Scottish Natural Heritage
Commissioned Report No. 496
Game and wildlife management skills:
Scotland
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Contents
Page
Executive summary...................................................................................................... 1
1
Background to the project ................................................................................... 3
1.1 Project objectives ........................................................................................... 3
1.2 Definition of the land-based and environmental sector .................................. 3
1.3 Game and wildlife management..................................................................... 4
1.4 Wildlife and Natural Environment (Scotland) Act 2011 .................................. 4
2
Methodology .......................................................................................................... 6
2.1 Quantitative data ............................................................................................ 6
2.2 Qualitative data .............................................................................................. 7
2.3 Limitations ...................................................................................................... 7
3
Key findings........................................................................................................... 9
3.1 Location and area covered............................................................................. 9
3.2 Personal profile ............................................................................................ 11
3.3 Work background ......................................................................................... 12
3.4 Qualification ................................................................................................. 14
3.5 Skills ............................................................................................................. 16
3.6 Current proficiency ....................................................................................... 17
4
Learning and training ......................................................................................... 20
4.1 Current training/courses and qualifications .................................................. 20
5
Recommendations .............................................................................................. 28
5.1 Access to continued training ........................................................................ 28
5.2 Training and qualifications ........................................................................... 28
5.3 Future ........................................................................................................... 29
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Drivers for change ................................................................................ 30
Questionnaire ........................................................................................ 35
Focus Group Questions.. ..................................................................... 42
Case studies .......................................................................................... 44
A Career in Game and Wildlife ............................................................ 51
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Skills and current proficiency
The game and wildlife sector requires a very broad range of skills and knowledge from its
workforce. These were identified using the 23 National Occupational Standards (NOS)
criteria for Gamekeeping, Game and Wildlife Management.
Respondents actively engaged with their own professional development. They identified
areas of additional training needed to be fully proficient at their job/activity and for their
continuing professional development (CPD).
Skills gaps were identified in the areas, of IT, raising public awareness of the game and
wildlife sector, and the higher-level skills related in conservation and ecological issues e.g.
habitat management.
Learning and training
Assessment of current Further Education provision in the game and wildlife sector indicates
that across the variety of courses available there has been a year-on-year increase in the
number of enrolments.
Short specialist courses are widely available and seem to be favoured by respondents
(32.8%).
Training received was rated favourably. The experience of on-the-job training was rated the
highest, followed by support from employers (78.4%), support from providers (73.2%) and
experience of off-the-job training (72.5%).
Geographical mapping of volume of provision to the respondent’s home postcode shows a
good match between localised supply and demand.
Throughout the report we have identified information that can be used to make changes to
benefit those involved in Wildlife Management. The findings and recommendations can be
used as evidence to support the development of qualifications and training in this area.
2
1
Background to the project
Lantra was commissioned by Scottish Natural Heritage (SNH) in March 2011 to undertake
research designed to provide insight into the work, skills, qualifications and training in wildlife
sector management, together with the capacity to deliver any required skills uplift in deer
management in Scotland.
This research was commissioned in light of the Wildlife and Natural Environment (Scotland)
Act (2011)1, which has now been granted royal assent. The Wildlife and Natural
Environment Act brings much-needed modernisation to wildlife legislation, and should also
streamline regulatory procedures and make them more effective. Following the recent
merger in July 2010 with the Deer Commission for Scotland (DCS), SNH has expanded its
remit to cover a wider wildlife management role. The Act will give SNH new powers and
duties in a number of areas concerned with wildlife management.
1.1
Project objectives
The specific aim of the research was to:
x
x
x
x
x
x
1.2
Gather data and intelligence on the socio-demographic make-up of people currently
involved in the area of wildlife management
Undertake a ‘skills check’ to see what proportion are achieving appropriate standards
(National Occupational Standards) in the work place
Identify any skills gaps
Understand the training undertaken and qualifications held within the sector
Identify training providers, assessment centres, trainers and assessors
Look at the match between training supply and demand in terms of geographical
location and numbers of people requiring training
Definition of the land-based and environmental sector
Lantra is the Sector Skills Council for the land-based and environmental sector. It is an
employer-led organisation, licensed by Governments across the UK, to determine, promote
and ensure that there are appropriate levels of skills and development support for
businesses and individuals within the sector. Lantra is responsible for the skills interests of
employers and businesses in the land-based and environmental sector, and defines the
sector in terms of a range of subsectors or industries, which are defined by Standard
Industrial Classification (SIC) codes.
The land-based and environmental sector is complex and diverse, covering a range of
subsectors2 including game and wildlife. Businesses in the land-based and environmental
sector enhance our national quality of life. They improve well-being, supply quality-assured
food, ensure the health and welfare of animals, provide leisure activities, enrich the rural and
urban environment, and protect our natural heritage.
Lantra has a strong presence in Scotland including a National Council, which ensures that
Lantra fairly represents Scotland’s businesses and cultural needs. The Scotland Council
currently has a total of 13 members representing a range of industries (through both
employers, membership bodies and trade associations), unions and training providers, as
1 www.scottish.parliament.uk
2 For the full list of all 17 industries and their description please refer to the Scotland Skills Assessment 2010/2011
www.lantra.co.uk/Research/Skills-Assessment.aspx
3
well as the Scottish Government. In addition, as an employer-led organisation, Lantra
maintains UK-wide industry advisory groups for each industry within Lantra’s footprint.
Scotland has a rich and varied natural heritage with a mosaic of landscapes and scenery,
and is renowned for its stunning landscape and fascinating wildlife. Maintaining the high
quality of the natural environment is vital to the economy of Scotland; it helps to attract
tourists and makes a key contribution to the success of many rural businesses. The Scottish
Government has an important role in ensuring that the legislative framework that underpins
wildlife and natural environment management is fit for purpose.
1.3
Game and wildlife management
The game and wildlife management industry as defined by Lantra’s footprint involves the
management of upland, lowland, woodland and wetland game and wildlife species, including
partridge, grouse, pheasant and deer. The primary purpose of the game and wildlife
management industry is to protect habitats and promote biodiversity. The industry also
supports tourism and recreation and provides a source of high-quality meat. Lantra with the
help of industry experts has developed key drivers for change in the industry (see Appendix
A).
Game and wildlife makes a significant contribution to the Scottish economy, as well as
contributing to the maintenance of Scottish moorland, which is a huge tourist attraction.
Scottish Natural Heritage (SNH) estimates that wildlife tourism has a value of £67 million to
the economy. The British Association for Shooting Conservation (BASC) Scotland estimate
shooting, stalking and angling to have a value of £136 million. Frameworks in forestry will
need to take into account specific issues from Scotland, such as the forestry and timber
industries’ contribution to the economy.
1.4
Wildlife and Natural Environment (Scotland) Act 2011
The Scottish Government has introduced an act ensuring that wildlife and natural
environment legislation is efficient, effective and proportionate, supporting sustainable
economic activity, particularly in the countryside.
The consultation on a draft Wildlife and Natural Environment Bill ended on Friday, 4
September 2009, after which Ministers made final decisions on the content. The Act was
introduced to Parliament in spring 2010 and received royal assent in April 2011.
The Act is a wide-ranging piece of legislation modernising outdated statute and addressing
anomalies and weaknesses in current laws. It reduces regulatory burdens while helping to
protect and enhance the natural environment for future generations.
The Scottish Government wants to ensure that legislation relating to natural heritage is fit for
purpose, supports sustainable economic development, delivers public benefit, and is able to
react to changing circumstances. Proposals include:
x
x
x
x
x
A package of measures for improved deer management
Modernisation and deregulation of the game laws relating to game birds and ground
game, dating back to the 19th century, to make them more relevant and effective
Creating a more robust framework in relation to the keeping, release and control of
invasive non-native species
Improving the efficiency and effectiveness of species licensing administration
Enabling greater flexibility in how muirburn (controlled burning of heather, grass and
other moorland) is carried out
4
x
x
x
Addressing anomalies in badger protection legislation
Implementing ministerial commitments on snaring, including a tough new
accreditation scheme for those who set snares
Changes to the technical operation of the Sites of Special Scientific Interest (SSSI)
legislation
The passage of the Wildlife and Natural Environmental (Scotland) Act 2011 by the Scottish
Parliament was welcomed by many, as it provides legislative protection of Scotland’s natural
biodiversity3.
3 Scottish Parliament: www.scottish.parliament.uk/s3/bills/52-WildNatEnv/index.htm
5
2
Methodology
Accurately measuring the size and structure of the game and wildlife sector in Scotland from
secondary sources is difficult, due to the both the scarcity of data and also the way in which
some of the available data is published. In order to capture data regarding skills and training
issues within the sector, Lantra, on behalf of SNH, designed and conducted a survey of
individuals involved in the game and wildlife industry within Scotland, supplemented with
input from three focus groups. In total, 250 individuals completed the survey and 13 people
participated in the focus groups4.
2.1
Quantitative data
A total of 2,500 self-completion questionnaires5 were distributed via a series of contacts with
the relevant listed organisations as follows:
Organisations
Association of Deer Management Groups
British Deer Society (BDS) members: Highland, Central, North-east Scotland, South-east
Scotland, South-west Scotland
BASC Scotland
Three public forums6
North Highland College
Barony College
Borders College
Elmwood College
University of Cumbria (Newton Rigg Campus)7
Cairngorm National Park Authority
Scottish Crofters Federation
Cairngorm Speyside Deer Management Group
National Farmers Union Scotland
Scottish Rural Property Business Association
Wild Deer Best Practice Subscribers
Self-completion questionnaires as a means of data collection were deemed the most
appropriate in light of project time scales, costs and the need to achieve a suitable response
rate across the various membership organisations. Completed questionnaires could be
returned either electronically or via the stamped addressed envelopes provided.
4 A high number of people involved are registered as employed in different sectors e.g. agriculture, forestry, estate management/ownership
5 A copy of the questionnaire can be found in Appendix B
6 µStalking Directory’, ‘Yes, we hunt’ and ‘Hunting Forum’
7 A university in England that offers various game keeping courses and has students from Scotland
6
The questionnaire underwent an initial pilot stage in order to assess a number of criteria
such as the length and overall ease of respondent completion and the
coherence/understanding of questions to avoid respondent fatigue. The questionnaire took
respondents an average of around seven minutes to complete, although this varied largely
between individual respondents. Only minor issues arose during the testing phase, which
were resolved accordingly. The questionnaire collected quantitative data in the main,
supplemented by some open-ended questions that were coded post interview. The
questionnaire responses were recorded using SPSS software (Statistical Package for the
Social Sciences), which enabled data analysis.
Individuals were not contacted before interview; however, they retained the right to opt out of
completing the survey when contacted by Lantra. All individuals were provided a detailed
introduction to the survey and its purpose, as well as necessary contact details to seek
additional information if required.
The data collection stage began in April 2011 and was completed in six weeks. A break in
questionnaire distribution took place over the Easter holiday period and the May bank
holidays and resumed in June 2011. The closing date for the receipt of questionnaires was
set as the end of July 2011.
2.2
Qualitative data
Focus groups were used to provide important additional information regarding skills and
training delivery across the game and wildlife sector in Scotland from relevant employers,
stakeholders and employees. Some of the advantages of focus groups include:
x
x
x
x
x
Insights that would be less accessible without interaction found in a group setting;
listening to others can stimulate memories, ideas and experiences in participants
Participants sometimes share a common language to describe similar experiences:
this enables the research to capture ‘discourses’, that is, ways that interventions are
experienced and talked about
Participants can agree or disagree with each other, allowing the researcher to identify
and explore shared views and opposing views
Bring participants together, encouraging a sense of community and an understanding
that consultation is important
Putting participants at ease because, unlike an interview, there is not as much
pressure on an individual to respond to every single question
As part of the development of the game and wildlife research three focus groups were held
with small groups of individuals from the northern, central and southern regions of Scotland
during May 2011 to provide views of skills issues and training needs. In total 13 people took
part with five people attending the northern focus group and four people each attending the
central and southern focus groups. A copy of the questions is available in Appendix C.
Participants represented the views of a wide range of individuals and included
businesses/organisations, trade associations, commercial businesses, public, and third
sector, thus representing the views of a wide range of individuals.
2.3
Limitations
Although the methodology applied in the Lantra survey was considered the most appropriate
at the outset, as with all survey-based research the limitations need to be acknowledged.
Generally speaking, survey methods rely heavily upon the knowledge of the respondent for
which there can be no prior accounting or assumptions made. A number of factors
dependent on the survey respondent can contribute to data inaccuracies, such as:
7
intentional deception, lack of knowledge, poor record keeping, poor literacy, poor memory,
misunderstanding of questions and ‘compliance burden’ (i.e. the pressure placed on the
individuals to complete the survey in relation to being a member of an organisation). The two
latter examples can be largely counteracted by sound question design and independent
contact details for the return of completed questionnaires; however, the others are open to
chance.
A specific limitation of the Lantra/SNH study was that members were contacted with the
assistance of SNH; due to confidentiality rules, member contact details could not be
obtained by Lantra’s research team. One problem with this is that members may not have
valued the independent nature of the research organisation and may have opted not to
respond, contributing to a lower response rate.
A second problem of the survey was the time of the year, meaning that the holiday period
prevented many individuals from responding promptly to the questionnaire, consequently
reducing the response rate. Autumn might be a better time of year for this research for future
surveys.
In terms of the focus groups the attendance was low despite arranging meetings in the
evenings and in different locations throughout Scotland. One suggestion to overcome this
was to conduct the focus group via a teleconference to reduce travel time and inconvenience
to respondents.
8
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Table 2: Nature of involvement
Nature of primary involvement
Respondents
Percentage of total
Game and wildlife estate
Commercial forestry
Private woodlands
Government agency
Tenant farmer/occupier
Crofter
Voluntary
Non-Government organisation
Charity
Other
61
29
26
9
31
10
49
9
4
17
24.9
11.8
10.6
3.7
12.7
4.1
20.0
3.7
1.6
6.9
Total
245
100
Source: Wildlife Management sector skills survey, Lantra 2011; missing data = 5
Evidence gained from the survey presented in Table 3 below shows that the most frequently
occurring job role (48.3%) had the word keeper, manager or stalker in the title suggesting
that nearly half of the respondents are employees rather than employers. In total there were
164 different job titles; this may be a reflection of the titles of both professional bodies people
belong to as well as the qualifications held by people operating in the sector.
Table 3: Job titles
Job title
Respondents
Percentage of total
Keeper/deer manager/stalker
112
48.3
Voluntary stalker
74
31.9
Estate owner/manager
31
13.4
Farmer/crofter
15
6.5
Total
232
100
Source: Wildlife Management sector skills survey, Lantra 2011; missing data = 18
In fact, when recording the job titles against Standard Occupational Classification8 (SOC)
codes, two thirds of the survey respondents came from the highest occupational grouping for
managers and senior officials (see Table 4 below).
8 Standard Occupational Classification is a system of classifying occupations used by UK and other governments in answer to a growing need for
a universal occupational classification system to enable the production of comparable data
13
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Table 6: Importance of formal qualifications by age group
Under 45
45 and over
Total
Yes
N
50
%
84.7
N
161
%
86.6
N
211
%
86.1
No
9
15.3
25
13.4
34
13.9
Total
59
100
186
100
245
100
Source: Wildlife Management sector skills survey, Lantra 2011
Table 7: Importance of formal qualifications by employment status
Yes
No
Full-time
N
%
69
93.2
5
6.8
Self-employed
N
%
63
87.1
5
12.9
Part-time
N
%
71
78
20
22
Total
74
68
91
100
100
100
Source: Wildlife Management sector skills survey, Lantra 2011
There was a lesser association/correlation between levels of seniority and qualification in
that those in a more senior position were more likely to value the importance of qualifications
than those in professional or elementary roles (see Table 8).
Table 8: Importance of formal qualifications by occupation
Managers and senior
officials
N
125
16
141
Yes
No
Total
Professional
%
88.7
11.3
100
N
13
2
15
%
86.7
13.3
100
Elementary
N
60
13
73
%
82.2
17.8
100
Source: Wildlife Management sector skills survey, Lantra 2011
In all three focus groups, discussion centred around the fact that qualifications can act as a
benchmark to judge someone’s basic level of skills, intelligence and their aspirations. This
was balanced with the need for practical experience and the fact that amongst the older
workforce there was a lot of reluctance to change and to learn, and there were plenty of
interesting examples of excuses. The groups concluded that younger people coming into the
industry usually had some level of qualification, but this did not outweigh the value of
practical experience as they were seen to ‘go hand in glove’. Although there is no substitute
for experience it was generally accepted that it was ‘good to have the right pieces of paper’.
There was also some debate on how and when experience can be gained, with some people
saying that ‘you cannot get the experience without having the DSC level 1’. This links quite
suitably with the skills required in the sector.
3.5
Skills
There was a lot of discussion on the issue of skills, the very broad range of skills and
knowledge required for a job/activity, and equally important were those skills that are lacking.
16
Respondents used the term ‘craft skills’ to describe the technical and job-specific skills and
they were also extremely proud of their skills, pronouncing them as ‘second to none’. This
indicates the level of passion with which people engaged with this topic.
Increasingly, those involved in the sector have to embrace skills that may be deemed
outside of their work remit. The area of conservation and the identification of endangered
species, for instance, need to be reported. This was identified as being a gap in higher-level
skills as people in game and wildlife are expected to use ecological skills to understand
environments and habitats. Raising public awareness was described as a ‘massive issue’ in
the deer industry. Carrying a high-powered rifle, being camouflaged and wearing a veil might
be quite legitimate but might be wrongly perceived by the public as antisocial or ‘terrorist
activity’. Thus, raising public awareness was advocated. However, computer literacy or
information technology (IT) was seen to be the biggest problem within the workforce,
although this was age dependent. This particular change has taken place within the last five
years whereby information like firearm certificates is communicated via email, information
about location of species is recorded electronically and GPS units are regularly used for map
reading. For example, ‘Being a stalker, the IT is it. I have been asked to go to a wind mast
and remove a chip which had to be downloaded onto my computer and send to the office’.
3.6
Current proficiency
Lantra is responsible for maintaining and developing NOS for Gamekeeping and Wildlife
Management (2009) and Game and Wildlife Management (2010) reflecting a wide range of
activities and job roles. NOS provided a clear description of the skills, knowledge and
understanding needed by an individual to perform their job/activity to the standard and
competency required by the industry. Competence being an amalgam in equal parts of
knowledge, experience and skills, and the general view of the focus groups was that ‘one
can never be too competent’.
Survey respondents were asked to indicate the skills they had and whether they were
acquired through formal or informal training, and if they needed more training, from a list of
23 NOS criteria. Their responses are tabulated overleaf.
17
Table 12 : National Occupational Standards
Formal training
Informal
training
Training
needed
Formal and
informal
training
Formal and
informal
training but
need more
Informal
training
but need
more
Formal
but
need
more
N/A
N
Monitor game populations and habitat
27%
34%
3%
10%
4%
7%
4%
12%
225
Maintain game populations
27%
36%
3%
8%
3%
3%
4%
16%
218
Assist with heather burning activities
Assist with the management of public relations and access to a
sporting estate
8%
22%
2%
2%
2%
5%
1%
57%
210
17%
34%
7%
5%
1%
1%
4%
32%
219
Care for animals used in support of game and wildlife management
15%
44%
5%
7%
1%
5%
0%
23%
218
Maintain and improve game and wildlife habitat
24%
36%
3%
9%
5%
5%
2%
16%
227
Contribute to the organisation of game shooting activities
15%
48%
2%
5%
3%
2%
1%
24%
222
Manage wild game populations
Contribute to the development of public relations for a sporting
estate
29%
34%
4%
9%
5%
3%
3%
14%
221
14%
34%
7%
2%
2%
2%
2%
38%
214
Contribute to the management of game habitat
23%
38%
5%
7%
3%
4%
1%
18%
224
Contribute to the development of a sporting estate
16%
36%
3%
5%
4%
1%
0%
36%
216
Control the production of game meat for human consumption
44%
18%
4%
9%
4%
3%
4%
15%
226
Contribute to deer management planning
39%
24%
5%
8%
5%
4%
4%
11%
228
Contribute to the management of heather burning
9%
25%
5%
3%
1%
2%
0%
55%
208
Support participants on a shoot day
12%
41%
2%
5%
0%
2%
1%
36%
215
Promote, monitor and maintain health, safety and security
33%
33%
4%
8%
3%
5%
3%
12%
223
Construct and maintain structures and surfaces
Plan, monitor and evaluate the construction and maintenance of
structures and surfaces
15%
38%
3%
7%
5%
0%
2%
30%
208
14%
36%
4%
7%
4%
0%
1%
33%
211
Maintain equipment and machines
18%
35%
4%
5%
4%
5%
1%
29%
217
Train animals to achieve specific objectives
Handle and care for animals to enable them to achieve work
objectives
12%
47%
6%
4%
0%
4%
1%
25%
214
11%
48%
4%
5%
2%
2%
0%
27%
212
Stalk and cull deer
43%
21%
3%
11%
5%
5%
4%
8%
235
Prepare deer for human consumption
47%
16%
4%
9%
6%
4%
5%
8%
231
Unit of National Occupational Standard
Source: Wildlife Management sector skills survey, Lantra 2011
18
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4
Learning and training
In this chapter the training courses that are currently available are explored to give an
understanding of current provision and give an insight into what might be required in
the future. This is balanced with respondents’ own experience of training.
4.1
Current training/courses and qualifications
In order to assess the current provision for game and wildlife courses, further education
data was collated for a five-year period from 2006-10. Table 13 lists the variety of
courses offered during this time period that are available for those involved in the game
and wildlife sector. The data on enrolments shows that the total number of enrolments
has had a year-on-year increase with a peak in 2007-08.
Table 13: Game and wildlife further education courses 2006-10
Course title
Gamekeeping
Deer Farming
Deer Management Qualification
Deer Stalking Assessment Level 1
Deer Stalking Certificate Level 2
Deer Stalking Certificate Level 2 - Open Learning
Deer Stalking Training Level 1
Deer Stalking Training Level 1 - Assessment
Falconry
Gamekeeping & Wildlife Management
(Upland/Grouse) - BR
Gamekeeping & Wildlife Management (Deer) - BR
Gamekeeping & Wildlife Management (Lowland) BR
HNC Gamekeeping With Wildlife Management Flexi
2006-07
2
5
6
-
2007-08
7
-
2008-09
6
13
-
2009-10
5
6
16
16
-
17
-
-
12
20
6
8
-
1
6
4
3
7
10
6
-
1
1
1
HNC Gamekeeping With Wildlife Management - FT
9
9
6
10
NC Gamekeeping - FT
12
10
15
13
NC Gamekeeping And Wildlife Conservation
18
17
19
21
NC Highland Gamekeeping - FT
13
20
26
26
School Link - Gamekeeping
-
-
44
25
School Link Induction - Gamekeeping
-
-
-
11
29
41
-
-
Schools Programme - Gamekeeping
SVQ II Gamekeeping - BR
7
7
6
4
Wild Game Meat Hygiene
27
39
-
-
143
196
158
172
Total
Source: Scottish Funding Agency
Key: FT, full-time; BR, block release
20
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Table 19: Number of trainers and assessors by assessment centre
Provider
Barony College
Borders College
Elmwood College
North Highland College
British Deer Society
UK Deer Management Services
Stalking School
BASC17
Eskdale Wood and Wildlife Management Ltd
Game and Wildlife Conservation Trust
Woodmill Shootings
Number of
trainers
Number of
assessors
2
3
0
3
7
0
2
1
2
2
0
2
3
0
0
2
0
1
4 to 5
2
O
0
From speaking to the key person in each organisation it was possible to gain an insight
into how trainers and assessors operate. In some organisations external trainers and
assessors are used and the same person fulfils both roles. In other places the roles are
distinct and fulfilled by different people. In some places there was no need for trainers
or assessors and instructors or guides fulfilled all the functions required by the course.
The map below shows the overall distribution of game and wildlife training provision
(supply) across the Scottish regions, and this has been matched to the home
postcodes provided by respondents (demand). Looking at the match between supply
and demand geographically enables the assessment of future training needs.
17 Operates on more than one site and this information was gathered from the Tayside offices, and therefore may not represent all
trainers and assessors
26
M
Map 2: Distriibution of su
urvey respo
ondents and
d provision
Th
here appea
ars to be a greater co
oncentration
n of training
g provision in the cen
ntral belt
arrea, which coincides
c
with
w the conccentration of
o respondents.
o assess whether the ttraining prov
vision curre
ently availabble will be adequate
a
It is difficult to
to
o meet future skills req
quirements of those involved in the game and wildlife
e sector,
th
hus addresssing skills ga
aps.
27
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Appendix A Drivers for change18
x
x
x
x
x
x
Career progression/labour supply
Drivers for change
Impact on skills
There is a lack of young people/new
x Develop a career pathway route showing
entrants to the game and wildlife industry
a range of job titles with progression
through vocational/academic qualification
The industry needs to recognise and
routes and examples of remuneration
develop a clear career pathway to
packages
encourage new entrants to the industry,
including highlighting the rewards of
x Identify and produce case studies
working in the sector
x Identify industry-specific skills
ambassadors to promote career
opportunities through careers services
and schools
x Consider broader approach to advertising
vacancies
Qualification structure
Drivers for change
Impact on skills
Employers consider the changes in
x Need for employers/industry to contribute
qualification structures/frameworks
more effectively in review process and
confusing
influence development of qualifications
Current apprenticeship schemes are still
x Consider setting up regional focus groups
putting too much emphasis on the abstract
delivery and examination of key/functional
skills to which trainees, employers and
training providers cannot relate
Industry recognition
Drivers for change
Impact on skills
The industry's contribution to the
x Increase skills in order to increase
enhancement of conservation interests and
promotional opportunities
the general good condition of the
countryside is not generally sufficiently
appreciated
Marketing
Drivers for change
Impact on skills
The industry generally needs to improve
x Best practice marketing and sales skills
the marketing of its products
guides
x Marketing and skills courses
18 Taken from the Game and Wildlife LMI Factsheet 2010/11 available on www.lantra.co.uk/Downloads/Research.aspx
30
x
x
x
x
x
Health and safety
Drivers for change
Impact on skills
Lack of awareness of health and safety
x Knowledge transfer activities to
requirements
understand Codes of Practice and Best
Practice guidance
Employers need to understand the need
for, and carry out risk assessments to
x Health and safety training examples: use
reduce risks of accidents and deaths
of rodenticides, quad bikes, gas cylinders
on the rearing field, chainsaws
x Targeted first aid e.g. First Aid in Rural
Medicine (FARM); lone worker provision
Volunteers
Drivers for change
Impact on skills
Importance of the third sector
x Ensure volunteers are aware of Codes of
Practice and Best Practice guidance
There is a need to recognise the value of
the volunteer sector within the game and
x Consider a process of recording of CPD
wildlife industry
and source funding to support CPD
Standards
Drivers for change
Impact on skills
Demonstrate competence through
x Industry needs to develop a common
assessment within the deer industry in
standards approach
Scotland, which will be reviewed in the
x Ensure relevant training is available
Wildlife and Natural Environment
(Scotland) 2014 if not implemented by then
31
x
x
x
x
x
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of waste)
Plan, monitor and evaluate the construction and maintenance of structures and surfaces
(manage/plan activities)
Maintain equipment and machines (prepare, use, maintain equipment/tools; handle/dispose of
waste)
Train animals to achieve specific objectives (select/train animals to support work objectives)
Handle and care for animals to enable them to achieve work objectives
Stalk and cull deer (prepare for a stalk; identify individual and groups of deer;
approach deer close enough to ensure a humane kill or effectively use a high seat; shoot deer; locate
the shot deer and ensure the animal is dead)
Prepare deer for human consumption (hygienically transport deer; store deer so that its condition
is maintained; inspect deer carcasses according to legal requirements; prepare deer carcasses to be
sold for human consumption)
Data Protection Act 1998: Lantra will process this information for any/all of the following purposes –
accounts and records; realising the objectives of a charitable organisation; advertising, marketing and
public relations; consultancy & advisory services; education; research, & may be passed onto Lantra group
companies, government agencies & bodies.
41
Appendix C Focus Group Questions
Wildlife Skills in Scotland Focus Group Questions
Introduction; Why are we undertaking this research?
x
x
Information has been collected from secondary data sources and used to feed into
annual Skills Assessment reports and factsheets for Scotland, however this research is
much more detailed.
We do not have robust skills research into all of the areas that make up the Game and
Wildlife industry, and this research will help to address that and give us detailed
information by a much broader cross section of industry.
1) Thinking about your current workforce, what skills are missing? (15 minutes)
Prompts:
x
x
x
x
x
x
Do you think that the skills needed are changing? For example how are environmental
changes (climate change, sustainability, biosecurity etc) impacting on the skills
needed?
Do you think that the skills needed are changing in view of technological developments
which are impacting on the skills needed?
What are you doing to help with the changing skills needs? E.g. more training?
Is the training out there appropriate e.g. in the right location?
It’s been suggested that the industry attracts people who have trouble with literacy and
numeracy. Would you say that this is true, and if so how does this affect the skills
needs of these employees? Does it matter?
How do the skills missing from the workforce affect the business?
2) What are the skills gaps with new entrants coming into the industry? (15 minutes)
Prompts:
x
Are qualifications giving new entrants the skills that are needed to enable them to do
their jobs?
x If not how would you change this?
x What qualifications are you looking for candidates to have?
x Do you think that there is too much focus on qualifications?
x What type of higher level quals are you looking for?
x Are higher level qualifications giving the required skills?
x From the research a comment was made that it was hard to attract new entrants with
higher level quals. Do you agree?
x What type of higher level quals are you looking for?
x Are higher level qualifications giving the required skills?
x How much do you value on the job/experience compared to formal qualifications?
What do we need to do to attract new entrants to the industry? (15 minutes)
Prompts:
x
x
What sort of people do you need to attract e.g. school leavers, career changers?
How many people are we looking for? Is it a growing industry?
3) Are there any other issues which you’d like to draw our attention to?
42
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Appendix
x E A Carreer in Ga
ame and Wildlife
51
www.snh.gov.uk
© Scottish Natural Heritage 201
ISBN: 978-1-85397-831-9
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Leachkin Road, Inverness IV3 8NW
T: 01463 725000
You can download a copy of this publication from the SNH website.