Hinulaman-Travel and Tourism Teachers Guide

GCE AS and A Travel & Tourism Teachers' Guide 1
Contents
GCE AS and A Level Travel and Tourism
Teachers' Guide

Page

1. Introduction 3
1.1 - Rationale 4
1.2 - Overview of New Specification 4

2. Support for Teachers 6
2.1 - Resources 7
2.2 - General Resources 7
2.3 - Websites 8

3. Unit Guides AS 10
3.1 - Unit 1 : Introducing Travel and Tourism 10
3.2 - Unit 2 : Investigating Tourism Destinations 14
3.3 - Unit 3 : Marketing in Travel and Tourism 22
3.4 - Unit 4 : Working with customers in Travel and Tourism 26

4. Unit Guides A2 34
3.5 - Unit 5 : Tourism Impacts and Tourism Development 34
3.6 - Unit 6 : Trends and Issues in Travel and Tourism 41
3.7 - Unit 7 : Managing Travel & Tourism Organisations 45
3.8 - Unit 8 : Managing Travel & Tourism Organisations 52

5. Assessment Guidance 56

6. Contributors to the Teachers' Guide 58

Appendix 1: Section C Witness Statements and Student Evaluation 59


1. INTRODUCTION

The WJEC AS and A2 Travel and Tourism specification has been available from
September 2008. This is a new specification which follows the new GCE criteria and
format with two units comprising an AS qualification and four units required for an A
level. Double awards at AS, comprised of four units and A level comprised of eight
units are also available.

For both AS and A level specifications there will be a combination of assessment by
external examination (40%) and one portfolio which is internally assessed (60%).

In both the AS and A level single award specifications candidates have a choice of
the portfolio they choose to present for assessment.

The first AS awards will be made summer 2009 and the first A level awards in
summer 2010. For the first availability of units, see page 2 of the specification. The
specification can be delivered and assessed in centres throughout the UK and
overseas.

This Guide is one of a number of ways in which the WJEC provides assistance to
teachers delivering the new specification. Also essential to its introduction are the
Specimen Assessment Materials (question papers and marking schemes) and
professional development (INSET) conferences.

Contact Points for GCE Travel and tourism are as follows:

michael.neale@wjec.co.uk
(Subject Officer)

clare.williams@wjec.co.uk
(Administrative Support Officer)

Subject page www.wjec.co.uk

inset@wjec.co.uk
CPD www.wjec.co.uk/professionaldevelopment
GCE AS and A Travel and Tourism Teachers' Guide 4

1.1 Rationale

The Travel and Tourism specification builds on the broad educational framework set
out in the AS and Advanced GCE General and Subject Criteria developed by the
Qualification and Curriculum Authority and is designed to allow candidates flexible
progression routes.

The specification is suitable for candidates requiring a broad background in the
subject of travel and tourism as well as an understanding of the travel and tourism
industry. Thus, the specification will provide an opportunity for candidates to
progress into employment, training or higher education.

The specification provides candidates with the opportunity to acquire a range of
general and vocationally-related skills, knowledge and understanding.

1.2 Overview of the Specification

The content of the specification is divided into eight units and four awards are
available:

Single AS award. This award consists of two units. Unit 1 is compulsory and
candidates may choose to study either Unit 2 or Unit 4.

Single A level award. This award consists of four units. Two AS units (Unit 1
and either 2 or 4) plus two A2 units: Unit 5, which is compulsory and either Unit 6
or Unit 8.

Double AS award. This award consists of all four AS units.

Double A level award. This award consists of all eight units.


AS Units

T&T1 - :Introducing Travel & Tourism 1 hour Written Paper 40%
Introducing Travel &Tourism
- Defining Travel & Tourism
- The development of Travel & Tourism
- Sectors of the Travel & Tourism industry and interdependence

Written paper of short and extended structured questions
T&T2 Investigating Tourism Destinations - Portfolio Assessment 60%
Investigating tourism destinations
- The characteristics of tourist destinations
- Destination appeal
- Trends in popularity
- Tourist area life cycle
T&T3 Marketing in Travel & Tourism 1 hour Written Paper 40%
Marketing in Travel & Tourism
- The marketing process
- Marketing objectives
- SWOT and PEST analyses
- Market research techniques
- The marketing mix

Written paper of short and extended structured questions
T&T4 Working with Customers in Travel & Tourism Portfolio Assessment 60%
Working with customers in Travel & Tourism
- Customer service skills
- The importance of customer service
- Dealing with customers
- Duties, training and personal qualities of staff

A2 Units

T&T5 Tourism Impacts and Tourism Development 2 hour Written Paper 40%
Tourism impacts & tourism development
- Economic, environmental and socio-cultural impacts
- Agents of tourism development
- Responsible tourism
- Sustainable tourism
Tourism development

Written paper of extended structured questions
T&T6 Trends and Issues in Travel & Tourism - Portfolio Assessment 60%
Trends and Issues in Travel & Tourism
- Technological change
- Change in consumer expectations
- Political change and security issues
- Product development
- Environmental change
T&T7 Managing Travel & Tourism Organisations - 2 hours Written Paper 40%
Managing Travel & Tourism organisations
- Managing customer service
- Health, safety and security
- Target setting and selling skills
- The roles and responsibilities of managers

Written paper of extended structured questions
T&T8 Event Management in Travel & Tourism Portfolio Assessment 60%
Event management in Travel & Tourism
- Business planning
- Team building
- Decision making


2. SUPPORT FOR TEACHERS

WJEC provides the following as part of its support for all specifications:

Examiners' reports on each examination series
Free access to past question papers via the WJEC secure website
Easy access to specification and other key documents on main website
Itemised feedback on outcomes for candidates at question level
Easy access to both the Subject Officer and to administrative sections

WJEC contact details, including those of the Subject Officer, are given on page
3 of this guide.

There are a number of recently produced generic textbooks and ebooks that are
more than adequate for complete delivery of the specification. Realistically, therefore,
the specification can be delivered via current commercial materials targeted at the
AS/A level market.

The specification has limited the content required of candidates in order to allow
centres flexibility in terms of delivery. We have therefore added suggestions for
relevant websites in order to enable centres to vary their approaches to the delivery
of Travel and Tourism at AS/A level.

Websites, by their nature, are generally appropriate for candidate use and guidance.
However, whilst most of the sites are well established and have detailed topic
guidance or invaluable links, they are dynamic and we cannot guarantee their
content or their life span.

What is important is that candidates appreciate that different types of website provide
different types of information. Candidates should be encouraged to investigate a
range of different types of websites. These can be classified as different sources.

Types of website categories include:
Official Tourist Board websites
Commercial Tourist Boards/ Convention Bureau/ Destination Management
websites
Local Authority websites
Attraction websites
Accommodation providers websites
Review Sites
Tourist Guides
Alternative/informal tourist guides
Entertainment/Whats On? guides
Transport organisations
Social Networking sites
Tour operators
Heritage organisations
Trade Magazines
Teaching resources websites
Research articles
Encylclopaedia
Newspaper Articles

Candidates should be encouraged to classify their sources according to the types of website
they have used.

Specific websites that might be useful can be found in the table below.

2.1 Textbook and ebook resources

Many UK publishers produce textbooks and ebooks for Travel and Tourism,
including:

T&T Publishing
Butterworth-Heinemann
Hodder and Stoughton
Routledge
The Haworth Hospitality Press
The World Tourism Organisation
Longman
Collins

2.2 WJ EC Resources website and Hwb

A particular source of resources and support for teachers of WJEC Travel and
Tourism GCE AS/2 has been created on the WJEC Resources website. Free
materials can be found within the Travel & Tourism and Leisure & Tourism sections.

http://resources.wjec.co.uk/en-GB/resource

New resources may also be placed on the Travel and Tourism page of the WJEC
website.

The Hwb site, funded by the Welsh Assembly Government, also contains a range of
Travel and Tourism resources.

https://hwb.wales.gov.uk/Find%20it/Pages/Home.aspx

2.3 Websites

The WJEC Website, www.wjec.co.uk offers information on courses and Insets as
well as support for teachers including access to past papers, mark schemes and
examiners reports.

In addition the following websites may be of use to teachers involved in the delivery
of GCE Travel and Tourism.

The list represents only a fraction of the range of websites which could be accessed
to support teaching and learning related to the specification.

Organisation Website
Association of British Travel Agents www.abatnet.com

Association of Leading Visitor
Attractions

www.alva.org.uk
Blue Badge Guides www.blue-badge.org.uk

Brecon Beacon National Park www.breconbeacons.org

British Airways www.ba.com

British Airports Authority www.baa.com

British Resorts Association www.britishresorts.co.uk

Butlins www.butlins.com

Cardiff www.visitcardiff.com

Cardiff Airport www.cwlfly.com

CADW www.cadw.wales.gov.uk

Council for National Parks www.cnp.org.uk

Department for Media, Culture and
sport
www.culture.gov.uk

easyJet www.easyjet.com

Foreign and Commonwealth Office www.fco.gov.uk/travel

National Museums of Wales www.museumwales.ac.uk

Natural England www.naturalengland.org.uk

National Statistics Online www.statistics.gov.uk

Institute of Travel and Tourism www.itt.co.uk

Pembrokeshire Coast National Park www.pcnpa.org.uk


Organisation Website
Ryanair www.Ryanair.com

Snowdonia National Park

www.eryri-npa.gov.uk
Swansea Tourism

www.visitswanseabay.com

The National Trust www.nationaltrust.org.uk

The Tourism Society www.tourismsociety.org

The Travel Foundation www.thetravelfoundation.org.uk

Tourism Offices Worldwide Directory www.towd.com

Tourism Concern www.tourismconcern.org.uk

Virgin Atlantic www.virginatlantic.com

Visit Britain www.visitbritain.com

Visit Wales www.visitwales.com

World Tourism Organisation www.world-tourism.org

World Travel Guides/Atlas www.columbusguides.com

Youth Hostel Association www.yha.org


3. UNIT GUIDES AS

3.1 Unit 1 - Introducing Travel and Tourism

The nature of travel and tourism

Candidates will be required to understand that travel and tourism covers more than
holidays and they will need to be aware of what travel and tourism involves.
Candidates should be aware of the significance of inbound, outbound and domestic
tourism relating to the United Kingdom. They should be aware of the different types
of domestic tourism (business, leisure, VFR) as well as the advantages of domestic
as opposed to outbound tourism for the United Kingdom residents.

Candidates should be fully aware of the range of reasons why people travel,
including leisure travel, business travel and visiting friends and relatives, as well as
other reasons, such as health tourism. The differences between the needs of leisure
as opposed to business travellers should be considered.

Candidates should be familiar with the terms associated with leisure tourism, such as
short breaks, package holidays and adventure tourism. Similarly, the terminology of
business travel; meetings and conferences, corporate hospitality, exhibitions and
trade fairs and incentive travel should also be covered.

Motivational factors for different types of tourism should be covered and candidates
should have some awareness of the methods of classifying tourists according to what
motivates them to travel. Likewise, candidates should be aware of the range of
enabling factors, such as money and time as well as increased mobility.

Candidates should be familiar with standard definitions of the term 'tourism' and have
an appreciation of the difficulties involved in developing a definition. Candidates
should be able to make an analysis and draw conclusions from tourism data
presented to them.

The characteristics of travel and tourism

Candidates should have a clear understanding of the commercial nature of many
travel and tourism organisations and should be able to differentiate between
commercial and non-commercial organisations. Candidates will be able to identify
and explain the operational environment of a suitable range of travel and tourism
organisations, from a small business operating locally to large multinational
organisations. In addition, candidates should appreciate that not all travel and
tourism organisations operate commercially although many non-commercial
organisations do undertake commercial activities.

Candidates also need to be aware of the range of public and voluntary organisations
which work alongside the commercial sector. The roles of tourist boards, local
authorities, government agencies and departments as well as voluntary organisations
need to be covered.
The travel and tourism industry is subject to a range of external pressures, over
which it has no control. These include economic pressures, such as currency
fluctuations, political pressures, such as passport controls and terrorist activity and
environmental pressures, such as adverse weather conditions and natural disasters.

Candidates need to appreciate that the travel and tourism industry is dynamic and
must be able to adapt to global events over which it has no control. Centres will be
advised to ensure that candidates are familiar with current events and can appreciate
their impact on the operation of travel and tourism organisations.

Technological developments have had a significant impact on the travel and tourism
industry in recent years. In particular, candidates need to appreciate developments
in transport technology (jet aircraft, high-speed trains, motor cars, high-speed ferries)
and computer technology. Candidates need to understand how access to the
internet and on-line booking facilities has impacted on the way the travel and tourism
industry operates.

Candidates need to appreciate that the travel and tourism industry produces a range
of products, as does any other industry. However, the majority of these products are
intangible (they cannot be touched), perishable (they can only be used once) and
non-standardised (different people have different experiences).

The structure of the UK travel and tourism industry

Centres should ensure that candidates are aware of the difference between the
sectors of the travel and tourism industry, as outlined in the specification and the
sectors of the economy i.e. public, private and voluntary.

Transport providers
Candidates should be aware of the full range of transport available to tourists and the
organisations which provide this transport. Candidates should study the products
and services provided by coach companies, train operators, car hire companies, ferry
and cruise companies, airlines and airports. Candidates should also appreciate the
fact that tourists make use of transport systems not necessarily provided solely for
tourist use, such as urban subway systems.

Candidates need to develop an appreciation of the choices tourists have to make
between different methods of transport and the factors which affect their choice.

Accommodation providers
Centres should ensure that candidates are familiar with the range of terminology
associated with accommodation. (En suite, all-inclusive, full board, unserviced etc)
Candidates should develop an appreciation of the range of accommodation available
to tourists and the products and services provided by different types of
accommodation. (Hotels, guesthouses, B&B, timeshare, campsites, etc)

In addition, candidates should understand the purpose and value of accommodation
grading schemes and be able to explain how they operate.

Tour operators
Candidates need to appreciate the traditional role of tour operators as well as the
fact that the impact of technology has brought about changes in the ways that tour
operators work. Candidates should understand how the chain of distribution is
applied to the travel and tourism industry.

Candidates should be able to distinguish between the different types of tour operator;
mass market, specialist, in-bound and out-bound.


Travel agents
As with tour operators, candidates need to understand the role of the travel agent in
the chain of distribution and appreciate how this role is changing. They should be
able to differentiate between independent and multiple travel agents and understand
how the process of integration has impacted on the products and services provided
by travel agents.

Candidates need to be able to identify the differences between retail and business
travel agents as well as appreciate recent changes in the business environment of
travel agents including call centres, home working and on-line travel agents.

Visitor attractions
Candidates need to be able to distinguish between natural and purpose-built visitor
attractions. Candidates should be aware of the range of natural attractions found
throughout the United Kingdom and appreciate that certain types of natural
attractions cannot be found within the UK, but these influence UK outbound tourists
to visit them. Additionally, candidates should be aware of important heritage and
cultural attractions found throughout the UK.

Support services
Candidates need to be aware of the scope of the support services sector of the
industry. They should understand the roles and operational practices of tourist
boards at the national, regional and local levels and appreciate that the roles and
functions of different tourist boards vary. An understanding of the function of Tourist
Information Centres and similar establishments is required and candidates should
also appreciate the roles of tourist guides.

Interrelationships and interdependence
Candidates need to be aware of the interrelationships between different sectors of
the industry. These may be commercial relationships, such as those between tour
operators and transport principals. Alternatively, there are relationships between
commercial organisations and national and local government as well as with
voluntary organisations.

The development of the UK travel and tourism industry

Centres should focus most of their attention on the development of the travel and
tourism industry in the second half of the twentieth century since the Second World
War. However, candidates should have some awareness of developments which
took place in the latter half of the nineteenth century such as the development of the
railway infrastructure, the growth of seaside towns and the contribution of Thomas
Cook.

Candidates should be aware of the development of holiday camps which emerged
just prior to the Second World War and their contribution in making holidays
accessible to ordinary working people, along with the significance of the Holiday with
Pay Act in 1938.

Candidates should be aware of the factors which caused a growth in domestic
tourism in the years following the Second World War, the creation of National Parks
and the increasing mobility of ordinary people brought about by increasing car
ownership.

The development and growth of package holidays through the 1950's and 1960's
should be covered. Candidates should also be familiar with developments such as
the introduction of commercial flights in jet aircraft which made parts of Europe much
more accessible for package holidaymakers.

Candidates should understand how package holidays to long haul destinations
became affordable from the 1980's and be conversant with more recent
developments, such as the increase in self packaging and independent holidays
made possible through the introduction of internet technology.

Centres should also be sure that candidates have an appropriate level of
understanding of the impacts that tourism has on the environments and societies in
which it takes place. Candidates should be aware of the positive and negative
impacts of tourism, and be able to provide examples from the United Kingdom and
world-wide destinations. Candidates should also be aware of concepts such as
ecotourism, responsible tourism and sustainable tourism as well have some
understanding of the changing attitudes towards environmental change.

Centres should be aware that this topic receives more attention at A2 where the
issues relating to the impacts of tourism are studied in more depth.


3.2 Unit 2: Investigating Tourism Destinations

Delivery guidance
Centres are strongly advised to give sufficient time to the coverage of the unit content
before embarking on the portfolio assessment. However, it may be feasible to
undertake some of the teaching before embarking on the first task and then covering
more of the content before candidates undertake subsequent tasks.

Centres should ensure that candidates have sufficient understanding of all of the key
terms and concepts contained in the unit before embarking on the assessment tasks.

Strand 1 AO1
Information about the range of tourist destinations, and the location of each
type of destination in the UK and Europe

Candidates are expected to provide an overview of the different types of tourism
destinations listed in the specification:
Coastal areas
Tourist towns and cities
Business destinations
Countryside areas
Historical and cultural destinations
Purpose-build resorts.

Europe is defined as the countries of the European Union, Norway, Switzerland and
Iceland, the countries of the former Yugoslavia and European Turkey.

For each type of destination, candidates are expected to focus on producing a
description of the tourist facilities and types of attractions likely to be found at that
type of destination. In addition, candidates are expected to describe the location of
each type of destination within the UK and Europe. Candidates may choose to
include maps to indicate the locations of the different types of destination, although
this is not compulsory.

Descriptions of destination type may include references to:

Natural attractions
Climate
Purpose built attractions
Range of accommodation
Culture and heritage
Tourist activities available
Transport systems
Accessibility and gateways

It is suggested that any maps included should be no larger than A3 in format and that
one map is produced for each type of destination. The inclusion of information
should be guided by what candidates perceive to be the more significant locations of
each type of destination in terms of tourism visits by UK residents and others from
other generating areas. It would not be necessary to produce separate maps for UK
destinations.


Any maps produced should focus on identifying the locations of the type of tourism
destination being described and include significant settlements, landscape features
and gateways. Maps towards the upper end of the range will provide more detail and
be clear and accurate.

Set out below are descriptors of the performance of candidates working in each of
the three mark bands. These should be seen as an aid to assessing evidence
produced by candidates.

Mark Band 1

Candidates may not produce descriptions for all types of tourism destination
mentioned in the specification. Some descriptions are likely to be more detailed than
others. There will little evidence of any structure present.

The descriptions will not be clear in terms of the locations of the destinations. Any
information relating to natural and purpose-built attractions may show some
confusion between the two or may be lacking. The range of accommodation and
tourist facilities may not be related to the type of destination being discussed.

There will be significant omissions in the descriptions, such as the range of
conference facilities available in business destinations, unspecific descriptions of the
reasons for a destination having a historical or cultural significance or vague reasons
for the development of purpose-built destinations.

Examples of destinations may or may not be included at this level. If they are, there
will be little or no justification for their inclusion with no attempt to link the facilities
available to the type of destination.

Any maps produced will show a lack of clarity and detail. There will be some
inaccuracies or the maps will not provide a realistic representation of distribution
types.

Mark Band 2

Mark band 2 responses will be characterised by detailed overviews of each type of
destination. Reference will be made to most of the criteria listed above for most
types of destination, with many of these covered in some detail. There will be an
attempt to link the features of destination types to the needs of tourists visiting the
destinations.

Candidates will demonstrate an attempt to structure their work, perhaps using the
same structure for all of the six descriptions.

There will be adequate exemplification of each type of destination, possibly including
4 to 6 references for each destination type.

Any maps produced will show accuracy and clarity with a clear distribution of each
type of destination. Labelling will be clear and accurate. Gateways may be located
where appropriate.


Mark Band 3

Mark Band 3 responses will be characterised by developed and well structured
descriptions. There will be a clear understanding of how the criteria relate to the type
of destination and all of the criteria will be covered in sufficient detail.

Candidates will be able to clearly describe the locations of each type of destination.
At least 6 examples of each type of destination will be identified with a clear attempt
to identity their significance.

Any maps produced will show consistent accuracy and clarity. A clear and well-
considered distribution of the destinations will be present. Candidates may wish to
include appropriate annotation. Gateways will be located where appropriate.

Strand 2 AO2
Fact files for each of two chosen destinations, linking the climate, landscape
features, tourist facilities and major attractions of the destination to different
tourist types.

Candidates are required to produce fact files for two chosen destinations. One of
these should be in the United Kingdom (Wales for centres in Wales), the other in
Europe. Care should be taken over the choice of the destinations and guidance from
the centre is suggested. It is permissible for all candidates from a centre to choose
the same two destinations.

Also, care should be taken in terms of the scale and size of the destination. It would
be appropriate to study:

A major tourist city, such as Rome, Paris, London or Cardiff

Any National Park within the United Kingdom or any European country

A recognised tourist area containing a number of resorts and landscape features,
such as The Italian Lakes, Brittany in France or the Coata Brava in Spain.

Specific resorts would be unlikely to provide sufficient scope to meet the needs of a
range of tourist types and similarly it would not be appropriate to study a whole
country as a destination. For city destinations, it is reasonable to include information
relating to attractions and other features normally included in a list of excursions from
the city. For example, visitors to London might well visit Windsor Castle.

The choice of destination should be guided by:

The range of tourist types catered for

Tourist facilities such as accommodation, transport, information, business
facilities

The range of natural and purpose built attractions

Ease of access of appropriate statistical information relating to popularity

Each fact file may make reference to the following criteria:


Location and accessibility by major forms of transport

Climate and climatic characteristics relating to tourist activities

Significant purpose-built and natural attractions

Heritage sites and museums

Sporting facilities, stadiums and events

Entertainment, night life and shopping facilities

Range of tourist accommodation

Transport options within the destination

Cultural events, art, theatre and festivals

Food, drink and traditional cuisine

It is anticipated that each of these topics would require at least one side of A4 paper
to provide sufficient depth and detail.

Candidates should be reminded that they are presenting information in terms of the
ways in which the chosen destinations appeal to a range of tourist types.

It would be good practice to study a range of tourist guides developed for other
destinations before embarking on the fact files. However, centres should be
reminded that the work submitted for assessment must be the candidate's own
individual work, not downloaded from web sites or copied from other sources.

Mark Band 1

Candidates are likely to produce fact files in which information relating to some of the
significant criteria listed above is not present. Information is likely to be poorly
structured and presented.

It is likely that there will be evidence of the candidate relying heavily on source
material.

Candidates will show no or limited awareness of the significance of the information
they are including in terms of its usefulness for potential tourists to the destination.

There may be a lack of understanding of how different attractions, events and
facilities appeal to different types of tourists. There may be some attempt to address
this at the top of the range.

Mark Band 2

Mark band 2 responses will be characterised by inclusion of information relating to
most or all of the significant criteria relevant to the destination.

This information is likely to be clearly organised and presented.


There will be an attempt to identify the features, attractions and facilities which
appeal to different types of tourists although this will not be consistent and fully
developed. Some understanding of the reasons why the features, attractions and
facilities in the destination will appeal to different tourist types will be evident.

There may be omissions of some significant tourist types, business tourists for
example, or information for some tourist groups will not be fully developed.

Mark Band 3

Mark band 3 responses will address all of the significant criteria identified above.

The information will be very clearly presented and well organised. The structure of
the fact file will reflect the nature of the chosen destination.

All of the relevant features, attractions and facilities which appeal to different types of
tourists will be present, together with a clear and developed understanding of the
reasons for the appeal.

Centres should make an assessment of the quality of the response across the work
presented for both chosen destinations. It is quite possible that the work for one
destination is of a better quality than that of the second, and this should be reflected
in the mark awarded. A candidate only producing one fact file for one destination can
receive a maximum of half marks.

Strand 3 AO3
Research into, and analysis of the choice of methods of transport to each
destination and transport options while at the destination.

Centres should be reminded of the need for candidates to identify the full range of
sources they have used to research information relating to transport to and within the
chosen destinations. These can be referenced in the body of the response or listed
separately in an appendix at the end of the portfolio.

The Internet should be seen as one source only and candidates relying solely on web
sites will not be able to demonstrate that they have made use of an appropriate
range of sources. Travel guides, timetables, brochures, maps and travel atlases are
all potentially useful sources.

Candidates should be reminded that they are required to consider the transport
requirements for a range of tourist types and provide an analysis of the transport
options available. Additionally, candidates should be aware that they are required
to cover transport options within the destination as well as transport to the
destinations.

For chosen destinations in the United Kingdom candidates should consider transport
options for domestic visitors from other regions of the United Kingdom. For
European destinations, candidates should consider transport options for potential
tourists living in different regions of the United Kingdom. In each case, the transport
options for different types of tourists should be given consideration.

Candidates should focus on the most likely alternative methods of transport to their
chosen destinations, rather that waste time on considering less likely options.


Candidates may wish to give consideration to factors such as:

The purpose of the visit

The length of stay

The composition of the party travelling

The length of the journey

The time of year and possible adverse weather conditions

The relative cost, convenience and availability of transport options.

Mark Band 1

There will be evidence of a limited range of sources being used, possibly only two or
three for each destination, with poorly developed referencing in evidence.

Candidates may not give balanced coverage to all available transport options to the
destination for different tourist types and not give sufficient attention to some of the
factors listed above which affect the choice of transport.

There may be limited reference to the choice of transport options available within the
destination. The options for different types of tourist travelling within the destination
will be given limited consideration.

In addition, there will be a lack of appreciation of the options for potential tourists
travelling from different regions or countries to the chosen destination.

Mark Band 2

There will be evidence of a range of sources being used; three or more for each
destination. In addition, an attempt to reference the sources in some way will be
evident.

Candidates will give sufficient attention to transport options to both destinations for a
suitable range of tourist types. Candidates will consider most of the relevant factors
in the range listed above and begin to relate these to different tourist types. There
may be some imbalance with one destination being more detailed than the other.

There will be some attempt to provide an analysis of the transport options available.

There will be some consideration given to the options for tourists travelling within the
destination although this may not be equally developed for both destinations or may
not cover the full range of types of tourist.

There will be some appreciation of the transport options available for tourists from
different regions travelling to the destination.


Mark Band 3

Candidates will provide evidence of a wide range of research techniques for both
destinations; at least four for each.

Candidates will provide detailed information about the transport options to both
destinations for a suitable range of tourists. This will be completed thoroughly for
both destinations.

There will be a clear attempt to provide an analysis of the transport options available
to different types of tourists in terms of travelling to the destination and travelling
within the destination.

in the mark awarded. A candidate only producing work for one destination can

Strand 4 AO4
An analysis of the recent trends in the changing popularity of your chosen
destinations, and an evaluation of the factors affecting their future popularity.

Centres should be aware that there is a requirement to:

1. Consider recent trends in the changing popularity of each of the chosen
destinations

2. Identify and evaluate the factors which are likely to affect the future popularity
of each destination.

Centres should be guided by the information provided in the specification regarding
the variety of information which could be used to analyse recent trends and the
factors which might be considered in evaluating the future popularity of the chosen
destinations.

Thus, there is an obligation to obtain some statistical information relating to trends in
visitor numbers for each of the chosen destinations over recent years. There is no
requirement to demonstrate changes over a specific number of years, but some
indication of changing patterns over time should be present. However, candidates
will find it difficult to obtain marks in the higher levels if they are working with limited
data.

As well as analysing tourism data specific to the chosen destinations, candidates
may find it relevant to infer trends from relevant regional and national data. Thus,
when choosing destinations to study, centres and candidates should be aware of the
administrative region in which the destination is located and the ways in which
tourism data for that area is presented.

Candidates are also required to evaluate the factors which are likely to affect the
future popularity of the chosen destinations.


These could be considered under the sub headings of:

Economic factors such as exchange rates changing, increasing costs of travel
or general economic conditions

Social and political factors such as political support for tourist boards, good or
bad publicity, terrorism, major events

Environmental factors such as natural disasters and extreme weather affecting
the destination, increased pollution levels.

Mark Band 1

Mark band 1 responses will demonstrate only a basic analysis of recent trends in the
popularity of the chosen destinations. There will a limited range of data presented
from which the candidate has drawn the analysis. It is likely that any comment will be
descriptive rather than being analytical.

There will be a limited understanding of the factors which are likely to affect future
popularity. It is likely that any evaluation present will be limited and superficial.

Mark Band 2

Mark band 2 responses will contain some detailed analysis of the recent trends in
popularity for both destinations; however, it is possible that one destination will be
covered more fully. There is likely to be a range of data from which the candidate is
producing the analysis.

Understanding of the factors likely to affect the future popularity of the destinations
will be clear; however it is likely that one of the destinations will be more developed
than the other.

The evaluation will show some detail with the identified factors clearly being related
to the chosen destinations.

Mark Band 3

Mark band 3 responses will contain developed and well argued analysis of the recent
trends in popularity for both chosen destinations. There will be consistent reference
to a range of data relating to the chosen destination. Data is likely to be analysed
from a range of sources.

Understanding of the factors likely to affect the future popularity of the destination will
be clear and insightful and well argued. The evaluation will be consistently related to
the chosen destinations.

in the mark awarded. A candidate only producing work for one destination can only

3.3 Unit 3: Marketing in Travel and Tourism

Introducing Marketing

Centres should appreciate that candidates may not have previously studied
marketing and therefore will need sufficient time to become familiar with the key
terms and concepts. Some candidates may have studied marketing as part of a
Business Studies specification. These candidates need to be able to apply their
knowledge specifically to travel and tourism organisations.

At the same time candidates need to develop an understanding of how travel and
tourism organisations approach the marketing of products and services which, in
many cases are intangible, perishable and non-standardised. In order to do this
effectively it would be good practice for candidates to undertake case studies of the
marketing practices of a range of travel and tourism organisations, making visits to
travel and tourism organisations where appropriate.

It is vital that candidates develop a clear understanding of each of the components of
the marketing process as outlined in the specification.

The marketing process

Candidates need to develop a clear understanding of the dynamic nature of the travel
and tourism industry. It would be good practice to provide candidates with examples
of this to illustrate clearly how rapidly travel and tourism organisations have to
respond to changes in demand and operating conditions. This could be exemplified
through examining airline websites to identify how prices for flights reflect demand for
the seats or marketing campaigns relating to specific events.

At the same time, candidates need to fully understand the commercial and
competitive environment in which the majority of travel and tourism organisations
operate. This should be demonstrated at the national and international levels as well
as in relation to small and medium scale enterprises. For example, candidates
should appreciate how all the hotels, guesthouses and B&B establishments in a
tourist resort are competing against each other as well as understanding that major
airlines with global route networks are competing on price and levels of service.

Candidates also need to develop an appreciation of the impacts of changing
customer needs and expectations on the travel and tourism industry and how these
changes reflect the marketing of products and services provided by travel and
tourism organisations.

Marketing objectives

Candidates need to develop an appreciation of the general aims and specific
objectives of a range of travel and tourism organisations. It has to be appreciated
that not all of these will be commercially driven, although many will be. For example
a National Park Authority will be actively involved in marketing the benefits of visiting
a National Park, but will not be selling any specific product or service.

Candidates need to be able to apply SMART criteria to a range of travel and tourism
organisations and understand how these relate to the marketing process.

Additionally, candidates need to be familiar with the concept of a mission statement
and understand clearly how an organisation's mission statement is vital in the setting
of marketing objectives.

Market Segmentation

Candidates need to be aware of the reasons why it is necessary for travel and
tourism organisations to segment their customers into key segments. Candidates
need to be aware of the criteria used by travel and tourism organisations to segment
their customers and the reasons behind these decisions.

Candidates need to be able to appreciate how and why travel and tourism
organisations may use different strategies, techniques and materials to target
different segments of their customers.

It would be good practice to study a range of travel and tourism organisations which
segment their customers in different ways. This will be more important than
candidates merely having an understanding of generic 'textbook' approaches to
segmentation.

Market research

Candidates will be required to have a clear understanding of the differences between
primary and secondary market research and the advantages and disadvantages of
each. Case studies of how different travel and tourism organisations make use of
both primary and secondary research would be valuable.

Candidates should be able to assess the relative merits of different forms of market
research and identify circumstances in which different methods of market research
are appropriate.

Examples of where different methods of market research have been used by different
types of travel and tourism organisation would be of value and would enable
candidates to apply their knowledge to examination questions more effectively.

Candidates need to be aware not only of how market research can be used to
determine market segmentation but also how research can be used to determine the
effectiveness of promotional activities once they have been undertaken.

SWOT and PEST analysis

Candidates need to develop an awareness of the roles and functions of SWOT and
PEST analyses and they will need to be fully aware of he differences between the
internal and external business environments for a range of travel and tourism
organisations.

Candidates should develop an awareness of the main aspects of SWOT and PEST
analyses for a range of travel and tourism organisations as well as understanding the
nature of the external operating environment of these organisations.

In addition, candidates should understand how SWOT and PEST analyses have
been used by travel and tourism organisations to develop marketing strategies.

The Marketing mix

Candidates will be required to be conversant with the four recognised elements of the
marketing mix; product, place, price and promotion and how these elements relate
specifically to travel and tourism organisations and the products and services they
offer to their customers.


Additionally, candidates should be aware of how the elements of the marketing mix
interact to meet the marketing objectives of different travel and tourism organisations.

Product
Candidates should be familiar with the full range of products offered by travel and
tourism organisations. As indicated above, candidates should be aware of the fact
that many of these products are intangible, perishable and non-standardised.

Candidates should be aware of the need for and importance of branding and be able
to identify a range of well-known travel and tourism brands such as Virgin Atlantic,
Alton Towers, Thompson and Holiday Inn. By developing a strong brand name many
travel and tourism organisations will create brand loyalty, candidates should be
aware of the importance of brand loyalty and how this leads to organisations being
able to sell at a premium price. As well as these, candidates should be aware of
brands which have a high profile at a regional or local level.

Candidates should also be aware of the USP's of a range of travel and tourism
products.

In addition, candidates should be thoroughly conversant with the stages of the
product life cycle and be able to apply the life cycle concept to a range of travel and
tourism products and organisations. Also, candidates need to understand how
organisations will attempt to phase out old products and introduce new ones. This is
known as managing the product mix.

Candidates should be aware of marketing models used to analyse products and their
position in the market. Models such as the Product Portfolio Matrix (Boston Matrix)
and Ansoff's Product-Market Matrix which help organisations analyse the
management of their product portfolio. Candidates need to relate these models
specifically to travel and tourism organisations and the products and services they
offer to their customers

Place
Candidates need to understand the meaning of the term 'place' in marketing and how
this is applied to travel and tourism organisations, products and services. For many
travel and tourism products, the customer has to travel to one specific place to
'consume' the product since the product is in a fixed location. This would be true for
attractions and destinations. However, customers may well be able to buy tickets for
the attraction or a package holiday to the destination from a variety of locations such
as from different travel agents or from web sites.

Price
Candidates need to understand the basic concept of demand and supply when
demand is high or supply is short then price tends to rise. Similarly, when demand
falls or there is a surplus then the price tends to fall. Candidates also need to
understand the three overriding concepts of price:

Competition based pricing - where organisations set its selling price at a level similar
to that of its competitors.

Market orientated pricing - where the price charged is based upon an analysis of the
market and its characteristics. Strategies include; penetration pricing, creaming or
skimming, price discrimination.


Cost plus pricing - where prices are set according to the cost of producing the
product and how much profit the organisation desires.

Promotion
Candidates need to be aware of the purpose of promotion and the methods used by
travel and tourism organisations to promote their products and services.

Candidates need to be fully conversant with the range of promotional techniques
identified in the specification and be able to identify the advantages and
disadvantages of each.

Also, candidates should be aware of how different travel and tourism organisations
use and have used a range of promotional techniques and be aware of how these
have contributed to the marketing objectives of the organisation.

3.4 Unit 4: Working with customers in Travel and Tourism

Delivery guidance
Before delivering this unit centres need to appreciate the full scope of this unit and
the significance of developing relevant links with appropriate travel and tourism
organisations before undertaking this unit. Candidates may have studied the concept
of customer service at GCSE level and will need to develop their knowledge and
understanding of the concept as well as gaining a wider appreciation of the skills
involved in delivering customer service as well as the importance of good customer
service to travel and tourism organisations.

In preparing candidates for strands 1, 3 and 4 of this unit it is important for centres to
appreciate that they can use different travel and tourism organisations for each
strand or they can use the same travel and tourism organisation for all three strands.

It is strongly recommended that sufficient time is dedicated to teaching the relevant
concepts and developing the candidates' customer service skills before embarking
on the development of the portfolio evidence.

Strand 1 AO1
An investigation into the induction and training procedures used by a selected
travel and tourism organisation.

Centres must be satisfied that the selected travel and tourism organisation can
provide sufficient information relating to their induction and training procedures and
will cover most if not all of the topics listed in the specification. These are:

Understanding health and safety procedures
Handling of equipment and machinery
ICT systems used by the organisation
Duties and responsibilities of different members of staff
Complaints procedures
Record keeping procedures

It would be good practice to consider each of these topics generically across the
industry before investigating a specific travel and tourism organisation.

Health and safety procedures will include emergency evacuations and fire
procedures. They will also include procedures relating to internal customers.
Depending on the type or organisation, there may be procedures for working in
certain situations, such as with animals in a zoo or handling money.

Handling equipment and machinery will include cleaning and maintenance where
appropriate as well as specialised equipment and machinery such as a theme park
ride. Candidates need to be aware of the importance of induction and training in
relation to the use of the equipment rather than the details of how the equipment is
used. Relevant legislation relating to the use of the equipment should also be
considered.

ICT systems are vital to the successful operation of many travel and tourism
organisations and it is important that employees are trained to use the equipment in
order to deliver a high quality of customer service.


Induction and training programmes often contain references to the duties and
responsibilities of different members of staff so that each employee knows where to
go for help and are aware of who is responsible for different aspects of the operation
of the organisation.

Complaints procedures are significant is supporting the level of customer service
provided by the organisation. At this level candidates should be able to differentiate
between the procedures for different levels of complaint as well as being aware of the
procedures relating to internal customers. These are often referred to as grievance
procedures.

Record keeping will again vary according to the nature of the travel and tourism
organisation selected and it is not expected that candidates will need to access
confidential information. They only need to be aware of the procedures for keeping
records as outlined in any induction or training situation.

It would be good practice for the centre to ensure that the chosen travel and tourism
organisation can provide information relating to most of these topics and is able to
provide written examples of procedures, staff handbooks, guidelines and other
relevant documents. The centre should be aware of the potential sensitivity of these
documents. Complex organisations, such as airlines for example, would not be a
suitable choice.

Student visits and possibly a short period of work experience and/or work shadowing
would be seen as good practice. Any travel and tourism organisation in which the
student has experience of as an employee could also be considered, however this
must be a recognised travel and tourism organisation. Hotels and attractions would
be likely organisations to investigate.

Centres need to be constantly aware that candidates are required not only to be
aware of the induction and training procedures used by the selected travel and
tourism organisation but be fully aware of the impact these procedures have on the
level of customer service provided. Generally, well-trained and knowledgeable
employees provide a higher level of service than those who are less well trained and
have poor knowledge about the procedures used within the organisation.

The benefits of providing good customer service include:

More customers
Increased sales
A better public image
Edge over the competition
Satisfied customers, customer loyalty and repeat business.

Candidates need to be able to apply these concepts to the induction and training
procedures used by the selected travel and tourism organisation.

Mark Band 1

Candidates will produce an investigation into the training and induction procedures
which will be lacking detail and may well not cover induction and training in the same
amount of detail. In addition, not all of the items listed above will be covered or there
may be only superficial coverage of some.


Some of the responses may be generic and not be directly related to the chosen
travel and tourism organisation.

At the lower level there will be no attempt to show how induction and training
procedures impact on the level of service provided. However, this will be present at
the top of the range.

Mark Band 2

Candidates will produce responses which describe in some detail the induction and
training procedures used by the selected travel and tourism organisation. These will
be clearly related to the organisation and cover most of the aspects identified in the
specification. At the bottom of the range, there may be an imbalance between
training and induction.

The responses will relate specifically to the chosen travel and tourism organisation
and are likely to refer to documents or other information obtained from the
organisation.

There will be evidence that the candidate has attempted to identify how training and
induction procedures impact on the level of customer service provided by the
organisation, perhaps using well-chosen examples at the top of the range.

Mark Band 3

Candidates will produce a thorough and detailed account of the induction and training
used by the organisation, with sufficient attention being given to each. The response
will be entirely focused on the chosen travel and tourism organisation. All relevant
aspects of induction and training identified will be covered in some detail with
emphasis being placed where appropriate.

Extensive use will be made of information and materials obtained from the
organisation and there will be consistent evidence of appropriate exemplification.

Throughout the account there will be clear understanding of how training and
induction procedures impact on the level of customer service provided by the
organisation. There will be a range of clear explanations of how the organisation
benefits as a result of the increased level of service provided because of effective
induction and training procedures.

Strand 2 AO2
Demonstration of customer service skills in travel and tourism role-play
situations, including handling complex situations and complaints.

Centres will need to spend sufficient time making candidates aware of the range of
customer service skills and the importance of the skills and attributes identified in the
specification. Centres also need to be aware of the importance of developing the
level of customer service skills in their candidates and of the need to undertake a
variety of role-plays and other customer service exercises before embarking on the
development of the portfolio evidence.


A significant skill is that of demonstrating confidence and the knowledge and
understanding of how and why it is important to appear confident at all times in order
to deliver effective customer service. Likewise, candidates need to be aware that
appropriate product knowledge and the ability to develop a rapport with the customer,
especially in a selling situation, will all help in the delivery of good customer service.
Additionally, an important variant in the delivery of good customer service is the
attitude of the customer; some customers are more easily satisfied than others.

Evidence submitted for this strand should be in the form of detailed witness
statements supplied by the centre. These should be supported by outlines of the
customer service scenarios presented to the candidates, together with the attitudes
of the customers involved in the scenario. It would also be good practice to ask
candidates to complete evaluations of their performance in the role-play situations.
This will aid the assessment of their overall performance.

Scripts of role-plays and/or video or cassette recordings of role-plays are not
required. Detailed witness statements, supported by candidate evaluations will be
sufficient. A suggested format for a witness statement and candidate evaluation can
be found in Appendix 1.

Centres should be aware that it is the complexity of the role-plays and the opportunity
provided for candidates to demonstrate a range of skills at a high level with
confidence is more important than the number of role-plays undertaken.

Complex situations would be defined as those in which the specific needs of the
customer require special attention which may be in terms of:

A complex booking of accommodation several rooms with guests with different
requirements
A holiday with a complicated itinerary
A visit with a number of participants with special needs

Centres should familiarise themselves with what the industry practice would be rather
than making assumptions.

It would be good practice to design role-plays so that candidates can have the
opportunity to demonstrate a range of skills. An example can be found in
Appendix 1.

Centres may wish to develop role-play scenarios in a range of scenarios set in
different travel and tourism situations. This is perfectly acceptable. The role-plays
do not have to relate specifically to travel and tourism organisations used in the other
strands, but this could be the case. It should be emphasised that situations must be
set within travel and tourism organisations.

In addition, centres should be aware of the importance of the role of the person
receiving the service within the role-play scenario. This person has to ensure that
the candidate has the opportunity to show how they can perform and respond to the
precise circumstances as well as the attitude and requirements of the customer's
needs. This role is unlikely to be filled successfully be a fellow student.

In addition to role-plays, customer service delivered through responses to letters or
e-mails, or role-plays in a telephone situation, are also acceptable.


Mark Band 1

In mark band 1, candidates are likely to demonstrate that they have not understood
the precise needs of the customer and are unable to respond to these needs
effectively. Candidates are likely not to show confidence or will show false over-
confidence. Possibly, initial confidence will disappear when challenged. Body
language is likely to reflect a lack of confidence and be negative or closed.

Responses to questions are likely to be brief and hesitant and there will be poor
product knowledge demonstrated.

The candidate will not be able to handle more complex situations without support and
guidance. Similarly, the candidate may handle complaint situations inappropriately
and ineffectively.

In written scenarios, the candidate will show limited ability to express themselves
clearly.

Candidates may deal with some scenarios more effectively than others. Selling
skills, if demonstrated, will be limited.

Mark Band 2

Candidates will be able to demonstrate customer service skills in a variety of
situations, meeting a variety of customer needs. In some cases these needs will be
complex and require a range of skills.

Candidates are likely to demonstrate confidence in most scenarios with positive and
appropriate body language.

Responses to questions are likely to show some detail and demonstrate reasonable
knowledge of the product and/or organisation. Responses will be clear and
appropriate. Selling skills, if demonstrated, show some level of refinement.

The candidate will be able to demonstrate that they can respond clearly and
appropriately, in a range of situations to meet the needs of the customer.

A complaint, which has some complexity or is serious, is dealt with appropriately.

Mark Band 3

Candidates will demonstrate the ability to deal competently and successfully with a
wide range of customer service situations in which the precise needs of the clients
are understood and met. The candidate shows that they are sensitive to the attitude
of the customer and respond appropriately.

Candidates will demonstrate confidence in their ability to deal with the situations
throughout most or all of the scenarios, using effective and appropriate body
language.

Responses to questions are likely to be detailed and demonstrate a good knowledge
of the organisation or products being offered. Selling skills, if demonstrated, are well
developed.

A complex complaint will be handled appropriately and successfully with care and
sensitivity.

Strand 3 AO3
Research into the ways in which a selected travel and tourism organisation
meets the needs and expectations of different groups of internal and external
customers.

Centres should be reminded of the need for candidates to identify the full range of
sources they have used to research information relating to the provision of customer
service to different groups of internal and external customers. These can be
referenced in the body of the response or listed separately in an appendix at the end
of the portfolio.

The Internet should be seen as one source only and candidates relying solely on web
sites will not be able to demonstrate that they have made use of an appropriate
range of sources. Interviews with staff, observation, group discussions, documents
provided by the organisation and questionnaires are all potentially useful sources of
information.

As indicated earlier, the centre is free to choose the same travel and tourism
organisation it used for Stand 1, or it is free to choose another organisation.
Candidates are free to chose travel and tourism organisations individually or they
may all study the same one.

Candidates will need to be able to clearly identify groups of internal and external
customers, relevant to the chosen travel and tourism organisation as opposed to
generic groups covered in textbooks.

Internal customers will be staff working for the organisation possibly in different
departments as well as companies and organisations providing goods and services
to the chosen organisation.

External customers are generally referred to as those who purchase the goods and
services provided by the chosen organisation. These may be sub-divided using a
range of criteria and part of the task is to identify and explain the criteria used by the
chosen organisation to identify different types of customer in order to meet their
needs.

Additionally, the candidate will need to demonstrate and draw conclusions about how
the chosen travel and tourism organisation meets the needs and expectations of
different customer types.

Mark Band 1

The candidate will show limited understanding of the needs of groups of internal and
external customers of the chosen travel and tourism organisation. There may well be
an imbalance in the amount of detail provided for different groups, with some
receiving more attention than others.

Responses in Mark Band 1 will show basic research only and will rely on a limited
range of sources, possible two or three. These will be poorly used and referencing
will not be effective.

Candidates may only make superficial references to the ways in which the different
needs of different types of customers are met by the chosen travel and tourism
organisation.


Mark Band 2

The candidate will show some understanding of the needs of most groups of internal
and external customers of the chosen travel and tourism organisation. The amount
of detail provided for different groups will be balanced.

Mark Band 2 responses will show evidence of research using a range of sources.
These, in most cases will be used effectively and referencing will be apparent
through most of the evidence.

Candidates will make clear references to the ways in which the needs and
expectations of different types of internal and external customers are met by the
chosen travel and tourism organisation.

Some valid conclusions about the ways in which the chosen travel and tourism
organisation meets the needs and expectations of different groups of internal and
external customers will be present.

Mark Band 3

Candidates will show clear and consistent understanding of the needs of all relevant
groups of internal and external customers of the chosen travel and tourism
organisation. The amount of detail provided for different groups will be balanced.

Mark Band 3 responses will show evidence of research using a wide range of
sources. These, in all cases will be used effectively and referencing will be apparent
throughout the evidence.

Candidates will make consistently clear and detailed references to the ways in which
the needs and expectations of different types of internal and external customers are
met by the chosen travel and tourism organisation.

Valid conclusions summarising the ways in which the chosen travel and tourism
organisations meets the needs and expectations of different groups of internal and
external customers will be present throughout.

Strand 4 AO4

An evaluation of the customer service provision of a selected travel and
tourism organisation.

In this strand the candidate is required to make an overall evaluation relating to the
level of customer service provided by the chosen travel and tourism organisation.

Judgements could relate to:

The overall quality of service
Reasons for the quality of service
Areas where the service is particularly good, and why
Areas where the quality of service could be improved, and in what way
Particular groups of customers for which the organisation meets the needs and
expectations well
Particular groups of customers for which the level of service could be improved,
and how


In making these judgements candidates should be aware of the operating
environment of the chosen travel and tourism organisation, its commercial situation
and the potential external pressures under which it is operating. Judgements relating
to suggested improvements in the level of service should be realistic both in
commercial terms and in relation to the objectives of the organisation.

The chosen travel and tourism organisation may be one covered in Strands 1 or 3 or
may be a completely different organisation. Centres may well feel that there are
benefits in evaluating the customer service provision for an organisation for which
candidates have previously investigated the induction and training procedures and/or
researched the needs and expectations of different types of customers.

Mark Band 1

Candidates produce a simplistic evaluation of the customer service provision in the
chosen travel and tourism organisation. At the lower end of the scale there may be
little or no effective evaluation present but some detail will be present at the top of the
mark band.

Any conclusions presented will be simple, straightforward and often unsubstantiated.
Candidates will find it difficult to justify any conclusions that they do reach.

There will be little or no attempt to discuss the benefits of providing a high level of
customer service and if this is included it is likely to be generic rather than specific to
the chosen organisation or to specific groups of customers of the organisation.

Mark Band 2

Candidates produce a detailed evaluation of the customer service provision in the
chosen travel and tourism organisation. The evaluation will relate to most or all
groups of customers of the organisation.
Conclusions presented will be straightforward and often substantiated and justified.

There will be a consistent attempt to discuss the benefits of providing a high level of
customer service and if this is included it is likely to be specific to the chosen
organisation.

Mark Band 3

Candidates produce a thorough and detailed evaluation of the customer service
provision in the chosen travel and tourism organisation. The evaluation will relate to
all groups of customers of the organisation.

Conclusions presented will be reasoned, substantiated and justified.

There will be a consistent attempt to discuss the benefits of providing a high level of
customer service and will be specific to the chosen organisation throughout.

4. UNIT GUIDES A2

4.1 Unit 5: Tourism Impacts and Tourism Development

Candidates should be familiar with the general concept of the impacts of tourism
from what they have learnt in Unit 1. However, it is important for centres to
appreciate that the study of this concept at A2 level requires far more detail and a
greater depth of understanding. At the same time, candidates will need to a develop
detailed case study knowledge on which to draw in the examination. These case
studies should be drawn from both the Less Economically Developed World (LECW)
as well as the More Economically Developed World (MECW).

It would also be beneficial to make use of current United Kingdom case studies as
well. Events such as the Olympic Games and the Ryder Cup provide excellent
examples where the potential impacts of tourism for the areas in which they take
place are often well documented.

Such case studies show the dynamic nature of tourism development as well as
illustrating the ways in which a range of organisations from different sectors of the
travel and tourism industry have to work collaboratively and develop inter-
relationships in order to work effectively. These case studies not only serve to show
the impacts of tourism but also illustrate the range of agents involved in tourism
development and the various objectives of those agents.

Additionally, centres need to support candidates in developing their ability to
analyse, assess and evaluate information to enable them to answer examination
questions at the required standard. It would be advisable to allow sufficient time at
the end of the course to develop examination technique with particular reference to
the requirements for the third and fourth Assessment Objectives for the specification,
which have a higher weighting at A2 than they do at AS.

Impacts of tourism

Environmental Impacts Positive

Candidates will need to understand why it is generally the case that tourism has
created more negative impacts on the environment than positive impacts.

They will need to appreciate that there are a number of ways in which tourism can
have a positive impact on the environment of a destination and in some cases can
be a force for environmental change.

For example, a number of former industrial sites and areas of derelict land have
been preserved and developed as tourist attractions. Case studies of such
developments such as Blaenafon Iron Works, The Black Country Museum,
Ironbridge Gorge and the National Slate Museum would all be appropriate examples.

Candidates should also be aware that tourism can also promote increased funding
for renovation work on historic buildings such as castles, churches and cathedrals in
order to ensure that they are preserved for future generations.


Environmental Impacts Negative

Candidates will need to appreciate that many forms of travel have a damaging impact on
the environment. Trains, cars, aircraft and ships all consume fuel and produce
emissions that cause atmospheric pollution which, in turn, contributes to climate change.
In recent years there has been a growing acceptance of the harmful environmental
impacts of travel, and candidates should be aware of the measures which are now being
taken to help reduce these impacts.

Candidates need to be aware of the increasing number of destinations, such as historic
cities and National Parks, where schemes are being introduced to reduce the amount of
pollution and congestion caused by motor vehicles. These include park and ride
schemes and a number of initiatives to encourage visitors to use public transport.

As well as environmental pollution caused by travel and traffic, candidates should
understand that air pollution also causes damage to buildings and noise pollution is an
issue in busy resorts with a vibrant night life. Additionally, pollution is caused by tourists
producing litter. This creates an eyesore on the landscape as well as being a threat to
the safety of people and animals.

Water pollution is another common issue which has been addressed in recent years. In
the past, many beaches were unsafe partly because of the fact that untreated or partly
treated sewage was allowed to enter the sea adjacent to the beaches. The European
Union blue flag beach initiative and similar schemes have encouraged many local
authorities to take measures to reduce effluent and pollution, so that their beaches can
be considered for a blue flag status.

Candidates should also be aware that congestion and overcrowding are also commonly
identified as negative environmental impacts of tourism. Congestion is normally applied
to the problems associated with too many cars being within or travelling to a destination.
Overcrowding occurs where the volume of visitors at a destination increases to a point at
which the enjoyment of the destination is spoilt.

Candidates should also be aware that environmental impact involves destroying or
degrading the natural landscape of a tourist area. This includes the process of erosion
caused by walkers, horse-riders and other groups, the loss of habitats of plants and
animals, as well as the spoiling of the natural landscape with inappropriate development.

Economic Impacts Positive

Candidates should understand that tourism generates revenue for a variety of
businesses and creates a wide range of employment opportunities. At the global scale,
tourism is often identified as one of the worlds largest and fastest growing industries.

Candidates should appreciate why it is not easy to calculate the precise number of jobs
directly and indirectly related to tourism. This is mainly because it is not easy to identify
to what extent some jobs are related to the travel and tourism industry.

As well as generating employment and income, candidates should understand that
another positive impact of tourism is improvements in infrastructure. These include road
and rail improvements, airport development and improvements in utilities, such as water
supply and telecommunications. Through these, local people can benefit from the
improved facilities which have been provided for tourists.

Candidates should be aware of what is referred to as the multiplier effect. This is the
process whereby other businesses prosper as an indirect result of increased tourism,
such as more builders being needed to build more tourist accommodation, thus
creating even more jobs in the area.

Economic Impacts Negative

Candidates should understand how an influx of visitors into an area often pushes up
the price of goods and services, meaning that local people have to pay more for
food, drinks, transport etc. Local people often have to pay additional taxes to help
finance additional services which are provided for tourists, such as water treatment
facilities and tourist information centres.

Some holiday areas have a large number of second homes which are only used for
short periods of the year by their owners. This is particularly the case in National
Parks and popular coastal areas. The demand for second homes often increases the
prices of all housing in the area, making it more difficult for local people, especially
young people, to buy their first property. Second home ownership is an example of a
negative economic impact of tourism which may be a cause of conflict between local
people and tourists. Candidates should be aware of these issues and have access
to case study information.

Candidates also need to be aware that one of the most significant negative
economic impacts of tourism is the decline in traditional employment which happens
when workers move from industries such as farming, mining and fishing into service
jobs in the tourism industry. Again, appropriate case studies should be incorporated
into programmes of study.

Candidates should have an understanding of the concepts of over-dependency and
economic leakage.

Socio-economic impacts Positive

Candidates need to understand that one of the major motivating factors for travel is
to meet new people and learn about different cultures and tourism often leads to a
greater understanding between people living in different societies. Very often,
people living in tourist receiving areas benefit from new and improved facilities which
are provided for tourists. This may include improvements to infrastructure, such as
roads and water supply, as well as attractions, accommodation and catering
facilities.

Candidates also need to appreciate that tourists will often gain a greater respect for
the lifestyle of the people living in the area they are visiting. Increased tourism also
leads to local communities improving their skills and improving their social status. In
well-managed tourism developments local people are encouraged to undertake
education and training to enable them to feel part of the development.

Candidates should understand how tourism helps to preserve traditional customs
such as music, dance and theatre, as well as creating a demand for locally-produced
foods and drink. Tourism can also stimulate the production and sale of local arts and
crafts to meet the needs of visitors and at the same time contribute to the
continuation of traditional crafts and skills. Tourism also has an important role to
play in reinforcing a regions cultural identity.


Socio-economic impacts Negative

Candidates should be aware of the range of negative social impacts which have
been identified. These are mainly related to conflict between the tourists and the
host community. These may result from the behaviour of people living in the area
who resent the tourists taking over their community as well as anti-social behaviour
by tourists.

Negative social impacts also include increased crime in the area, such as
prostitution, illegal gambling and drug dealing and robbery. Very often, this is not
related to local people, but occurs as a result of criminal gangs moving into the area
to exploit tourists and sometimes local people as well.

Candidates should also be aware that in some destinations, local people have been
obliged to move away from where they have traditionally lived to make way for
tourism development. This is called the displacement effect and often causes
resentment towards tourists.

Another common issue is the matter of seasonal employment. Candidates should be
aware that many tourist areas are developing strategies to maintain a flow of visitors
throughout the year thus reducing the impact of seasonal unemployment.

Candidates should understand that these issues are more commonly demonstrated
in areas of mass tourism, in larger cities and in certain destinations within the less
developed world. Conversely, there are many destinations where there is little or no
conflict between local people and tourists.
Candidates should appreciate that it is now recognised that tourism may bring about
a dilution or loss of an areas cultural identity, especially in an area which has seen a
rapid development of mass tourism.

It is easier to provide international food and drink with which tourists are familiar
rather than encouraging them to eat foods associated with the area. This has not
been helped by the global development of fast food chains and multinational brands
of drinks. This process is sometimes known as westernisation as the values of
visitors to different cultures become increasingly imposed on the local culture.

Another negative cultural impact of tourism is the staging of events, dance or music
specifically for tourists in a way which demeans the local culture of the area.
However, more and more tourists are becoming aware of their potential impact on
the culture and heritage of the area they are visiting and persons are less willing to
support activities which exploit local traditions and culture.

Sustainable Tourism

Candidates should understand that sustainable tourism is about meeting the needs
of todays tourists without having a major long term effect on the environment of the
area in which tourism takes place and on the culture of the people who live there.
Sustainable tourism is concerned with reducing the negative impacts of tourism and
planning to increase the positive impacts. It also means that, in the longer term, the
lifestyle and culture of the people living in the area is not adversely affected by
tourism.


Candidates should be aware that sustainable tourism is a term which has been
defined in a number of ways, each of which has a slightly different interpretation.
Sustainable tourism is clearly related to sustainable development, the concept which
recognises that the Earths resources are finite, and that, unless certain steps are
taken, these resources will run out. Candidates should be familiar with different
definitions of sustainable tourism.

Candidates should be aware that a number of forms of sustainable tourism have
been identified:

Economic sustainability is about ensuring that tourism businesses are
profitable and provide appropriate employment for local people. It is not the
case that sustainable tourism is about stopping people visiting an area.
Tourism is increasingly seen as a vital form of income for many communities
which rely on the income from tourism to survive.

Ecological sustainability relates to looking after the physical environment
and maintaining the ecological diversity of an area.

Cultural sustainability is about supporting people who live in an area
maintain their culture. It involves ensuring that local people are consulted
about tourism development plans and are not forced away from the land on
which they live. Also, local people can be taught new skills to enable them to
benefit from tourism.

Tourism Development

Candidates should be aware that the process of tourism development involves the
planned and on-going development of tourism destinations, facilities, attractions and
services to meet the needs of present-day as well as future tourists. This can involve
the development of existing facilities or providing new facilities or services. This may
involve:

The development of a new airport at a destination
Building a hotel and golf complex
Regenerating a disused factory as a leisure complex
Developing blocks of apartment accommodation for tourists
Establishing a conservation area
A new festival to promote local arts and culture
There are many more examples which could be included and candidates should
have an appreciation of the wide range of what could be interpreted as tourism
development projects and understand that what is meant by a tourism development
project is not always easy to define.

Candidates should understand that the objective of most tourism development
projects which are well- planned is to provide improvements for tourists and often the
local population as well. However, poorly planned projects sometimes can result in a
negative impact on the destination involved as well as tourism businesses operating
in the area.


Agents of Tourism Development

Candidates need to have a clear understanding of what is meant by the term agents of
tourism development. They should be aware of the full range of organisations and
individuals which influence or participate in the development of tourism products,
services and facilities. These organisations range from national governments to
landowners, pressure groups and voluntary organisations.

Very often, a number of organisations have to work together in partnership in a tourism
development project. Candidates should have case study knowledge of recent schemes
and events which have resulted in a number of organisations, perhaps from different
sectors of the industry, working collaboratively on a tourism development project.
Candidates should also be aware that often an organisation is formed purposely to
oversee a specific tourism development project. Candidates will be able to draw on their
knowledge and understanding of the inter-relationships between travel and tourism
organisations covered in Unit 1.

Candidates should understand that tourism development agents can be drawn from the
three sectors of industry, namely:
Private sector organisations
Public sector organisations
Voluntary sector organisations
Private sector organisations

Candidates need to be aware of the variety of private sector organisations involved in
tourism development projects. Many of these organisations will be familiar to candidates
and include organisations such as hotel chains, catering organisations, tourist attraction
providers and transport providers. However, the roles of organisations such as
development companies and landowners also need to be explored.

Public sector organisations

Candidates also need to be aware of the range of public sector organisations involved in
various forms of tourism development. Central government is increasingly seeing the
benefits of incorporating tourism into development projects. This is not only the case in
the United Kingdom and candidates should be aware of examples where governments
of different countries have played a role in tourism development. At the global scale, the
role of UNESCO and similar organisations would be seen as agents of tourism
development.

Central government often funds tourist boards, such as Visit Britain and Visit Wales;
candidates should be aware of these relationships and understand how they relate to
tourism development.

Similarly, candidates need to be aware of regional and local government involvement in
tourism development projects.

Voluntary Organisations

Candidates should understand that voluntary groups can range from local action groups
to global organisations. The need for careful and sensitive management of tourism
destinations is now widely accepted and voluntary groups can often exert a great deal of
pressure in influencing decisions. Local and national charities, such as the National
Trust should also be included in this group.


It is important that candidates have a clear and thorough understanding of the
motivations of the various groups which are identified as being agents of tourism
development. Although generally private sector organisations are motivated by
commercial interests, these organisations have a social responsibility as well.
Governments usually have a much wider motivation relating to economic development.
Increasingly, many agents of tourism development are keen to ensure that the right sort
of development takes place which benefits the community in which the development
takes place as well as not harming the environment of the area.

The Objectives of Tourism Development

A number of objectives of tourism development have been identified. These are sub-
divided into four categories:

Economic objectives
Environmental objectives
Socio-cultural objectives
Political objectives

Economic objectives

Many tourism development projects aim to provide economic benefits for the area in
which they take place. Employment creation is often identified as one of the main
objectives, along with increasing income for commercial organisations involved in the
development. Increasingly in the United Kingdom, tourism development involves
regeneration of former industrial areas, as in the case of the SA1 development in
Swansea or the Cardiff Bay scheme. Candidates should have a clear understanding of
the range of economic benefits resulting from successful tourism development schemes,
backed up by detailed case study information.

In some countries, governments have supported the development of the tourism
industry as a means of earning foreign currency by attracting in-bound tourists to a
destination to buy local goods and services.

Environmental objectives

Candidates need to understand that tourism is associated more with damaging the
environment rather than benefiting the environment. However, some tourism
development projects, such as the establishment of national parks or other protection
schemes, in association with some form of visitor management in the area, can be seen
as tourism development. The development of tourist attractions from former industrial
sites would also be in this category.

Socio-cultural objectives

Candidates need to appreciate that tourism development projects may involve
promoting local culture and preserving the social structures of the area in which the
development takes place. These projects often involve supporting local crafts and
enabling these products to be sold to tourists.

Political objectives

Governments often chose to develop strategies to support the development of
tourism projects in a region or even throughout the country. Candidates should
appreciate the nature of these projects. Often government policies are put into
action through the actions of tourist boards, as is the case with VisitWales.

4.2 Unit 6: Trends and Issues in Travel and Tourism

Part of the fascination of the study of travel and tourism is the dynamic nature of
tourism and the fact that the industry has to respond to events over which it has no
control. These unsolved issues or questions affect the future of travel and tourism.

Candidates will need to gain an appreciation of the wide range of issues and questions
which affect travel and tourism and that the precise nature of these is constantly
changing.

Examples provided to illustrate these issues quickly become dated. For example,
concerns over SARS and the impact of the 2004 tsunami have been replaced by
issues relating to the credit crunch and a global economic downturn. Patterns of
tourism relating to a relatively strong pound against the US dollar have changed
recently as the pound has declined significantly in value against other major
currencies, making international travel more expensive for UK tourists.

Similarly, although the threat of terrorist activity has not gone away, travellers are now
more used to dealing with the measures imposed to counteract terrorist activity, and
the attack on the World Trade Centre in 2001 is increasingly seen as an historical
event.

Not all issues affecting travel and tourism occur at a global level. A number of local
issues also exist, ranging from the development of new tourist attractions and facilities,
to new transport developments and the likely impacts of major events such as the
Ryder Cup in Wales and the Olympic Games in London.

All of the issues which surround travel and tourism involve a number of stakeholders.
Centres should ensure that candidates have a clear understanding of what is meant by
the term stakeholder before they embark on their research project. Centres should
also ensure that candidates are able to identify the range of stakeholders which might
have an interest in a particular issue. They should also understand clearly that
stakeholders have different values and attitudes. Candidates should be aware of how
these values and attitudes might impact on a variety of issues in travel and tourism.

Centres should also ensure that candidates have gained a clear understanding of the
range of issues affecting travel and tourism before they embark on an in-depth study of
one particular issue.

Centres should also be aware of the relative importance of each of the Assessment
Objectives, with AO3 and AO4 having much higher weightings than AO1 and AO2.

Developing the research proposal

Candidates will need to understand that they are required to produce an individual
research proposal which they must carry out independently. Although groups of
candidates can work collaboratively on the initial research of a broad issue, centres
must ensure that each candidate works independently on their own research project.

Candidates will be required to plan their research effectively, complete the research
and then present it in an appropriate format. Centres should ensure that candidates
are able to produce realistic research proposals. These should include a rationale and
summary of the research project as well as setting out the aims and parameters of the
study. Centres should advise candidates on the suitability of the project before they
undertake the detailed research.

Centres should ensure that candidates are clear about the terms of what the project
is aiming to achieve, why that particular project title has been chosen and how the
specific research is to be undertaken.

While they are undertaking the research project, candidates should be aware of the
need to use a range of research methodology and to evaluate the merits of different
methods. In particular, candidates should be aware of the overuse of the Internet
and the reliance on downloaded information from websites. The Internet is seen as
one source and successful research projects are likely to make use of a range of
sources.

Candidates should consider the appropriate format in which the research project
should be presented. This should include the aims of the project, the methodology
used, the research undertaken, analysis of data, conclusions made and evaluation of
the issue as well as references or bibliography.

Issues in travel and tourism

Issues in travel and tourism can be economic, environmental, political, social, cultural
or technological in nature. They may relate to the consumers of travel and tourism, or
the producers of travel and tourism products, or both. As mentioned above, they
may be of a global or local nature.

There can be no definitive list of the issues affecting travel and tourism, and any list
would become obsolete very quickly, especially if some major global event, such as
the attack on the World Trade Centre or a catastrophic climatic event, was to take
place.

The list below is by no means exhaustive, but gives some idea of the scope of the
issues which might be covered in the research project.

Mass tourism how can resorts and destinations which have developed as a result
of mass tourism adapt in the future?

Grey tourism how will patterns of tourism change as people remain active for
longer?

Budget airlines how will they develop in the future? Will they offer long haul
flights?

Sustainable tourism how will increased awareness affect future patterns of
tourism?

Sports tourism will major sporting events continue to attract tourists in large
numbers? Will cities continue to bid to hold major sporting events to promote
themselves as tourism destinations?

European tourism will patterns of tourism to European countries change as the
major currencies change in relative value?

New destinations will new destinations, such as Antarctica, develop in the future?

Space tourism will space tourism be affordable to more people in the near future?

Seaside tourism will coastal resorts in the UK stop their downward decline in the
future? Will they develop different markets?

Climate change will patterns of tourism change as a result of climate change in the
near future? If so, how?

E-tourism what issues are being created through an increasing reliance on Internet
technology?

Tourism in rural areas what issues are created as rural areas rely increasingly on
tourism income?

Climatic events how can destinations recover and regain their tourism income after
experiencing dramatic climatic events?

Tourism in developing countries how can these countries ensure that the benefits
of tourism are passed on to local communities?

Heritage tourism how can heritage and cultural attractions be managed effectively?

Terrorist activity to what extent does the threat of terrorist activity deter tourists
from travelling to certain destinations?

Adventure tourism how do adventure tourism organisations ensure the safety of
their customers?

Winter sports how can winter sports destinations adapt to the threat of climate
change?

Urban tourism how can cities attract business as well as leisure tourists?
Package holidays will more travellers be prepared to organise their own travel
arrangements in the future?

Airports should airports be expanded and new runways built?

Stakeholders

Candidates should understand that stakeholders are organisations and individuals
which have an interest in changes taking place or might take pace. Change creates
issues because different people and organisations will have different opinions about
whether or not the change will be beneficial to them or what impacts the change
might have.

Not all of the stakeholders within a group will have the same views and opinions. For
example, there may be different views amongst local residents about a possible
tourism development scheme in the area and tourism businesses in the locality might
also have different views.

Candidates should be aware of the various groups of stakeholders which have been
identified.

These include:

Travel and tourism organisations. These may be from any of the six sectors
of the travel and tourism industry. They may also be public sector, private
sector or voluntary sector organisations. Also, they can range from
multinational businesses such as airlines or hotel groups to small businesses
such as B&B establishments.

Tourists. This group includes actual and potential tourists. A particular issue
may deter someone from visiting a destination.

Governments. Government at local and national levels have a great deal of
influence over tourism. They may encourage or discourage tourism as a
result of their policies, control exchange rates, develop transport
infrastructure, give planning permission for tourism developments and so on.

Organisations not directly related to travel and tourism. There is a range of
pressure groups such as Friends of the Earth who have an interest in tourism
and its impacts. Similarly, environmental groups are concerned about the
impacts of tourism and at a local level, campaigners might protest about a
tourism development project.

Other individuals. Many people are affected directly or indirectly by tourism.
Many of these work within the industry or have a job which is indirectly related
to tourism. Other people may live in a tourism destination and are affected by
the influx of visitors at peak periods.

As well as being aware of the range of stakeholders, candidates need to be aware
that individuals or organisations within the same group will have different values and
attitudes and may take different courses of action.

Trends in Travel and Tourism

Centres need to ensure that candidates have the skills to be able to use, present and
interpret statistical data relating to the issue they have chosen to investigate.
Candidates should select and interpret data which shows trends in travel and
tourism, pertinent to the issue being investigated.

Candidates should be able to select appropriate data form a number of sources.
When making their initial choice about the title of their research project, candidates
should ensure that they are able to access a sufficient range of appropriate data to
support their study.

Current and future impacts

Centres should be aware that candidates are required to make evaluations relating
to both present and likely future impacts relating to the issue they are studying.
Although it is unrealistic for candidates to predict the future, there is a requirement to
consider a range of likely future impacts in a number of scenarios. Candidates also
need to include an evaluation of the likely actions of stakeholders.

4.3 Unit 7: Managing Travel & Tourism Organisations

Introduction
It is anticipated that many candidates who have chosen to study a double A level in
travel and tourism have given careful consideration to the possibility of a career in
the industry. Having completed two A levels successfully, and possibly having
obtained a degree in tourism management, it is likely that many candidates will
become managers within travel and tourism organisations.

The objective of this unit is to provide candidates with an understanding of aspects of
managing businesses, applied specifically to travel and tourism organisations.
Candidates will need to appreciate that in many organisations, managers will work at
a number of levels. For example, a large hotel will have managers overseeing each
department or functional area, as well as a senior management team and a general
manager who has overall responsibility.

Also, since all candidates studying this unit will be taking a double A level
qualification in the subject, there is a greater requirement to consider the applied
nature of the specification. This will entail undertaking case studies of appropriate
travel and tourism organisations and to investigate the roles of managers within
them. Visits to appropriate travel and tourism organisations, work shadowing and
work placements are all highly recommended as ways in which candidates can
obtain a greater insight into the ways in which managers within travel and tourism
organisations operate.

Managing Customer Service

Centres need to fully appreciate the difference between the delivery and
management of customer service. Generally, managers are not in the front line of
customer service delivery, but do have responsibility for the standards of customer
service provided by the organisation, as well as for maintaining those standards and
evaluating the quality of provision.

Centres need to ensure that candidates are provided with access to managers
working in organisations which can provide information relating to the content of the
specification. This may require visits to and detailed studies of a number of travel
and tourism organisations.

Candidates need to be aware of and understand the range of techniques and
approaches used by managers to motivate staff, to set quality standards and to
develop procedures for handling complaints and serious situations.

It should be appreciated by centres that the lists of techniques and approaches for
motivating staff and setting customer service standards is not definitive. Different
travel and tourism organisations may use other approaches not mentioned in the
specification.

Staff motivation techniques and approaches

Management styles Organisations have evolved different styles of management
with some adopting hierarchical or flat management structures. Different
organisations will have different approaches to the ways in which they encourage
different styles of management to motivate their staff.

Candidates should be aware of the management structures and styles adopted by a
range of travel and tourism organisations and should be able to identify the benefits
and disadvantages of different styles. Candidates should also investigate different
organisations policies in terms of the relationships they seek to develop between
managers and the staff for which they are responsible.

Clear organisational objectives - Staff delivering customer service will be more
motivated if they are able to see clearly what the objectives of the organisation are.
By no means are all travel and tourism organisations commercial and candidates
should understand how the precise objectives of the organisation impact on the
motivation of staff. For example, an attraction managed by a railway preservation
society may use enthusiastic volunteers as guides to provide good quality customer
service.

Candidates should have a clear understanding of how the objectives of travel and
tourism organisations being used as case studies impact on the motivation of staff
providing service.

Good communication channels - Good communication channels allow employees
to know what the organisation is trying to achieve and therefore understand what
they are working for. If staff are aware of and understand the decisions which have
been taken which impact on their work, they are more likely to be motivated.

Candidates should be aware of the channels of communication which exist in travel
and tourism organisations they use as case studies and be able to evaluate the
clarity and effectiveness of the channels.

Target setting Target setting is used increasingly to set specific objectives against
which an organisation's performance can be judged. Many organisations use the
SMART system to set targets.

Candidates should be aware of the benefits of setting targets for organisations and
be able to understand what targets have been set for organisations being used as
case studies. Candidates should also be able to evaluate the effectiveness of target
setting for the organisations being studied in terms of the impact on customer service
delivery.

Flexible hours of work Flexible hours of working allow employees to obtain a
good work-life balance, which is likely to make them more positive and efficient.
Many travel and tourism organisations, such as a tour operator, transport provider or
large hotel have to be open and operate on a 24/7 basis. Theme parks and other
attractions are open every day of their opening period. These organisations could
not operate effectively if their employees were not prepared to work shifts and
unsocial hours, including evenings and weekends. Staff need to be comfortable with
the hours they are required to work and will be more effective if they do not feel that
they are working more unsocial hours than they want to. Thus, organisations which
can build flexibility into their staffing are likely to have a more efficient workforce.

Candidates need to appreciate the significance of staffing in travel and tourism
organisations which have to operate on a continuous basis and understand how
managers have to balance the requirements of the organisation with the needs of
staff to have time off and be treated fairly.

Team working Team working is crucial to the success of many travel and tourism
organisations. There are many examples of teams which have to work extremely
well together to deliver high quality customer service. Good examples would include
the cabin staff on an aircraft or a team of reps in a resort. Teams are also important
in the operation of travel agencies and hotels. Part of the responsibilities of many
managers is organisation of teams which will work well together to deliver a high
level of service by bringing out the best in all members of the team.

Candidates will need to be aware of the range of teams which operate within travel
and tourism organisations and how managers have to take responsibility for the
operation of teams. Additionally, they should understand how travel and tourism
organisations ensure that teams operate efficiently and provide high quality service.

Financial and other incentives Financial incentives are used to encourage staff
to make more sales or to meet other targets. Travel agents often earn a commission
on the holidays and other products they sell. Many reps working in resorts earn a
commission when they sell excursions and other add-ons to their clients.

Other incentives, such as free trips or gift vouchers can also be used to reward staff
who have performed well or met a certain standard. For example, some hotels have
an employee of the month scheme which rewards a member of staff who has
performed particularly well.

Candidates should be aware of the range of incentive schemes used by travel and
tourism organisations and be able to assess the value of the scheme in relation to
customer service standards.

Pleasant working environment A pleasant working environment will normally
tend to help staff perform better. The working environment can be sub-divided into
the front office areas of the organisation, where customers interact with staff, and
back office areas, such as staff canteens and common rooms, to which customers
do not have access. Many staff are motivated by working in a pleasant environment.

Candidates should be able to assess the working environments of a range of travel
and tourism organisations and explain how a pleasant environment impacts on the
delivery of customer service.

Empowerment Empowerment means that staff are allowed to make immediate
decisions without referring to a manager. This tends to increase the standard of
service because any issues the customer may have can be dealt with immediately,
rather than waiting for a decision. The front line member of staff may also perform
better if they are trusted to make decisions up to a certain level.

Candidates should be aware of examples of situations in which travel and tourism
organisations empower their employees to make decisions and to assess the impact
of this on the level of customer service.

Customer service standards

Benchmarking Benchmarking is a management tool which involves setting a level
or benchmark against which a performance can be measured. Candidates should
be aware of how benchmarking can be used either to measure service standards
within an organisation or can be used to compare the performance of the
organisation with that of a competitor.

Technical data Technical data and reports can be used by managers to assess
customer service quality against standards and targets. Candidates should be
aware of the range of travel and tourism organisations for which technical reports
can be obtained. This will include, booking patterns for airlines and hotels, the
length of time customers are held in a queue in call centres, ticket sales for an
attraction and so on.

Formal and informal feedback Feedback can be obtained from both customers
and employees of a travel and tourism organisation to inform managers of the quality
of customer service delivery. Good managers will want to spend time in areas where
customer service is being delivered and not spend all of their time in an office. Good
managers will also value the feedback and suggestions made by members of their
team and may also react to feedback obtained informally from customers.

Candidates will need to understand that, as with other tools and approaches to
monitoring customer service, the importance of feedback is to be able to use it to
improve levels of service.

Suggestion boxes Suggestion boxes can be used to elicit information from
customers as well as from staff members. Candidates should appreciate the
difference between suggestions obtained from boxes as opposed to that obtained
from comment cards, which will be a response to set questions. Therefore there is
likely to be more inventive, out of the box ideas which may have not have been
considered by managers. Also, because suggestions are made anomalously, staff
members can communicate ideas without fear of any comeback.

Candidates should be prepared to assess the value of travel and tourism
organisations making use of suggestion boxes.

Focus groups Focus groups normally comprise of up to about 10 people who
would discuss a particular aspect of an organisations customer service provision.
The group is led by a chairperson who would not normally take part in the discussion
but ensure that the group keeps to its agenda.

Candidates should be able to identify situations where it would or not be appropriate
for an organisation to use focus groups and be able to evaluate the quality of
feedback obtained from the situation. Information is more likely to be qualitative and
less easily measurable that other methods of collecting customer feedback
information.

Mystery shoppers A mystery shopper is an anonymous person who pretends to
be a real customer wishing to purchase the products of a travel and tourism
organisation. An example of where this method is used is by the travel press in trade
magazines to assess the quality of service provided by travel agency staff. The
mystery shopper requests information about a particular type of holiday and
assesses the performance of the agent against a set of criteria. The agent is
unaware that their performance is being assessed at the time. This method allows
for fairly sophisticated information to be passed back to the organisation by those
undertaking the mystery shopper role.

Again, candidates should be able to identify situations where mystery shoppers are
an appropriate method of obtaining information about customer service provision and
should be able to assess the advantages and disadvantages of the method.


Observation Observation can be a simple and effective method of collecting
information about customer service provision. Observation can be undertaken
formally or informally. In a formal situation, managers may actually watch a
particular member of staff at work. However, many people do not operate as they
normally would when they are being observed. Managers may also observe
customers and members of staff informally as they walk through the organisation.

Handling complaints and serous situations Handling complaints and serious
situations is part of the responsibilities of a manager in many travel and tourism
organisations. Managers have to make decisions depending upon the nature of the
complaint and take the appropriate action. Complaints can be made by either
internal and external customers. Some complaints can be dealt with simply, others
are far more complex to deal with; especially if the complaint is made about a
member of staff, either by a customer or by a colleague.

Candidates need to be aware of the range of complaints and serious situations
which may require a manager's attention in a range of travel and tourism
organisations. They should appreciate that some complaints may be complex and
that not all complaints can be dealt with easily and successfully.

Procedures for handling complaints internal and external Candidates should
be aware that travel and tourism organisations have a range of procedures for
handling complaints made by internal and external customers. Procedures for
handling complaints by external customers will be determined by the nature of the
complaint and whether it is verbal or in writing. Complaints made by internal
customers will be covered by grievance procedures.

Candidates should be able to explain and evaluate the effectiveness of the complaint
procedures in place in a different travel and tourism organisations. They should also
be able to assess how these procedures impact on the level of customer service
provided.

Procedures for handling problems caused by delays, weather, technical
failures or other situations Many travel and tourism organisations can be
affected by external influences beyond their control. Adverse weather, technical
issues, traffic accidents and many other events may impact on the level of service
provided and require some form of contingency planning. These may not be full
scale emergencies, but nevertheless require staff and managers to react to reduce
disruption.

Candidates should be aware of the range of procedures which are in place in
different travel and tourism organisations and should be able to evaluate how these
procedures impact on the level of customer service provided.

Emergency plan Emergency plans have to be in place for times when the
unexpected happens. This may be extreme weather, a terrorist attack or a failure of
another organisation. For example, when an airline suddenly stops trading, travel
agents and tour operators are responsible for ensuring that customers can be
brought home. Medical emergencies or industrial action may also require the
enactment of an emergency plan.

Candidates should be aware of the need for emergency plans and understand the
need to develop emergency plans for the travel and tourism organisations they are
studying.

The compensation culture In recent years there has been a growing trend for
customers to attempt to blame organisations of which they are customers for
accidents and inconveniences, seeking to gain some form of financial compensation.
Hence the term compensation culture has been devised. Customers are now far
more likely to take legal action against organisations in order to obtain compensation
and travel and tourism managers have to take measures to discourage customers
from following this course. Legal actions taken against travel and tourism
organisations can be expensive and bring about unwelcome publicity. Managers
may often agree to make settlements before cases come to court and will also take
all measures necessary to ensure that mistakes and accidents do not happen and
that all risks are reduced as much as possible. Additionally, some customers will
make claims for compensation even when they are partially or wholly at fault and do
not have a bone fide case.

Candidates need to be aware of the implications of the compensation culture for
travel and tourism organisations and be able to identify the ways in which operational
practices have changed to reduce the possibility of litigation.

Flexibility with procedures Flexibility with procedures means that customer
service provision can often be enhanced if staff and managers can use their initiative
rather than be dominated by the procedures. Often good customer service is
delivered by staff and managers who can react to the situation and make appropriate
decisions on the spot rather than follow the precise procedures which have been laid
down.

Candidates should be aware of how flexibility can lead to good customer service and
be able to identify when this could be used by travel and tourism organisations they
have studied.

In all of the above, candidates have to consider the roles and responsibilities of
managers. Managers may be directly involved at an operational level or may have a
more strategic role. Candidates should be aware of the range of managerial roles
within the organisations they use as case studies.

Health, safety and security
Like all businesses, travel and tourism organisations are subject to many laws, rules
and regulations which aim to ensure the health, safety and security of the
organisations staff and its customers. Candidates must have a clear understanding
of the importance of these rules and regulations in ensuring health, safety and
security and that managers are responsible within organisations for the
implementation and operation of relevant legislation.

Candidates also need to fully be aware of how legislation designed to be applied to
all workplaces is applied to travel and tourism organisations, some of which may
operate in unique environments such as historic properties or large stadiums.

It is not the intention that candidates should have a detailed knowledge of the
various pieces of legislation listed in the specification, but they should have some
awareness of the purpose of the legislation and how the legislation impacts on the
operational practices of the organisation they are studying.

Candidates should be conversant with the intentions of the legislation listed in the
specification, and they should also be aware that other legislation might be relevant
to a particular travel and tourism organisation they are using in a case study.

Candidates also need to understand how legislation is incorporated into the
operational practices of travel and tourism organisations and be able to evaluate the
impact of the legislation on specific travel and tourism workplaces such as hotels,
airports and attractions.

Security management All travel and tourism organisations have to be aware of
the need to ensure the security of their customers and their possessions. The nature
of the security will clearly depend on the type of organisation. Hotels and attractions
would have a particular responsibility when customers are on site. Many hotels and
attractions employ specialist security staff and use CCT to monitor movements of
people. Also, there are a number of ways in which hotels monitor who can have
access to residents. Security at airports has received a great deal of focus in recent
years.

Candidates should be aware of the range of security measures in place within travel
and tourism organisations. They should be aware of the roles and responsibilities of
managers in relation to the security systems used.

Violence to staff and customers Managers are responsible for ensuring that staff
and customers are not subject to violence at any time. This is very much related to
security.

Candidates should be aware of situations where violence to staff or customers might
be a possibility and should be able to assess the measures taken to minimise the
threats.

Fraud Fraud might be perpetrated by customers or staff. Customers could use
illegal means of payments for products or try to sell counterfeit tickets for an event.
Staff can also be guilty of fraud by stealing items from the organisation or by taking
money illegally in some way. Managers may well have to deal with a situation
involving fraud.

Candidates should be aware of fraudulent situations which might affect the travel
and tourism organisations they study and be aware of the roles and responsibilities
of managers in dealing with fraud.

Accidental damage to property Accidental damage to property is often the cause
of complaints.

Candidates should be aware of policies and procedures managers have to apply to
cases of accidental damage and be able to assess how these impact on the level of
customer service provided.

Terrorism and sabotage The threat of terrorism is now a key component to the
operational practices of many managers in travel and tourism organisations. Airlines
make checks on many passengers when they make bookings, a range of measures
are in place within many transport operations and nearly all organisations have
procedures in place for managing the threat of terrorism.

Candidates need to be aware of how organisations manage the threat of terrorism
and be aware of the roles and responsibilities of managers in dealing with these
threats.

Theft of property and information Travel and tourism organisations have to take
measures to guard against the threat of property or information. These measures
will vary according to the nature of the organisation. Theft might be perpetrated by
customers or members of staff.

Candidates should be aware of policies and procedures managers have to apply to
cases of theft and be able to assess how these impact on the level of customer
service provided

Security of electronic information Technological developments in recent years
have led to significant changes in the way in which information on customers is
stored. Travel and tourism organisations have to be sure that electronic information
is safely stored. The Data Protection Act aims to ensure the protection of customers
personal information and managers have to ensure that the requirements of this
legislation are complied with.

Candidates should be aware of how travel and tourism organisations that they use
as case studies ensure the security of electronic information and understand the
roles and responsibilities of managers involved.

4.4 Unit 8: Event Management in Travel & Tourism

The objective of this unit is to provide candidates with the opportunity to work in a
team to carry out a real travel and tourism event or project. Candidates will have to
consider the value of effective teamwork as well appreciating the need for careful
business planning in order for the event or project to be successful.

Candidates will need to carry out the project or hold the event. A simulation is not
sufficient.

Furthermore, candidates will be required to provide a thorough evaluation of the
event or project, taking into account both their own and their team's performance.

Centres need to give careful consideration to the way in which this unit is delivered in
terms of:

Ensuring that candidates understand the principles and elements of business
planning, as outlined in the specification
Ensuring that all candidates are able to contribute fully to the event or project
and are fully engaged with each stage of the planning
The on-going nature of the unit, with the need for contingency planning
Ensuring that there is a suitable timescale for planning, running and
evaluating the event or project.

Centres also need to understand that it is not possible to deliver, and for candidates
to complete, each strand of the assessment evidence in order as they would for
other units. Candidates are likely to gather evidence for the first three strands of the
assessment evidence concurrently, and it may well be the case that AO3 is
completed first.


The event or project

Centres should give careful consideration to the nature of the event or project. This
can either be a travel excursion or a tourism event.

A travel excursion will involve a trip or visit to a destination outside of the normal
travel to work/study area of the candidates. This can be for a day or take the form
of a short residential visit. Overnight visits to major cities, making use of low cost
airlines to obtain cheap flights, are feasible and likely to fulfil the requirements of the
unit.

Such visits could be organised by candidates, but with teaching staff taking ultimate
responsibility. Customers could include other students, or other members of the
travel and tourism class working in another group. E.g. Group A could organise a
visit for Group B to go to Cardiff and Group B could organise a visit for the members
of Group A to go to London.

The visit could also be used to gather information relating to another unit. For
example, a trip could include a visit to an attraction where a member of staff could
provide information about the management of the organisation.

A tourism event will probably take place within the school or college.

The event must have a clear tourism focus and have real customers.

Examples include:

A tourism careers and higher education fair - showing other students the
range of career options within tourism and higher education courses
available. Guest speakers from employers and institutions could be invited to
make presentations.

A sustainable tourism seminar/conference showing other students in the
centre the need for a sustainable approach to tourism development. Again,
guest speakers could be invited, promotional materials produced, relevant
organisations could mount displays, information brochures could be
produced, etc.

A gap year event providing other students with ideas about destinations and
organisations they could consider as part of a gap year. Past students could
be invited to speak, displays of popular destinations and other information
could be provided.

When deciding on the precise nature of an event or project centres should ensure
that:

All candidates are fully involved in the planning and running of the
event
The event has a budget with income and expenditure involved
That teaching staff are ultimately responsible for health and safety
aspects
That sufficient time is allowed for the planning and execution stages
of the 'event or project' which fit into the centres academic calendar.


Team building

Centres should consider developing the candidates team working skills through a
range of activities before the work on the project or event commences. A range of
team building activities are available and it would be good practice to use an outside
organisation, such as a travel and tourism organisation, to organise suitable activities
for candidates.

It is vital that candidates are able to work together in teams if they are to complete
the unit successfully. Ideally, there should be 4 or 5 candidates in a team, but this
will depend on the number of candidates in the centre. The important thing is for
each candidate to be sufficiently involved in all stages of the event or project.

The business plan

It is a requirement of the unit that each candidate must present an individual
business plan. Assessment evidence is likely to consist of:
The PowerPoint presentation used
Presenter notes to accompany the presentation
A witness statement identifying the quality of the delivery of the presentation

Centres should provide guidance to candidates in the development of the
presentation of the business plan and ensure that candidates cover all aspects, as
outlined on pages 28 and 29 of the specification.

Teamwork
Before commencing the project, candidates need to be fully aware that they will need
to work as a team in order to be successful and that they will have to rely on other
members of the team to undertake the tasks required of them.

Centres may decide to allocate roles such as secretary, chairman and treasurer to
different members of the ream. Alternatively, these roles can be rotated around the
group.

It is vital that candidates understand the importance of the need to make a record of
their involvement in the team. This record should begin with the initial meetings in
which feasible options for the event or project are discussed, up to and including the
evaluation meetings following the event or project.

It would be good practice for the record to consist of two components:

A formal record consisting of minutes of meetings and significant
documents relating to the planning of the event or project
An informal record of the individual's contributions and actions to the
planning of the event or project, such as a diary or log book.

Feasibility study
In order to satisfy the requirements for AO3 of the assessment criteria, candidates
will need to undertake a feasibility study for the project. This will involve research
which supports the planning of the project or event and will be based on a range of
sources.


Additionally, candidates could undertake initial research into a range of options for
the event or project before deciding on which one to go ahead with. The rationale for
choosing the specific project or event and rejecting the others would form part of the
feasibility study.

In order to satisfy the AO3 requirements at A2 level, a range of sources should be
used and evaluated. Also, candidates should be encouraged to acknowledge the
sources they have used.

Also, the feasibility study should contain an element of contingency planning to
demonstrate that the candidate and the team has given careful consideration to
possible issues with the project or event and have fully considered alternative
arrangements.

Centres should also be aware of the weighting of this element of the assessment
evidence with this objective being worth 18 of the 60 marks available.

Evaluating the event or project
Candidates need to be made aware of the need to evaluate the event or project from
the early stages and not only when the event or project has taken place. They
should be encouraged to evaluate their choice of event or project in relation to the
alternatives which were considered in the feasibility study.

Centres should encourage candidates to evaluate their performance as well as that
of the team at each stage of the planning and preparation process. It would be good
practice to encourage candidates to undertake an on-going evaluation of the
planning process rather than wait to after the event has occurred.

Additionally, candidates need to give careful consideration to the recommendations
they would make for future events or projects as well as including references to the
links between this and other units. These could refer to customer service or the
products provided by transport organisations.

Centres should also be aware of the weighting of this element of the assessment
evidence with this objective being worth 18 of the 60 marks available.

Centres may wish to consider encouraging candidates to sub-divide their evaluation
into the following sections:

Individual contribution in the planning process
The presentation of the business plans
Team members contributions and group work in the planning process
Individual contribution in the running of the event or project
Team members contributions and group work in the running of the event or
project
Recommendations for improvements which are realistic and justified


5. ASSESSMENT GUIDANCE

What are examiners looking for?

Coherent well written work

Knowledge of current issues in Travel and Tourism
The ability to apply, analyse and evaluate knowledge and understanding
Consistent reference to the terms of the question

Supporting your candidates:

Explaining the importance of grammar

Ensuring an understanding of differences between describe, explain, discuss etc.
Training in reading the question
Encouraging discussion and debate
Supplying current data

Ensure candidates avoid:

Repeating myths as facts

Using bullet points, particularly in extended writing

Personal commentary, "I think"

Descriptive answers that lack analysis and/or evaluation


Some key terms used in examination questions

Account for Explain the process or reason for something being the way it is.

Analyse Explore the main ideas of the subject; show why they are important
and how they are related.

Assess To judge or decide the amount, value, quality or importance of
something.

Comment on Discuss the subject, explain it, give an opinion on it.

Compare Show similarities and/or differences.

Conclude Decide after reasoning.

Contrast Show the differences.

Define Give the meaning of.

Describe Give a detailed account of.

Discuss Explore the subject by looking at its advantages and disadvantages
and arrive at a conclusion.

Evaluate Give an opinion after assessed different points of view.

Explain Describe giving reasons and causes.

Give reasons for Explain how and why something is that way.

Identify Recognise something.

Illustrate Show by explaining and giving examples.

Indicate Point out, make something known.

Justify Give good reasons for offering a conclusion.

List An item by item record.

Outline Concentrate on the main bits of the topic.

Summarise Give the main points of an idea or argument.


6. CONTRIBUTORS TO THE TEACHERS' GUIDE

Bob Holland, Chair of Examiners, Educational Consultant on Travel and Tourism.


APPENDIX 1

Witness Statements and Student evaluations

Following each assessed role-play it is vitally important that a comprehensive
witness statement is prepared to support the mark/grade awarded and, if
necessary the student evaluates and records his/her performance. This will
enable moderators to accept the mark/grade awarded by the assessor.

The moderators also need to be made aware of:

The scenario in which the role-play was taking place

The attitude of the customer who was being dealt with

It is good practice to comment fully on the candidates performance in the role
play to justify the assessment decisions made. Comment should be made
about all aspects of a students performance.

The template on the following pages can be used as a checklist from which a
detailed witness statement can be developed.

When writing witness statements assessors should pay particular attention to:

The ability of the student to listen to the needs of the customer and
understand what the needs are

To respond effectively and fully to the needs of the customer

The confidence of the student throughout the role-play

Using appropriate open body language

The tone of voice used

The level of product knowledge shown by the student

The ability to sell a product where appropriate

The ability to respond in a pressurised situation

The ability to deal effectively and confidently with a complaint


Candidate performance

Comment
Body language indicators:
Smile, eye contact,
folded/unfolded arms?

Personal presentation:
Appropriate, dress, hair,
make-up, etc.?

Welcome: warm, friendly,
appropriate?

Listening: Evidence of
listening carefully to the
customers needs such as
nodding, sympathising
empathising?

Language used: Appropriate,
polite, effective?

Pitch and tone of voice:
Pauses and silences?

Product knowledge: did the

Candidate performance

Comment
candidate know the product?

Confidence: At the start and
throughout the role- play?

Response to customer needs
and requests met?

Selling of products and
services (if appropriate)?

Dealing with complaints:
taking appropriate action?

Achieving a satisfactory
outcome and meeting the
customers needs?


Customer service role-play

Student recording/evaluation sheet

Name .

What was the scenario of your role-play and what were you asked to do?

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

Following your role-play, answer the questions below as fully as possible in
the spaces provided. Alternatively, answer the questions using a computer.

Describe the customer types you encountered during the role-play and
describe their attitude towards you.

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................


How confident did you feel? Did you feel more or less confident as the role
play progressed why?

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

Outline what the customer needs were below.

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................


Did you feel that you asked the right questions to discover what your
customer wanted? Give some examples.

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

Did you think your body language was correct? Try to think about what you
did correctly and what you could have done better.

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................


What did you think about your product knowledge? What did you know
about and what should you have known more about?

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

Did you provide the correct information at all times? Give some examples

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

What particular advice did you give? Why?

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................


Describe any additional services you offered to the customer?

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

How did you deal with any complaints the customer may have had?

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................


Do you think you did your best to help the customer? Why? What do you think
there were other things you could have done?

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

Overall, how did you feel about the role-play experience?

........................................................................................................

........................................................................................................

........................................................................................................

........................................................................................................

GCE Travel and Tourism - Teachers' Guide/ED
24 August 2010

Hinulaman-Travel and Tourism Teachers Guide

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Hinulaman-Travel and Tourism Teachers Guide

Hochgeladen von

Copyright:

Verfügbare Formate

GCE AS and A Travel & Tourism Teachers' Guide 1

Das könnte Ihnen auch gefallen