ISO/TR 25734:2026

• Abstract:

  This document provides real use cases, situational understanding and practical solutions applicable to the provisions concerning staff and training in ISO 14785:2024. This document can be used as a reference or inspiration for tourism information services (TIS) management organizations analysing and improving their TIS staff training and pursuing quality TIS through the application of ISO 14785:2024.

• Status: Published
• Publication Date: 19-May-2026
• ICS: 03.100.30 - Management of human resources
• ICS: 03.200.01 - Leisure and tourism in general
• Technical Committee: ISO/TC 228 - Tourism and related services
• Drafting Committee: ISO/TC 228/WG 3 - Tourist information and reception services at Tourist Information Offices
• Current Stage: 6060 - International Standard published
• Start Date: 20-May-2026
• Completion Date: 20-May-2026

ISO/TR 25734:2026 is an ISO Technical Report on staff training for tourist information services (TIS). It gives case studies and practical solutions for applying the staff-and-training provisions of ISO 14785:2024. The report is aimed at TIS management organizations, trainers and managers who need real examples for analysing training needs, designing curricula, running training and improving it.

What does ISO/TR 25734:2026 specify?

ISO/TR 25734:2026 gathers real use cases, situational understanding and practical solutions that relate to staff and training in ISO 14785:2024. It is written as a case-study report rather than a requirements document, so its value is in showing how organizations have applied training ideas in practice.

The document is organized into a short methodology section, then six practice-focused clauses that follow the training cycle: needs analysis, target audience, curriculum design, implementation and monitoring, assessment and improvement, resource assurance, and continuous improvement. The annexes add practical material for consultants and for one detailed office procedure.

Annex	What it covers
Annex A	Informative requirements for tourist information consultants, with level-based competency areas
Annex B	Informative public service procedure at the Carmona TIO, including service protocols and response steps

What are the key requirements of ISO/TR 25734:2026?

ISO/TR 25734:2026 does not set its own mandatory requirements; its practical content shows how to apply ISO 14785:2024 Clause 7 in real settings. The main points that matter in practice are:

• Clause 4 links the case studies to ISO 14785 elements. Table 1 maps training needs analysis, target audience, curriculum design, implementation and monitoring, assessment and improvement, resource assurance, and continuous improvement to the three use cases. This helps a reader see which part of ISO 14785 each case illustrates.

• Clause 5 treats training needs analysis as a layered process. Hangzhou uses organizational, task and individual analysis; Carmona emphasizes onboarding and role clarity; Bologna combines staff surveys, CRM data and tourist trends. In practice, this means training should be based on measured needs, not on a generic course plan.

• Clause 6 separates training by audience and role. The report distinguishes front-line staff, supervisors, senior managers, back-office staff and support roles. That matters because the skills needed for tourist contact, operations and strategic management are different, so the training content should not be the same for everyone.

• Clause 7 uses a layered curriculum model. The curriculum is built around knowledge, skills, attitudes, concepts and psychology. The use cases show how this can include destination knowledge, service etiquette, emergency response, language adaptability, resilience and teamwork. For a reader, this means a training plan should cover both technical service tasks and the behaviour expected in public service.

• Clause 8 focuses on phased delivery and monitoring. The report describes lectures, demonstrations, on-the-job training, simulations, mentoring, digital tools and attendance tracking. It also ties participation to performance review in one case. In practice, this means training is treated as a managed process, not a one-off event.

• Clause 9 evaluates training with multiple evidence sources. The report uses the Kirkpatrick model, surveys, tests, appraisals, tourist satisfaction, revenue, CRM analytics and Net Promoter Score (NPS). This helps organizations check not only whether staff liked the training, but whether service and organizational results improved.

• Clause 10 treats resources as part of training quality. The case studies use annual budgeting, internal tutors, partnerships with universities and tourism bodies, and digital platforms. That matters because training only works if time, people, facilities and materials are planned and funded.

• Clause 11 makes continuous improvement a repeating cycle. The report describes regular reassessment, feedback from employees and visitors, predictive planning and content updates based on tourism trends. In practice, this means training content should stay current with digital change, local demand and service feedback.

What terms does ISO/TR 25734:2026 define?

ISO/TR 25734:2026 states that the terms and definitions in ISO 14785 apply, so the key concepts in the report are used in that shared tourism-services sense.

• Tourism information services (TIS) - The information and consultation services provided to tourists online and onsite.
• Tourist Information Office (TIO) - The local office that delivers tourism information and consultation services.
• Training needs analysis (TNA) - The process of identifying training gaps at organizational, task and individual level.
• Customer relationship management (CRM) - A data source used in Bologna to identify training needs and assess outcomes.
• Destination management organisation (DMO) - A local partner that co-designs and updates training in the Bologna case.
• Net Promoter Score (NPS) - A service indicator used in Bologna to track customer response alongside staff training results.
• Key performance indicator (KPI) - A measurable output used in the report’s monitoring and improvement approach.

Who uses ISO/TR 25734:2026?

ISO/TR 25734:2026 is for tourism information service management organizations, TIO managers, training coordinators, quality and sustainability managers, and staff responsible for service delivery and staff development. It is also useful for public tourism bodies, destination management organisations and trainers who support onboarding, role-based training, curriculum design, service monitoring and continuous improvement.

In practice, these readers can use the report when they need examples for multilingual service, emergency response, digital skills, role-specific learning, internal evaluation or training plans linked to ISO 14785:2024.

Which standards are used with ISO/TR 25734:2026?

ISO 14785:2024, Tourism and related services - Tourist information services - Requirements and recommendations, is the only normative reference named in the report. ISO/TR 25734:2026 uses it as the basis for the case studies, especially the staff-and-training provisions in Clause 7.

What does the ISO/TR 25734:2026 document contain?

The document contains a method section, six case-study-based practice clauses, two informative annexes and a bibliography. Table 1 maps each ISO 14785 element to the use cases, and Table 2 summarizes the three cases: Hangzhou in China, Carmona in Spain and Bologna in Italy.

The middle clauses provide practical material on training needs analysis, target audience, curriculum design, implementation and monitoring, assessment and improvement, resource assurance and continuous improvement. The report also includes figures showing training systems for operations and functional departments, plus tables on curriculum layers, evaluation frameworks and resource planning.

Annex A gives a level-based competency framework for tourist information consultants, covering service areas such as accommodation, dining, transportation, shopping and entertainment, safety, complaint resolution, technical management and training. Annex B gives a detailed public service procedure for the Carmona TIO, including in-person service, telephone handling, data protection, guided tours, complaints and emergency response.

Technical
Report
ISO/TR 25734
First edition
Tourism and related services —
2026-05
Staff training of tourist information
services — Case studies
Tourisme et services connexes — Formation du personnel des
services d'information touristique — Études de cas
Reference number
© ISO 2026
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting on
the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address below
or ISO’s member body in the country of the requester.
ISO copyright office
CP 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Geneva
Phone: [phone]
Email: [e-mail]
Website: www.iso.org
Published in Switzerland
ii
Contents Page
Foreword .vi
Introduction .vii
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Methodology and overview of selected cases . 1
4.1 Methodology .1
4.2 Overview of selected use cases .2
5 Practices of training needs analysis . 3
5.1 General .3
5.2 Overview .3
5.3 Challenges faced during implementation .3
5.4 Initiatives/practices/solutions .4
5.4.1 General .4
5.4.2 Use case 1: China (Hangzhou) .4
5.4.3 Use case 2: Spain (Carmona) .5
5.4.4 Use case 3: Italy (Bologna) .5
5.5 Results achieved .5
5.6 Remaining issues or areas for future improvement .6
6 Practices of training target audience . 6
6.1 General .6
6.2 Overview .7
6.3 Challenges faced during implementation .7
6.4 Initiatives/practices/solutions .7
6.4.1 General .7
6.4.2 Use case 1: China (Hangzhou) .7
6.4.3 Use case 2: Spain (Carmona) .10
6.4.4 Use case 3: Italy (Bologna) .11
6.5 Results achieved .11
6.6 Remaining issues or areas for future improvement .11
7 Practices of training curriculum design .12
7.1 General . 12
7.2 Challenges faced during implementation . 12
7.2.1 General . 12
7.2.2 Use case 1: China (Hangzhou) . 12
7.2.3 Use case 2: Spain (Carmona) . 12
7.2.4 Use case 3: Italy (Bologna) . 12
7.3 Initiatives/practices/solutions (curriculum design) . 12
7.3.1 General . 12
7.3.2 Use case 1: China (Hangzhou) . 13
7.3.3 Use case 2: Spain (Carmona) . 15
7.3.4 Use case 3: Italy (Bologna) . 15
7.4 Results achieved . . 15
7.4.1 General . 15
7.4.2 Use case 1: China (Hangzhou) .16
7.4.3 Use case 2: Spain (Carmona) .16
7.4.4 Use case 3: Italy (Bologna) .16
7.5 Conclusions .16
8 Practices of training implementation and monitoring .16
8.1 Challenges faced during implementation .16
8.1.1 General .16
8.1.2 Use case 1: China (Hangzhou) .16

iii
8.1.3 Use case 2: Spain (Carmona) .16
8.1.4 Use case 3: Italy (Bologna) .16
8.2 Implementation practices .17
8.2.1 General .17
8.2.2 Use case 1: China (Hangzhou) .17
8.2.3 Use case 2: Spain (Carmona) .17
8.2.4 Use case 3: Italy (Bologna) .17
8.3 Initiatives/practices/solutions .17
8.3.1 Use case 1: China (Hangzhou) .17
8.3.2 Use case 2: Spain (Carmona) .17
8.3.3 Use case 3: Italy (Bologna) .17
8.4 Results achieved . .17
8.4.1 Use case 1: China (Hangzhou) .17
8.4.2 Use case 2: Spain (Carmona) .18
8.4.3 Use case 3: Italy (Bologna) .18
8.5 Conclusions .18
9 Practices of assessment and improvement.18
9.1 General .18
9.2 Assessment practices.18
9.2.1 Use case 1: China (Hangzhou) .18
9.2.2 Use case 2: Spain (Carmona) .18
9.2.3 Use case 3: Italy (Bologna) . .19
9.3 Conclusions .19
10 Resource assurance . 19
10.1 General .19
10.2 Challenges faced during implementation .19
10.2.1 Use case 1: China (Hangzhou) .19
10.2.2 Use case 2: Spain (Carmona) .19
10.2.3 Use case 3: Italy (Bologna) .19
10.3 Initiatives/practices/solutions .19
10.3.1 Use case 1: China (Hangzhou) .19
10.3.2 Use case 2: Spain (Carmona) . 20
10.3.3 Use case 3: Italy (Bologna) . 20
10.4 Results achieved . 20
10.4.1 Use case 1: China (Hangzhou) . 20
10.4.2 Use case 2: Spain (Carmona) . 20
10.4.3 Use case 3: Italy (Bologna) . 20
10.5 Conclusions . 20
10.5.1 Use case 1: China (Hangzhou) . 20
10.5.2 Use case 2: Spain (Carmona) . 20
10.5.3 Use case 3: Italy (Bologna) . 20
11 Practices of continuous improvement .20
11.1 General . 20
11.2 Challenges faced during implementation .21
11.2.1 Use case 1: China (Hangzhou) .21
11.2.2 Use case 2: Spain (Carmona) .21
11.2.3 Use case 3: Italy (Bologna) .21
11.3 Initiatives/practices/solutions .21
11.3.1 Use case 1: China (Hangzhou) .21
11.3.2 Use case 2: Spain (Carmona) .21
11.3.3 Use case 3: Italy (Bologna) .21
11.4 Results achieved . .21
11.4.1 Use case 1: China (Hangzhou) .21
11.4.2 Use case 2: Spain (Carmona) .21
11.4.3 Use case 3: Italy (Bologna) .21
11.5 Conclusions . 22
11.5.1 Use case 1: China (Hangzhou) . 22

iv
11.5.2 Use case 2: Spain (Carmona) . 22
11.5.3 Italy (Bologna) . 22
Annex A (informative) Requirements for tourist information consultants .23
Annex B (informative) Public service procedure at the Carmona TIO (use case 2) .32
Bibliography .37

v
Foreword
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This document was prepared by Technical Committee ISO/TC 228, Tourism and related services.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www.iso.org/members.html.

vi
Introduction
Due to the rapidly expanding trend for online and onsite tourism information services (TIS), an increasing
number of Tourist Information Offices (TIOs) have begun raising their requirements for staff regarding the
application of multimedia tools, data statistics, complex tourism-related information and guidance, and even
more globally in terms of language ability. In order to implement and maintain good quality TIS, a number of
requirements and recommendations for staff training can be met by TIS management organizations, as laid
[1]
out in ISO 14785:2024 , Clause 7.
The purpose of this document is to support TIS management organizations in understanding how to apply
[1]
the requirements and recommendations of ISO 14785:2024 , Clause 7, through the use of case studies,
which provide situational understanding and practical illustrations for the relevant requirements and
recommendations. Case studies for staff training can help TIS management organizations to identify, clarify
and achieve relevant requirements and recommendations by sharing practical and effective solutions
and experiences. By understanding and referring to the use cases in this document, TIS management
organizations can learn about applicable practices and strategies, and apply them under similar
circumstances to promote or improve the quality of their TIS.

vii
Technical Report ISO/TR 25734:2026(en)
Tourism and related services — Staff training of tourist
information services — Case studies
1 Scope
This document provides real use cases, situational understanding and practical solutions applicable to the
[1]
provisions concerning staff and training in ISO 14785:2024 .
This document can be used as a reference or inspiration for tourism information services (TIS) management
organizations analysing and improving their TIS staff training and pursuing quality TIS through the
[1]
application of ISO 14785:2024 .
2 Normative references
The following documents are referred to in the text in such a way that some or all of their content constitutes
requirements of this document. For dated references, only the edition cited applies. For undated references,
the latest edition of the referenced document (including any amendments) applies.
ISO 14785, Tourism and related services —Tourist information services — Requirements and recommendations
3 Terms and definitions
For the purposes of this document, the terms and definitions given in ISO 14785 apply.
ISO and IEC maintain terminology databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at https:// www .electropedia .org/
4 Methodology and overview of selected cases
4.1 Methodology
This document contains use cases taken from various countries with detailed descriptions of practices, for
use in the creation of quality staff training for TIS.
[1]
The relationships between elements from ISO 14785:2024 and the practices outlined in the use cases in
this document are identified in Table 1.
Table 1 — Relationship between elements from ISO 14785 and use cases and practices
Element ISO 14785 Case 1 Case 2 Case 3
Training needs 7.2 a) 1-1 2-1 3-1
analysis
Training target 7.1, concerning different job positions at the 1-2 2-2 3-2
audience TIS
Training curriculum 7.2 c) and 7.2 from 1) to g) 1-3 2-3 3-3
design
TTabablele 1 1 ((ccoonnttiinnueuedd))
Element ISO 14785 Case 1 Case 2 Case 3
Training implementa- 7.2 1-4 2-4 3-4
tion and monitoring
Assessment and 1-5 2-5 3-5
improvement
Resource assurance 1-6 2-6 3-6
Continuous improve- 1-7 2-7 3-7
ment of training
4.2 Overview of selected use cases
An overview of the selected use cases is shown in Table 2.
Table 2 — Overview of use cases
No. Country Overview
Use case 1 China Use case 1 represents Hangzhou’s largest Tourist Information Office (TIO) and is
one of the 20 key social welfare initiatives launched by the Hangzhou Municipal
Government to advance the city’s tourism internationalization. Since its inception
in 2004, the TIO has served over 1,5 million domestic and international tourists,
distributed more than 2 million travel brochures, and established a comprehensive
network of tourism consultation outlets. These outlets are strategically located in
major transportation hubs, popular scenic spots, and central commercial districts,
operating under the unified Hangzhou Tourism Service Hotline “96123.” Comple-
mented by the e-commerce platform www .96123 .com as its digital extension, the
TIO has developed a multifunctional and integrated tourism consultation, promotion
and service network, adhering to the principle of convenience and public benefit.
Currently, the TIO operates 6 sub-TIOs in Hangzhou’s districts, offering tourists
and residents comprehensive assistance with dining, accommodation, transporta-
tion, attractions, entertainment and shopping, as well as access to Hangzhou travel
guides. In 2021, the TIO embarked on a digital transformation of its consultation
points. Leveraging the online system developed by the Municipal Bureau of Culture
and Tourism, integrated with the Urban Brain Cultural and Tourism System, the TIO
combines offline spatial interaction with expanded scenario applications. Through
the “Hangzhou Digital Tourism” mini-programme, users can now scan a single QR
code or access a unified interface to obtain information, services, and public products.
This digitization has enhanced the intelligence and efficiency of tourism consultation
services, significantly improving tourists' satisfaction.
Use case 2 Spain Use case 2 represents a Tourist Information Office (TIO) established in April 1995 at
the "Casa de los Talabarteros" in Plaza de San Fernando (Carmona, Spain). On World
Tourism Day (September 27, 1996), it relocated to its current location, the Alcázar de
la Puerta de Sevilla, a monumental gateway that has served as Carmona’s entrance
for over 3 000 years.
This municipally-owned building falls under the jurisdiction of Carmona City Coun-
cil’s Tourism Delegation and is managed by the public company SODECAR, S.A. (as
approved on September 14, 1994). As part of the Municipal Tourist Reception Center,
the TIO benefits from its strategic placement adjacent to one of the city’s most icon-
ic landmarks. This prime location within Carmona’s most valuable heritage site
significantly enhances the office’s visibility and reinforces the destination’s image.
The TIO’s mission is to provide professional, high-quality tourist services while
promoting Carmona’s rich history and cultural heritage, with particular emphasis
on its artistic, religious, landscape-related and ethnographic values preserved
through generations.
Use case 3 Italy Use case 3 represents the experience of Appennino Slow, a network of TIS operat-
ing in the Apennine area of Bologna, Italy. This model is rooted in close coopera-
tion with the Metropolitan City of Bologna and represents an integrated, sustaina-
ble and progressive approach to the professional training of tourism personnel.

5 Practices of training needs analysis
5.1 General
[1]
ISO 14785:2024 , 7.2, requires training to be offered periodically, according to the needs. This practice
describes an ecological model of training needs analysis (TNA) encapsulated in four aspects: challenges,
initiatives/practices/solutions, results, remaining issues or areas.
TNA serves as the foundation for effective TIO personnel training in Hangzhou (use case 1). The process
aligns with strategic human resource development, integrating organizational goals with employee
development.
In Carmona (use case 2), comprehensive initial training for new staff is essential to ensure high-quality
tourist services and maximize team efficiency.
5.2 Overview
Training programmes for TIO staff are designed to ensure the consistent development of professional
competencies required to deliver high-quality information and consultation services to domestic and
international tourists. The programmes aim to align with international best practices, national tourism
development goals, and the evolving needs of travellers in the digital age.
In Hangzhou (use case 1), TIO personnel training involves a three-tiered approach:
— organizational analysis (assessing Hangzhou’s tourism strategy),
— task analysis (evaluating job-specific requirements),
— individual analysis (identifying employee competencies and gaps).
This ensures that training supports Hangzhou’s vision of becoming a world-class tourism destination.
In Carmona (use case 2), the training programme focuses on:
a) organizational familiarization: understanding the organizational structure, corporate philosophy and
ongoing projects;
b) role competencies: mastering job functions, responsibilities and service protocols;
c) operational skills: developing service techniques, sales methodologies and demand data recording;
d) safety fundamentals: learning basic safety measures and procedures.
Additionally, the programme emphasizes destination knowledge enhancement, ensuring staff are well-
versed in Carmona’s primary tourism offerings.
5.3 Challenges faced during implementation
A range of challenges that vary across countries and regions can arise in the implementation of training
programmes for TIO staff. These challenges often stem from the dynamic nature of the tourism sector, diverse
stakeholder expectations, legal and cultural considerations, and limitations of traditional TNA methods.
The following examples (see Table 3) illustrate common obstacles encountered during implementation,
highlighting the need for adaptive, context-sensitive training strategies.

Table 3 — Examples of challenges faced during implementation
Country (region) Challenges faced during implementation
China (Hangzhou) — Misalignment between organizational, task-related and individual needs, often
resulting in overlapping or conflicting demands. Additionally, traditional TNA
methods (e.g. surveys and interviews) struggle to capture the dynamic needs of
a rapidly evolving tourism sector, particularly with seasonal fluctuations and
emerging tourist expectations.
— Diverse needs reconciliation: balancing organizational goals, specific job
requirements, and individual competencies is complex, as these levels often have
conflicting priorities.
— Dynamic industry changes: The rapidly evolving tourism industry, driven by
shifting tourist expectations and technological advancements, requires frequent
updates to the TNA.
Spain (Carmona) — Differences in the prior knowledge levels of staff.
— Dynamic nature of the activity.
— Need for multilingual support.
Italy (Bologna) — Lag in digital skills.
— Inadequate preparation for emergency cases.
— Weak narrative or storytelling around the territory.
5.4 Initiatives/practices/solutions
5.4.1 General
To address the diverse challenges encountered during the implementation of training programmes in TIOs,
various countries and regions have adopted innovative and context-specific approaches. These initiatives
aim to enhance the relevance, flexibility and effectiveness of training through strategic alignment,
competency-based frameworks, stakeholder engagement and the integration of digital tools. The examples
in this subclause illustrate practical solutions that have been successfully applied to ensure that training
remains responsive to evolving sector demands and local priorities.
5.4.2 Use case 1: China (Hangzhou)
Hangzhou employs a strategic TNA approach, detailed below, integrating modern techniques like competency-
based models and performance consulting. For instance, the TIO conducts in-depth organizational analysis
to align training with Hangzhou’s tourism strategy, such as promoting cultural heritage and sustainable
tourism. Task analysis focuses on front-line skills (e.g. tourist guidance and emergency handling), while
individual analysis uses employee feedback to tailor training. Advanced tools, such as psychological profiling
and detailed questionnaires, enhance the depth of needs assessment.
— Three-tiered approach: the TIO employs a structured TNA at three levels:
— organizational analysis: aligns training with strategic objectives, such as promoting Hangzhou’s
cultural heritage;
— task analysis: identifies role-specific skills, like tourist guidance or information dissemination;
— individual analysis: assesses employee competencies through performance reviews and feedback.
— Strategic orientation: training is designed to support long-term organizational goals and employee
growth, incorporating advanced methods like competency-based models and performance consulting.
— Employee-driven needs analysis: the employee-driven needs assessment programme builds complete
cycle from diagnosis to decision-making. Its structured workflow systematically converts front-line staff
feedback into actionable training plans, boosting both programme acceptance and learner engagement.

Ultimately, this drives standardized service delivery and strengthens the destination’s competitive edge
through competency-aligned skill development (see Table 4).
Table 4 — Employee-driven needs assessment
Steps Content Specific practices
1 Assess the status quo How are we doing?
2 Future expectations What does success look like?
3 Gather information Who? What? How?
4 Organize and analyse Expectations, descriptions of the status quo, definitional issues.
5 Results published Content aspect, publication object, publication tool, publication
skill.
6 Make decisions Are training courses held? Designate a person in charge and set the
work schedule.
5.4.3 Use case 2: Spain (Carmona)
Carmona has implemented the following measures to enhance training and tourist services.
— Structured training materials: the content is divided into a basic welcome manual with supplementary
annexes to facilitate assimilation and is updated periodically.
— Multilingual support: training materials are translated into English for foreign staff, while public-
facing resources include printed materials in five languages and audio guides in four languages for key
attractions.
— Practical learning: staff participate in guided tours of the destination, conducted in Spanish and English.
5.4.4 Use case 3: Italy (Bologna)
Bologna (Appennino Slow) has implemented the following measures to enhance training and tourist
services.
— Periodic feedback collection from internal staff.
— Ongoing collaboration with local destination management organisation (DMO).
— Triangulation of identified training needs from staff surveys, customer relationship management (CRM)
data and tourist trends.
5.5 Results achieved
The implementation of targeted training programmes in TIO has led to measurable improvements in service
quality, staff performance and organizational alignment. Across different national contexts, these initiatives
have contributed to enhanced visitor satisfaction, strengthened cultural competency, improved internal
coordination, and increased adaptability to evolving industry demands. The following examples (see
Table 5) illustrate the positive outcomes observed in various regions, demonstrating the value of structured
and context-responsive training approaches.

Table 5 — Results achieved
Country (region) Remaining issues or areas for future improvement
China (Hangzhou) — Designing of targeted training programmes that address specific gaps, such as
improving the cultural knowledge and service skill of staff. This has strengthened
alignment between training outcomes and the city’s tourism goals, boosting visitor
satisfaction and operational efficiency.
Spain (Carmona) — Improved knowledge of the organizational structure, philosophy, and main projects
of the organization, as well as job functions and responsibilities.
— Enhanced service skills and skills in terms of sales techniques, demand data
registration and basic safety measures.
— Better integration of staff into the work team.
Italy (Bologna) — Foundational level storytelling and marketing of the local destination.
— Greater digital literacy and emergency preparedness.
— Greater staff involvement in training.
5.6 Remaining issues or areas for future improvement
While significant progress has been made in enhancing training programmes for TIO staff, several challenges
and areas for further development remain. These include the need for more responsive and data-driven
TNA methods, broader integration of digital tools, and greater inclusivity in training content and delivery.
Addressing these issues will be essential in ensuring that training remains relevant, equitable and aligned
with the evolving demands of the tourism sector. The following examples (see Table 6) highlight current
gaps and future directions identified in various regions.
Table 6 — Remaining issues or areas for future improvement
Country (region) Remaining issues or areas for future improvement
China (Hangzhou) — The accuracy of TNA remains limited by outdated survey tools and insufficient real-
time data on tourist demands. Future improvements could include adopting digital
analytics (e.g. tourist feedback via apps) and refining competency models to reflect
emerging trends like digital tourism.
— Real-time data integration: incorporating live tourist feedback and industry trends
could enhance the responsiveness of the TNA.
— Inclusivity: ensuring the analysis fully captures the needs of all personnel, including
support staff, remains a challenge.
Spain (Carmona) — Integration of new technology-based tools in the training process, such as tutorial
videos and e-learning platforms.
— Expansion of language options in training materials.
Italy (Bologna) — Need for more data-driven personalization.
— Need for more integration of accessibility content.
6 Practices of training target audience
6.1 General
[1]
ISO 14785:2024 , 7.2, requires training to be offered periodically. This practice describes an ecological
model of training target audience encapsulated in four aspects: challenges, initiatives/practices/solutions,
results, remaining issues or areas.
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