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Airline passenger, baggage and ticket agents

OaSIS code 64312.01

Airline passenger, baggage and ticket agents issue tickets, provide fare quotations, make reservations, conduct passenger check-in, trace missing baggage, arrange for cargo shipments and provide related customer services to assist airline passengers.

Overview

Also known as

  • Airline baggage agent
  • Airline passenger agent
  • Airline ticket agent
  • Client service representative - airline

Main duties

This group performs some or all of the following duties:

  • Help customers plan travel time and routes, prepare and issue tickets, assign seats, prepare boarding passes, check baggage, attend boarding gates
  • Assist pre-boarding passengers and provide information on fares and flight schedules and routes
  • Trace lost, delayed or misdirected baggage for customers.

Additional information

  • Depending on the size of the airline or airport, the duties of workers in this unit group may overlap.
  • Progression to supervisory positions is possible with experience.

Similar occupations classified elsewhere

Exclusions:

  • Accommodation, travel, tourism and related services supervisors (62022)
  • Travel counsellors (64310)
  • Ground and water transport ticket agents, cargo service representatives and related clerks (64313)
  • Baggage handler (in 65210.03 Facilities workers)

NOC hierarchy breakdown

NOC version

NOC 2021 Version 1.0

Broad occupational category

6 – Sales and service occupations

TEER

4 – Occupations usually require a secondary school diploma; or several weeks of on-the-job training

Major group

64 – Sales and service representatives and other customer and personal services occupations

Sub-major group

643 – Occupations in food, accommodation and tourism

Minor group

6431 – Occupations in travel and accommodation

Unit group

64312 – Airline ticket and service agents

Occupational profile

64312.01 – Airline passenger, baggage and ticket agents

Work characteristics

Work characteristics gathers the various components describing the work environment of each occupation, such as employers, work activities, and the work context. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of complexity (for Work Activities) or other measurement dimensions (for Work Context), and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Work Activities

Proficiency or complexity level
Applying New Knowledge
3 - Moderate Level
Clerical Activities
3 - Moderate Level
Communicating with Persons Outside Organization
3 - Moderate Level
Establishing and Maintaining Interpersonal Relationships
3 - Moderate Level
Inspecting Equipment, Structures, or Material
3 - Moderate Level

Work Context

Structural Job Characteristics

Structured versus Unstructured Work
Degree of freedom to determine tasks and priorities
2 - Low amount of freedom
Work Week Duration
Worked hours in a typical week
1 - Less than 35 hours

Physical Work Environment

Physical Proximity
Physical distance from others
4 - Close (at arm’s length)

Physical Demands

Sitting
Duration
3 - About half the time
Standing
Duration
3 - About half the time
Bending or Twisting the Body
Duration
1 - Very little time

Interpersonal Relations

Contact with Others
Frequency
5 - Every day, almost continuously
Duration
5 - All the time, or almost all the time
Work with Work Group or Team
Importance
2 - Somewhat important
Frequency
4 - Every day, a few times per day

Workplaces/employers

  • Airline companies

Skills and abilities

This section displays the various competencies required for an occupation. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency (for Skills and Abilities) or importance (for Personal Attributes) and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Abilities

Proficiency or complexity level
Auditory Attention
3 - Moderate Level
Speech Clarity
3 - Moderate Level
Speech Recognition
3 - Moderate Level
Verbal Ability
3 - Moderate Level
Arm-Hand Steadiness
2 - Low Level

Skills

Proficiency or complexity level
Social Perceptiveness
3 - Moderate Level
Coordinating
2 - Low Level
Evaluation
2 - Low Level
Instructing
2 - Low Level
Learning and Teaching Strategies
2 - Low Level

Personal Attributes

Importance
Collaboration
5 - Extremely important
Adaptability
4 - Highly important
Attention to Detail
4 - Highly important
Concern for Others
4 - Highly important
Independence
4 - Highly important

Interests

The OaSIS uses the Holland Codes to describe the work-related interests. According to the Holland model, people work best in work environments that match their preferences, which means that people and work environments can be matched for a best fit. Occupational environments in Holland’s theory are described according to a combination of main interests and the activities they represent. There are six interests in the Holland typology: Realistic, Investigative, Artistic, Social, Enterprising and Conventional. All occupations in OaSIS have up to three interests assigned to them.

Interests

Preferences for work environments and outcomes.

Interests profile: CES

Conventional (C)

Conventional occupations are characterized by the dominance of activities that entail following sets of procedures and routines. These activities may include systematic manipulation of data, such as keeping records, filing materials, reproducing materials, organizing written and numerical data according to a prescribed plan, and operating business and data processing. They often require following a clear line of authority and usually involve working with data and details more than with ideas.

Enterprising (E)

Enterprising occupations are characterized by the dominance of action-oriented activities to attain organizational or self-interest goals. They frequently involve starting up and carrying out projects, influencing, leading or mobilizing people, making decisions, and sometimes require risk taking and dealing with business.

Social (S)

Social occupations are characterized by the dominance of activities that entail the interaction with others to inform, train, aid, develop, cure, or enlighten. These occupations often involve helping or providing service to others, teaching, working or communicating with people.

Employment requirements

Employment requirements includes the education, training, certifications and the knowledge required to work in each occupation. The Knowledge category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency, and secondly, in alphabetical order. The whole list of Knowledge descriptors and their ratings can be expanded at the bottom of each page.

Education, certification and licensing

  • Completion of secondary school is usually required.
  • Several weeks of on-the-job and classroom training are provided for all occupations in this unit group.
  • Airline station agents usually require experience as a ticket, baggage or cargo agent.

Knowledge

Knowledge level
Clerical
2 - Intermediate Level
Client Service
1 - Basic Level
Hospitality
1 - Basic Level
Humanities
1 - Basic Level
Languages
1 - Basic Level

Skills for success

 
Skills for Success Model
 
Skills for Success are skills that help you in a quickly changing world. Everyone benefits from having these skills. They can help you to get a job, progress at your current job or even change jobs. The skills also help you become an active member of your community and succeed in learning.
 
 
Linkages Between ESDC Skills Models and Frameworks
 
ESDC makes available a dictionary of over 300 terms (or descriptors) and definitions, known as the Skills and Competencies Taxonomy (SCT). Descriptor information from the Taxonomy is used in the Occupational and Skills Information System (OaSIS).
 
While there is general commonality of meaning between the descriptors in the SCT and the Skills for Success model, there are some differences in their definitions due to their distinct purposes. The Skills for Success Model [9 broadly defined skills] identifies the skills that are universally applicable. The SCT displays specific skills and competency requirements for 900 occupations. Users of the Skills for Success Model and Essential Skills content may find competency information from the Taxonomy and the OaSIS to be complementary.
 
Stay tuned to this section for more information and updates regarding linkages between the Skills for Success model and the OaSIS.

O*NET in-it

This page includes information from the O*NET 27.2 Database by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA). Used under the CC BY 4.0 license. O*NET® is a trademark of USDOL/ETA. Employment and Social Development Canada has modified all or some of this information. USDOL/ETA has not approved, endorsed, or tested these modifications.

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