Canadian chefs’ workplace learning

Abstract

Purpose – This paper aims to examine the formal and informal workplace learning of professional chefs. In particular, it considers chefs’ learning strategies and outcomes as well as the barriers to and facilitators of their workplace learning. Design/methodology/approach – The methodology is based on in-depth, face-to-face, semi-structured interviews with 12 executive chefs from a variety of restaurant types. Chefs were asked questions that focused on how they learned, the learning outcomes that they experienced and factors that inhibited or facilitated their learning. Findings – Findings suggest that the strategies, outcomes, barriers and facilitators experienced by professional chefs are similar in many respects to those of other occupational/professional groups. However, there were some important differences that highlight the context of chefs’ workplace learning. Research limitations/implications – The sample, which is relatively small and local, focuses on one city in Canada, and it is limited in its generalizability. Future research should include a national survey of professional chefs. Originality/value – Using a qualitative approach, this in-depth study adds to the literature on workplace learning, strategies, outcomes, barriers, facilitators and context factors by addressing a relatively understudied profession.

Gender barriers and facilitators faced by women chefs in the gastronomy and the `Haute Cusine' fields.

“…Finally, continuous learning is mandatory for chefs' success because it increases their efficiency and their professional knowledge and skills (Cormier et al, 2015).…”

“…When it comes to facilitators, they reported that "internal and external networks" become particularly a key factor for chefs (Cormier-MacBurnie et al, 2015). Women, in parti-cular, when they start their career in the kitchen, need to integrate into the workplace and to demonstrate their strength and ability to equal their male colleagues who may not lose the opportunity to test them and to verify that they can bear the job like they do (Black, 2015;Harris and Giuffre, 2015, p. 85).…”

“…Workplace learning is significant to chefs who combine different learning strategies: formal and informal (Cormier-MacBurnie et al, 2015). According to Cormier-MacBurnie et al (2015), formal learning is obtained from courses and academic training.…”

“…Determination, ambition, and consistency are also essential to achieve high ladders of the profession (Leschziner, 2015). Last but not least, professional experience and social attributes and skills are also keys to chefs' evolution (Leschziner, 2015, p. 25) who play a "leadership role" in their learning and the learning of others (Cormier-MacBurnie et al, 2015).…”

“…According to Cormier-MacBurnie et al (2015), formal learning is obtained from courses and academic training.…”