Ticket Salespersons sell tickets and make reservations for services such as travel and admission to sporting and entertainment venues, and collect fares on transport vehicles.
receiving customers' requests, accepting payments, collecting fares from passengers, and issuing tickets, receipts and change
answering inquiries about charges, routes, schedules, reservations, coming attractions and fares
checking service availability and times, and making reservations
contacting customers to cancel or confirm reservations
organising displays of service availability, times and other information
collecting tickets and change from depot clerks
signalling drivers to stop and proceed
overseeing passengers' safety in emergency circumstances, and opening and closing vehicle doors
assisting passengers to board and alight from vehicles and assisting passengers with baggage
Informal or on-the-job
JSA produces employment projections to show where likely future job opportunities may be. The latest data are for the five years from November 2021 to November 2026. Over this period, the number of workers in this occupation is likely to remain stable.
Source: Jobs and Skills Australia Employment Projections to 2026.
Notes: The number employed includes people who work in this occupation as their main job. People who work in more than one job are counted against the occupation they work the most hours in.
Employment projections figures are rounded to the nearest 100. Calculations based on these rounded figures may result in differences to the numbers that are displayed on this page. Employment projections data (including occupations) can be downloaded from the Employment Projections page.
Number of Workers
Source: ABS Labour Force Survey, ABS seasonally adjusted data to November 2021 and Jobs and Skills Australia Employment Projections to 2026.
Earnings and hours
Around 45% of people employed as Ticket Salespersons work full-time hours, in all their jobs combined. This is 21 percentage points below the all jobs average (66%).
Full-time workers work an average of 41 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
Median full-time earnings are $1,480 per week, this is lower than the all jobs median ($1,593):
- 3 in 4 workers earn more than $1,096
- 1 in 4 earn more than $1,906
Median hourly earnings are $39, this is similar to the all jobs median ($41 per hour).
Sources: Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average. Full-time median earnings and median hourly earnings: ABS, Survey of Employee Earnings and Hours, May 2021. Compared to all jobs median.
Weekly Earnings (Before Tax)
|Earnings||Ticket Salespersons||All Jobs Average|
Source: Based on ABS Survey of Employee Earnings and Hours, May 2021, Customised Report. Median weekly total cash earnings for full-time non-managerial employees paid at the adult rate. Earnings are before tax and include amounts salary sacrificed. Earnings can vary greatly depending on the skills and experience of the worker and the demands of the role. These figures should be used as a guide only, not to determine a wage rate.
Employment across Australia
Employment by State and Territory (% Share)
|State||Ticket Salespersons||All Jobs Average|
Around 72% of Ticket Salespersons live in capital cities, compared with the all jobs average of 62%.
New South Wales has a large share of employment relative to its population size.
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian states, territories and regions, in this job compared to the all jobs average.
Age and gender
The median age of Ticket Salespersons is 34 years. This is younger than the all jobs average of 40 years.
A large share of workers are aged 25 to 34 years.
Females make up 67% of the workforce. This is 19 percentage points above the all jobs average of 48%.
Source: Based on ABS Census 2016, Customised Report. Age profile and gender share compared to the all jobs average.
Age Profile (% Share)
|Age Bracket||Ticket Salespersons||All Jobs Average|
|65 and Over||2.6||4.2|
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education, training and experience
Formal qualifications are not usually required to work as a Ticket Salesperson. Some workers have Vocational Education and Training (VET) qualifications in areas such as tourism, hospitality or customer service.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Retail Services VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Ticket Salespersons||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||3.8||10.1|
|Year 10 and below||13.0||12.5|
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
Skills and Knowledge
Employers look for Ticket Salespersons that provide good customer service, are reliable and well presented.
Skills can be improved through training or experience.
Listening to others, not interrupting, and asking good questions.
Looking for ways to help people.
Thinking about the pros and cons of different ways to solve a problem.
Talking to others.
Reading work related information.
Understanding why people react the way they do.
Talking people into changing their minds or their behaviour.
Being able to use what you have learnt to solve problems now and again in the future.
43%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
43%Coordination with others
Being adaptable and coordinating work with other people.
43%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Managing your own and other peoples' time to get work done.
Writing things for co-workers or customers.
Keeping track of how well work is progressing so you can make changes or improvements.
Bringing people together and trying to sort out their differences.
Teaching people how to do something.
Figuring out the best way to teach or learn something new.
Using maths to solve problems.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Measuring how well a system is working and how to improve it.
These are important topics, subjects or knowledge areas.
77%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
59%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Moving people or goods by air, rail, sea, or road.
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
English language including the meaning and spelling of words, rules of composition, and grammar.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
45%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
44%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
42%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
Arithmetic, algebra, geometry, calculus, or statistics.
40%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
39%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
33%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
Foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
31%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
26%Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
26%Production and processing
Raw materials, production processes, quality control, costs, and ways of making and distributing goods.
24%Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
Workers use these physical and mental abilities..
Communicate by speaking.
Speak clearly so others can understand you.
Identify and understand the speech of another person.
See details that are up-close (within a few feet).
Listen to and understand what people say.
Read and understand written information.
Use general rules to find answers or solve problems logically.
43%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Come up with different ways of grouping things.
Use lots of detailed information to come up with answers or make general rules.
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
Write in a way that people can understand.
Come up with a number of ideas about a topic, even if the ideas aren't very good.
See details that are far away.
Pay attention to something without being distracted.
Do two or more things at the same time.
Come up with unusual or clever ideas, or creative ways to solve a problem.
37%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Put together small parts with your fingers.
Use your eyes to quickly compare groups of letters, numbers, pictures, or other things.
These are kinds of activities workers regularly do in this job.
73%Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
69%Making decisions and solving problems
Using information to work out the best solution and solve problems.
69%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
66%Building good relationships
Building good working relationships and keeping them over time.
65%Handling and moving objects
Using hands and arms in handling, installing, positioning, moving and manipulating objects.
64%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
64%Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
63%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
62%Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
61%Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
61%Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
60%Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
60%Helping and caring for others
Providing personal assistance, medical attention, or emotional support.
60%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
59%Researching and investigating
Looking for, getting and understanding different kinds of information.
56%Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
51%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
49%Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
47%Explaining things to people
Helping people to understand and use information.
47%Making sense of information and ideas
Looking at, working with, and understanding data or information.
Interests and demands
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
Interests are the style or type of work we prefer to do. All interest areas are shown below.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Working with people. Helping or providing service to others.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Serve and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
Work alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Advancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
100%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
98%Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
95%Indoors, heat controlled
Work indoors with access to heating or cooling.
94%Being exact or accurate
Be very exact or highly accurate.
92%Contact with the public
Work with customers or the public.
92%Frequent decision making
Frequently make decisions that impact other people.
Talk with people face-to-face.
Talk on the telephone.
Work to strict deadlines.
Work with people in a group or team.
85%Physically close to people
Work physically close to other people.
81%Freedom to make decisions
Have freedom to make decision on your own.
80%Angry or unpleasant people
Deal with unpleasant, angry, or rude people.
79%Impact of decisions
Make decisions that have a large impact on other people.
76%Loud or uncomfortable sounds
Be exposed to noises and sounds that are distracting or uncomfortable.
Deal with conflict or disagreements.
72%Automation of tasks
Do tasks that are mostly automated.
70%Making repetitive motions
Spend time making repetitive motions.
Talk to a group of people.
69%Consequence of error
Work where mistakes have serious consequences.
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 43-4181.00 - Reservation and Transportation Ticket Agents and Travel Clerks.