology
Basic allergen awareness
Basic awareness of existence of legal requirements
Understand all accreditation standards, communicate requirements to shift teams
Understand due diligence and consequences of controls/failings
Financial awareness
Experience as QA Technician and of audits in food industry
Expected minimum ability level 5 qualification (GCSEs)
Basic food hygiene observance (level 2 qualification)
H&S Level 3
HACCP Level 3
Train the trainer
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Offers advice and passes on new knowledge to the teams
Encourages others to buddy up with QA
Anticipates and controls impact of organisational change
Mentors improvement team initiatives
Agrees new improvements through senior manager groups
Drives and organises teams to achieve set objectives
Promotes and is accountable for activities of own and other shifts across the site
Seeks to deliver site performance in challenging and changing situations
Builds relationships which inspire trust in other departments
Makes decisions to meet the longer term goals of the Business
Defines roles and responsibilities for team members over a period of time
Supports and promotes own and other team members to other departments
Mentors others to provide career development advice and support
Applies CPD to better understand products and processes
Understands plant budgets
Demonstrates awareness of financial implications of decisions / actions
Understands standard operating procedures
Management Level 4 qualification or equivalent
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Utilises shift trainers to support other areas of the site/business
Exploits the strengths of team members to maximum benefit of business priorities
Shares own experiences to help develop others
Responsibilities for managers and supervisors, and carries out the Company safe operating practices, and procedures
Anticipates and controls impact of organisational change
Knows where to challenge and provide new thinking
Understands when to go the extra mile and when not to
Takes ownership of plant budgets
Management Level 5 + qualification or equivalent
3 + years management experience
Food business experience
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Good level of level of numeracy is able to interpret budgets, variances and basic financial and statistical data and then take any necessary action
Good level of literacy
Is able to communicate in a clear and confident manner that involves and engages others
Good level of ICT e.g. SAP, Microsoft Word and Excel
Fluent with Microsoft IT packages
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
High level of numeracy is able to interpret budgets, variances and basic financial and statistical data, taking a proactive approach to predict results and take necessary action
High level of literacy
Is able to communicate at all levels and use terminology that is appropriate for the audience
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Audit ready behaviour
Organised
Enquiring mind
Reliable and trustworthy
Supportive too others
Gives constructive feedback
Maintains relationships with others even when unable to provide appropriate service due to circumstances out of one’s control
Ensures any problems are dealt with on a face-to-face basis and in a constructive manner
Maintains positive relationships with others across the company
Implements new approaches which improve the service the teams offer
Remains poised in uncertain and ambiguous situations
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Highly motivated
Seeks to add value rather than just ‘ticking the box’
Gives unpopular advice / decisions without antagonising colleagues
Creates / seeks out proactively opportunities to build relationships with other departments
Embraces and champions continuous improvement and change for the better in relation to self and to the company
Job Role: Scheduler
This individual requires a good understanding of production processes; this person schedules production hour by hour through the business to ensure the completion of products in a manner effective in the factory that meets life and out load constraints.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Develop and implement scheduling run strategies which assist in the attainment of company material usage and efficiency goals
Execute the plans for capacity, the reduction of aged inventory and material and labour optimization
Prepare reports, analyses and other statistics pertaining to production efficiencies, manufacturing processes, material usage, rework, inventory, shipping and product transfer
Respond quickly and effectively to internal and external customers including weekly reporting and conversations with production manager
Liaise with sales and purchasing
Maintain the integrity of the corporate support systems and databases for real time information accuracy including other manufacturing facilities
Ensure transactional integrity of all materials flowing in and out of plant
Manage raw material inventory and work in progress to coincide with required inventory levels
Ensure proper material flow in order to reduce age issues and ensure optimal raw material usage
Support just in time efforts of purchasing
Provide inquiries with scheduled production line time
Maintain targeted weeks of supply for all finished goods
Understanding of manufacturing process and inventory management environments
Understanding of key targets
Understanding of the supply chain, including transportation, procurement, and warehouse functions to ensure material flow
Understanding of customer KPIs and requirements
Knowledge of scheduling computer systems
Experience in scheduling role
ERP, MRP, JIT, and CRP
Background in food manufacturing or warehouse environment
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Lean manufacturing
High level planning skills
Financial awareness Minimum two years of College
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Provide forecast insight to manufacturing for productivity improvements, and internal and external individuals for improved planning, inventory rotation and plant efficiencies
Manage and provide direction to warehouse, QA and manufacturing on HCCP, MICRO and HOLD programmes and inventory demands and processes
Able to re-prioritise as and when required
Collaborate with shop floor
Understands the business
Understands plant budgets and KPIs
Demonstrates awareness of financial implications of decisions / actions
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Process capability and improvement Knows where to challenge and provide new thinking
Understands when to go the extra mile and when not to
3 years in food manufacturing
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Good written and verbal communication skills
Strong numerical skills
Good IT skills
Proficient in the use of PC and Main Frame software
Intermediate Excel
Fluent with Microsoft IT packages
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Is able to communicate effectively at all levels and use terminology that is appropriate for the audience
Advanced level Excel
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Results focused
Excellent interpersonal skills
Ability to work weekends as required
Excellent problem solving abilities
Creating positive relationships and working effectively with colleagues
Flexible
Working unsupervised and taking the initiative
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Prioritising needs of business
Able to think on feet
Job Role: Skilled Operative
The range of skills required in this role varies greatly from business to business. Increasingly, the need for operatives to be skilled in a number of areas is key to a company’s ability to react quickly to market demands.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Follow and implement Standard Operating Procedures (SOP’s) and work with the QA team to ensure the appropriate QA documentation is completed and signed off to ensure product quality
Participating in the writing of new SOP’s and adherence to – Team Leader to sign off
Timely and accurate product quality control including on-line testing, product specification and quality recording
Information recording (e.g., SIC recording, identifying losses, average weight, components of OEE, etc.)
Analysis of trends in product quality and identifies opportunities for improvement; audits completion of quality documentation; communicates to others due diligence requirements
Manages completion of corrective and preventive actions; trend analysis and reporting of data e.g. near miss vs accidents causes, types etc.; completes external reporting (e.g. RIDDOR)
Participate in continuous improvement activities
Be responsible for and promote Good Manufacturing Practice (GMP) and 5S practices
Operate production equipment across and along lines at correct speeds and outputs according to SOP’s and QEHS standards
Participate in waste minimisation with respect to product & packaging, downtime, quality and energy
Ensures SOPs are understood and applied to ensure standardisation of tasks
Detailed understanding of the manufacturing process and all quality aspects to be observed
Awareness and application of hygiene standards, food safety, health and safety
Good understanding of environmental permit and management system requirements
Understand the requirements of ordering and returning raw material
Level 2 Food Safety
L2 Health and Safety
L2 Apprenticeship
2 -3 years’ experience of operating production equipment in a quality focused and performance driven factory environment, ideally operating large scale automated machinery
Experience of applying high fault finding and problem solving skills in a fast paced production environment
Carry out basic fault finding activity and basic maintenance, in accordance with organisational procedures, to identify current and possible future faults
Use and maintain purpose made tools and PPE correctly
Can assist other Operators and Technicians along and across lines, including maintenance days and special cleans
Clean, lubricate and grease equipment according to specifications and schedules
Support the Team Leader in coordinating the activities of the team, ensuring that targets are communicated and labour is utilised effectively to ensure continuity of OEE
Implement health and safety regulations, ensuring that the team work within ‘safe systems of work’
Ensure full compliance with Company Quality, Food Safety, Environmental and Health & Safety requirements
Communicate progress to plan any H&S/quality issues to the Senior Operative coming on shift
Notify staff of new hazards, near misses or accidents
Ensure all cleaning material / equipment is in the correct place and to the agreed stock levels
Be competent in completing machine changeovers
Ensure full control of yields / stock of materials and ingredients used within work area
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Be able to recognise trends in raw materials and identify impact on product
Identify Continuous Improvement projects and undertake project work as and when required
Looks for improvements in waste minimisation and ways maximising yields
Understanding their role and how it fits into the overall process
High level of product awareness including; understanding of the ingredients involved through to the customer specifications
Be able to suggest potential reasons for poor quality product
Knowledge of the wider industry and the impact this has on the organisation e.g. competitors activity and energy prices etc.
L3 Apprenticeship
Craftsman certificate - where applicable to the role
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Highlights any issues that may affect safety of all food being processed immediately to the Team Leader / Section Leader
Highlights any Health and Safety issue to the Team Leader / Section Leader immediately
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Role model to others and supporting new starters
Organise competency assessments and training; complete relevant training paperwork, review compliance to SOP’s
Highlighting issues and offering potential solutions
Step up in the absence of Team Leader
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Read basic ingredients and instruction sheet
Using IT equipment
Good written and verbal communication skills
Understand and follow verbal instructions
Basic level of ICT
ESOL E2 English
Literacy – E2
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Is able to communicate confidently to engage in 2-way discussion with their line manager
ESOL L2 English
Literacy – L2
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Ability to work well in a team
Appreciates and respects different approaches to work i.e. is open to Continuous Improvement
Has a flexible approach to work and carrying out reasonable alternative duties
Does not compromise on Food Safety
Stays focussed on the end result expected
Is undeterred by negativity of others
Sees through to completion the results that are set out to be achieved
Is not discouraged by failure or obstacles, but is realistic in the face of feasible alternatives
Considers others when making decisions
Treats people as equals and generates a rapport built on trust and honesty
Attends/reads communication updates when prompted
Demonstrates a ‘can do’ attitude and a desire to contribute to the shift routine
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Asks questions, challenges the ‘norm’
Raises questions and concerns when faced with an ethical or compliance issue; applies integrity in all aspects of professional conduct
Willingness to get involved in the development of other’s
Wants to be recognised for their own skills, i.e. recognition awards etc
Takes responsibility for CPD
Is self-motivated and creates a positive environment for the rest of team
Demonstrates motivation and commitment to mundane/physical tasks
Confident to ‘have a go’ when outcome is uncertain – and to make it work when it goes wrong
Resilient
Adopts a practical, no-nonsense approach: “what can we do to sort this out?”
Communicates key information and listens to feedback from the team
Job Role: Supply Chain Manager
Responsible for all aspects of material flow through the business from Goods In to Distribution. This includes inventory strategy and material flow through Production.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is able to develop and deploy the Supply Chain strategy in line with overall business, delivering robust systems that ensures a stable and cost effective supply chain
Manages the end to end supply chain function ensuring optimum success at every stage and customer satisfaction
Ensures financial management control on functional and operational budgets , whilst maintaining product availability
Manages the customers supply plan against agreed targets on service levels, stock holding and collaborative forecast accuracy
Champions system and process improvements for the department
Is able to take a broad based view of events and activities which impact on the whole business
Is able to define the longer term impact and the wider implication of decisions being taken
Is able to develop and maintain a commercially focused departmental plan which supports the company wide strategic plan
Works closely with other members of the senior leadership team to understand how Supply Chain activities impact the achievement of the overall company strategy
Good level of understanding of all areas of control, such as warehousing/distribution, production planning principles and systems
Understands own responsibilities to Health and Safety as laid down in the company Health and Safety
Understands industry trends in logistics, replenishment and merchandising and can incorporate this into existing or new projects
Has a detailed understanding of the overall business strategy and how the function commercially supports and impacts this
Educated to degree level in a relevant subject or equivalent /relevant experience
Extensive experience at a senior level with FMCG
Proven track record of success in a manufacturing environment
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Actively encourages continuous improvement initiatives in other areas that impart Supply Chain
High level project management skills gained from extensive experience in overseeing all aspects of the supply chain
In depth and detailed knowledge of all areas of control, such as production, warehousing/distribution, production planning principles and manufacturing systems
Good understanding of the customer/s and their requirements uses this information to shape Supply Chain strategy
Has a detailed understanding of the sector, including competitors and uses this to shape the Supply Chain strategy
MBA/MSc in Supply Chain related area
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Identifies and establishes a management team; recruiting, selecting and/or developing the appropriate talent required for the department
Is able to provide the team with the leadership, vision, direction and support required
Oversees and manages change programmes to implement performance improvements and cultural changes
Demonstrates support for wider Company initiatives and decisions
Creates an atmosphere where people feel encouraged to take ownership and responsibility
Delegates tasks in order to stretch and develop others
Monitors performance of team members and provides constructive feedbacky
Understands own responsibilities for the team towards HSE company policy and manages the team within legal guidelines
Understands how to lead and manage people, processes, finance, resources, budgets, plans and projects
Understands the Change Management process
ILM Diploma in Leadership and Management Team Leading or equivalent
Demonstrable experience of leading people and performance
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Develops and supports others; actively up-skills direct reports through coaching and providing feedback at all available opportunities
Building and leading a high performing team
Drives business wide progressive change through the leadership of cross functional projects
Is able to disseminate best practice gained from previous experiences
Knows where to challenge and provide new thinking
Understands when to go the extra mile and when not to
High level of commercial acumen
World class business performance
Management Level 5 + qualification or equivalent
5 + years management experience
Food business experience
Lean manufacturing
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
High levels of numeracy is able to interpret budgets, variances and financial and statistical data and then take any necessary action
High levels of literacy is able to produce and understand complex documentation and reports
Is able to communicate in a clear and confident manner that involves and engages others
Good level of ICT is able to use relevant operating systems
Fluent with Microsoft IT packages
Advanced Microsoft Excel user
Familiarity with computer-based MRP / ERP systems
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
High level of numeracy is able to interpret budgets, variances and financial and statistical data, using this to shape the strategy
Is able to communicate at all levels, using terminology that is appropriate for the audience and will encourage 2 way communication
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Highly ethical; treats all people, whatever their back ground with the same respect
Strong change management and influencing skills
Effective communicator with all stakeholders, who has high levels of self confidence
Gravitas with high levels of self-awareness
An empowering management style
Has a collaborative style and works hard to maintain relationships with others even under difficult circumstances
Hands on attitude; able to get involved in the detail but also possess the ability see the bigger and offer strategic guidance
Analytical, decisive, self-sufficient and resourceful
Ability to foster and develop a culture of continuous improvement
Commercial acumen and ambition to grow the business long term
Motivates the team to achieve a culture of Supply Chain excellence
Creates and proactively seeks out opportunities to build relationships with other departments
Remains poised in uncertain and ambiguous situations
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
A strong leader, capable of inspiring and leading high performing teams
Highly motivated
Excellent problem solving abilities
Leader rather than manager
Role model of the company’s values, attitudes and desired behaviours
Job Role: Technical Manager
Responsible for all technical aspects of the business, from product quality and safety to legal and ethical requirements. Implements the appropriate processes for these areas. This role may be the lead Technical contact with the customer, promoting and developing their technical projects and initiatives. As well as managing customer visits, queries, complaints or rejections.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Determination of quality policy and design of audit programme
Part of site incident team
Lead site technical communications
Liaise with Government/outside agencies and professional bodies
Corrective action plan development
Risk and contract scope determination
Development of action plan as necessary
for site environmental KPI determination and legal observance
Managing external legal compliance audits
Advanced microbiology results interpretation and site legal observance
Interact effectively with customers
Builds and maintains credibility and reputation with customers and internally
Sound understanding of customers’ sensory testing schemes and BS:ISO 11056 series
Sound understanding of product shelf life influences/constraints
Understanding of Government policy, retailer customer strategies or requirements and risk management opportunities
Sound understanding of legal obligations and enforcement mechanisms
Sound understanding of customer requirements
Expected minimum level 6 qualification (ideally BSc biosciences)
Level 4 HACCP training and site legal observance
Advanced food hygiene (level 4 qualification)
5 years appropriate industry experience
Auditor training
BRC training
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Develop company policy
Lead development and implementation of quality policy and audit programme
Ensure company policy is complied with throughout the company – dictate the required standards and ensure all comply with these
Lead implementation of corrective action plans
High level understanding of customers’ sensory testing schemes and BS:ISO 11056 series
High level understanding of product shelf life influences/constraints
Able to interpret company Government policy, retailer customer strategies or requirements and risk management opportunities and inform company strategy
Detailed knowledge of legal obligations and enforcement mechanisms
MSc/PhD in biosciences
Level 5 HACCP training and site legal observance
Advanced food hygiene (level 5 qualification)
8 years appropriate industry experience
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Passes on new knowledge to the teams
Anticipates and controls impact of organisational change
Mentors PIT initiatives
Agrees new improvements through senior manager groups
Drives and organises teams to achieve set objectives
Promotes and is accountable for activities of own and other shifts across the site
Seeks to deliver site performance in challenging and changing situations
Builds relationships which inspire trust in other departments
Makes decisions to meet the longer term goals of the Business
Defines roles and responsibilities for team members over a period of time
Supports and promotes own and other team members to other departments
Mentors others to provide career development advice and support
Actively supports goals of other shifts / departments
Builds and supports effective cross-functional teams
Knows where to challenge and provide new thinking
Understands when to go the extra mile and when not to
Understands and takes ownership of plant budgets
Demonstrates awareness of financial implications of decisions / actions
Management Level 4 qualification or equivalent
can be channelled through continuous improvement initiatives
Uses different leadership styles appropriately
Develops and delivers fault finding and route cause analysis workshops for critical machines
Turns innovative improvements into value adding objectives for continuous improvement initiatives
Takes a long term view of all business relationships & builds relationships at every opportunity
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Good level of level of numeracy is able to interpret budgets, variances and basic financial and statistical data and then take any necessary action
Good level of literacy
Is able to communicate in a clear and confident manner that involves and engages others
Good level of ICT e.g. SAP, Microsoft Word and Excel
Fluent with Microsoft IT packages
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
High level of numeracy is able to interpret budgets, variances and basic financial and statistical data, taking a proactive approach to predict results and take necessary action
High level of literacy
Is able to communicate at all levels and use terminology that is appropriate for the audience
Appropriate foreign language skills
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Resilient
Diplomatic
Maintains relationships with others even when unable to provide appropriate service due to circumstances out of one’s control
Gives unpopular advice / decisions without antagonising colleagues
Ensures any problems are dealt with on a face-to-face basis and in a constructive manner
Creates / seeks out proactively opportunities to build effective relationships with other departments
Implements new approaches which improve the service the teams offer
Remains poised in uncertain and ambiguous situations
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Highly motivated
Able to step up and replace Technical Director
Job Role: Technical Operative
This role represents a shift from the traditional operative function, where formerly responsibility for changeovers and minor maintenance (also known as machine maintenance or asset care) would have required input from the engineering department. This is increasingly becoming the responsibility of the operator (or team of operators) on a line, thus allowing the better utilisation of the engineering department, pulling them away from time consuming minor maintenance.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Information recording
Changing and monitoring of date coders
Can or has the ability to perform changeovers
Assisting other Operators and Technicians along and across lines, including maintenance days and special cleans
Operate production equipment across and along lines, where training has been provided, at correct speeds and outputs according to SOP’s and QEHS standards
Can use various hand held tools to the safety standards required
Is able to carrying out specific unsupervised planned maintenance tasks – which are repetitive and not complex
Carry out fault finding activity and maintenance of mechanical equipment, in accordance with organisational procedures, in order to identify current and possible future faults
Identify and resolve root causes of operational problems
Isolate and de-isolate specific production equipment according to procedures
Carry out adjustments and corrections to operating equipment to maintain equipment performance parameters
Cleaning, lubricating and greasing of equipment
Implement the setup of reduction programmes to control waste minimisation in food operations, including product and packaging, downtime, quality and energy
Participate in continuous improvement activities and apply basic statistical analysis in food operations
Ensures SOPs are understood and applied to ensure standardisation of tasks
Detailed understanding of the manufacturing process and all quality aspects to be observed
Awareness and application of hygiene standards, food safety, health and safety
Good understanding of environmental permit and management system requirements
Level 2 Health and Safety
Level 2 Food Safety
NVQ Level 2 Engineering Maintenance and Installation (Mechanical Pathway) or equivalent
One year’s experience of operating production equipment in a quality focussed and performance driven factory environment, ideally operating large scale automotive machinery
One year’s experience of maintaining production equipment in a quality focussed and performance driven factory environment, ideally operating large scale automotive machinery
Experience of using high fault finding and problem solving skills in a fast paced production environment
Can or is able to raise and interrogate SAP work orders
Gather and store line data/documentation and apply it as part of the problem solving process
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Lead reduction programmes to control waste minimisation in food operations, including product and packaging, downtime, quality and energy
Lead product and equipment changeovers
Identify Continuous Improvement projects and undertake project work as and when required
Understanding their role and how it fits into the overall process
High level of product awareness including; understanding of the ingredients involved through to the customer specifications
Be able to suggest potential operational reasons for poor quality product
Knowledge of the wider industry and the impact this has on the organisation e.g. competitors activity and energy prices etc
NVQ Level 3 Engineering Maintenance and Installation (Mechanical Pathway) or equivalent
Qualification or equivalent experience of Lean tools and techniques
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Coordinate activities of a team in minor breakdown situations or abnormal operating conditions
Train, coach and support other Team Members
Highlights any issues that may affect safety of all food being processed immediately to the Team Leader / Section Leader
Highlights any Health and Safety issue to the Team Leader / Section Leader immediately
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Role model to others and supporting new starters
Ability to lead a team in technical and CI processes
Step up in the absence of Team Leader
Train the trainer qualification or equivalent
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Read basic ingredients and instruction sheet
Using IT equipment, e.g. SAP
Good written and verbal communication skills
Good level of numerical ability
Understand and follow verbal instructions
Basic level of ICT
ESOL E2 English
Literacy – E2
Numeracy – E2
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Is able to communicate confidently to engage in 2-way discussion with their line manager
ESOL L2 English
Literacy – L2
Numeracy – L2
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Accuracy and attention to detail
Ability to think through issues and problem solve
Action orientated
Able to listen to others to resolve issues
Ability to work well in a team
Apply integrity in all aspects of professional conduct
Appreciates and respects different approaches to work i.e. is open to Continuous Improvement
Has a flexible approach to work and carrying out reasonable alternative duties
Does not compromise on Food Safety
Stays focussed on the end result expected
Is undeterred by negativity of others
Sees through to completion the results that are set out to be achieved
Is not discouraged by failure or obstacles but is realistic in the face of feasible alternatives
Considers others when making decisions
Treats people as equals and generates a rapport built on trust and honesty
Attends/reads communication updates when prompted
Demonstrates a ‘can do’ attitude and a desire to contribute to the shift routine
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Takes personal responsibility for own self development
Asks questions, challenges the ‘norm’
Raises questions and concerns when faced with an ethical or compliance issue; applies integrity in all aspects of professional conduct
Willingness to get involved in the development of other’s
Is self-motivated and creates a positive environment for the rest of team
Demonstrates motivation and commitment to mundane/physical tasks
Confident to ‘have a go’ when outcome is uncertain – and to make it work when it goes wrong
Resilient
Adopts a practical, no-nonsense approach: “what can we do to sort this out?”
Communicates key information and listens to feedback from the team
Job Role: Warehouse Manager
Responsible for strategically organising where stock is to be placed within the warehouse and ensure that it is ready for despatch.
Technical Competence
Competencies that relate to the specific job role
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is able to plan and schedule all activities and resources within the warehouse area
Can manage the control of receiving, picking and dispatching operations
Ability to implement Continuous Improvement across the function
Ensuring KPI’s are met and efficiencies are constantly monitored and improved
Liaises closely with other departments to ensure continuity and consistency across the site
Has a good understanding of Warehouse and logistics processes
Has an understanding of the broader business outside of own function and the interdependencies between own department and others
Understand the principles of Continuous Improvement, use appropriate tools and techniques
Understands own responsibilities towards Health and Safety
Understands the needs of the customer and implements strategies to meet these needs
Previous experience as a Warehouse Manager /Distribution Manager
Proven track record within a fast paced food environment
Previous experience of warehouse management systems
IOSH Managing Safely or equivalent
Continuous Improvement qualification or equivalent experience
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Proactively encourages Continuous Improvement activities other areas that impact the function
Proactively works to build great relationships with other departments to understand their needs and works with them more effectively
Has an understanding of the overall broader business and the sector in general i.e. competitors
Understands overall business strategy and link Warehousing activity to this
Understand the principles of Continuous Improvement and has the ability to tactically apply these to different situations
HNC/HND in a relevant subject
Leadership & Management
Management - provide direction and guidance to a team of individuals, responsible for team performance. Leadership - empower people to reach their potential, provide a vision, create a strategy and communicate that in a meaningful way
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Is accountable for performance of Team Members; coaches, delegates, empowers and motivates people to achieve goals
Is able to create the right culture where staff are encouraged to report near misses/accidents
Is able to develop and facilitate direct reports to enable them to carry out the Company safe operating practices and procedures
Cascade all KPIs clearly to all team members so that they are understood and aligned with the business objectives
Review performance against all KPIs and re-align, re-evaluate where necessary to maximise productivity
Promotes team working by encouraging involvement from team members
Manages people via agreed company policies and procedures
Is able to communicate key information and listens to feedback from the team
Understand their own responsibilities as a Manager to health, safety and environment as per company policy and carry out the Company safe operating practices and procedures
Understands and takes ownership of budgets
Demonstrates awareness of financial implications of decisions / actions
ILM Certificate in Leadership and Management Team Leading or equivalent
Demonstrable experience of managing people and performance
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Develops and supports others; actively up-skills direct reports through training, coaching and providing feedback at all available opportunities so that they are able to step up into Production Manager role
Is able to identify that the right skills required for high performance and succession plan accordingly
In conjunction with HR/Training, develops an annual training plan for own team and measures performance against this
Adapts to a high standard of team performance in a changing environment
Is able to take a strategic view of the business needs and benchmark externally to implement long term plans
Is able to focuses on areas where value can be added to the business
Functional Skills
Level of literacy, numeracy, ICT and language skills
Level Skills & Abilities Knowledge & Understanding Training and/or Qualifications, and experience
COMPETENCE is defined as operating at the level required for the role in your organisation
Good level of numeracy is able to interpret budgets, variances and basic financial and statistical data and then take any necessary action
Is able to communicate in a clear and confident manner that involves and engages other
Good levels of ICT e.g. SAP, Microsoft Word and Excel and other operating systems
Good understanding of computer-based systems SAP / MRP / ERP systems
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
High level of numeracy is able to interpret budgets, variances and basic financial and statistical data, taking a pro-active approach to predict results and take necessary action
Is able to communicate at all levels and with all internal and external stakeholders, using terminology that is appropriate for the audience
Attitudes & Behavioural Skills
Sometimes described as soft-skills, e.g. motivation, communication and negotiation etc.
COMPETENCE is defined as operating at the level required for the role in your organisation
Adopts an appropriate leadership style to motivate, lead and coach Team Members to achieve results
Adopts a professional approach to work and treats others with courtesy and respect
Is willing and able to accept and adapt to change; including changing demands or objectives; willing to turn their hand to anything and never says “that’s not my job”
Is results driven and wants to achieve personal objectives
Promotes a positive environment for the team to operate in
Shows appreciation to team after work is complete on an on-going basis
Sustains team morale even when under pressure
Appreciates that all individuals have something to contribute and utilise this effectively
Manages emotions and shows professional integrity
Has a practical approach to resolving issues and makes sound decisions with confidence and judgment
Promotes and is accountable for activities of the function
Commercially focused
EXCELLENCE is defined as consistently over achieving in all the areas above, the additional points opposite and acting as a role model to others
Adopts a leadership style that inspires and motivates others to achieve excellence
Has a proactive approach to work focussing on areas where value can be added to the business
Sets appropriate standards of behaviours and wants the team and the business to excel
Is able to drive change within the department
Actively seeks a mentor and identifies own areas of development
Continuously evaluates own performance and seeks feedback on how own contribution can be improved
Creates and actively seeks out opportunities to build relationships with other departments
Makes sound decisions with confidence and judgment and provides evidence to support
Demonstrates the drive to succeed on a personal level
Actively supports company site wide initiatives
Role model of the company’s values, attitudes and desired behaviours
Highly motivated
Leader rather than manager