Hospitality, Tourism, and Recreation Career Pathway Standards
Grades 9-12

Back to Standards Index

Standard 1 Hospitality, Tourism, and Recreation Industry Awareness
Students will understand the breadth of the hospitality, tourism, and recreation industry, including career opportunities and the role of this industry in local and state economies. They will demonstrate content proficiency by:
1.1 Defining terminology related to the hospitality, tourism, and recreation industry segments;
1.2 Identifying the various career opportunities within segments of the hospitality, tourism, and recreation industry, such as lodging, travel, attractions, events, and exhibitions;
1.3 Describing, from a global perspective, the roles and functions of occupations within the various segments of the hospitality, tourism, and recreation industry;
1.4 Assessing the personal qualifications, interests, aptitudes, knowledge, and skills necessary to succeed in the hospitality, tourism, and recreation industry;
1.5 Describing job titles, career paths, and strategies for obtaining employment and advancing in the hospitality, tourism, and recreation industry;
1.6 Determining the economic contributions of the various segments of the hospitality, tourism, and recreation industry to local, state, national, and global economies;
1.7 Analyzing economic trends in the various segments of the hospitality, tourism, and recreation industry and comparing them with state and national economic trends;
1.8 Identifying examples of ways in which information systems are used in the hospitality, tourism, and recreation industry; and
1.9 Identifying the knowledge, skills, aptitudes, and behaviors that can be transferred to higher levels of employment within the career pathway or to other fields.

Standard 2 Professional Standards/Dignity of Work
Students will understand what constitutes professional behavior, image, and standards. They will demonstrate content proficiency by:
2.1 Describing a code of ethics and identifying the components of professionalism, including integrity, initiative, confidentiality, and respect at the work site;
2.2 Explaining the interdependence and importance of all jobs to the success of an organization;
2.3 Describing and practicing professional and ethical behaviors;
2.4 Identifying clothing, grooming, and personal hygiene appropriate for the job;
2.5 Explaining ways in which on-the-job decisions can affect the quality of work;
2.6 Describing job-related stress and strategies to manage stress;
2.7 Explaining employers' and employees' rights and responsibilities; and
2.8 Determining ways to maintain competency within the industry.

Standard 3 Workforce and Organizational Management
Students will understand workforce and organizational management, including the roles and responsibilities of management and employees. They will demonstrate content proficiency by:
3.1 Describing the outcomes of effective management, such as profitability, productivity, employment atmosphere, consumer and client satisfaction, and business growth;
3.2 Explaining workforce management strategies, such as shared responsibilities, negotiation, planning, and decision making;
3.3 Using effective workforce management strategies;
3.4 Analyzing how workforce management strategies affect employees' actions;
3.5 Identifying appropriate business procedures for hospitality, tourism, and recreation organizations, such as the use of business plans; spreadsheets for payroll and inventories; and other tools for budgets, recordkeeping, and correspondence with clients; and
3.6 Describing the uses of technology in the various segments of the hospitality, tourism, and recreation industry.

Standard 4 Policies and Procedures
Students will understand general policies and procedures of the hospitality, tourism, and recreation industry, including the safe performance of jobrelated tasks, management of equipment and supplies, security and emergency procedures, and maintenance of the facility. They will demonstrate content proficiency by:
4.1 Describing the purposes of policies and procedures used in the hospitality, tourism, and recreation industry;
4.2 Determining the commonalities of policies and procedures used in the hospitality, tourism, and recreation industry, such as disability facilitation and the role of the California Occupational Safety and Health Administration (Cal/OSHA);
4.3 Analyzing policies and procedures for the accommodation of customers and employees with disabilities;
4.4 Analyzing policies, procedures, and employees' responsibilities for safe work practices as described in job-related manuals;
4.5 Analyzing policies and procedures to reduce the spread of infections and diseases;
4.6 Outlining procedures for reporting unsafe conditions and for handling customer and employee safety, accidents, and emergencies;
4.7 Describing and following procedures for handling accidents and emergencies, including preparedness plans for emergencies and disasters;
4.8 Using correct first-aid procedures;
4.9 Obtaining certification in first aid and CPR;
4.10 Describing security systems, procedures for using them, and personal responsibilities for securing a facility;
4.11 Describing an employee's role for safeguarding company and customer assets;
4.12 Describing policies for lost-and-found items and procedures for theft control;
4.13 Describing the legal implications of not following required policies and procedures;
4.14 Analyzing diversity in the workplace; and
4.15 Defining harassment and discrimination, including sexual harassment.

Standard 5 Laws and Regulations Affecting the Hospitality, Tourism, and Recreation Industry
Students will understand the laws and regulations that affect employers, employees, and customers. They will demonstrate content proficiency by:
5.1 Describing and complying with laws and regulations affecting the hospitality, tourism, and recreation industry;
5.2 Identifying local, state, and federal laws, regulations, and agencies established to protect employees, employers, customers, and others with special needs;
5.3 Explaining employers' and employees' responsibilities and procedural requirements for complying with laws and regulations;
5.4 Explaining how local, state, and federal regulations and laws are enforced by regulatory agencies, including the California Occupational Safety and Health Administration (Cal/OSHA); and
5.5 Identifying and explaining policies and procedures established by the employer.

Standard 6 Guest and Customer Information and Services
Students will understand the importance of information and services for customers and guests to the success of the hospitality, tourism, and recreation industry. They will demonstrate content proficiency by:
6.1 Defining clients, customers, and guests as those terms relate to various departments;
6.2 Defining information and services for guests and customers and describing the importance of guest and customer relations to the success of the hospitality, tourism, and recreation industry;
6.3 Describing the responsibilities for the various departments within an organization and identifying their relationship to guest services and customer satisfaction;
6.4 Practicing ways to greet guests and customers appropriately, interpret nonverbal communication, and handle telephone communications;
6.5 Describing the function of a concierge, valet, bellperson, and other guest service providers and the occasions when their services should be used;
6.6 Helping with the security of guests and their property;
6.7 Suggesting and facilitating arrangements for local services and attractions to customers, including information, reservations, and accommodations for special needs;
6.8 Stating travel directions, including layouts or maps when appropriate;
6.9 Interacting with a guest through a complete service transaction, from initial greetings and assessing needs to delivering services and closing the transaction;
6.10 Maintaining and accessing histories of an individual customer's preferences;
6.11 Determining ways to accommodate needs of guests and customers according to cultural preferences;
6.12 Evaluating strategies to satisfy guests and customers and thereby enhance the reputation of the establishment;
6.13 Explaining the importance of understanding differences among cultural, age, and social groups when interacting and communicating with guests;
6.14 Identifying steps in solving specific problems of guests and customers and proposing solutions that meet the needs of the company and the guests and customers;
6.15 Defining the behavior of an irate guest or customer and describing ways to diffuse such complaints effectively;
6.16 Explaining how to handle inquiries from customers and providing information through various media;
6.17 Explaining the importance of knowing the various needs of different groups of clients;
6.18 Describing various groups of clients, such as social, professional, and fraternal, and categorizing them according to their interests and needs;
6.19 Identifying the culture and customs of various countries and national groups and explaining the implications for services for guests and customers; and
6.20 Describing terminology used in various languages for common requests of guests and customers.

Standard 7 Information Systems
Students will understand the use of information systems in all areas of the hospitality, tourism, and recreation industry. They will demonstrate content proficiency by:
7.1 Using correct terminology to describe basic computer functions;
7.2 Identifying major components of software and hardware packages;
7.3 Selecting and using appropriate software to perform a variety of job tasks, including point of sale and inventory systems;
7.4 Explaining in-house computer systems and accurately operating systems for tracking guests checking in and checking out of rooms and for posting miscellaneous charges;
7.5 Analyzing the various front office reports, such as occupancy of rooms and arrivals and departures of guests;
7.6 Identifying ways in which the Internet can be used to enhance operations and entry and exit systems, such as those for reservations and ticketing;
7.7 Maintaining the security of keys; and
7.8 Collecting, entering, and retrieving information about events.

Standard 8 Sales and Marketing
Students will understand marketing, sales promotions, and ways to access and provide information to customers and clients. They will demonstrate content proficiency by:
8.1 Explaining basic sales concepts, as well as promotional selling or upgrading, and their effect on profits;
8.2 Explaining marketing principles and procedures for targeting audiences;
8.3 Describing how to match guests' needs with available data and recommending higher-quality products and additional services;
8.4 Describing how to book events and identifying needs and wants of guests; and
8.5 Completing a reservation for an event through the use of proper sales techniques.

Standard 9 Facility Operations, Task Management, and Safety
Students will understand the importance of maintaining facilities, systems of operation, and equipment, tools, and supplies. They will demonstrate content proficiency by:
9.1 Describing the overall departments and functions within various organizations and properties;
9.2 Explaining the importance of employees' responsibility and ownership for overall maintenance and care;
9.3 Describing ways in which various departments, such as electrical, laundry, grounds, and public areas, contribute to the economic success of a business;
9.4 Analyzing the purpose of and information in the Materials Safety Data Sheets (MSDSs);
9.5 Applying procedures for sanitizing, disinfecting, and disposing of waste properly;
9.6 Describing the materials and supplies used in the maintenance of facilities, including the identification of the hazardous environmental and physical properties of chemicals;
9.7 Describing the functions, use, care, and storage of equipment, tools, and supplies;
9.8 Evaluating the condition of equipment and tools and recommending maintenance and repair as appropriate;
9.9 Describing procedures to maintain inventory; requisition equipment and tools; and restock supplies;
9.10 Analyzing work to be completed, prioritizing tasks, and preparing a schedule to meet facility and personnel needs within the allowed budget;
9.11 Performing procedures for cleaning rooms, public areas, and offices and for restocking carts within the time allowed;
9.12 Describing personal safety issues related to management of facilities and the implications for employees and guests;
9.13 Assessing and explaining status sheets for public areas and rooms;
9.14 Explaining how the costs of breakage, theft, use of supplies, and decisions for repairs or replacement affect employees and the employer's profit;
9.15 Explaining routine and periodic cleaning and maintenance of equipment; and
9.16 Applying time, motion, and work management skills.

Standard 10 Financial Transactions
Students will understand all types of financial transactions. They will demonstrate content proficiency by:
10.1 Describing and completing accountable on-line and off-line cash transactions;
10.2 Completing noncash transactions, including use of credit cards, debit cards, ATM cards, money orders, personal checks, coupons, and discounts;
10.3 Explaining how to identify counterfeit currency;
10.4 Describing procedures for balancing cash and handling cash control for checking in and checking out of rooms;
10.5 Explaining appropriate procedures for responding to guests with payment problems and alternatives at the point of sale (POS);
10.6 Describing, through the use of flowcharts, the flow of money through the property; and
10.7 Describing the value of a product, such as travel, an admission ticket, retail purchases, or food and beverage selections.

Standard 11 Destinations
Students will understand world geography and the diversity of cultures and customs of various countries and regions. They will demonstrate content proficiency by:
11.1 Explaining ways in which geography affects world travel and tourism;
11.2 Locating and naming the countries on each continent, the major mountain ranges, and the oceans and seas of the world;
11.3 Identifying the 50 states in the United States and the major cities in North America;
11.4 Identifying destinations for worldwide travel and attractions;
11.5 Locating the prime meridian and the international dateline and defining each;
11.6 Defining Greenwich mean time (GMT), describing its relationship to all times of the world, and computing the 24-hour clock;
11.7 Identifying the major languages, foods, beverages, and etiquette typical in various countries or regions of the world;
11.8 Describing resources that explain cultures and customs of various countries and regions; and
11.9 Identifying information regarding attractions and events that are unique to specific destinations.

Standard 12 Reservations and Ticketing
Students will understand the process of reservations and ticketing, including air and rail travel, cruise ships, and other attractions. They will demonstrate content proficiency by:
12.1 Identifying U.S. airlines, airports, and ports and memorizing industry codes and terminology;
12.2 Computing and interpreting costs for various types of journeys, types of fares, and basic fare codes;
12.3 Communicating penalty charges to customers for cancellations or change of reservations;
12.4 Describing the characteristics and configurations of air and rail carriers, cruise ships, and attractions;
12.5 Describing the function of the Airline Reporting Corporation (ARC);
12.6 Describing accommodations for physically challenged persons, unaccompanied minors, and customers needing special meals;
12.7 Identifying the major centralized reservation systems and the computerized reservation system (CRS) and the functions of each; and
12.8 Considering factors that affect the ticketing system, such as a person's height and age.

Standard 13 Itineraries
Students will understand the process of planning travel and tourism itineraries for clients, including plans related to cars, rail travel, hotels, attractions, tours, and cruises. They will demonstrate content proficiency by:
13.1 Coordinating itineraries and preparing appropriate travel documents for passengers;
13.2 Evaluating various kinds of accommodations according to such factors as class and category;
13.3 Recommending appropriate insurance needs;
13.4 Resolving customer complaints related to scheduling, overbooking, baggage claims, and other arrangements;
13.5 Explaining the requirements, procedures, and insurance for renting a car;
13.6 Selecting the appropriate lodging, contacting the identified lodging facility, and making a reservation;
13.7 Explaining the advantages of rail travel in the United States;
13.8 Explaining the difference between Britrail and Eurail;
13.9 Designing a tour or cruise package to fit a client's needs; and
13.10 Interpreting cruise and tour brochures and determining costs for an itinerary.

Standard 14 International Travel
Students will understand international travel and the needs and concerns of international travelers. They will demonstrate content proficiency by:
14.1 Explaining how currency should be exchanged during international travel and how to determine rates for conversion;
14.2 Explaining the need for passports, procedures for obtaining them, and the legal aspects of passports;
14.3 Describing special documentation needed for international travel, such as visas and health documents;
14.4 Explaining the rights and responsibilities of international travelers and differences in the laws and customs affecting tourists in various countries;
14.5 Recommending how to access needed accommodations for special needs and disabilities; and
14.6 Identifying sources of information focusing on health and safety concerns for travelers and recommending procedures for obtaining help with problems during international travel.

Standard 15 Theme Parks, Attractions, and Exhibitions
Students will understand the purpose and organizational structure of a variety of theme parks, attractions, and exhibitions. They will demonstrate content proficiency by:
15.1 Describing the business purposes of various properties, including financial implications, consumer entertainment, education, and community relations;
15.2 Describing the mission and goals of an organization;
15.3 Identifying the various internal departments and ways in which they interrelate;
15.4 Explaining the basic skills necessary to succeed in each department of an organization; and
15.5 Explaining the purpose and implications of special promotions, such as season passes, multiple day visits, retail items, or food and beverages.

Standard 16 Event Planning
Students will understand special event planning for a diverse clientele, a variety of attractions, educational programs, and specialty tours within the hospitality, tourism, and recreation industry. They will demonstrate content proficiency by:
16.1 Defining and describing clients and customers by age, cultural group, and other factors;
16.2 Applying knowledge of customer diversity to clients' requests;
16.3 Identifying and describing the purposes of various local attractions and suggesting tours and attractions appropriate for the interests of guests;
16.4 Providing information to clients through various media;
16.5 Describing procedures used in planning and follow-up of special events, such as meetings, trade shows, fairs, and conferences;
16.6 Developing themes, timelines, budgets, agendas, and itineraries;
16.7 Researching locations and food suppliers or other vendors for events;
16.8 Preparing registration schedules, materials, and programs;
16.9 Determining and verifying space needs, allocations, and security options for events;
16.10 Explaining procedures for setup of the room, equipment, and supplies for a meeting;
16.11 Designing and providing evaluation forms for an event; and
16.12 Planning, promoting, publicizing, coordinating, and evaluating a program for a target audience.

Standard 17 Outdoor Recreation Management
Students will understand the value of outdoor recreation; the variety of parklands, wilderness areas, and waterways available for recreation; and the operation and management of recreational facilities. They will demonstrate content proficiency by:
17.1 Identifying outdoor recreation activities that promote long-term physical and mental health;
17.2 Identifying and evaluating the skills, requirements, benefits, risks, and financial costs for a variety of outdoor recreational activities;
17.3 Planning outdoor recreational activities appropriate to the needs and abilities of a variety of clients;
17.4 Defining the overall departments and functions of public and private parks and recreation facilities;
17.5 Describing personal responsibilities for the overall care and maintenance of parks and recreation facilities;
17.6 Identifying knowledge and skills needed for employment in a variety of parks and recreation settings;
17.7 Describing principles of risk management, liability, and safety;
17.8 Describing and evaluating risk-management plans, evacuation plans, emergency procedures, and appropriate documentation;
17.9 Defining and making recommendations for recreational opportunities and participant services;
17.10 Describing the process for making reservations for private and public facilities;
17.11 Identifying and describing the restrictions for wilderness areas, parklands, and waterways available for general use;
17.12 Describing knowledge and skills needed to conduct tours for outdoor experiences and attractions;
17.13 Suggesting modes of transportation and other accommodations;
17.14 Describing types of insurance, licenses, and permits needed for outdoor management and participant services;
17.15 Defining ecological concepts and principles of environmental education;
17.16 Collecting data on changing environmental conditions caused by human interface with nature;
17.17 Describing the interdependence of mankind with the environment; and
17.18 Using leadership and communication skills to educate and manage individuals, families, and special populations on environmental responsibility.

Standard 18 Personal, Interpersonal, and Communication Skills
Students will understand how personal, interpersonal, and communication skills influence employability. They will demonstrate content proficiency by:
18.1 Describing interpersonal skills that enhance relationships at the work site, such as working cooperatively, communicating effectively, sharing responsibilities, and exercising leadership;
18.2 Analyzing the importance of such personal skills as a positive attitude, self-confidence, honesty, integrity, and self-discipline as those characteristics pertain to work, personal, and family life;
18.3 Explaining ways in which to resolve conflicts, use negotiation skills, and communicate resolutions across gender, age, and cultural groups;
18.4 Assessing the importance of effective nonverbal, oral, and written communication skills in getting and keeping a job;
18.5 Using appropriate communication skills, including greeting guests, using proper telephone etiquette, relaying messages, and writing effectively;
18.6 Explaining the impact of verbal and nonverbal communication styles on the outcome of a one-on-one interaction with a guest or an employee; and
18.7 Communicating through the use of appropriate listening, writing, and oral skills with an understanding of current and emerging technology.

Standard 19 Thinking and Problem-Solving Skills
Students will exhibit critical and creative thinking, logical reasoning, and problem-solving skills. They will demonstrate content proficiency by:
19.1 Identifying issues and problems in the hospitality, tourism, and recreation industry and offering possible solutions;
19.2 Considering multiple options for completing work tasks and applying appropriate problem-solving strategies to work-related issues; and
19.3 Applying creative thinking skills to identify and present new ways to perform work effectively.

Standard 20 Balancing Personal, Family, and Work Responsibilities
Students will understand management strategies needed to achieve balance in work, personal, and family life. They will demonstrate content proficiency by:
20.1 Identifying and analyzing multiple roles as members of the workforce, families, and communities;
20.2 Identifying and analyzing resources that help in managing the responsibilities of multiple roles;
20.3 Identifying and applying management strategies needed to achieve balance in work and family roles; and
20.4 Evaluating effectiveness in balancing responsibilities at home and work.

Standard 21 Teamwork and Leadership
Students will understand the teamwork and leadership concepts and skills needed to succeed in work, personal, family, and community life. They will demonstrate content proficiency by:
21.1 Identifying, comparing, and analyzing the characteristics and benefits of teamwork, leadership, and citizenship in the workplace and community;
21.2 Defining leadership roles in work and community life;
21.3 Identifying and practicing strategies for effective teamwork, leadership, and citizenship in the workplace and community;
21.4 Developing skills in teamwork, leadership, and citizenship by participating in FHA-HERO activities;
21.5 Analyzing and using written and professional resources that help in developing skills in teamwork and leadership; and
21.6 Assessing how skills in teamwork and leadership enhance employability.