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Professional competencies of a tour guide. Emelyanov B.V. Guided tour. Practical skills and abilities include

3.4. Guide skills and abilities

The basis of a guide’s professional skills are his skills and abilities. " Skills- a method of performing actions mastered by the subject, provided by the totality of acquired knowledge and skills."

To develop professional skills, deep knowledge and the ability to master methodological techniques are required (i.e., the ability to use specific practical skills to put the technique into action). There are various ways for guides to acquire skills: by repeating the experience of other guides, performing educational exercises, listening to excursions, etc. One of the important skills of a guide is arranging the knowledge presented to excursionists in any combination, in the combination in which they are necessary for a given audience.

Skill called the ability to perform a certain action. This skill is achieved by repeated repetition of the same exercise. As a result, the employee acquires habits that allow him to perform this work better. For a tour guide, such actions are the processes of preparing and conducting excursions. His habits become the way of action, the order and sequence of “operations” during excursions. Skills are formed and improved on the basis of acquired habits. Thus, skill- these are the actions of the guide, worked out by practice, which are carried out according to the same scheme (direction, sequence, equal time expenditure, etc.). A skill can be defined as a higher degree of skill. A skill is an action performed automatically. The conscious control of the work performer himself over such actions is reduced to a minimum. Acquiring a skill means not only being able to do a job faster and more accurately, but also doing it with more confidence.

A tour guide’s skills can be divided into several groups: skills in developing a new excursion topic; skills of showing objects on excursions; excursion narration skills; excursion technique skills; skills in demonstrating exhibits from the “tour guide’s portfolio”; skills of working with excursion audiences; speech etiquette skills; skills of working with a book, in a museum, at an exhibition, in an archive; preparation skills for conducting excursions; excursion advertising skills; post-excursion work skills; excursion listening skills. They can be divided by degree of complexity, level of automaticity, presence of creative elements, etc.

During practical activities there is a process of interaction between various skills (for example, speaking skills and demonstrating objects, displaying monuments and using visual aids). The interaction of skills is expressed in the complex use of methodological techniques and their influence on each other.

Increasing the effectiveness of an excursion is associated with the formation of excursion skills and their constant improvement.

There are two main ways to master methodological techniques and improve the skills of their use. First Of these, the spontaneous path of trial and error is longer and less effective. The guide uses techniques, independently analyzes the level of their effectiveness, improves skills, makes changes in the process of their application, detects and corrects miscalculations and errors. Second- a controlled path involves setting and solving specific problems - mastering certain skills and in a certain sequence. At the same time, skills are formed that have properties that are necessary for the practical activities of a guide as a specialist in a certain field of knowledge (historian, philologist, botanist, mechanical engineer, architect). In a controlled way of developing skills, various forms of training are used: training exercises on the route near the excursion site, studying methodological literature, attending excursions, listening to tape recordings of excursions, mastering methodological documentation, etc.

System of training exercises. During a kind of rehearsal without the participation of the excursion group, certain elements of a particular excursion are repeated many times. Usually these are methodological techniques for showing objects and telling stories, which are based on one or another methodological technique for presenting verbal material. Classes are conducted by methodologists or experienced guides. In this case, for example, the technique of using exhibits from the “tour guide’s portfolio” or options for arranging excursionists at the place where the object of observation is being demonstrated is practiced. During such exercises, the actions of the guide are learned, refined and automated.

An equally important place is occupied by exercises during the work of guides, in which a certain technique is used. At first they are carried out at a slow pace. The pace then quickens as the guide masters the skills. Repeated repetition of the same exercise leads to the development of automatism in one's actions.

There are various forms of organizing this work - educational excursions, on-site classes at the facility, business games. On an educational excursion, the task is to isolate individual skills that the guide uses when presenting material in a particular excursion. Participants in the lesson are asked the following questions: What skills did the guide use when showing objects? What is the effectiveness of using skills? Which skill do you think is more difficult to learn? What is the degree of automaticity in the use of skills? Can sightseers notice certain techniques used by the tour guide?

Improving skills allows the guide to use options for conducting excursions for people with different levels of training.

The development of observation skills among tour guides presents a certain difficulty. The purpose of the exercise is to develop their speed of perception of the observed object. Here is the content of one of these exercises: the guides are shown several objects for 20-30 seconds. Then the questions are asked: What did each of you see? What do the items shown look like? Which one is the most interesting? The exercise is repeated several times. The time it takes (in seconds) decreases with each repetition, and the number of details seen increases.

Another group of exercises directs the guides’ attention to comparing objects that are similar to each other. Before starting the exercise, the task is given to name the signs and details that distinguish the observed objects. Participants in the exercises, comparing observed objects, formulate what exactly distinguishes one object from another. In this way, observation skills are developed. Depending on the content of the excursions, the nature and characteristics of the objects, other exercises are organized for guides. However, their goal remains the same - the formation of practical skills in conducting excursions.

Homework. Doing homework plays an important role in improving the professional skills of a guide, developing and consolidating skills. A characteristic feature of this type of activity is specificity. The guide, for example, is given the task of rehearsing the technique of using reconstruction techniques when showing a monument on a city tour, the technique of using gestures, etc.

The effectiveness of the excursion depends not only on the knowledge and skills of the guide, but also on the ability of the excursionists to master the skills of observing objects, on their attention to the guide’s story, the ability to perceive factual material, and draw the necessary conclusions. Therefore, an important task of the excursion is to teach tourists to see and perceive objects, that is, to instill in them certain skills in observing and studying objects.

Conclusions

A skill is a specific action that has been developed through practice and, due to habit, is performed automatically. These actions are always carried out according to the same scheme. The methodological technique of conducting an excursion and the skill are inextricably linked, since the skill is a way of using the methodological technique in practice. Consolidation of techniques is possible with the help of repeated exercises. Scheme: methodological technique - method of presenting material and skill - the ability to perfectly use methodological techniques - during the excursion should operate in automatic mode.

Security questions

1. Skill - the correct execution of certain actions.
2. The concept of "skill". The relationship between skills and abilities.
3. Classification of skills. Basic skill groups.
4. Formation of skills and abilities.
5. Use of skills in excursions.

Ministry of Culture Russian Federation

Federal Agency for Tourism

FOR TRAINING (RETRAINING), IMPROVING THE QUALIFICATIONS OF INSTRUCTORS, GUIDES, GUIDES, INTERPRETERS, TOUR GUIDES

System of training (retraining), advanced training of tour guides (guides), guides-translators, instructors-guides

The current structure of training and advanced training of specialists with higher education for the sphere of recreation and tourism developed at the beginning of the transition period from a planned economy to market relations, taking into account the state and needs of these industries, in conditions where the rapid development of the need for recreational, rehabilitation and tourism services to the population in the 90s. XX century caused a rapid growth in the development of recreational systems, recreational and health centers, tourism enterprises, travel agencies and agencies. There is a need for short term to prepare personnel who could, at the first stage, carry out managerial, financial, economic and socio-cultural activities, mainly in the field of tourism.

In terms of training specialists for the tourism industry, today in Russia a multi-level system of professional education in the field of tourism has been formed, including primary and secondary vocational education, higher, post-graduate and additional education.

Almost every region of the Russian Federation has educational institutions, training personnel in the field of tourism. The modern model of professional tourism education is formed on the basis of a multi-level, geographically distributed system of continuous training, retraining and advanced training of tourism personnel.

Secondary vocational education prepares graduates in specialty 100401 Tourism. Higher education trains specialists in the specialties 035700 - Linguistics, 035701 - Translation and translation studies, 100400 - Tourism, 072300 - Museology and protection of cultural and natural heritage sites, 100100 - Service, 034600 - Recreation and sports and health tourism. Advanced training courses prepare tour guides, guides-interpreters, transfer guides, hotel guides, etc.

The issue of training specialists is most organically resolved in the vocational education system. Russian universities train specialists in recreation and sports tourism. However, this specialty is often of a sporting nature and graduates are not always focused on working in travel agencies and tourist centers. Unfortunately, in the system of secondary vocational education there is no such specialty and area of training at all, which is illogical, because It is this level of qualification that best meets the needs of tourism enterprises and the need for practical orientation of specialists.

When developing appropriate training (retraining) and advanced training programs, it is necessary to take into account the professional competencies of the tour guide, guide-translator, instructor-guide, the content of both general cultural and professional competencies that are relevant for specialists throughout the country. The corresponding list of competencies should include a regional block of competencies, the development of which must be based on the specifics of the region’s tourism resources: natural and climatic features, terrain, the presence of dangerous plants, insects and animals, the presence of transport routes and tourist infrastructure, political, economic, crime situation, historical and cultural heritage and other display objects.

It should also be noted that when preparing programs, the issues of certification of employees of the relevant professions should be taken into account.

Included methodological recommendations a draft course of additional professional education (advanced training) “Formation professional competencies instructors-guides, guides-translators, tour guides, taking into account the specifics of the tourist resources of the regions", his educational and methodological support and tools that allow distance learning representatives of the tourism industry, tourism administrations and specialized educational institutions.

Training (retraining) of a tour guide (guide), guide-translator. PROFESSIONAL COMPETENCIES

According to Art. 1 of the Federal Law of November 24, 1996 No. 132-FZ “On the Fundamentals tourism activities in the Russian Federation” the concepts of “tour guide (guide)” and “guide-translator” are defined as follows:

guide (guide) - a professionally trained person who carries out activities to familiarize excursionists (tourists) with the objects of display in the country (place) of temporary stay;

guide-translator - a professionally trained person fluent in a foreign language, knowledge of which is necessary for translation and activities to familiarize excursionists (tourists) with the objects of display in the country (place) of temporary stay.

Today, advanced training is also important and a necessary condition activities of tour guides. Improving the professional skills of a guide is facilitated by: educational and training excursions (without the participation of a group under the guidance of an experienced methodologist), educational and demonstration excursions (conducted by experienced methodologists), on-site classes “at the site”, special exercises for the development of memory and observation. Advanced training on the basis of any organizations or training centers, confirmed by relevant documents (certificate), is carried out, as a rule, on a paid basis.

There are different forms of advanced training for tour guides. Let's look at some of them. Firstly, these are seminars, the topics of which are private issues of excursion activities, for example, the ethics of communication with excursionists and tourists, safety on excursions and accident insurance issues, problems of drawing up contracts for excursion services, the responsibility of the parties (excursion bureaus, museums, transport enterprises) for violations of the contract. As a rule, such seminars are attended by tour guides with experience. The duration of such seminars is one to two days.

The second form is advanced training courses for guides (20–70 academic hours over 3-4 months). The training programs usually include the study of new excursion routes, new topics, and individual tour programs.

Thirdly, guide training courses for beginners. The volume of courses for beginners is at least 100 academic hours. The training ends with the issuance of a certificate. An approximate plan for the training and retraining of tour guides and guide-translators (154 academic hours) is presented, in particular, in Order No. 170-РЗМ dated July 1, 2005 “On improving the training system for guides-translators and tour guides in the city of Moscow.” The training program includes the basics of excursion guidance, preparation methods and techniques for conducting excursions. different types, basics of regional studies, culture of speech and communication, studying the sights of museums and cultural centers, legal issues of the tourism industry, basics of tourism economics, etc.

When preparing appropriate programs, it is necessary to take into account the professional competencies of the guide, which may include the following knowledge and skills:

Laws and other regulatory legal acts of the Russian Federation in the field of tourism;

Regulatory documents tourism organizations that establish rules for conducting excursions;

Principles of organization and methods of conducting excursions;

Historical, cultural and geographical attractions of the region;

Expositions of museums and cultural centers;

Social foundations of tourism;

Business protocol and etiquette;

The theory of needs formation and interpersonal communication;

Basics of Psychology;

Foreign language;

Rules of service on foot, transport and combined routes;

Rules of conduct for excursionists (tourists) on vehicles Oh;

Rules for preparing commercial documentation;

Office standards;

Methods of information processing using modern technical means of communication and communications, computers;

Modern information Technology in the field of tourism;

Internal labor regulations;

Labor protection and fire safety regulations

Public speaking techniques;

First aid rules;

Action plan in case of emergency situations;

Fundamentals of economics and management, labor organization;

basics of labor and migration legislation.

Determine the goals and objectives of the excursion;

Choose a topic;

Select literature and other sources;

Select and study excursion objects;

Create an excursion route;

Carry out a detour (detour) of the excursion route;

Compose control and individual excursion texts;

Complete the “tour guide’s briefcase”;

Determine methodological techniques for conducting an excursion;

Determine the technique of conducting an excursion;

Compose methodological developments new excursion;

Choose the most effective methodological techniques of showing and telling during the excursion.

Techniques and methods of excursion storytelling and demonstration;

Ways to diversify excursion services in relation to different categories of tourists;

Skills in conducting excursions and accompanying excursion groups.

In general, the competency-based approach is a priority orientation towards the goals of education: learning ability, self-determination (self-determination), self-actualization, socialization and individual development.

Implementation of a competency-based approach in vocational education will contribute to achieving its main goal - training a qualified specialist of the appropriate level and profile, competitive in the labor market, fluent in his profession and oriented in related fields of activity, capable of effective work in his specialty at the level of world standards, ready for constant professional growth, social and professional mobility.

Therefore, within the framework of the competency-based approach in vocational education special attention should be given to professional competencies, that is, those competencies (abilities) that are manifested in specific professional situations.

Professional competencies are divided into three groups:

– narrowly professional (special knowledge, abilities, skills, professional complexes important qualities and professionally significant psychophysiological properties, operating within the framework of one profession or specialty and serving the operational side of the activity; quickly become outdated due to changes professional activities in conditions scientific and technological progress and the impact of socio-economic factors);

– multi-professional (relevant for a group of professions or specialties; help a specialist act more effectively in a professional environment, work with greater efficiency, ensure the quality and reliability of work within related professions; have a long aging period and remain relevant for a long time);

– extra-functional (not related to specific professional functions, used in any professional environment).

The profession of a tour guide (guide) makes specific demands on a person, among which the following are especially significant: stability of personality traits, a certain combination of properties and qualities, personality activity (reflected in multifaceted activities). The guide as a person must have the following characteristic features:

Curiosity;

Individuality;

Responsibility;

Active life position.

In mastering the profession of a tour guide, the following abilities are important:

Constructive;

Organizational;

Communicative.

Constructive abilities are reflected in the ability to select and correctly arrange excursion material, skillfully and in an accessible form to convey it to students, not forgetting a differentiated approach to excursion services.

Organizational skills are expressed in the ability to combine tour guiding skills with leading an excursion group.

Communication skills are expressed in the ability of a tour guide (guide) to organize the process of conducting an excursion so that there is complete interaction and mutual understanding between all its participants (tourists, drivers, museum workers, exhibitions, etc.). The ability to communicate has always been one of the most important human qualities. A tour guide (guide) who easily makes contacts and knows how to put people at ease deserves the greatest sympathy. An excursion is a creative process. Therefore, the skillful transfer by a guide (guide) of ideas, images, thoughts and feelings serves an important purpose - the establishment of relationships and cooperation between people.

Throughout all stages of mastering the profession, the formation of such qualities of a guide (guide) occurs: intellectual (curiosity, observation), strong-willed (self-control, determination, perseverance), emotional (sensitivity, emotionality, tolerance).

The quality of the excursion service is also influenced by the following qualities: cordiality, friendliness, attention to people, cheerfulness, optimism, ease, individuality.

The basis of a guide's skill is a deep knowledge of logic, psychology, pedagogy, and a certain area of the humanities, technical or natural sciences. Mastery of the basics of these sciences, which provide knowledge about the laws of human thinking, allows the tour guide (guide) to present the material deeply, consistently and convincingly, and reveal the content of the excursion.

The components of a tour guide's skill also include:

Erudition, intelligence, cultural level;

Knowledge of the methodology of excursion activities;

Knowledge of methods for preparing and conducting excursions;

Mastery of the art of speech and excursion techniques.

The professional skills of a tour guide (guide) require constant improvement, but to do this, you must first outline the responsibilities of a tour guide (guide).

The duties of a tour guide include:

Good knowledge of the content of the excursions and travel excursion information;

Knowledge of the methodology for conducting excursions in accordance with the control text of the excursion (travel information) and methodological development;

Preparation of test and individual texts, preparation of methodological developments for excursions, other teaching materials;

Timely updating of data used during excursions (travel information), making changes and additions to the control text of the excursion;

Participation in the development of new excursion themes and routes;

Mastering new topics and excursion options for different groups of the population;

Participation in the work of methodological sections and creative groups of guides, conferences, seminars;

Participation in listening to guides along the route, reviewing excursion texts (travel information);

Compliance with the excursion (travel) route; informing excursionists (tourists) about the rules of conduct during an excursion (travel);

Ensuring the safety of excursions and tourists during excursions (travels), compliance with security measures;

Registration of documents for excursion services in accordance with the established procedure.

Thus, a modern tour guide (guide) should know:

Basic questions of excursion theory;

Excursion resources of your region;

The essence of the excursion, its features and functions, requirements for it;

Principles of drawing up an excursion route;

Classification of excursion objects;

Classification and topics of excursions;

Methodology for preparing excursions;

Practical Application elements of pedagogy, logic, psychology in excursion activities;

Types and forms of excursion services, taking into account a differentiated approach to excursion services for various groups of the population;

Criteria for assessing the quality of the excursion;

Excursion methodology, its tasks and requirements, as well as methodological techniques for conducting an excursion;

Methodology for conducting excursions of various classification groups (sightseeing and thematic, walking and transport, urban and suburban);

Features of conducting museum excursions, sightseeing (multi-faceted) and thematic excursions;

Ways to improve professional skills.

The tour guide (guide) must be able to:

Pick up required material and compose a control text for an excursion on a specific topic;

Prepare technological documentation for the excursion;

Apply methodological techniques during the excursion;

Compose the text of travel information and be able to carry it out;

Use visual materials included in the “tour guide’s portfolio”;

Lead a group of tourists (excursionists), etc.

The following components can be distinguished in the structure of professional competencies:

– professional and content components (theoretical knowledge in the field of excursion business);

– professional activity components (professional skills tested in action);

– professional and personal components (personal qualities that are necessary for the implementation of excursion activities);

– professional and communication components (the ability to carry out such a communication process as an excursion, knowledge of communication technologies and the ability to apply them in the right context).

Thus, professional competence– this is a complex characteristic of a person, which contains a harmonious combination of professional, communication and personal abilities necessary for the implementation of a certain professional activity. Professional competence should be based on professional standards.

Areas for improving the professional skills of tour guides (guides) and guide-interpreters can be the following:

a) centralized:

Advanced training through courses, participation in seminars, conferences and other forms of training;

Specialization of tour guides (guides) and guide-translators (taking into account the ability and desire to conduct excursions on certain topics);

Accreditation of tour guides;

Control of excursions;

b) individual:

Systematic study of literature and other sources of information;

Mastering the system of educational exercises for conducting excursions: practicing techniques of showing and telling, using visual aids and technical means;

Practicing excursion techniques;

Visiting and participating in cultural and educational events;

Speech in periodicals;

Publication of methodological and special literature.

Guide-translator must perform work related to accompanying a tourist group or individual during a tourist trip or walk. Provide tourists with complete information about the object in question. Organize a meeting and accompany them to events. A guide-interpreter serves tourists on foot and in transport, provides accurate translation of information about ancient monuments, architectural structures and objects of interest, introduces tourists to the rules of service on airliners, tourist ships in vehicles, and prepares a review of the materials that they use during the trip.

In addition, the guide-translator develops a technique for excursion stories and answers to questions during the excursion, provides travel services tourists within the framework of the program provided by the travel company.

The guide-interpreter uses microphones and amplification equipment during public readings and speeches, so he must be able to use the technology. The guide-translator must be able to provide instructions in the language of the main clientele on observing precautionary measures when visiting attractions and exhibitions.

The guide-translator fills out excursion vouchers and other excursion documentation in a foreign language. In case of illnesses of tourists, injuries, or other medical cases, provides first aid, organizes calls to the appropriate ambulance services, rescuers, coordinates the behavior of the group in the event of an emergency, provides first aid necessary help, applies measures to eliminate panic, informs the relevant authorities about the occurrence of emergency situations.

At the end of the excursion or tour, the guide-translator provides information support in the language of the main clientele, and the departure of the tour group from the excursion site.

The guide-translator must know:

The country's laws on tourism, regulations, which regulate tourism activities;

History, culture and geography of the region;

Methodology for conducting non-standard excursions;

The language used during translation;

Rules of service that are used during travel.

The guide-translator must be able to: provide first aid; use dictionaries and technical means translation; use etiquette rules; use the means of operational communication and calling emergency services.

In addition, the guide-interpreter must know the rules and regulations for ensuring the safety of tourists and environmental protection, legal and social foundations tourism industry; excursion business in the tourism industry system; principles and methods of organizing and conducting excursions; protocol and etiquette; theory of interpersonal communication; public speaking techniques; basics of psychology; action plan in case of emergency situations; rules for document preparation and reporting; internal labor regulations.

Also, the guide-translator must know the basics labor legislation; rules and regulations of labor protection, safety, industrial sanitation, personal hygiene and fire protection.

Of course, the necessary components of training specialists in the field of excursion activities, including tour guides and guide-translators, are the following general cultural competencies:

- understand the essence and social significance his future profession, show to her sustained interest;

Organize your own activities, determine methods and means of performing professional tasks, evaluate their effectiveness and quality;

– the ability to achieve goals and critically rethink accumulated experience;

– the ability to understand and analyze worldview, socially and personally significant philosophical problems, to apply the basic laws of natural science disciplines in professional activities;

– mastery of a culture of thinking, the ability to generalize, analyze, perceive information, set a goal and choose ways to achieve it, the ability to logically correctly, reasonably and clearly build oral and written speech;

Search, analyze and evaluate information necessary for setting and solving professional problems, professional and personal development;

– willingness to comply with ethical and legal norms that regulate, taking into account the social policy of the state, human relations with people, society, the environment, and apply regulatory and legal documents in tourism activities;

– readiness to perceive the culture and customs of other countries and peoples, to be tolerant of national, racial, religious differences, the ability for intercultural communications in the tourism industry;

– the desire for constant self-development, improving one’s qualifications and skills, the ability for conflict-free professional activity in the tourism industry;

– knowledge of the basic methods of organizing the safety of people’s lives, their protection from the possible consequences of accidents, catastrophes, natural disasters, and other situations in tourism activities;

– readiness to cooperate with colleagues, work in a team and team, ensure team unity, communicate effectively with colleagues, management, and consumers;

Set goals, motivate the activities of subordinates, organize and control their work, taking responsibility for the results of completing tasks;

– ability to find organizational and managerial solutions in non-standard situations, ability to assess risks and make decisions in non-standard situations and willingness to bear responsibility for them;

Use information and communication technologies to improve professional activities, be prepared for changes in technology in professional activities.

– the ability to use regulatory legal documents in their activities, knows their rights and responsibilities as a citizen of their country; knows how to use current legislation; demonstrates readiness and desire to improve and develop society on the principles of humanism, freedom and democracy;

– the ability to critically evaluate one’s strengths and weaknesses, outline ways and choose means of developing strengths and eliminating disadvantages, independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development, the ability for intellectual, cultural, moral and professional self-development and self-improvement;

Awareness of the importance of humanistic values for preservation and development modern civilization; willingness to accept moral obligations in relation to the environment, society and cultural heritage;

Under professional competencies the ability of future specialists for successful professional activities, knowledge of the basics of the profession is understood. Therefore, the professional competencies of a tour guide (guide) and guide-translator include the following competencies:

1. in the field of excursion activities

– effectively implement current tasks of state cultural policy in the process of organizing excursion activities;

– be ready to use technologies for organizing excursion services to conduct information and educational work, organize leisure time for the population, and provide conditions for the implementation of patriotic education;

– carry out pedagogical management and programming of developing forms of excursion activities for all age groups population, organize excursion services in accordance with the cultural needs of various population groups;

– know the regulatory documents on the content of excursion services and their design;

– develop new excursions and excursion programs;

– be capable of developing technological documentation for excursions various types and forms;

– be ready to organize information and methodological support for excursion activities;

Ability to interact with third parties (museums, objects catering, transport companies) on the formation and implementation of excursion programs.

– the ability to generalize the best practices of excursion institutions in implementing the tasks of federal and regional cultural policy;

– be ready to use innovative methods for organizing and conducting excursions of various classification groups, ready to participate in testing and introducing new technologies of excursion activities;

– be ready to carry out applied scientific research within the framework of historical, literary, ethnographic local history, to create a resource base for organizing excursion activities;

– be able to design excursion activities based on the study of requests, interests, taking into account age, education, social, national differences between population groups;

- be capable of comprehensive assessment excursions and excursion programs;

2. in the field of providing tourist escort services

– the ability to control the readiness of the group, equipment and vehicles to enter the route;

– the ability to instruct tourists about the rules of behavior on the route;

– willingness to coordinate and control the actions of tourists along the route;

– the ability to ensure the safety of tourists on the route, knowledge of the rules of conduct in emergency situations;

– the ability to control the quality of service for tourists by the receiving party;

– ability to draw up reporting documentation about a tourist trip;

– the ability to create an atmosphere of mutual respect and mutual assistance in a tourist group; communication skills;

– readiness to protect the interests of tourists in conflict situations due to the insufficient level of quality of services provided by counterparties included in the tour;

– readiness and ability to repay and prevent the occurrence of potential conflict situations in a tourist group;

– resistance to stress, ability to cope with negative emotions, mental and physical overload.

Having considered the general cultural and professional competencies of a tour guide (guide) and a guide-translator, it should be noted that a very important feature of the competencies required for these specialists. This is integration, interpenetration, merging of competencies such as linguistic and professional. If, when training specialists in other areas, linguistic competencies (language proficiency) relate to general cultural competencies, then when training guides and guide-translators, this competency is also professional.

Therefore, we can distinguish the linguistic-professional competence of tour guides (guides) and guide-translators, which means knowledge of vocabulary determined by a certain professional field, the ability to operate such vocabulary in the conditions of the professional activities of guides and guide-translators, the ability to communicate in a foreign language within the framework of relevant professionally significant topics provided for by the current situation.

3. The linguistic and professional competencies of guides with knowledge of a foreign language and guides-translators include:

Possesses a system of linguistic knowledge, including knowledge of basic phonetic, lexical, grammatical, word-formation phenomena and patterns of functioning of the foreign language being studied, its functional varieties;

Has an understanding of the ethical and moral standards of behavior accepted in a foreign cultural society, models of social situations, typical interaction scenarios;

Knows the basic discursive methods of realizing the communicative goals of an utterance in relation to the features of the current communicative context (time, place, goals and conditions of interaction); masters the basic ways of expressing semantic, communicative and structural continuity between parts of a statement - compositional elements of the text (introduction, main part, conclusion), super-phrase unities, sentences;

Able to freely express his thoughts in a foreign language, adequately using a variety of linguistic means in order to highlight relevant information;

Knows the main features of official, neutral and informal registers of communication;

Has an understanding of the ethics of interpretation, knows how to use etiquette formulas in oral and written communication (greeting, farewell, congratulations, apology, request); knows international etiquette and rules of conduct for translators different situations interpretation (accompanying a tourist group, ensuring business negotiations in business tourism, facilitating negotiations of official delegations);

Knows the basic ways to achieve equivalence in translation and is able to apply basic translation techniques;

Can carry out consecutive oral translation and sight translation in compliance with the norms of lexical equivalence, compliance with the grammatical, syntactic and stylistic norms of the target text and the temporal characteristics of the source text;

Possesses the necessary interactional and contextual knowledge to overcome the influence of stereotypes and adapt to changing conditions when in contact with representatives of different cultures;

Able to model possible situations of communication between representatives of different cultures and societies;

Able to work with electronic dictionaries and others electronic resources for solving linguistic problems.

In addition, the leader of the tourist group, both the guide and the guide-interpreter, must act as a guarantor of the safety of tourists, protect their interests and be able to make decisions in conditions of increased risk and emergency situations.

But all of the above is the basis of knowledge of the guide and guide-translator, regardless of the route, region or object of display with which they work. Therefore, in addition to general cultural and professional competencies, it is necessary for each region to develop an additional block of professional competencies that reflect the specifics of the region’s tourism resources, the possession of which will be controlled by the local tourism administration as part of the procedures of accreditation, certification, certification of tour guides and guide-translators.

Thus, the list of competencies of a tour guide is as follows.

Guide competencies

Transcript

1 25-26 kwietnia 2013, wyd. Lwowski Państwowy Instytut Ekonomii i Turystyki, Lwów Ukraine, marzec Kozłowska D. Kształtowanie kompetencji uczniów i studentów poprzez turystykę, VI Podlaski Festiwal Nauki i Sztuki,: Podlaska Kultura Fizyczna. Wychowanie fizyczne sport turystyka i rekreacja, Kwartalnik naukowy, rok V Nr 2 (14), s Kozłowska D., W. Ryszkowski, Ł. Kul, Kompetencje profesjonalno zawodowe sędziów piłki nożnej, Roczniki Naukowe Nr 7 WSWFiT w Białymstoku, Białystok, 2011 s Kozłowska D., Zastosowanie wybranych modeli kompetencyjnych w doskonaleniu ności turystycznej, Wyd. WSWFiT, Białystok 2013 (monografia złożona do druku) 13. Kozłowska D., Ryszkowski W., 101 kompetencji pilota wycieczek, Difin, Warszawa 2011: Smółka P., Kompetencje społeczne. Metody pomiaru i doskonalenia umiejętności interpersonalnych, Oficyna Walters Kluwer Sp.zoo, Kraków, 2008, s Smółka P., Miękkie kompetencje i rozwój talentów interpersonalnych w organizacji. Edukacja ekonomistów i menedżerów, nr 4/2006, Sowa J., Pedagogika specjalna w zarysie. Wydanie I, Wydawnictwo Oświatowe FOSZE, Rzeszów, D. KOZLOWSKA graduate School physical education and tourism, Bialystok, Poland V. RYSHKOWSKI Academy of Physical Education named after. I. Pilsudski, Warsaw, Poland PROFESSIONAL COMPETENCIES OF AN EXCURSION GUIDE The purpose of the article is to assess the degree of importance of the professional competencies of an excursion guide in the assessments of tour operators, guides with professional experience and excursion participants. The study is based on the author's questionnaire conducted among 431 people. The article aims to measure the degree of importance of competence of a professional tour guide. The evaluation was done by tour operators, experienced tour guides and tour participants. A public opinion poll was based on a self-made questionnaire and carried out among 431 of the aforementioned participants.

2 Introduction. The professional competencies of an excursion guide belong to “hard” skills and include skills, knowledge, and special skills for a specific place of work in tourism. The profession of a tour guide requires extensive knowledge and skills in various fields. Difficulty in contacting clients social significance This profession is confirmed by many national and foreign studies. An excursion guide belongs to the position of so-called line work, where contact with the client, the tourist, is direct and continuous. Professional competencies do not provide competitive advantage in the services market. The problem is to identify the most important professional competencies in this profession. Research in this area tends to focus on vague statements rather than specific results based on clear results. To achieve the goal of the study, the authors of the article analyzed the definition. It is traditionally believed that the competencies of a guide are: “Knowledge, abilities and skills that allow solving problems that arise during the implementation of the excursion program and occur in changing conditions and situations.” The characteristics of the guide profession clearly show the advantage of functions related to the management and coordination of actions over time. External and internal competencies that have an impact on the satisfaction of excursion participants were shown in their studies by D. Bowie and J. C. Chang in 2005. E. and W. Ryszkowscy also proposed a competency model (Fig. 1). The presented approach differs in that competencies are differentiated by groups. Research methodology. In accordance with the problems of a guide’s work, the purpose of the research was to assess the importance of individual competencies of excursion guides in the opinion of service consumers and employees tourism industry. External system competencies Internal intellectual competencies formal personal material professional procedural inte gri ru y partner Fig. 1. Structure of the competence of an excursion guide according to the sources of origin of the governing power Source: E. Ryszkowska, W. Ryszkowski, Kompetencje formalno-prawne nauczyciela wf. W: Przeglądowa konferencja AWF 95. AWF, Warszawa:

3 It has been established that tourism organizers pay more attention to the professional competencies of a guide than excursion guides and service consumers. In the profession of an excursion guide, professional and material competencies related to the so-called “soft” ones predominate. Methods and research techniques. The method of diagnostic probing and questioning was used. The study was conducted on the basis of the author's questionnaire. The questionnaire is divided into five parts, which reflect personal, professional, formal-legal, integrating and material competencies. Due to the extensiveness of the material, the article presents the results of studies of professional competencies. Our article presents an opinion on the competencies of a guide. A comparison was made of the opinions of representatives of different groups on the importance of excursion guide competencies. To assess the importance of tour guide competencies, a sample of 431 respondents was used, of which 58 were professional, experienced tour guides, 358 tour participants, and 15 tourism organizers. The studies were carried out in Podlasie and Mazovia (Poland). Research results. Professional competencies refer to those that must be acquired during training. Among the professional competencies, “Knowledge of first aid rules” received the highest rating. The organizers gave it an average of 9.86 points, the guides 9.33, and the excursion participants 8.98. Possession of this competence is highly perceived in Western European countries (Great Britain, Germany, etc.). To correctly provide the first medical care Specialized courses are organized that take into account medical news. In Poland, this competence is not yet perceived at the level of Western European countries. The next competency, rated at 8-9 points, is “Knowledge of how to behave in atypical and unique situations (accidents, thefts, arrests, alcohol abuse, etc.).” Similar ratings were received from guides (9.27) and organizers (9.26). Participants of the excursions rated the importance of this competence slightly less (8.69). The guide should always warn excursion participants against possible thefts in crowded tourist areas. The organizers also pay great attention to “Knowledge of the needs of tourists” (9.13). It is rated slightly less by guides (8.79) and participants (8.59). The competency “Knowledge of the route, road, environment” was highly rated by the organizers. It was rated slightly less by guides (8.5) and participants (8.29). 90

4 The “Health status of the guide” competency received relatively high marks. The organizers rated its value at 9.2 points. Participants recognized its lower value as 8.44, and guides as 8.41 points. In the professional activities of a guide, there may be cases of refusal to work due to age or health status. It must be taken into account that physical and mental performance changes over the years. The family and professional situation of guides is also changing. Professional burnout and job disappointment may occur. The “Knowledge of legal documents” competency, like the previous one, is most highly rated by the organizers (9.13). It is rated slightly less by guides (8.77) and participants (8.08). The guide must know the legal regulations for using hotels, restaurants, crossing the border and inform the group of tourists about them in advance. The organizers considered the competency “Knowledge about tourist attractions” important, estimating it at 8.8 points. Participants and guides recognized its lower value (7.83 and 7.79, respectively). The superiority of knowledge in each profession in relation to the knowledge of the excursion participants is always perceived as professionalism. The value of the competency “The ability to predict the behavior of excursion participants in changing conditions” is highly appreciated by the organizers (8.32) and guides (8.17). The excursion participants recognized its lower value (7.62). The competence “Knowledge of the peculiarities of servicing groups of tourists of different nationalities” was also highly rated by the organizers (8.53). It was rated lower by guides (7.88) and participants (7.66). Probably, the organizers, putting a heterogeneous group into the hands of a guide, expect the guide to adapt to people of different views and traditions. The problems of interaction with groups of tourists differing in views and traditions have been repeatedly described in the literature. The issue of serving American and European groups had already been explored in the 1970s. The problems of communication and service for American, German and French groups were described by D. Leclerc and J. N. Martin in 2004. The perception of tourist sites and food issues can differ significantly when working with foreigners. The organizers rated the competence “Knowledge of procedures and stages of organizing a tour” the most highly in relation to other study groups (8.73). The rest rated its value at a lower level: guides - 7.65 points, participants - 7.57 points. The ability to select and apply the appropriate management style depending on the situation is highly rated by the organizers (8.13) and guides (8.05). Participants recognized less value for this competency (7.66). The difference in ratings is likely due to experience and knowledge. Guide at the stage of knowledge - 91

5 communication with the group and, thanks to his own intuition, must choose the appropriate style of managing the group. Knowledge of the biological and physiological needs of excursion participants is most highly valued by guides (8.16) and organizers (7.86), and the participants themselves rated it lower at 7.42 points. Accompanying groups of children, youth and adults differs in the degree of increased physical activity, intensity of movement, etc. The pace of the group must correspond to the age of the excursion participants. The competence “Knowledge of religions, traditions, norms of behavior” was rated most highly by the organizers (8.53). The guides rated it less (7.81), the participants even less (7.02). The guide, in his professional activities, is obliged to warn about violations of the norms of behavior for different religions. It is difficult to imagine a guide entering a mosque wearing boots or leading a group into a church during a service. However, this competence received the highest value from the organizers. For them, familiarity with religious norms is identified with professionalism. Guides should also convey information about the norms and values of a particular religion to tourists. The competency “Knowledge of the socio-psychological behavior of participants” was rated at a low level. The organizers rated its value at 8.0 points, the guides at 7.76, and the participants at 7.48 points. The behavior of excursionists in a group is noticeably different from the behavior of single people. For example, a situation may occur where group members act critically and aggressively. Often the occurrence of such a situation is influenced by one person who, under standard conditions, is very calm and self-possessed, but in a group he changes and becomes aggressive, expressing his aggression through the importance of his position in the team. Often people, through aggressive behavior on excursions, want to draw attention to their existence and thereby achieve psychological satisfaction. The competence “Knowledge of the specifics of tourist transportation” is most highly rated by the organizers (7.8). Less significance weight for participants (7.3) and guides (7.22). From the point of view of the organizers, knowledge of the specifics of tourist transportation is very important in the work of a guide. Perhaps experienced guides do not rate this competency highly. Information about the place and time of the meeting, as well as information regarding arrival at the airport, flight features, etc. is important. Various means of transport are used in tourism. And only with experience do guides master the specifics of using all means of transport. “Knowledge of socio-political issues”, this competency is rated most highly by the organizers (7.86) and slightly lower by the guides (7.5). The excursion participants also recognized its value (6.96). It is important for the guide to know the current situation in the state. 92

6 The importance of the following competency “Knowledge of languages” is assessed within wide limits. It was rated most by the organizers (9.46); excursion participants noted its average value (7.27). Guides give low scores for this competency (4.88). Perhaps the guides have experience contacting the local population without knowledge of languages. English language is now perceived as the most communicative in different states. In Eastern European countries, knowledge of Russian is recommended. The guide must know such a foreign language that in the final country he can freely exchange information with the counterparty and collaborating people. Some organizers require specialized language competencies from excursion guides, hinting that, for example, in Italy you can only communicate in Italian, and in Hungary in Hungarian, etc. In practice, depending on who the guide will cooperate with, it is determined , what foreign language he will need. Knowledge of specialized professional terminology, jargon and verbal abbreviations is also required. The following competence is rated quite low by all groups of respondents. “Knowledge of criteria and norms for assessing quality in tourism” is perceived almost equally by participants (6.45) and organizers (6.4). The guides rated it 5.67 points. There is an opinion that only specialists usually know the criteria for assessing quality. Guides must be aware of the basic quality criteria in tourism that relate to their work as event managers and the criteria for evaluating accommodations, meals, transport or guides. If there is a lack of knowledge of criteria and norms, it will be difficult to reasonably criticize shortcomings. Such knowledge is especially needed in claim situations. It seems that in the assessments of the organizers (6.4) and participants (6.26) the perceived competence is “Knowledge of the principles of the emergence of a tourism product.” The guides gave it the lowest rating (5.59). Guides are required to familiarize themselves with the event portfolio before departure. A whole preparation procedure is necessary for the correct conduct of the excursion. “Knowledge of quality systems” was assessed by the organizers as 6.2 points. Rated by participants 5.83, but rated lowest by guides (4.74). Each state has its own quality systems, which means that the quality of star hotels in Poland, Belgium, and Ukraine will be different. Guides must know the standards for the quality of accommodation and food. The following competency is also rated low by guides (3.88). Participants and organizers rated “Knowledge of the definition of tourism (according to the WTO)” at 5.78 and 5.73 points, respectively. Definitions of tourism are studied during professional education. Among working guides, these definitions are little known and have no of great importance. The last competency among professionals was rated lowest by participants (3.32) is “Knowledge about the activities of self-government, economics” 93

7mic development and strategy for the development of the national product." The organizers rated it the highest (6.0), the guides rated it 5.45 points. The guide should know common features development of the tourism area. This information ( interesting facts and regional news) is transmitted to tourists. Based on the conducted research, it can be stated that tourism organizers have the highest expectations from the work of guides (8.13). Excursion guides and excursion participants perceive the value of competencies almost equally (7.38 and 7.32, respectively) (Fig. 2). 8.13 7.38 7, Fig. 2. The importance of professional competencies in the assessment of organizers, excursion guides and excursion participants Source: personal processing The model of excursion guide competencies includes five groups: 1) personal competencies; 2) partner-integrating competencies; 3) professional competencies; 4) formal legal competencies; 5) material competencies. The conducted studies showed that in terms of importance, professional competencies are in third place after personal and partner-integrating competencies (Fig. 3). 8.28 7.63 3-8.08-7.09 6, Fig. 3. The importance of excursion guide competency groups Source: own processing Conclusions and suggestions. In accordance with the purpose of the study, a comparison was made of assessments of the importance of professional competencies of ex-guides 4 5

8 courses. Research has shown that there is a similarity in the assessments of participants in tourist trips and employees of excursion bureaus. It turned out that professional competencies are not important factor in the work of a guide. The assumption that the organizers value the importance of a guide’s professional competencies more than the excursion guides and service consumers themselves was confirmed. Sources (as edited by the author) 1. Bowie D. and Chang, J. C. (2005) Tourist Satisfaction: A View from a Mixed International Guided Package Tour. Journal of Vacation Marketing, 11 (4): Dąbrowska K. (2010) Sztuka podróżowania. Etnografia roli zawodowej pilota wycieczek. Praca magisterska. Wydział Zarządzania UwB promotor prof. zw. dr hab. M. Kostera, wrzesień Kozłowska D. (2006) Opis stanowiska pracy Podlaska kultura fizyczna. Wychowanie fizyczne Sport - Turystyka i Rekreacja, Kwartalnik naukowy Nr 3 (10), Supraśl: Kozłowska D., Ryszkowski W. (2011) 101 kompetencji pilota wycieczek. Difin, Warszawa: Kozłowska D., Ryszkowski W. (2013) Kompetencje formalno-prawne pilota wycieczek, Artykuł naukowy, Wyższa Szkoła Wychowania Fizycznego i Turystyki w Białymstoku, Turystyka Kulturowa, : Kozłowska D., Ryszkowski W. (2013) Kompetencje profesjonalno- zawodowe pilotów wycieczek w opinii uczestników wyjazdów turystycznych. Weryfikacja modelu, Materiały І Międzynarodowej Konferencji Naukowo-Praktycznej: Zrównoważony rozwój regionów turystycznych: doświadczenia krajowe oraz światowe, kwietnia 2013, wyd. Lwowski Państwowy Instytut Ekonomii i Turystyki, Lwów Ukraine 7. Kuo-Ching Wang, An-Tien Hsieh, Tzung-Cheng Huan (2000) Critical service features in group package tour: An exploratory research. Tourism Management 21: Ryszkowska E., Ryszkowski W. (1995) Kompetencje formalno-prawne nauczyciela wf. W: Przeglądowa konferencja AWF 95. AWF, Warszawa: Ryszkowska E., Ryszkowski W., Kozłowska D. (2005) W poszukiwaniu metodyk badań nad kompetencjami pilotów, Artykuł naukowy, W: Kruczek Z. (red.) Pilota ż i przewodnictwo. Nowadays. Ogólnopolska konferencja października 2005, Proksenia, Kraków: Smółka P. (2007) Generator charyzmy. Kreowanie osobowości menagera. Sensus / URL: http://magazine.hrm.ru/db/hrm/E3701AF8D5D85977C3257707006C4547/print.html, free (access date 03/02/2013).
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OK2 - organize your own activities, determine methods and means of performing professional tasks, evaluate their effectiveness and quality;

OK5 – mastery of a culture of thinking, the ability to generalize, analyze, perceive information, set a goal and choose ways to achieve it, the ability to construct oral and written speech in a logically correct, reasoned and clear manner;

OK17 - awareness of the importance of humanistic values for the preservation and development of modern civilization; willingness to accept moral obligations in relation to the environment, society and cultural heritage;

PROFESSIONAL COMPETENCIES

In the field of excursion activities:

PC1 – effectively implement current tasks of state cultural policy in the process of organizing excursion activities;

PC2 – be ready to use technologies for organizing excursion services to conduct information and educational work, organize leisure time for the population, and provide conditions for the implementation of patriotic education;

PC3 – carry out pedagogical management and programming of developing forms of excursion activities for all age groups of the population, organize excursion services in accordance with the cultural needs of various groups of the population;

PC4 – know the regulatory documents on the content of excursion services and their design;

PC5 – develop new excursion routes and excursion programs;

PC6 – be capable of developing technological documentation for excursions (routes) of various types and forms;

PC25 - can work with electronic dictionaries and other electronic resources to solve linguistic problems

PK26 - the ability to ensure the safety of tourists on the route, taking into account the characteristics of the terrain, climate, wildlife, political, environmental situation and active methods of movement on the route both at the stage of route design and at the time of its passage;

PC27 – ability to establish contact with rescue services and readiness to carry out independent rescue operations;

PK28 – ability to conduct analysis possible risks on the route and searching for ways to reduce possible risks to an acceptable level;

PC29 – willingness to provide services for life, health, liability, property and risk insurance of tourists;

PK30 – ability to brief tourists on safety issues;

PC31 – provide tourists with complete, reliable and necessary information about the route, the state of natural objects and transport, road and tourist infrastructure along the route.

PC 32 - ability to organize, plan and evaluate the effectiveness of tourism events;

PK33 - ability to control the implementation of educational and training processes and job descriptions in sports tourism;

PK34 - readiness to organize and conduct physical education, sports and tourism events, sports and tourist trips, travel, expeditions and excursions;

PK35 - knows and can work with financial and economic documentation;

PK36 - ready for entrepreneurial activity in the field of tourism;

PC37 – ability to form tourism product, in demand in the market.
PROFESSIONAL COMPETENCIES TAKEN INTO ACCOUNT THE SPECIFICS OF TOURIST RESOURCES OF THE REGION

(developed for each region, assessed in the process of attestation (accreditation, certification) of professional competencies):

In the field of excursion activities
In the field of providing tourist escort services
In the field of ensuring tourist safety
In the field of organizational and management activities

Competencies of a guide-translator will differ primarily in the expanded number of linguistic and professional competencies.

Competencies of a guide-translator

GENERAL CULTURAL COMPETENCIES

OK1 – understand the essence and social significance of your future profession, show sustained interest in it;

OK2 - organize your own activities, determine methods and means of performing professional tasks, evaluate their effectiveness and quality;

OK3 – ability to achieve goals and critically rethink accumulated experience;

OK4 – the ability to understand and analyze worldview, socially and personally significant philosophical problems, to apply the basic laws of natural science disciplines in professional activities;

OK6 - search, analyze and evaluate information necessary for setting and solving professional problems, professional and personal development;

OK7 – willingness to comply with ethical and legal norms that regulate, taking into account the social policy of the state, human relations with people, society, the environment, and apply regulatory and legal documents in tourism activities;

OK8 – readiness to perceive the culture and customs of other countries and peoples, to be tolerant of national, racial, religious differences, the ability for intercultural communications in the tourism industry;

OK9 – desire for constant self-development, improvement of one’s qualifications and skills, ability for conflict-free professional activity in the tourism industry;

OK10 – mastery of the basic methods of organizing the safety of people’s lives, their protection from the possible consequences of accidents, catastrophes, natural disasters, and other situations in tourism activities;

OK11 – readiness to cooperate with colleagues, work in a team and team, ensure team unity, communicate effectively with colleagues, management, and consumers;

OK12 - set goals, motivate the activities of subordinates, organize and control their work, taking responsibility for the results of completing tasks;

OK13 – the ability to find organizational and managerial solutions in non-standard situations, the ability to assess risks and make decisions in non-standard situations and the willingness to bear responsibility for them;

OK14 - use information and communication technologies to improve professional activities, be prepared for changes in technologies in professional activities.

OK15 – ability to use regulatory legal documents in one’s activities, knows one’s rights and responsibilities as a citizen of one’s country; knows how to use current legislation; demonstrates readiness and desire to improve and develop society on the principles of humanism, freedom and democracy;

OK16 – the ability to critically evaluate one’s strengths and weaknesses, outline ways and choose means of developing strengths and eliminating disadvantages, independently determine the tasks of professional and personal development, engage in self-education, consciously plan professional development, the ability for intellectual, cultural, moral and professional self-development and self-improvement;

PROFESSIONAL COMPETENCIES

PC1 – effectively implement current tasks of state cultural policy in the process of organizing excursion activities;

PC4 – know the regulatory documents on the content of excursion services and their design;

PC5 – develop new excursion routes and excursion programs;

PC6 – be capable of developing technological documentation for excursions (routes) of various types and forms;

PC7 – be ready to organize information and methodological support for excursion activities;

PC8 - ability to interact with third-party organizations (museums, catering establishments, transport companies) in the formation and implementation of excursion programs.

PK9 – the ability to generalize the best practices of excursion institutions in implementing the tasks of federal and regional cultural policy.

In the field of providing tourist escort services:

PC10 – ability to control the readiness of the group, equipment and vehicles to enter the route;

PC11 – ability to instruct tourists about the rules of behavior on the route;

PC12 – willingness to coordinate and control the actions of tourists along the route;

PC13 – willingness to provide travel information to tourists about natural objects, flora and fauna, attractions and cultural traditions along the route;

PC14 – ability to control the quality of service for tourists by the receiving party;

PC15 – ability to draw up reporting documentation about a tourist trip (route);

PC16 – ability to create an atmosphere of mutual respect and mutual assistance in a tourist group; communication skills;

PC17 – readiness to protect the interests of tourists in conflict situations due to the insufficient level of quality of services provided by counterparties included in the tour;

PC18 – readiness and ability to deal with and prevent the emergence of potential conflict situations in a tourist group;

PC19 – resistance to stress, ability to cope with negative emotions, mental and physical stress.

Professional and linguistic:

PC20 - mastery of a system of linguistic knowledge, including knowledge of basic phonetic, lexical, grammatical, word-formation phenomena and patterns of functioning of the foreign language being studied, its functional varieties;

PC21 - idea of ethical and moral standards of behavior accepted in a foreign cultural society, models of social situations, typical interaction scenarios;

PC22 - masters the basic discursive methods of realizing the communicative goals of an utterance in relation to the features of the current communicative context (time, place, goals and conditions of interaction); masters the basic ways of expressing semantic, communicative and structural continuity between parts of a statement - compositional elements of the text (introduction, main part, conclusion), super-phrase unities, sentences;

PC23 - is able to freely express his thoughts in a foreign language, adequately using a variety of linguistic means in order to highlight relevant information;

PC24 - masters the main features of official, neutral and informal registers of communication;

PK25 - has an understanding of the ethics of interpreting, knows how to use etiquette formulas in oral and written communication (greeting, farewell, congratulations, apology, request); knows international etiquette and rules of conduct for a translator in various interpreting situations (accompanying a tourist group, facilitating business negotiations in business tourism, facilitating negotiations of official delegations);

PC26 - knows the basic ways to achieve equivalence in translation and is able to apply basic translation techniques;

PC27 - is able to carry out oral consecutive translation and oral translation from a sheet in compliance with the norms of lexical equivalence, compliance with the grammatical, syntactic and stylistic norms of the target text and the temporal characteristics of the source text;

PC28 - has the necessary interactional and contextual knowledge to overcome the influence of stereotypes and adapt to changing conditions when in contact with representatives of different cultures;

PC29 - can simulate possible situations of communication between representatives of different cultures and societies;

PC30 - can work with electronic dictionaries and other electronic resources to solve linguistic problems

In the field of ensuring tourist safety:

PK31 - the ability to ensure the safety of tourists on the route, taking into account the characteristics of the terrain, climate, wildlife, political, environmental situation and active methods of movement on the route, both at the stage of designing the route and at the time of its passage;

PK32 – ability to analyze possible risks on the route and find ways to reduce possible risks to an acceptable level;

PK33 – willingness to provide services for life, health, liability, property and risk insurance of tourists;

PK34 – ability to brief tourists on safety issues;

PC35 – provide tourists with complete, reliable and necessary information about the route, the state of natural objects and transport, road and tourist infrastructure along the route.

In the field of organizational and managerial activities:

PC36 - ability to organize, plan and evaluate the effectiveness of tourism events;

PK37 - readiness to organize and conduct physical education, sports and tourism events, sports and tourist trips, travel, expeditions and excursions;

PK38 - knows and can work with financial and economic documentation;

PK39 - readiness for entrepreneurial activity in the field of tourism;

PC40 – the ability to create a tourism product that is in demand on the market.

Professional competencies taking into account the specifics of the region’s tourism resources (developed individually for each region):

In the field of excursion activities;

In the field of providing tourist escort services;

In the field of ensuring the safety of tourists;

In the field of organizational and management activities;

In the field of tourist services.

For example, for a tour guide in Moscow, the last block of professional competencies can be formulated as follows:
PROFESSIONAL COMPETENCIEStour guide

(taking into account the specifics of Moscow’s tourist resources)
In the field of excursion activities:

PK38 - knowledge of the methodology of information and excursion work in Moscow, knowledge of statistical data about modern Moscow;

PK39 - terminology, main types, methods of preparing and conducting excursions around the Kremlin, in the Armory Chamber and the Diamond Fund;

PK40 - ability to conduct a walking tour: “Golden Ring of Moscow”;

PK41 - ability to conduct a bus excursion: “Moscow is the capital of Russia”;

PK42 - knowledge of terminology and methods of preparing and conducting excursions in the Moscow metro;

PK43 - knowledge of information about Moscow museums and rules of work in museums, necessary documents tour guide;

PK44 - knowledge of terminology and methods of preparing and conducting excursions at the State Historical Museum;

PK45 - knowledge of terminology and methods of preparing and conducting excursions to the State Tretyakov Gallery;

PK46 - knowledge of terminology and methods of preparing and conducting excursions to the Pushkin State Museum of Fine Arts;

PK47 - knowledge of terminology and methods of preparing and conducting excursions at the Kolomenskoye Museum;

PK48 - knowledge of terminology and methods of preparing and conducting excursions at the Museum of Moscow, the Museum of Icons or the Museum of Contemporary History of Russia;

PK49 - mastery of techniques for conducting out-of-town excursions in the Moscow region: preparation of travel information and conducting techniques;

PK50 - the ability to organize and conduct a tour of Moscow estates: Ostankino, Kuskovo, Kuzminki, etc.;

In the field of providing tourist escort services:

PK51 - knowledge of the main types of programs for receiving foreign tourists in Moscow;

PK52 - mastery of technology for meeting, receiving, accommodating, and organizing meals for tourists in Moscow;

PK53 - awareness of the role and importance of a tour guide and guide-translator in the tourism industry;

PK54 - knowledge of the Moscow transport system (location of main transport hubs, way to get to train stations and airports, rules of use public transport and transportation of goods);

PC 55 - knowledge of the hotel base in Moscow (the largest hotels of various categories);

PK56 - knowledge of the location of foreign embassies in Moscow;

PK57 - the ability to provide tourists with information about major exhibition, congress and business centers in Moscow;

In the field of ensuring tourist safety:

PK59 - the ability to show restraint in the event of conflict situations, if necessary, attract the help of police officers and notify your employer;

PK60 - knowledge and ability to communicate to tourists the information contained in the Information leaflet for tourists arriving in Moscow of the Moscow Committee for Tourism and Hotel Industry;

PK61 - knowledge of telephone numbers (including when dialing from mobile phone operators) emergency services, hotline Committee for Tourism and Hotel Industry of Moscow and the Federal Agency for Tourism, tourist information centers in Moscow;

PK62 - knowledge of the Federal Law of August 15, 1996 No. 114-FZ “On the procedure for leaving the Russian Federation and entering the Russian Federation”, rules for registration of foreign citizens in the Russian Federation and migration registration;

PK63 - the ability to warn tourists about risk factors in Moscow.

In the field of organizational and managerial activities:

PK64 - knowledge of the accreditation system for guides in accordance with the order of the Moscow Government No. 224 RZP on the formation of a unified accreditation system for guides, translators and tour guides in Moscow, the ability to select and carry out advanced training of guides;

PK65 - knowledge of the Moscow tourism industry (tour operators, hotels, the largest exhibitions and fairs, excursion services, transport services);

PK66 - ability to work with tourist documents, ability to bear financial responsibility when serving tourists.

In the field of tourist services:

PK67 - knowledge of the locations of tourist information centers in Moscow;

PK68 - the ability to provide tourists with information about major theaters and concert halls in Moscow, their repertoire and methods of purchasing tickets;

PK69 - the ability to build a route and schedule for an excursion, taking into account peak hours of a busy transport situation, climatic features characteristic of each time of year, the requirements for maintaining moderate physical and psycho-emotional stress, the need for tourists to comply with the natural schedule of meals, sleep and other natural needs.
PREPARATION (RETRAINING) OF THE INSTRUCTOR-GUIDE. PROFESSIONAL COMPETENCIES
In the scheme (chain) of organizing a tour or a specific route, the instructor-guide is the last performing link, on whose shoulders lies all responsibility for the success of the business (often he is not only the performer, but also the organizer of the entire event). It depends on the guide with what impressions tourists will return from their trip, and what new things they will learn from it.

The training of instructors and guides in mountaineering, mountain and water tourism has a rich tradition in Russia. Attempts were made to conduct training courses, relevant methodological developments were released, which were the main working document ensuring organizational and methodological unity of training at all levels of training of instructors-guides. The main theoretical sections were reflected in the tourist literature, and the practical aspects were reduced to a set of requirements that the guide must meet.

Current professional instructors-guides, having received minimal theoretical knowledge and practical skills during the training process, further accumulated their own experience during independent work. At the same time, quite favorable conditions for advanced training could develop. However, if emergency situations arise (which often happens in extreme conditions wildlife) people who have not undergone special training do not always act correctly, which sometimes leads to tragic consequences.

Since in modern society tourism has taken the form of a serious economic activity, the flow of visitors on ecological routes is constantly increasing, and the development of domestic tourism and new forms of inbound tourism is today a priority government task, the need for qualified guides has increased sharply. In this regard, the level of education of instructors and guides, which suited the tourism industry in the recent past, does not meet today's tasks.

Tasks of the instructor-guide:

Organization of the route (tour) in all nuances,

Creating an information component of the route and providing information to tourists,

Group management, without which the tour is simply impossible,

Ensuring the safety of the route.

The instructor-guide is faced with the task of selecting a “team” - selecting reliable providers of travel services on site in accordance with the characteristics of the route, namely: vehicle owners, owners of guest houses and other tourist accommodation facilities, cooks and owners of food outlets, porters, additional local guides etc. An important aspect of this task is to identify the most reliable partners and establishing long-term relationships with them. True, it should be noted that the conductor often has to work without a team.

The instructor-guide must establish reliable contacts and connections with the “coast services” necessary for a successful and safe trip - meteorologists, rescuers, police, district and regional administrations, management and security services of protected areas, hunting farms and forestries, fishing and hunting inspections. We should not forget about cooperation with the local population, which is often able to provide the necessary assistance more quickly than the listed services

The instructor can always plan a route in such a way that the group visits the houses of local residents, purchases food and souvenirs from them, and uses paid services. This approach has an extremely fruitful effect on the development of local infrastructure, and the role of the instructor-guide in this process is difficult to exaggerate.

The instructor-guide must know the route well, and not only from the map. Before the group arrives, he must go through it himself, identify the most favorable seasons for travel (from the point of view of comfort and attractiveness), determine the optimal duration of transitions and crossings, parking places, accommodation points, the location of the most interesting objects for the sake of which the trip itself is undertaken, and also provide for the possibility of changing the route without compromising its attractiveness. It is worth recalling that people who decide to participate in an eco-trip come with two main goals: firstly, to relax, and secondly, to learn something new. Therefore, the logic of building an ecological route (tour) differs from that in adventure and sports tourism.

Education and erudition are of great importance in the activity of an ecotourism guide. The guide must be not only the organizer of the tour, but also an expert guide, and, often, a teacher - here knowledge, erudition and education come first. Those. The guide’s task is to fill the tour with the information component that is so characteristic of this type of tourism. To fulfill this role, it is necessary to thoroughly study the natural features of the area through which the route passes, the composition of flora and fauna, the diversity of biogeocenoses, and the features of local cultural traditions. This knowledge must be both practical and theoretical.

When accompanying a group on a tour over several days or weeks, there are many sites to talk about. The nature surrounding tourists is endless in its diversity; a naturalist guide can tell a fascinating story about every plant and every bird. Knowledge of zoology, botany, ecology, paleontology, geology, geography, history, ethnography is necessary for the guide. The list of sciences can be continued and, of course, it is impossible to know everything, but the guide must understand that his professional growth and reputation depend on the amount of knowledge he has and the ability to present information during the tour, harmoniously connecting it with the surrounding nature. That is why a guide is one of the most interesting professions.

During the tour, the guide is the leader of the group and is responsible for the comfort, well-being and safety of the group members. The tour will go smoothly and without conflicts only if the guide can form a coherent team from a group of tourists operating under his leadership. It’s not always the case that a tour group is made up of a group of friends or family – often these are people who barely know each other, and the guide has to build not only his own relationships with them, but also relationships within the group. Here the guide finds himself in an ambiguous situation. On the one hand, tourists, finding themselves in a new environment, sometimes close to extreme, naturally seek support from their guide, which makes the task easier for the latter. On the other hand, clients see him as a service worker, supposedly called upon to fulfill their whims. The task of the guide in such a situation is to maintain and establish his “managerial” status, based on the first circumstance, and to satisfy the needs of the group by providing impeccable service, which should consist of the correct, optimal organization of the route (tour) and an interesting and professional presentation of information.

In the conditions of Russian natural and ecotourism, due to the lack of organized and equipped routes, the low level of development of the relevant infrastructure, one of the extremely urgent tasks of the guide is to ensure safety.

In this regard, I would like to mention that the experience of many guides suggests that it is not permissible to change the route and program at the request of clients. Of course, there should be a certain freedom of action when conducting an individual tour. But when the situation gets out of the guide’s control, events sometimes develop quite dramatically.

In the work of a guide, a conductor often encounters emergency situations, and sometimes not only the reputation of the guide himself, but also of the company he represents, sometimes depends on the ability to competently get out of them.

Thus, the guide plays the role of:

route (tour) organizer;
tour guide;
head (leader) of the group;
sports trainer;
security guarantor.

According to GOST 54602-2011 " Tourist services. Services of guides and guides" The main services of guides and guides include:

Ensuring the safety of tourists along the route;

Conducting briefings for tourists, including safety;

Training in skills for engaging in active types of tourism and recreation when tourists travel along routes with active modes of transportation, including training in the basics of mountaineering skills, ski tourism skills, water tourism skills, etc.;

Services for organizing various types of transport along the route, accommodation (accommodation), transport, leisure, etc.

TO additional services guides include:

Consulting services;

Rental of equipment, inventory;

Presentation of information materials, tourist maps, descriptions of obstacles, etc.;

Leisure services, incl. carrying out entertainment events and animation programs;

Carrying out physical education, recreation and sports events;

Promotion of a healthy lifestyle;

Individual service for tourists along the route, including tourists with disabilities;

Photo and video shooting services at the request of tourists and excursionists;

Arrangement of overnight and rest areas for tourists.

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