Tiêu chuẩn nghề du lịch Viêt Nam - Tourist Boat Service (Phần 2)

Nội dung text: Tiêu chuẩn nghề du lịch Viêt Nam - Tourist Boat Service (Phần 2)

1. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE HRS3. UNIT TITLE: CONDUCT A STAFF PERFORMANCE REVIEW UNIT DESCRIPTOR This unit covers the competencies required to monitor staff performance within the framework of established performance management systems. It requires the ability to monitor the day-to-day effectiveness of staff and to conduct structured performance reviews and formal counselling sessions. ELEMENTS AND PERFORMANCE CRITERIA E1. Monitor staff performance E3. Identify needs and provide solutions P1. Consult with and inform staff about expected P6. Identify the need for further coaching or standards of performance using appropriate training and organise according to communication mechanisms organisational policies P2. Monitor on-going performance by P7. Recognise and resolve performance problems maintaining close contact with the workplace P8. Identify and investigate performance problems and staff members P9. Use feedback and coaching to address E2. Provide guidance, support & recognition performance problems P3. Regularly provide confirming and corrective P10. Discuss and agree upon possible solutions with feedback to staff the staff P4. Provide staff with guidance and support E4. Conduct performance reviews P5. Provide recognition and reward for P11. Follow-up outcomes of informal counselling achievements and outstanding performance through review in the workplace P12. Organise and conduct a formal counselling session when needed according to required procedures P13. Conduct individual performance evaluations openly and fairly P14. Complete and file performance management records P15. Agree on courses of action with staff and follow up in the workplace KNOWLEDGE REQUIREMENTS K1. Describe the role and importance of K4. Explain the procedures for performance review monitoring staff performance and providing interviews feedback and coaching K5. Explain the procedures for formal counselling K2. Describe the performance review practices, sessions including: K6. Explain grievance procedures • Reasons for performance review • The format for and inclusions of performance review documents K3. Describe the methods of reviewing performance in your organisation © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 53
2. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE CONDITIONS OF PERFORMANCE AND VARIABLES The variables relate to the unit of competency as a 5. Required procedures for a formal whole. It allows for different work environments and counselling session may include: situations that may affect performance. • Preparation: 1. Expected standards of performance and • Formal notification to staff member and performance problems may relate to: management • Adherence to procedures • Invited participation of appropriate people • Cost minimisation • Organisation of appropriate location for • Customer service standards counselling session • Level of accuracy in work • Conducting the performance review: • Personal presentation • Start and introduce the objectives • Productivity • Discussions on achievements, improvement requirement • Punctuality • Set goals • Response times • Conclusions made • Team interaction • Complete documentation • Waste minimisation • Attitude and behaviours 6. Performance management systems may • Responsibility include: • Liability • Methods of collecting performance data • Others • Methods of interpreting performance data • Processes for performance appraisal interviews 2. Guidance and support may include: • Advice on training and development Important behaviours for supervisors/ opportunities managers include: • Confirmation of organisational objectives and 1. Communication skills to provide effective key performance requirements feedback, coaching and counselling to team • Ensuring adequate resources are applied members • Opportunity to discuss work challenges 2. Critical thinking skills to evaluate the reasons contributing to poor staff performance • Representing staff interests in other forums 3. Initiative and enterprise skills to proactively • Support with difficult interpersonal situations provide colleagues with appropriate guidance 3. Recognition and reward may include: and support to enhance their work • Acknowledgment of individual good performance performance to the whole team 4. Literacy skills to: • Informal acknowledgment a. Read and interpret staff records and • Presentation of awards performance management documents • Written reports to management b. Write potentially complex and sensitive information about staff performance 4. Possible solutions to performance may 5. Planning and organising skills to coordinate include: regular performance appraisals and coordinate • Additional training and coaching and operate formal counselling sessions • Adjustment of workload 6. Problem-solving skills to identify and respond • Agreement on short term goals for to staff performance issues improvement 7. Self-management skills to take responsibility for • Assistance with problems outside of the monitoring staff performance workplace 8. Teamwork skills to monitor the performance of • Reorganisation of work practices individuals, their effect on the team and take corrective action to enhance the whole of team performance © Environmentally & Socially Responsible Tourism Capacity Development Programme 54 funded by the EU
3. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE ASSESSMENT GUIDE ASSESSMENT METHODS Assessment of units at level 3-5 is normally based Suitable methods will include: on performance at work. Some units at levels 3-5 • Portfolio of workplace evidence to include cannot be assessed by observation due to notes of meetings, notes of discussion with confidentiality, work constraints/environment etc. individuals and colleagues, details of support This unit may be assessed holistically by means of a and advice provided to individuals, record of portfolio of evidence or report on aspects of performance review meetings etc (without managing performance in a hospitality or tourism named individuals) environment. Individuals are expected to • Personal statements demonstrate that they can apply relevant concepts • Witness testimony to situations which they could face as supervisors/ • Professional discussion managers. They are also expected to suggest, justify and evaluate possible courses of actions which they Simulation can be used in colleges or in the may take to deal with situations and with challenges workplace for some performance criteria but should that they face as supervisors/managers in an be used sparingly. organisation. A portfolio or written report should be Note that all evidence should remove names of supplemented by oral questions to ensure all personnel to protect the privacy of individuals and aspects of the evidence requirements are fully met. the organisation. Evidence must include: 1. Two documented examples or cases when the manager monitored staff performance and provided guidance, support and recognition and reward for achievements and outstanding performance 2. Two documented examples or cases when the manager identified needs and provided solutions to individuals in their team 3. One documented example of a successfully conducted performance review 4. Fully completing the knowledge assessment as set out in the unit either by recorded oral questioning or answers to written questions RELEVANT OCCUPATIONS ACCSTP REF All staff with supervisory or management D1.HHR.CL8.01-04 responsibility in tourism occupations © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 55
4. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE HRS7. UNIT TITLE: PROVIDE ON-THE-JOB COACHING UNIT DESCRIPTOR This unit covers the competencies required to helping individuals – either in your own team or from another work group – to develop and maintain their performance through coaching. Coaching involves helping individuals improve their performance by: • Identifying their strengths and how they can use these most effectively • Analysing areas of their work where they are less than fully effective and developing a coaching plan to address weaknesses and gaps • Coaching individuals in technical, practical skills, customer service, interpersonal/communication skills or other areas of the business operation This standard is relevant to supervisors and managers who have a specific responsibility for coaching individuals. ELEMENTS AND PERFORMANCE CRITERIA E1. Identify coaching requirements E3. Monitor progress & provide feedback P1. Work with individuals to identify and prioritise P10. Monitor the individuals’ progress in a their needs for coaching systematic way P2. Ensure that individuals’ coaching requirements P11. Provide specific feedback designed to improve are in line with your organisation’s objectives individuals’ skills, reinforce effective behaviours P3. Establish with individuals what they expect and enhance their motivation to achieve the from the coaching desired standard of performance P4. Confirm with individuals what coaching that will P12. Agree with individuals when they have achieved be provided the desired standard of performance, or when P5. Explore with individuals the knowledge and they no longer require coaching skills they need to develop, and the behaviours P13. Encourage and empower individuals to take they need to change, in order to meet the responsibility for their continuing professional desired standard of performance development P6. Explore with individuals obstacles which could hinder their progress and how to remove these obstacles E2. Prepare and deliver the coaching sessions P7. Plan with individuals how they can develop new skills and behaviours in a logical step-by-step sequence P8. Prepare the coaching sessions and confirm the content and desired outcomes P9. Deliver technical, practical or other coaching sessions to help individual develop new skills and behaviours or enhance existing skills and behaviours KNOWLEDGE REQUIREMENTS K1. Describe relevant coaching models, tools and K5. Explain how to help individuals identify and techniques, and how to apply these remove obstacles that could hinder their K2. Define the skills effective coaches require, and progress how to apply these skills K6. Explain how to help individuals prepare a K3. Review how to establish a coaching contract plan to develop their skills and/or adapt their with individuals and what the contract should behaviours cover K7. Describe how to help individuals try out new K4. Describe how to help individuals identify the skills and behaviours and how to reflect on skills they need to develop and the behaviours their progress they need to change K8. Explain the importance of monitoring individuals’ progress in developing new skills and behaviours and how to do this © Environmentally & Socially Responsible Tourism Capacity Development Programme 56 funded by the EU
5. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE KNOWLEDGE REQUIREMENTS K9. Discuss how to give individuals specific K12. Identify sources of information, resources and feedback designed to improve their skills, advice in your organisation reinforce effective behaviours and enhance K13. Describe your organisation’s policies and their motivation practices in relation to on-the-job coaching K10. Explain how to empower individuals to take responsibility for their own development K11. Review industry requirements for supporting individuals to improve their performance CONDITIONS OF PERFORMANCE AND VARIABLES 1. Identifying coaching requirements includes: 5. Specific job skills may relate to: • Establishing the specific area(s) in which they • Skills required to support introduction of new want to develop their performance equipment • Establishing their current standard of • Skills required to support introduction of new performance processes • Establishing the standard of performance they • Skills required to support introduction of new wish to achieve procedures • Establishing why they want to develop their • Skills required to complete a job or task performance effectively and efficiently • Clarifying the support they can expect from you, Important behaviours of coaches (supervisors/ and the commitment you expect from them managers) include: • Confirming the coaching you will provide 1. Seek opportunities to improve performance • Confirming the timescale 2. Find practical ways to overcome obstacles • Confirming the location, frequency and 3. Listen actively, ask questions, clarify points and duration of coaching sessions restate or rephrase statements to check mutual • Confirming points at which progress will be understanding reviewed 4. Show empathy with others’ needs, feelings and • Confirming how progress will be measured and motivations and take an active interest in their assessed concerns 2. Obstacles which could hinder staff progress 5. Support others to make effective use of their could include: abilities • Work pressures 6. Give feedback to others to help them maintain • Shift patterns and improve their performance • Resistance to change 7. Recognise the achievements and success of • Lack of facilities, equipment or resources others • Lack of support from colleagues or others 8. Inspire others with the desire to learn • Lack of proper training 9. Address performance issues promptly and resolve them directly with the people involved 3. Skill deficiencies that could be addressed by 10. Check individuals’ commitment to their roles coaching should include: and responsibilities • Skills which do not require formal or extended 11. Communicate clearly the value and benefits of training sessions for example: a proposed course of action • Customer service or interpersonal/ 12. Model behaviour that shows, and inspires communication skills others to show, respect, helpfulness and • Technical or practical skills such as cooperation operating equipment • Selling or promoting products and servicing 4. Suitable time and place may include: • On-the-job during work hours • Before or after work • In a simulated location away from the actual workplace © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 57
6. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE ASSESSMENT GUIDE ASSESSMENT METHODS Assessment of units at level 3-5 is normally based Suitable methods will include: on performance at work. Some units at levels 3-5 • Portfolio of workplace evidence cannot be assessed by observation due to • Personal statements confidentiality, work constraints/environment etc. • Witness testimony This unit may be assessed holistically by means of a • Professional discussion portfolio of evidence or report on coaching activities for staff in a hospitality or tourism environment. Simulation can be used in colleges or in the Individuals are expected to demonstrate that they workplace for some performance criteria but should can apply relevant concepts to situations which they be used sparingly. could face as supervisors/managers. They are also A portfolio or written report should be expected to suggest, justify and evaluate possible supplemented by oral questions to ensure all courses of actions which they may take to deal with aspects of the evidence requirements are fully met. situations and with challenges that they face as supervisors/managers in an organisation. Note that all evidence should remove names of personnel to protect the privacy of individuals and the organisation. Evidence must include: 1. Two examples of work records to show your work with individuals to identify and prioritise their needs for coaching and to confirm the coaching that will be provided, the skills or behaviours they need to change and any obstacles that might hinder their progress 2. Two examples or cases of the outlines or content of the coaching sessions and the delivery of the technical, practical or other coaching sessions to help individual develop new skills and behaviours or enhance existing skills and behaviours 3. Two examples or cases of the outcomes of coaching, the progress of individual staff and how they reached the desired standard of performance 4. Fully completing the knowledge assessment as set out in the unit either by recorded oral questioning or answers to written questions RELEVANT OCCUPATIONS ACCSTP REF All staff with supervisory or management D1.HHR.CL8.06 Coach others in job skills responsibility in tourism occupations © Environmentally & Socially Responsible Tourism Capacity Development Programme 58 funded by the EU
7. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE HRS8. UNIT TITLE: DELIVER A GROUP TRAINING SESSION UNIT DESCRIPTOR This unit covers the competencies required to devise and implement training for your team members, balancing the developmental needs of the individual with the skills and knowledge needed by them to fulfil their role within the organisation. Within many hospitality organisations, particularly those that are small, there may be little human resources support, therefore as a team manager you may identify and / or provide relevant training for staff yourself. ELEMENTS AND PERFORMANCE CRITERIA E1. Establish training and development E3. Facilitate training session requirements P8. Prepare the training venue P1. Identify current competencies of trainees/staff P9. Introduce training and assessment activities P2. Identify required competencies for trainees/ P10. Conduct training session staff P11. Provide opportunities for trainees/ staff to P3. Confirm the identified training gap with practice skills relevant personnel P12. Provide feedback to trainees/ staff P4. Determine support available for training provision E4. Evaluate and follow up training session P13. Complete evaluation with trainees/ staff E2. Prepare training P14. Ensure further training sessions incorporate P5. Plan training requirements feedback P6. Develop training content P7. Develop training resources and materials KNOWLEDGE REQUIREMENTS K1. Explain how the training needs of individuals K4. Describe how to ensure training outcomes and teams fit in with the needs of the meet identified training needs organisation K5. Explain what sort of feedback is required from K2. Explain how to carry out training needs analysis the individual on the training, and how to K3. Explain how to identify appropriate training, evaluate the effectiveness of the training and what learning outcomes are achieved via K6. Explain why it is important to look at long-term different types of training goals as well as the short-term benefits CONDITIONS OF PERFORMANCE AND VARIABLES The range statement relates to the unit of 2. Identify required competencies may include: competency as a whole. It allows for different work • Reviewing relevant training programs environments and situations that may affect • Verifying plans for the business performance. • Reviewing relevant policies and procedures 1. Identify current competencies may be • Reviewing existing job analysis sheets related to: • Specifying product and service criteria • Observing workers’ practices • Describing the workplace context, including the • Reviewing data contained in workplace staff conditions under which tasks are to be performance systems/databases completed • Seeking input from managers, supervisors and co-workers • Obtaining feedback from customers • Checking currency of qualifications, certificates and licenses • Identifying individual trainees/staff preferences for training delivery © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 59
8. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE CONDITIONS OF PERFORMANCE AND VARIABLES 3. Describe the training gap may include: 8. Provide feedback to staff/trainees may • Specifying the difference between include: organisational expectations of staff/trainees’ • Ensuring feedback is provided sensitively performance • Using positive feedback to motivate and • Actual level of workplace performance for each encourage staff/trainees staff/trainees • Recognising effort and not just success • Confirming identified training gaps with • Being sincere in the giving of feedback individual staff/trainees • Being open as a trainer to feedback from staff/ 4. Support available for training provision may trainees include: • Using verbal and non-verbal techniques to • Time provide feedback • Physical resources 9. Complete evaluation with learners could • Human resources include: • Financial resources • Providing evaluation forms that ensure • Training venues objective evaluation of training content, training • Training resources and materials delivery, training facilities and learning • Management support for the initiative outcomes are met • Established internal career paths based on • Ensuring further training sessions incorporate internal training delivery feedback from the training session 5. Develop training content may include: Important behaviours for supervisors/managers include: • Ensuring accuracy and comprehensiveness of proposed content 1. Seek opportunities to improve performance • Identifying topics and sub-topics for training 2. Find practical ways to overcome obstacles delivery 3. Listen actively, ask questions, clarify points and • Identifying the underpinning attitudes, skills and restate or rephrase statements to check mutual knowledge for each area of proposed content understanding • Mapping training content against identified 4. Show empathy with others’ needs, feelings and competencies required by staff/ trainees motivations and take an active interest in their concerns • Emphasising workplace safety at all stages of training delivery and in all training content 5. Support others to make effective use of their abilities 6. Develop training resources and materials 6. Give feedback to others to help them maintain may include: and improve their performance • Matching training resources and materials 7. Recognise the achievements and success of against identified workplace need others • Identifying specific materials and resources, 8. Inspire others with the desire to learn including manuals, texts, work books, workshop 9. Address performance issues promptly and guides, hand-outs, standard operating resolve them directly with the people involved procedures, posters, videos, sample items etc 10. Check individuals’ commitment to their roles • Preparing establishment-specific training and responsibilities materials and resources to address identified 11. Communicate clearly the value and benefits of workplace need a proposed course of action 7. Facilitate training session may include: 12. Model behaviour that shows, and inspires • Adhering to the prepared training/delivery plan, others to show, respect, helpfulness and including coverage of content/objectives, and cooperation implementation of activities • Adjusting the prepared delivery plan to effectively accommodate issues arising during the training session • Applying appropriate interpersonal skills to facilitate the training • Using effective verbal communication skills to deliver training, provide supplementary information, and monitor the training session • Using suitable types of training: job talk or job demonstration © Environmentally & Socially Responsible Tourism Capacity Development Programme 60 funded by the EU
9. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE ASSESSMENT GUIDE ASSESSMENT METHODS Assessment of units at level 3-5 is normally based Suitable methods will include: on performance at work. Some units at levels 3-5 • Portfolio of workplace evidence cannot be assessed by observation due to • Observation confidentiality, work constraints/environment etc. • Personal statements This Unit may be assessed holistically by means of a • Witness testimony portfolio of evidence or report on a training session • Professional discussion for staff in a hospitality or tourism environment. Individuals are expected to demonstrate that they Simulation can be used in colleges or in the can apply relevant concepts to situations which they workplace for some performance criteria but should could face as supervisors/managers. They are also be used sparingly. expected to suggest, justify and evaluate possible A portfolio or written report should be courses of actions which they may take to deal with supplemented by oral questions to ensure all situations and with challenges that they face as aspects of the evidence requirements are fully met. supervisors/managers in an organisation. Note that all evidence should remove names of personnel to protect the privacy of individuals and the organisation. Evidence must include: 1. Two examples of training needs analysis that identifies the skills or behaviours required by staff in order to plan a training session 2. Two examples of the outlines, training plan and content of the training sessions which demonstrates how individuals developed new skills and behaviours or enhanced existing skills and behaviours 3. Two examples of the outcomes of the training session, the progress of individual staff and how they reached the desired standard of performance (based on evaluation of the training courses) 4. Fully completing the knowledge assessment as set out in the unit either by recorded oral questioning or answers to written questions RELEVANT OCCUPATIONS ACCSTP REF All staff with supervisory or management D1.HHR.CL8.07-09 responsibility in tourism occupations © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 61
10. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE HRS9. UNIT TITLE: QUALITY ASSURE WORK IN YOUR TEAM UNIT DESCRIPTOR This unit covers the competencies required to check the progress and quality of the work of team members to ensure that the required standard of performance is being met. This standard is relevant to managers, supervisors and team leaders who monitor progress of work in their team and check the quality of the output. ELEMENTS AND PERFORMANCE CRITERIA E1. Monitor progress and quality of work E3. Deal with any performance problems P1. Check regularly the progress and quality of the P6. Identify any unsatisfactory performance, work of team members against the standard discuss the causes and agree ways of performance expected improving performance with team members P2. Provide team members with prompt, specific P7. Recognise successful completion of significant feedback designed to maintain and improve pieces of work by team members their performance P8. Motivate team members to maintain and E2. Provide support to team members continuously improve their performance over time P3. Support team members in identifying and dealing with problems and unforeseen events P9. Use information collected on the performance of team members in any formal appraisal of P4. Motivate team members to complete the work performance, where appropriate they have been allocated on time and to the standard required P5. Provide any additional support and/or resources team members require to complete their work on time and to the standard required KNOWLEDGE REQUIREMENTS K1. Summarise the most effective ways of regularly K6. Explain how you review your team’s plan for and fairly checking the progress and quality of undertaking the required work the work of team members K7. Describe your organisation’s policy and K2. Describe how to provide prompt and procedures in terms of personal and constructive feedback to team members professional development K3. Explain how to select and apply different K8. Explain the reporting lines in your organisation methods for motivating, supporting and and the limits of your authority encouraging team members to complete the K9. Summarise your organisation’s standards or work they have been allocated and levels of expected performance continuously improve their performance K10. Explain your organisation’s policies and K4. Explain how to select and apply different procedures for dealing with poor performance methods for recognising team members’ achievements K5. Describe the additional support and/or resources which team members might require helping them complete their work on time and to the standard required and how to assist in providing this © Environmentally & Socially Responsible Tourism Capacity Development Programme 62 funded by the EU
11. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE CONDITIONS OF PERFORMANCE AND VARIABLES 1. Efficiency and service levels may relate to: 7. Workplace problems may relate to: • Monitoring and measuring performance • Industrial • Monitoring customer service satisfaction • Customer • Monitoring costs • Supplier • Equipment 2. Quality assurance initiatives may include: • Quality systems • Compliance • Quality standards • Administrative • Organisational 3. Quality problems may include: • Employee • Difficult customer service situations • Others • Equipment breakdown/technical failure • Failure to deliver promised service to 8. Corrective action may include: customers • New procedures and/or processes • Procedural inadequacies or failure • Changes to workplace procedures and/or • Poor rosters giving rise to inadequate/ processes inappropriate staffing levels • Others • Inadequate financial resources Important behaviours for supervisors/ • Delays and time difficulties managers include: • Others 1. Seek opportunities to improve performance 2. Find practical ways to overcome obstacles 4. Procedures and systems may be related to: • Customer service 3. Identify people’s preferred ways of communicating • Bar and restaurant operations 4. Use communication media and styles • Kitchens appropriate to different people and situations • Office administration 5. Make time available to support others • Reservation procedures 6. Give feedback to others to help them maintain • Housekeeping systems and improve their performance • Stock control 7. Recognise the achievements and success of • Security others • Safe work practices 8. Show integrity, fairness and consistency in • Record keeping decision-making • Financial procedures 9. Monitor the quality of work and progress • Others against plans and take appropriate corrective action, where necessary 5. Supportive feedback and coaching may 10. Take pride in delivering high quality, accurate relate to: work • Performance reviews 11. Seek to understand people’s needs and • Advice motivations • Guest comments 6. Workplace records may include: • Staff record • Performance reports • Time and wages records • Financial records • Cash takings • Front Office transactions, vouchers and documentation • Customer records • Audit records • Stock records • Others © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 63
12. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE ASSESSMENT GUIDE ASSESSMENT METHODS Assessment of units at level 3-5 is normally based Suitable methods will include: on performance at work. Some units at levels 3-5 • Portfolio of workplace evidence cannot be assessed by observation due to • Observation confidentiality, work constraints/environment etc. • Personal statements This unit may be assessed holistically by means of a • Witness testimony portfolio of evidence or report on quality assuring • Professional discussion the work of a team in a hospitality or tourism environment. Individuals are expected to Simulation can be used in colleges or in the demonstrate that they can apply relevant concepts workplace for some performance criteria but should to situations which they could face as supervisors/ be used sparingly. managers. They are also expected to suggest, justify A portfolio or written report should be and evaluate possible courses of actions which they supplemented by oral questions to ensure all may take to deal with situations and with challenges aspects of the evidence requirements are fully met. that they face as supervisors/managers in an organisation. Note that all evidence should remove names of personnel to protect the privacy of individuals and the organisation. Evidence must include: 1. Two examples or cases of how you monitored and checked the progress and quality of the work of team members against the standard performance expected, and the support you provided to team members to maintain and improve their performance 2. Two examples of how you identified and dealt with team problems and unforeseen events and how you motivated team members to complete the work they have been allocated on time and to the standard required 3. Two examples of how you identified unsatisfactory performance, how you discussed the causes and agreed ways of improving performance with team members 4. Two examples of how you recognised successful completion of significant pieces of work by team members and motivated team members to maintain and continuously improve their performance over time 5. Fully completing the knowledge assessment as set out in the unit either by recorded oral questioning or answers to written questions RELEVANT OCCUPATIONS ACCSTP REF All staff with supervisory or management D1.HRM.CL9.04 responsibility in tourism occupations © Environmentally & Socially Responsible Tourism Capacity Development Programme 64 funded by the EU
13. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE HRS10. UNIT TITLE: PLAN, ALLOCATE AND MONITOR WORK OF A TEAM UNIT DESCRIPTOR This unit covers the competencies required to ensure that the work required of your team is effectively and fairly allocated and involves monitoring the progress and quality of the work of team members to ensure that the required level or standard or performance is being met. ELEMENTS AND PERFORMANCE CRITERIA E1. Plan the work for your team E3. Supervise progress and quality of work of P1. Confirm the work required of the team with team members your manager and seek clarification, where P6. Check the progress and quality of the work necessary, on any outstanding points and of team members on a regular and fair basis issues against the standard or level of expected P2. Plan how the team will undertake its work, performance identifying any priorities or critical activities and P7. Provide prompt and constructive feedback making best use of the available resources P8. Support team members in identifying and E2. Allocate work to team members dealing with problems and unforeseen events P3. Allocate work to team members on a fair basis P9. Motivate team members to complete the work taking account of their skills, knowledge and they have been allocated and provide any understanding, experience and workloads and additional support and/or resources to help the opportunity for development completion P4. Brief team members on the work they have P10. Monitor the team for conflict, identify the been allocated and the standard or level of cause(s) when it occurs and deal with it expected performance promptly and effectively P5. Encourage team members to ask questions, E4. Review performance of team members make suggestions and seek clarification in P11. Identify unacceptable or poor performance, relation to the work they have been allocated discuss the cause(s) and agree ways of improving performance with team members P12. Recognise successful completion of significant pieces of work or work activities by team members and the overall team and advise your manager P13. Use information collected on the performance of team members in any formal appraisal of performance KNOWLEDGE REQUIREMENTS K1. Describe different ways of communicating K7. Summarize the ways of encouraging team effectively with members of a team members to ask questions and/or seek K2. Explain the importance of confirming/clarifying clarification and make suggestions in relation the work required of the team with your to the work which they have been allocated manager and how to do this effectively K8. List the most effective ways of regularly and K3. Discuss how to plan the work of a team, fairly checking the progress and quality of the including how to identify any priorities or work of team members critical activities and the available resources K9. Explain how to provide prompt and K4. Explain how to identify and take due account constructive feedback to team members of health and safety issues in the planning, K10. Explain how to select and apply a limited range allocation and checking of work of different methods for motivating, supporting K5. Explain why it is important to allocate work and encouraging team members to complete across the team on a fair basis and how to do the work they have been allocated, improve so their performance and for recognising their K6. Explain why it is important to brief team achievements members on the work they have been allo- K11. List the additional support and/or resources cated and the standard or level of expected which team members might require to help performance and how to do so them complete their work and how to assist in providing this © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 65
14. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE K12. Explain why it is important to monitor the team K14. List the type of problems and unforeseen for conflict and how to identify the cause(s) of events that may occur and how to support conflict when it occurs and deal with it team members in dealing with them promptly and effectively K15. Describe how to log information on the K13. Explain why it is important to identify on-going performance of team members and unacceptable or poor performance by use this information for performance appraisal members of the team and how to discuss the purposes. Industry/sector specific knowledge cause(s) and agree ways of improving and understanding performance with team members CONDITIONS OF PERFORMANCE AND VARIABLES 1. Performance management may be defined 4. Appraise staff should include: as: • Conducting appraisals at regular, • A process or set of processes for establishing a pre-determined intervals shared understanding of what an individual or • Application of appraisals across all staff, group is to achieve, and managing individuals in including management, full-time staff, part-time a way which increases the probability it will be staff and casual staff achieved in both the short and longer terms • Establishing initial targets for performance and 2. Performance standards may include: notifying individual staff of these • Key Performance Indicators (KPIs) used to • Gathering evidence of actual staff performance measure actual performance against set targets which should include consideration of: • Performance standards, defining the level of • Type of assessment/appraisal which may performance sought from an individual or include peer assessment, self-assessment group that are expressed quantitatively or • Team assessment, use of productivity qualitatively, and which may relate to: indicators including feedback from patrons • Productivity • Methods of collecting performance data • Punctuality to ensure data is reliable, indicative and • Personal presentation relevant • Levels of accuracy in work • Methods of interpreting performance data, including prioritizing results and • Adherence to procedures understanding • Customer service standards • The data within individual contexts • Team interaction • Response times 5. Advise staff of the result should include: • Waste minimization • Providing evidence-based feedback of staff • Cost minimization performance • Others • Agreeing on the level of concurrence between actual and required workplace performance 3. Systems to ensure staff performance is • Determining revised action, timelines and monitored may include: targets for the next phase/cycle of the appraisal • Any regularly applied and formalized system process where all staff have their actual workplace practice evaluated and assessed against 6. Action to take to underpin attainment of the predetermined goals/targets with a view to revised targets may include: determining their individual level of • Proving necessary support, such as mentoring, performance or achievement coaching, training, resources, information • Evaluation based on factual evidence • Providing support for out-of-work problems • Feedback on the identified performance encountered by staff • Support for the individual to continue • Re-allocation of duties and adjustment of acceptable performance and redress workload unacceptable performance • Re-organisation of work practices • Counselling and disciplinary action for staff • Agreement on short-term goals for unable or unprepared to bring their improvement performance in line with expectations and • Revisions to required workloads and/or standards standards • Counselling © Environmentally & Socially Responsible Tourism Capacity Development Programme 66 funded by the EU
15. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE CONDITIONS OF PERFORMANCE AND VARIABLES 7. Supporting and motivating team members Important behaviours for supervisors/ may include: managers include: • Informal but structured discussions between 1. Make time available to support others management and staff 2. Clearly agree what is expected of others and • Timely delivery of support to minimize the hold them to account negative impact of delays and enable linking of 3. Prioritise objectives and plan work to make best discussion and outcomes to recent and use of time and resources identified performance 4. State your own position and views clearly and • Application of suitable strategies to meet confidently in conflict situations individual and company needs 5. Integrity, fairness and consistency in • Providing the appropriate level of support decision-making during the counselling commensurate with the 6. Seek to understand people’s needs and issues being dealt with motivations • Referring the staff member to external 7. Take pride in delivering high quality work professional services, where appropriate 8. Take personal responsibility for making things happen 9. Encourage and support others to make the best use of their abilities 10. Be vigilant for possible risks and hazards © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 67
16. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE ASSESSMENT GUIDE ASSESSMENT METHODS Assessment of units at level 3-5 is normally based Suitable evidence could include: on performance at work. Some units at levels 3-5 • Detailed work schedules, timetables and other cannot be assessed by observation due to plans for individual and team work activities confidentiality, work constraints/environment etc. • Notes of team briefings to allocate individual This unit may be assessed holistically by means of and team work activities, tasks, targets, etc a portfolio of evidence or report on allocating and • Personal statements (reflections on the process monitoring the work of a team in a hospitality or and reasoning behind work allocation) tourism environment. Individuals are expected to • Witness statements (comments on the process demonstrate that they can apply relevant concepts of work allocation and perceptions of its to situations which they could face as supervisors/ fairness) managers. They are also expected to suggest, justify • Records of individual and team work output or and evaluate possible courses of actions which they production records, production/operational may take to deal with situations and with challenges reports that they face as supervisors/managers in an • Notes, reports, recommendations to managers organisation. or other records of problems or critical Note that all evidence should remove names of incidents personnel to protect the privacy of individuals and • Health, safety or security; customers; or team the organisation. members’ work performance • Notes, emails, memos or other records of Evidence must include: formal or informal feedback or performance 1. Two examples or cases of how you planned, appraisal how your team will undertake its work, • Personal statement (reflections on your own including detailed work schedules, timetables role in dealing with problems or critical and other plans for individual and team work incidents) activities, tasks, production targets • Witness statements (comments on your own 2. Two examples of how you allocated work to role in dealing with problems or critical team members on a fair basis taking account incidents) of their skills, knowledge and understanding, experience and workloads and the opportunity Simulation can be used in colleges or in the for development workplace for some performance criteria but should 3. Two examples of how you checked the be used sparingly. progress and quality of the work of team A portfolio or written report should be members and provided prompt and supplemented by oral questions to ensure all constructive feedback aspects of the evidence requirements are fully met. 4. Two examples of how you identified unsatisfactory performance, how you discussed the causes and agreed ways of improving performance with team members 5. Fully completing the knowledge assessment as set out in the unit either by recorded oral questioning or answers to written questions RELEVANT OCCUPATIONS ACCSTP REF All staff with supervisory or management responsibility D1.HRM.CL9.03 in tourism occupations © Environmentally & Socially Responsible Tourism Capacity Development Programme 68 funded by the EU
17. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE FMS4. UNIT TITLE: PREPARE AND ANALYSE FINANCIAL STATEMENTS AND REPORTS UNIT DESCRIPTOR This unit covers the competencies required to generate financial statements required to monitor business performance and to prepare and analyse financial statements and reports. ELEMENTS AND PERFORMANCE CRITERIA E1. Prepare specific financial reports E3. Distribute updated records P1. Produce the revenue report P9. Update internal records P2. Produce the balance sheet P10. Distribute the prepared financial statements P3. Produce the profit and loss statement and reports P4. Produce specific reports to meet departmental requirements E2. Analyse financial statements and reports P5. Analyse financial statements P6. Analyse financial reports P7. Ensure internal requirements are met P8. Validate the financial statements that have been prepared KNOWLEDGE REQUIREMENTS K1. Describe the organisation’s policies and K5. Identify the frequency with which financial procedures in regard to preparation, statements need to be produced presentation and distribution of financial K6. Identify the responsibilities and authorities that statements including identification of the attach to the preparation of financial statements to be prepared statements K2. Describe relevant accounting and financial K7. Identify the internal requirements in relation to terminology, identify the financial statements financial statements that need to be produced K8. Identify the format for the preparation of K3. List the relevant legislated accounting financial statements provisions that apply to the host country K9. Identify the distribution requirements for K4. Explain the accepted principles and standards financial statements of account preparation and presentation © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 69
18. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE CONDITIONS OF PERFORMANCE AND VARIABLES 1. Financial statements may include: 6. Validate the financial statements may • Balance sheet include: • Profit and loss statement • Ensuring statements, data and explanatory • Revenue statements notes are error free • Bank reconciliations • Ensuring all provided information is clear, accurate, easy to understand and complete 2. Revenue report should: • Ensuring statements meet necessary reporting • Reflect the operating profit for the reporting requirements period • Making necessary additions and/or corrections • Comply with organisational policy and procedures 7. Update internal records may include: • Align with designated accounting requirements • Entering data to reflect the current status of the financial statements 3. Balance sheet should: • Printing and archiving copies of the financial • Reflect the financial position of the business at statements the end of the reporting period • Comply with organisational policy and Important behaviours for supervisors/ procedures managers include: • Align with designated accounting requirements 1. Find practical ways to overcome obstacles 2. Present information clearly, concisely, accurately 4. Profit and loss statement should: and in ways that promote understanding • Reflect transactions over a period of time and 3. Balance risks against the benefits that may arise business performance from taking risks • Comply with organisational policy and 4. Identify and seize opportunities to obtain procedures resources • Align with designated accounting requirements 5. Comply with, and ensure others comply with 5. Specific departmental financial reports may legal requirements, industry regulations, include: organisational policies and professional codes • Statement of cash flow 6. Act within the limits of your authority to communicate clearly the value and benefits of a • Daily, weekly and monthly revenue reports proposed course of action • Sales and occupancy report 7. Use a range of legitimate strategies and tactics • Restaurant and banquets summary to influence people • F&B sales 8. Work towards win-win solutions • Travel receipts report 9. Identify the range of elements in a situation and • Advance deposit report how they relate to each other • Guest credit report 10. Specify the assumptions made and risks • Refund documentation report involved in understanding a situation • Cash transaction report 11. Test a variety of options before taking a • Non-cash transaction report decision • Account receivable and payable transaction report • Vouchers for payment of/in lieu of payment report • Credit card imprints transaction report © Environmentally & Socially Responsible Tourism Capacity Development Programme 70 funded by the EU
19. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE ASSESSMENT GUIDE ASSESSMENT METHODS Assessment of units at level 3-5 is normally based Suitable methods will include: on performance at work. Some units at levels 3-5 • Portfolio of workplace evidence cannot be assessed by observation due to • Observation confidentiality, work constraints/environment etc. • Personal statements This unit may be assessed holistically by means • Witness testimony of a portfolio of evidence or report on preparing • Professional discussion and analysing financial statements and reports in a hospitality or tourism environment. Individuals Simulation can be used in colleges or in the are expected to demonstrate that they can apply workplace for some performance criteria but should relevant concepts to situations which they could face be used sparingly. as supervisors/managers. They are also expected A portfolio or written report should be to suggest, justify and evaluate possible courses of supplemented by oral questions to ensure all actions which they may take to deal with situations aspects of the evidence requirements are fully met. and with challenges that they face as supervisors/ managers in an organisation. Note that all evidence should remove names of personnel to protect the privacy of individuals and the organisation. Evidence must include: 1. At least two financial statements developed 2. At least two financial reports developed 3. At least one updated internal record based on financial statements prepared and/or financial reports developed 4. Fully completing the knowledge assessment as set out in the unit either by recorded oral questioning or answers to written questions. RELEVANT OCCUPATIONS ACCSTP REF All Managers or Supervisors in tourism organisations D2.TFA.CL7.02 © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 71
20. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE HRS11. UNIT TITLE: IMPLEMENT OCCUPATIONAL HEALTH AND SAFETY PRACTICES UNIT DESCRIPTOR This unit covers the competencies required to manage the overall health and safety process in your area of responsibility. It is intended to go beyond meeting health and safety legislation and move towards a situation where health and safe- ty considerations are firmly embedded in the planning and decision-making processes and the ‘culture’ of your area of responsibility. The ‘area of responsibility’ may be, for example, a department or functional area or an operating site such as a hotel or tour company office. ELEMENTS AND PERFORMANCE CRITERIA E1. Implement health and safety policy E3. Ensure systems are in place for identifying P1. Identify your personal responsibilities and and monitoring risk liabilities under health and safety legislation P6. Ensure that a system is in place for identifying P2. Ensure that the organisation’s written health hazards and assessing risks in your area of and safety policy statement is clearly responsibility and that prompt and effective communicated to all people in your area of action is taken to eliminate or control identified responsibility and other relevant parties hazards and risks P3. Ensure that the health and safety policy P7. Ensure that systems are in place for effective statement is put into practice in your area of monitoring, measuring and reporting of health responsibility and is subject to review as and safety performance in your area of situations change and at regular intervals and responsibility the findings passed to the appropriate people E4. Develop & improve health and safety for consideration performance E2. Ensure consultation with health & safety P8. Show continuous improvement in your area of personnel responsibility in relation to health and safety P4. Ensure regular consultation with people in your performance area of responsibility or their representatives P9. Make health and safety a priority area in terms on health and safety issues of informing planning and decision-making in P5. Seek and make use of specialist expertise in your area of responsibility relation to health and safety issues P10. Demonstrate that your own actions reinforce the messages in the organisation’s health and safety policy statement P11. Ensure that sufficient resources are allocated across your area of responsibility to deal with health and safety issues P12. Develop a culture within your area of responsibility which puts ‘health and safety’ first © Environmentally & Socially Responsible Tourism Capacity Development Programme 72 funded by the EU
21. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE KNOWLEDGE REQUIREMENTS K1. Explain why health and safety in the workplace K8. Identify sources of specialist expertise in is important relation to health and safety K2. Describe how and where to identify your K9. List ways of developing a culture in your area personal responsibilities and liabilities under of responsibility which puts ‘health and safety’ health and safety legislation first K3. Explain how to keep up with legislative and K10. Describe the type of hazards and risks that other developments relating to health and may arise in relation to health and safety – how safety to establish and use systems for identifying K4. Summarise the requirement for organisations hazards and assessing risks and the type of to have a written health and safety policy actions that should be taken to control or statement eliminate them K5. Explain how to communicate the written health K11. Explain how to establish systems for and safety policy statement to people who monitoring, measuring and reporting on health work in your area of responsibility and other and safety performance in your area of relevant parties responsibility K6. Describe how and when to review the K12. Explain why and how health and safety should application of the written health and safety inform planning and decision-making policy statement in your area of responsibility K13. Explain the importance of setting a good and produce/provide findings to inform example to others in relation to health and development safety K7. Explain how and when to consult with people K14. Define the type of resources required to deal in your area of responsibility or their with health and safety issues representatives on health and safety issues © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 73
22. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE CONDITIONS OF PERFORMANCE AND VARIABLES 1. Relevant health and safety information may 4. Developing and improving health and safety include: performance may include: • Roles and responsibilities of personnel • Workshops • Legal obligations • Information sessions • Participative arrangements for health and • Fact sheets and other literature safety • Mentoring • Location of relevant health and safety • Lectures information, procedures and policies • Practical demonstrations • Specific risks and necessary control measures • Health and safety team meetings • Codes of practice Important behaviours for supervisors/ 2. Hazards and risks may include: managers include: • Fire and emergency Behaviours which underpin effective performance: • Crowd related risks 1. Respond quickly to crises and problems with a • Bomb scares proposed course of action • Theft and armed robbery 2. Identify people’s information needs • Equipment failure 3. Comply with, and ensure others comply with, • Pests legal requirements, industry regulations, • Equipment related hazards organisational policies and professional codes • Manual handling 4. Be vigilant for possible risks and hazards • Slips, trips and falls 5. Take personal responsibility for making things • Drugs and alcohol in the workplace happen • Violence in the workplace 6. Identify the implications or consequences of a situation • Hazardous substances 7. Act within the limits of your authority • Others 8. Constantly seek to improve performance 3. Records may include: 9. Treat individuals with respect and act to uphold • Health and safety injury register their rights • Number of near-misses • Health and safety improvement ideas submitted by team members • Medical records • Health and safety training records • Team member hazards reports • Others © Environmentally & Socially Responsible Tourism Capacity Development Programme 74 funded by the EU
23. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE ASSESSMENT GUIDE ASSESSMENT METHODS Assessment of units at level 3-5 is normally based Suitable methods will include: on performance at work. Some units at levels 3-5 • Portfolio of workplace evidence cannot be assessed by observation due to • Observation confidentiality, work constraints/environment etc. • Personal statements This unit may be assessed holistically by means of • Witness testimony a portfolio of evidence or report on implementing • Professional discussion occupational health and safety in a hospitality or tourism environment. Individuals are expected to Simulation can be used in colleges or in the demonstrate that they can apply relevant concepts workplace for some performance criteria but should to situations which they could face as supervisors/ be used sparingly. managers. They are also expected to suggest, justify A portfolio or written report should be and evaluate possible courses of actions which they supplemented by oral questions to ensure all may take to deal with situations and with challenges aspects of the evidence requirements are fully met. that they face as supervisors/managers in an organisation. Note that all evidence should remove names of personnel to protect the privacy of individuals and the organisation. Evidence must include: 1. At least one record of actions you have taken to ensure health and safety policies are implemented appropriately 2. At least two minutes of meetings you have organised with people in your area of responsibility, or their representatives, and those with specialist expertise, to discuss, review and agree the implementation of workplace policies on health and safety 3. At least one briefing or presentation you have made or commissioned to people in your area of responsibility on the implementation of workplace policies on health and safety 4. At least one record of training activity you have organised for people in your area of responsibility on the implementation of workplace policies on health and safety 5. One personal statement (reflection on your role in ensuring that health and safety policies are implemented and reviewed in your area of responsibility) 6. Fully completing the knowledge assessment as set out in the unit either by recorded oral questioning or answers to written questions RELEVANT OCCUPATIONS ACCSTP REF All staff with supervisory or management D1.HSS.CL4.01, 02 & 04 responsibility in tourism occupations © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 75
24. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE CMS1. UNIT TITLE: MANAGE QUALITY SERVICE AND CUSTOMER SATISFACTION UNIT DESCRIPTOR This unit covers the competencies required to manage the delivery of quality customer services in a hotel, travel or tour company. This standard is relevant to managers and supervisors who are required to manage the delivery of customer service as part of a broader management role. ELEMENTS AND PERFORMANCE CRITERIA E1. Communicate quality customer service E3. Handle customer service requests and standards problems P1. Engage people within your organisation and P6. Take responsibility for dealing with customers’ other key stakeholders in managing customer requests and problems referred to you, service seeking advice from specialists and/or more P2. Establish clear and measurable standards of senior managers, where necessary customer service, taking into account P7. Ensure customers are kept informed about customers’ expectations, your organisation’s the actions you are taking to deal with their resources and any legal or regulatory requests or problems requirements E4. Enhance the quality of customer service E2. Ensure people and resources deliver P8. Encourage staff and customers to provide customer service quality feedback on their perceptions of the standards P3. Organise people and other resources to meet of customer service customer service standards, taking account of P9. Continuously monitor the standards of varying levels of demand and likely customer service delivered, customers’ contingencies requests and problems and feedback from P4. Ensure people delivering customer service are staff and customers competent to carry out their duties, and P10. Analyse customer service data to identify the provide them with any necessary training, causes of problems and opportunities for support and supervision improving customer service P5. Ensure people understand the standards of P11. Make or recommend changes to processes, customer service they are expected to deliver systems or standards order to improve and the extent of their autonomy in customer service responding to customers’ requests and problems © Environmentally & Socially Responsible Tourism Capacity Development Programme 76 funded by the EU
25. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE KNOWLEDGE REQUIREMENTS K1. Explain how you engage people within your K8. Explain the importance of taking responsibility organisation and other stakeholders in for dealing with customers’ requests and managing customer service problems referred to you K2. Describe how to establish clear and K9. Explain the importance of keeping customers measurable standards of customer service, informed about the actions you are taking to taking into account customers’ expectations deal with their requests or problems and your organisation’s resources K10. Describe how to identify and manage potential K3. Explain how to organise staffing and other issues before they develop into problems resources to meet customer service standards, K11. Describe how you normally deal with and the importance of taking account of customers’ requests and/or problems varying levels of demand and likely K12. Explain the importance of encouraging staff contingencies and customers to provide feedback on their K4. Review how to identify likely contingencies perceptions of the standards of customer when organising staffing and other resources service K5. Explain how to identify sustainable resources K13. Explain how to monitor the standards of and ensure their effective use when organising customer service delivered customers’ the delivery of customer service requests and problems and feedback from K6. Explain the importance of ensuring customer staff and customers, and the importance of service staff are competent to carry out their doing so continuously duties, and providing them with any necessary K14. Review the types of customer service data support, and how to do so available and how to analyse such data to K7. Explain the importance of ensuring staff identify the causes of problems and understands the standards of customer service opportunities for improving customer service they are expected to deliver and the extent of their autonomy in responding to customers’ requests and problems © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 77
26. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE CONDITIONS OF PERFORMANCE AND VARIABLES 1. Communicate quality customer service 7. Appropriate methods to monitor customer/ standards may include: guest satisfaction may include: • Meetings to discuss managing customer service • Mystery guest • Briefings to staff • Customer satisfaction survey • Discussion about customer service issues • Customer/guest interviews • Representative sampling activities 2. Ensuring people and resources are available to deliver customer service quality may • Industry benchmarking include: • Web-based comments • Planning and forecasting human resources • Face to face comments • Planning and forecasting customer seasonal • Others demands or other variables 8. Evaluate and report on customer service • Budgeting for other resources may relate to: 3. Research may include: • Service quality evaluations • Interviewing colleagues and clients • Customer satisfaction evaluations • Focus groups • Industry benchmarking • Data analysis Important behaviours for supervisors/ • Product sampling managers include: • Sales data review 1. Respond promptly to crises and problems with • Others a proposed course of action 2. Seek opportunities to improve performance 4. Customer service data may include: • Data sampling 3. Encourage others to take decisions autonomously, when appropriate • Statistical analysis 4. Demonstrate a clear understanding of different • Comparison between current and previous customers and their real and perceived needs research 5. Empower staff to solve customer problems 5. Service levels may relate to: within clear limits of authority • Service quality 6. Take personal responsibility for resolving • Customer satisfaction customer problems referred to you by other • Staff attitude staff • Appearance of venue, staff, etc. 7. Recognise recurring problems and promote • Atmosphere of venue changes to structures, systems and processes to resolve these • Responsiveness of staff to customer requests 8. Encourage and welcome feedback from others • Delivery times and use this feedback constructively • Prices/costs 9. Prioritise objectives and plan work to make the • Product/service availability effective use of time and resources • Courtesy/politeness 10. Take personal responsibility for making things • Others happen 6. Customers’ needs may relate to: 11. Clearly agree what is expected of others and • Advice or general information hold them to account • Specific information 12. Honour your commitments to others • Complaints 13. Identify the implications or consequences of a • Purchasing organisation’s products and situation services 14. Take timely decisions that are realistic for the • Returning organisation’s products and services situation • Accuracy of information • Fairness/politeness • Prices/value • Others © Environmentally & Socially Responsible Tourism Capacity Development Programme 78 funded by the EU
27. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE ASSESSMENT GUIDE ASSESSMENT METHODS Assessment of units at level 3-5 is normally based Suitable evidence could include: on performance at work. Some units at levels 3-5 • Customer service data cannot be assessed by observation due to • Personal statements (reflections on the process confidentiality, work constraints/environment etc. and reasoning behind quality service activities) This unit may be assessed holistically by means of a • Witness statements (comments on the quality portfolio of evidence or report managing quality in customer service practices) customer/guest services in a hospitality or tourism • Notes, reports, recommendations to managers environment. Individuals are expected to of customer service problems or critical demonstrate that they can apply relevant concepts incidents to situations which they could face as supervisors/ • Notes, emails, memos or other records of managers. They are also expected to suggest, justify customer service improvements and evaluate possible courses of actions which they • Personal statement (reflections on your own may take to deal with situations and with challenges role in dealing with customer service that they face as supervisors/managers in an challenges) organisation. Simulation can be used in colleges or in the Note that all evidence should remove names of workplace for some performance criteria but should personnel to protect the privacy of individuals and be used sparingly. the organisation. A portfolio or written report should be Evidence must include: supplemented by oral questions to ensure all 1. Two examples or cases of how you engage aspects of the evidence requirements are fully met. people within your organisation and other key stakeholders in managing customer service and establishing clear and measurable standards of customer service 2. Two examples of how you organise people and other resources to meet customer service standards, and ensure people delivering customer service are competent to carry out their duties and understand the standards of customer service they are expected to deliver 3. Two examples of how you have taken responsibility for dealing with customers’ requests and problems referred to you and ensured customers were kept informed about the actions you were taking to deal with their requests or problems 4. Two examples of how you continuously monitor the standards of customer service delivered, customers’ requests and problems and feedback from staff and customers and make or recommend changes to processes, systems or standards order to improve customer service 5. Fully completing the knowledge assessment as set out in the unit either by recorded oral questioning or answers to written questions RELEVANT OCCUPATIONS ACCSTP REF All staff with supervisory or management responsibility D1.HRM.CL9.06 in tourism occupations © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 79
28. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE GAS6. UNIT TITLE: MANAGE DAILY OPERATIONS UNIT DESCRIPTOR This unit covers the competencies required to perform daily operations in a hotel, tourism or travel organisation. ELEMENTS AND PERFORMANCE CRITERIA E1. Inspect key areas and equipment E4. Monitor performance standards P1. Ensure main areas are clean and ready for use P9. Review daily reports P2. Ensure all equipment and materials are in P10. Interpret data place P11. Diagnose problems E2. Perform daily requisition procedures E5. Monitor productivity standards P3. Review all stocks and supplies P12. Review customer feedback P4. Ensure requisition orders are completed P13. Review financial reports P5. Make purchase requests E6. Maintain the security of premises and E3. Review schedules personnel P6. Ensure staffing schedules are up to date P14. Ensure security records are maintained P7. Check schedules for any issues P15. Ensure personnel records are up to date P8. Input data and backup P16. Review security and safety reports KNOWLEDGE REQUIREMENTS K1. Explain your method for carrying out daily K4. Describe the organisations’ security inspection to key areas and equipment arrangements for the premises and personnel K2. Describe the daily requisitions procedure K5. Explain how performance and productivity data K3. Explain how you use guest’s comments for is used for planning and improvement quality improvement CONDITIONS OF PERFORMANCE AND VARIABLES 1. Inspection of key areas could include: 2. Daily requisition would include: • Restaurant, bar premises and bar equipment • Linen • Floral displays • Chemical • Food and beverage promotional displays • Stationery • Lighting • Operating supplies • Windows, mirrors and polished surfaces • Food & beverage items • Station cleanliness 3. Schedules would include: • Ventilation • Duty manager schedule • Cellars • Manager on Duty • Kitchens and stewarding • Patrolling security • Stores, pantry and room service • Staffing schedule • C&B Stores • Waste areas 4. Performance standards would include: • Staff locker and wash rooms • Preparing financial reports • Fire escapes and stair wells • Calculating averages, ratios and percentages • Service elevators • Interpreting specific results • Others • Identifying the difference between reports • Diagnosing probable causes • Calculating and monitoring a RevPAR © Environmentally & Socially Responsible Tourism Capacity Development Programme 80 funded by the EU
29. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE CONDITIONS OF PERFORMANCE AND VARIABLES 5. Productivity standards could include: Important behaviours for supervisors/ • Quality control manual managers include: • Customer feedback 1. Constructively challenge the status quo and • On-line reviews seek better alternatives • Staff feedback 2. Present information clearly, concisely, accurately and in ways that promote 6. Maintain the security of premises and understanding personnel could include: 3. Give feedback to others to help them maintain • Protecting database and documents and improve their performance • Human resource records and headcount 4. Continuously improve products and services • Ensuring access to premises 5. Comply with, and ensure others comply with, • Ensuring fire protection system is in good legal requirements, industry regulations, condition organisational policies and professional codes 6. Monitor the quality of work and progress against plans and take appropriate corrective action, where necessary 7. Develop systems to gather and manage information and knowledge effectively, efficiently and ethically 8. Use a range of legitimate strategies and tactics to influence people 9. Make effective use of available resources 10. Recognise stakeholders’ needs and interests and manage these effectively 11. Build a plausible picture from limited data 12. Specify the assumptions made and risks involved in understanding a situation ASSESSMENT GUIDE ASSESSMENT METHODS Performance assessment must include: Suitable assessment methods may include: 1. At least two requisition records and purchase • Direct observation orders • Written or oral questioning to assess aspects of 2. At least one security report specialised knowledge 3. At least one customer feedback questionnaire • Naturally occurring evidence in the workplace and/or survey analysis • Review of portfolios of evidence 4. At least two completed inspection checklists • Review of third party workplace reports of on 5. At least two staffing schedules the job performance by the individual 6. At least two financial reports RELEVANT OCCUPATIONS ACCSTP REF Head of Department, Manager, Manager on Duty D1.HRM.CL9.03 © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 81
30. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE COS2. UNIT TITLE: WORK EFFECTIVELY WITH OTHERS UNIT DESCRIPTOR This unit describes the competencies required to work in a hospitality or tourism environment promoting department/ team commitment and cooperation, supporting team members and dealing effectively with issues, problems and conflict. ELEMENTS AND PERFORMANCE CRITERIA E1. Develop effective workplace E3. Deal effectively with issues, problems and relationships conflict P1. Identify own responsibilities and duties in P7. Respect differences in personal values and relation to department/team members beliefs and their importance in the P2. Undertake activities in a manner that promotes development of relationships cooperation and good relationships P8. Identify any linguistic and cultural differences in P3. Encourage, acknowledge and act upon communication styles and respond feedback provided by others in the appropriately department/team P9. Identify issues, problems and conflict encountered in the workplace E2. Contribute to department or team activities P10. Seek assistance from department/team members when issues, problems and conflict P4. Provide support to department or team arise members to ensure goals are met P5. Contribute to department/team goals and tasks according to organisational requirements P6. Share information relevant to work with department/team to ensure designated goals are met KNOWLEDGE REQUIREMENTS K1. List own responsibilities and duties in relation K7. Explain how to deal effectively with issues, to department/team members problems and conflict K2. Explain how to undertake activities in a manner K8. Explain how to respect differences in personal that promotes cooperation and good values and beliefs relationships K9. Explain how to respond to linguistic and K3. Explain how to act upon feedback provided by cultural differences in communication styles others in the department/team K10. List the type of issues, problems and conflict K4. Give examples of how to contribute to encountered in the workplace department or team activities K11. Explain how to get assistance from K5. Describe how to support department or team department/team members when issues, prob- members to ensure goals are met lems and conflict arise K6. Suggest ways to share information relevant to work with department/team to ensure designated goals are met © Environmentally & Socially Responsible Tourism Capacity Development Programme 82 funded by the EU
31. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE CONDITIONS OF PERFORMANCE AND VARIABLES The unit variables interpret the scope and context 5. Information to be shared may include: of this unit of competence, allowing for differences • Acknowledging satisfactory performance between different working environments and is • Acknowledging unsatisfactory performance appropriate for all tourism and hospitality job roles. • Assisting a colleague 1. Responsibilities and duties may include: • Clarifying the organisation’s preferred task • Code of conduct completion methods • Job description and employment arrangements • Encouraging colleagues • Skills, training and competencies • Open communication channels • Supervision and accountability • Workplace hazards, risks and controls • Responsible and sustainable working practices 6. Opportunities for improvement may 2. Department/team members may include: include: • Peers/work colleagues/team/ trainees/intern • Career planning/development • Supervisor or manager • Coaching, mentoring and/or supervision • Formal/informal learning programmes 3. Feedback on performance may include: • Internal/external training provision • Formal/informal performance appraisals • Performance appraisals • Feedback from supervisors and colleagues • Personal study • Personal, reflective behaviour strategies • Recognition of prior learning/experience 4. Support to team members may include: • Explaining/clarifying • Helping colleagues • Problem solving • Providing encouragement • Providing feedback to a team member • Undertaking extra tasks if necessary ASSESSMENT GUIDE ASSESSMENT METHODS Evidence of the following is required: A range of assessment methods should be used to 1. Two examples of providing support to team assess practical skills and knowledge. members to ensure goals are met The following examples are appropriate for this 2. Two examples of seeking feedback from clients unit: and/or colleagues and taking appropriate • Direct questioning combined with review of action portfolios of evidence and third party workplace 3. Two examples/cases of resolving conflicts in the reports of on the job performance by the workplace candidate Assessment must ensure: • Analysis of responses to case studies and • Access to an actual workplace or simulated scenarios environment • Demonstration of techniques • Access to office equipment and resources • Observation of demonstrated techniques in • Examples of problems, issues or conflicts that resolving conflict have been resolved • Observation of presentations • Review of documentation identifying and planning strategies/opportunities for workgroup improvement RELEVANT OCCUPATIONS ACCSTP REF Appropriate for all tourism job roles (1) D1.HOT.CL1.02; (2) D1.HOT.CL1.11; (3) D1.HOT. CL1.01 © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 83
32. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE COS4. UNIT TITLE: USE ENGLISH AT A BASIC OPERATIONAL LEVEL UNIT DESCRIPTOR This unit describes the competencies required to converse orally in English in the workplace at a basic operational level. ELEMENTS AND PERFORMANCE CRITERIA E1. Make simple conversation E3. Make simple requests P1. Respond to opening comments P6. Use polite forms to make simple requests P2. Comment on familiar topics P7. Thank the person responding to your request P3. Conclude a conversation E4. Express preferences E2. Respond to simple requests P8. Talk about likes and dislikes P4. Confirm understanding of instructions or P9. Discuss preferences and give reasons requests P5. Request clarification of instructions or requests KNOWLEDGE REQUIREMENTS K1. Respond to opening comments and make K5. Describe routine procedures and explain a simple conversation sequence of routine job tasks K2. Comment on familiar topics and conclude a K6. Make suggestions on how to improve routine conversation procedures or in communication with guests K3. Make and respond to simple requests K7. Express likes, dislikes and preferences and give K4. Confirm understanding and request preferences and reasons clarification of instructions or requests CONDITIONS OF PERFORMANCE AND VARIABLES This unit applies where conversing in English at a 4. Ways to seek clarification may include: basic operational level is required within all divisions • Asking the person to repeat themselves, e.g. of the hospitality and tourism industry and includes would you mind saying that again? Would you all staff with guest contact. mind spelling it? Sorry I didn’t catch that. Sorry 1. Opening comments may include: I missed that, Can you go over that again? Can you say that again please? • How are you? Did you have a good trip? How can I help you? • Seeking clarification, e.g. Can you please confirm you want to check out tomorrow? Are • Others you looking for an all-day or half-day tour? 2. Familiar topics may include: 5. Polite forms used for making requests may • Giving directions; providing advice on the best include: places to shop, eat, visit etc; providing advice • Please can you provide your driving licence for about a customer’s special needs; providing the hired car? Would you mind waiting for five information; referring a customer complaint to minutes while I deal with this guest? a supervisor; safety & healthy related information 6. Avoiding jargon in conversations with • Others guests: • Your room rate is US$100 plus plus/ net 3. Closing remarks may include: • We are pleased to offer you FOC breakfast • I hope you enjoy your stay/tour; Goodbye and I hope we see you again soon; Thank you for staying here; Please enjoy your tour • Others © Environmentally & Socially Responsible Tourism Capacity Development Programme 84 funded by the EU
33. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE ASSESSMENT GUIDE ASSESSMENT METHODS Assessment should ensure that the person Assessment must ensure actual or simulated can communicate effectively in the following workplace application of situations where people situations: converse at a basic operational level with guests or 1. Respond to opening comments and make customers or in a classroom environment where the simple conversation person can demonstrate their ability to 2. Comment on familiar topics and conclude a communicate in basic English. conversation The following methods may be used to assess 3. Make and respond to simple requests competency for this unit: 4. Confirm understanding and request • Observation of practical candidate performance clarification of instructions or requests • Interviews 5. Describe routine procedures and explain a • Role plays sequence of routine job tasks • Oral and written questions 6. Make suggestions on how to improve routine procedures 7. Express likes, dislikes and preferences and give preferences and reasons RELEVANT OCCUPATIONS ACCSTP REF All tourism occupations D1.LAN.CL1.01 © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 85
34. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE COS6. UNIT TITLE: PROVIDE BASIC FIRST AID UNIT DESCRIPTOR This unit covers the competencies required to perform basic first aid in a range of settings within a hospitality and tour- ism environment. ELEMENTS AND PERFORMANCE CRITERIA E1. Perform immediate lifesaving first aid E3. Adapt first aid procedures for remote pending the arrival of medical aid situations P1. Ensure casualty is comfortable before P8. Care for injured person in remote conditions requesting medical aid until help arrives, including the monitoring of P2. Place unconscious casualty in stable side airway, breathing and heartbeat, the control of position and clear the airways to promote pain, hydration and the maintenance of body breathing in accordance with established first temperature. aid procedures P9. Correctly care for casualty with ‘severe injuries’ P3. Stem casualty with external bleeding by in a remote situation, including preparation for following standard first aid procedures transport E2. Apply basic first aid E4. Communicate details of the incident P4. Provide first aid using established first aid P10. Request appropriate medical assistance using the procedures and available resources and most relevant and appropriate communication equipment mechanism P5. Monitor casualty’s condition and respond in P11. Convey details of casualty’s condition and first-aid accordance with accepted first aid principles management activities accurately to emergency P6. Seek first aid assistance from others in a timely services or other personnel manner P12. Prepare reports to supervisors in a timely P7. Record accidents and injuries in accordance manner, presenting all relevant facts with organisational procedures KNOWLEDGE REQUIREMENTS K1. Describe first aid situations that may occur in K7. Describe the DRABC action plan for the the workplace and appropriate first aid action, identification and control of danger, loss of treatments and solutions consciousness and response, loss of airway, K2. List relevant health legislation and procedures breathing and circulation. RED: rest, elevate K3. Explain the priorities of first aid care and direct pressure for bleeding cases K4. Explain first aid procedures for: K8. List the symptoms and signs of the most a. Conducting an initial patient first aid common causes of unconsciousness: assessment a. Poisoning, bites and stings b. Managing injuries b. Sprains and strains c. Carrying out resuscitation techniques c. Fractures (simple, compound and d. Reporting on first aid situations and action complicated) taken d. Dislocated joints K5. Describe techniques for management and e. Head, neck and back injuries care of casualties in various first aid situations, f. Severe internal bleeding including: g. Abdominal, pelvic and chest injuries a. Acute illness and/or injury h. Shock as a result of severe injury b. Wounds and bleeding i. Angina pain, heart attack and heart failure c. Burns j. Burns and associated shock d. Bone, joint and muscle injuries K9. Explain the safety precautions needed to K6. Explain causes of respiratory failure and prevent accidents, illness and injuries and breathing difficulty infection in remote area situations K10. Describe communication techniques related to the provision of first aid © Environmentally & Socially Responsible Tourism Capacity Development Programme 86 funded by the EU
35. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE CONDITIONS OF PERFORMANCE AND VARIABLES The unit variables provide advice to interpret the 3. First aid management may include: scope and context of this unit of competence, • Management of external bleeding and shock allowing for differences between organisations and • Management of minor wounds and infection workplaces. It relates to the unit as a whole and control facilitates holistic assessment. • Management of venomous bites and stings/ This unit applies to performing basic first aid poisons/allergic reactions procedures within hotel and tourism businesses • Management of fractures and may include: Front Office, Housekeeping, Food • Management of head and spinal injuries and Beverage Service, Food Preparation, Travel and Tour Operations, Tour Guiding, On-site Tour Guiding, • Management of airways including asthma Tourist Boat Services. 4. First aid may include: 1. Physical hazards may include: • Resuscitation techniques • Workplace hazards, e.g. machinery, vehicles, • CPR (Cardio pulmonary resuscitation) technique environment • Bleeding and wound care • Hazards associated with managing casualty, • Burns and scalds care such as being bitten, confused, casualty • Infection control becomes violent • Bandaging/splinting • Bodily fluids 5. Seek first aid assistance may include: • Risk of further injury to the casualty • Obtaining co-worker support 2. Casualty’s vital signs and physical condition • Obtaining support from first aider are managed for: • Requesting emergency services assistance • Response, i.e. conscious or unconscious • Requesting medical assistance • Airways, i.e. blocked, likely to become blocked • Following hotel policy (helping guest to buy • Breathing, e.g. regular, irregular, possible medicine or offering medicine to guests) problem with lungs • Circulation, e.g. pulse, heart-beat is strong/ 6. Details may relate to: weak, or racing pulse • Casualties conditions • Possible neck or back injury • Location • Shock • Assistance provided • Allergic reaction/s • Number of casualties • Bleeding • Assistance required ASSESSMENT GUIDE ASSESSMENT METHODS This unit will be difficult to assess by observation of This unit may be assessed in a simulated work practices unless there are medical emergencies situation in order to provide experience in that the person is directly involved with in the applying the competencies: workplace. Therefore the most likely method of • Assessment should include practical assessment will be simulation in a controlled demonstration through a simulation activity, environment. supported by a range of methods to assess Assessment should ensure: underpinning knowledge 1. Knowledge of company policies and procedures • Assessment must relate to the individual’s work in regard to administering first aid area or area of responsibility 2. Knowledge of policies and procedures in regard • Knowledge can be tested by oral or written to completing records of first aid questioning 3. Ability to apply the basic principles of • Role play administering first aid in a simulated situation for 3 incidents 4. Ability to carry out necessary procedures to manage a life-threatening situation for 2 incidents 5. Demonstration of CPR and resuscitation techniques on one occasion © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 87
36. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE RELEVANT OCCUPATIONS ACCSTP REF All tourism staff working in a variety of businesses D1.HOT.CL1.12 and occupational areas © Environmentally & Socially Responsible Tourism Capacity Development Programme 88 funded by the EU
37. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE GES1. UNIT TITLE: PREPARE FOR WORK UNIT DESCRIPTOR This unit covers the competencies required for timekeeping, personal grooming and hygiene, uniforms, professional behaviours and preparing the work area for the shift. ELEMENTS AND PERFORMANCE CRITERIA E1. Report for work E3. Apply professional behaviour P1. Report on time and log in P8. Listen carefully and respond courteously to P2. Use staff changing areas for washing, dressing guests or customers and personal preparation P9. Communicate professionally on business P3. Turn off any personal communications devices matters and ensure that they are locked in a safe place P10. Ensure the requisite equipment is available to in accordance with organisation policy hand P4. Go directly to work area and sign in if a P11. Ensure that personal behaviour brings credit to departmental attendance sheet is used the property or organisation P5. Make presence known to other colleagues E4. Prepare the work area for the shift and/or supervisor P12. Read the log book and make a note of any E2. Ensure grooming and personal hygiene points for action P6. Ensure uniform is clean, tidy and safety P13. Take notes relevant to your work at the shift P7. Ensure personal grooming is up to standard briefing required P14. Attend shift briefing and review your duties for the shift P15. Review staff movements and arrivals of groups and VIPs P16. Check equipment and stock levels P17. Organise the work area in a professional way KNOWLEDGE REQUIREMENTS K1. Describe the sequence of procedures when K4. List what personal habits will cause damage to reporting for work reputation and displeasure to guests K2. Describe the basic grooming and personal K5. Describe the steps that should be taken prior hygiene procedures to starting a shift and what actions to take as a K3. Describe what levels of courtesy may be result expected by a guest of a service agent © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 89
38. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE CONDITIONS OF PERFORMANCE AND VARIABLES 1. Professional behaviour should include: 3. Preparing the work area for the shift could • Posture: stand straight with hands aside or include: behind, never crossed and not leaning or • The log book must be consulted every shift to resting against furnishings note past difficulties, actions taken, messages • Walk quietly without shuffling feet for imminent situations and irregularities • Speech must be clear without shouting or • The arrivals and departures list (whether mumbling manual or a computerised screen) should be • Anger, impatience, sarcasm or boredom should consulted to ensure that there are enough not be shown rooms, to foresee shortages, back-to-back • Communication between staff should be turn-around or special requirements discrete and away from guests • Conference and banqueting activity should be • Guests must be recognised and acknowledged known so that guests can be directed to the promptly and assisted with requirements correct rooms, billing procedures anticipated whenever needed and associated rooming accommodated. Signage should be present and correct • Communication with guests should be limited to matters concerning service, hotel, front office • Group and airline activity should be monitored matters or local tourism facilities so that high volume check-ins and check-outs can be anticipated and prepared for • In public areas, staff should not cough, sneeze, sniff, pick nose or teeth, hawk or spit, scratch, • Special arrangements and amenities for VIPs lick ends of fingers, belch, yawn, stretch or show should be checked with the relevant any other antisocial behaviour departments (housekeeping, F&B) • Drinks and meals must be taken at the • Check equipment, stock levels (stationery, appointed times in the staff area vouchers, keys ) • Water may be taken during service 4. Grooming & personal hygiene includes: back-of-house • Clean hair over the collar for men, tied back for • Professional staff must not be intoxicated, smell women if long of alcohol or take alcohol during work hours • Strong smelling lotions or perfumes should not • Follow organisation policies and procedures be used • Hands must be clean at all times, washed after 2. Reporting procedure should include: smoking or visiting the toilet • Being early for shift and ensuring uniform and grooming is to a high standard • Only a wedding ring, stud earring, simple necklace and watch should be worn. No • Using the recording device used in the bracelets (ankle or wrist), piercings, loose chains establishment whether a punch card, clocking or bangles to be worn device, ID card scanner or manual system • Ensure make up is plain and simple (for female staff) and face is clean-shaven, unless moustache or beard is permitted (for male staff) • Ensure body is washed and free of unpleasant odours and that hands are clean and fingernails trimmed • Ensure fresh breath and clean teeth • A clean shirt/blouse, underwear, socks/tights must be worn at each service period • All outer garments must be ironed and cleaned regularly or whenever dirty • Shoes must be clean and polished • Name badge (as required) must be worn in uniform manner, straight and clean © Environmentally & Socially Responsible Tourism Capacity Development Programme 90 funded by the EU
39. VIETNAM TOURISM OCCUPATIONAL STANDARDS: TOURIST BOAT SERVICE ASSESSMENT GUIDE ASSESSMENT METHODS Performance assessment must include The following methods may be used to assess documentation of the following: competency for this unit: • Record of at least three occasions of good • Observation of practical candidate performance timekeeping and reporting • Oral and written questions • Record of at least three occasions of good • Third party reports completed by a supervisor personal hygiene and grooming with correct uniform • Record of at least two customer interactions • Record of at least two occasions of attendance at shift briefings RELEVANT OCCUPATIONS ACCSTP REF All staff in tourism occupations DH1.HFO.CL2.03 1.1, 1.2, 1.3 © Environmentally & Socially Responsible Tourism Capacity Development Programme funded by the EU 91