Planning for Work in Travel and Tourism

Know about work in the travel and tourism industry.

Learning Outcome 1: Indicative Content 

Recent job advertisements may be found in:

• local/national press
• Travel Trade Gazette
• online
• on company websites

Roles and responsibilities will depend on the job. Examples may include:

• looking after customers/meet and greet
• representing the company
• meeting sales targets
• daily duties, e.g. responding to emails, serving customers, hotel visits
• weekly duties e.g. organising rotas, producing e-bulletins/blogs

Entry points may be from school/college/higher education. Progression opportunities may include promotion e.g. to team leaders, transfer e.g. overseas or to Head Office.

Examples of term and conditions:

• hours worked
• shift patterns
• contract terms e.g. full time/part-time; permanent/temporary; zero hours
• holidays
• expenses
• inclusive accommodation (e.g. for overseas jobs)

Assessment Criteria

• 1.1
  Use recent job advertisements to assess the types of work opportunities that occur within the travel and tourism industry.
  
• 1.2
  Explain the roles and responsibilities for selected jobs.
• 1.3
  For selected jobs, identify entry points and progression opportunities.
• 1.4
  Describe the different terms and conditions (e.g. types of contracts, working hours) offered to travel and tourism employees

Know the skills, qualities and personal attributes required by travel and tourism employees.

Learning Outcome 2: Indicative Content 

Examples of skills and attributes:

• communication skills
• interpersonal skills
• organisational skills
• personal presentation
• a ‘can do’ attitude/problem solving
• enthusiasm
• creativity

Assessment Criteria

• 2.1
  Explain the skills, qualities and personal attributes required by travel and tourism employees for different roles and why they are important.
  

Be able to plan for work in the travel and tourism industry.

Learning Outcome 3: Indicative Content 

To achieve this learning outcome, learners must provide sufficient and valid evidence that meets the assessment criteria.

When carrying out skills audit learners should understand own skill levels against those required by employers (LO2). Addressing skills gaps may include training, or other opportunities for personal development. Personal development goals should all be expressed as SMART targets (Specific, Measured, Achievable, Realistic and Timed).

Evidence may include for example, written work, a personal development plan, witness statements, peer assessments, a personal log, notes of discussions with customers, a video diary.

Assessment Criteria

• 3.1
  Carry out a personal skills audit.
  
• 3.2
  Identify own skills gaps for roles which are of interest and how to address them.
• 3.3
  Set personal development goals.