edexcel nvq/competence-based qualifications · 2021. 1. 6. · references to third party material...

Specification

Edexcel Level 2 NVQ Diploma in Travel Services (QCF)

Edexcel Level 3 NVQ Diploma in Travel Services (QCF)

Issue 2

For first registration September 2010

Edexcel NVQ/competence-based qualifications

Pearson Education Ltd is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers, and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Ltd administers Edexcel GCSE examinations. Through initiatives such as on screen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners. This specification is Issue 2. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com. References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Authorised by Roger Beard Prepared by Alice Jones Publications Code N030941 All the material in this publication is copyright © Pearson Publishing Limited 2012

Contents

Qualification titles covered by this specification 1

Key features of the Edexcel qualifications in Travel Services (QCF) 2 What is the purpose of these qualifications? 2 Who are these qualifications for? 2 What are the benefits of these qualifications to the learner and employer? 2 What are the potential job roles for those working towards these qualifications? 2 What progression opportunities are available to learners who achieve these qualifications? 3

What is the qualification structure for the Edexcel Level 2 NVQ Diploma in Travel Services (QCF)? 4

Leisure and Business 4 Tour Operators — Head Office 4 Tour Operators — Field Staff 4

What is the qualification structure for the Edexcel Level 3 NVQ Diploma in Travel Services (QCF)? 7

Leisure and Business 7 Tour Operators — Head Office 7 Tour Operators — Field Staff 7

How are the qualifications graded and assessed? 10 Assessment strategy 10 Types of evidence (to be read in conjunction with the assessment strategy in Annexe D) 11

Centre recognition and approval 12 Centre recognition 12 Approvals agreement 12

Quality assurance 12

What resources are required? 12

Unit format 13

Units 15 Unit 1: Develop and Maintain Your Effectiveness at Work in a Travel

and Tourism Environment 17 Unit 2: Ensure Responsibility for Actions to Reduce Risks to Health

and Safety 23 Unit 3: Give Customers a Positive Impression of Yourself and Your

Organisation 27

Unit 4: Arrange Non Multi-Sector Air Travel 33 Unit 5: Help Customers to Choose and Book Travel Services 41 Unit 6: Build and Maintain Face-to-Face Relationships with Customers 55 Unit 7: Set Up and Maintain Promotional Displays 61 Unit 8: Employment Rights and Responsibilities in the Hospitality,

Leisure, Travel and Tourism Sector 67 Unit 9: Process Travel and Tourism Services Payments 71 Unit 10: Assist Customers Prior to and After Travelling 77 Unit 11: Research Travel and Destination Information 83 Unit 12: Identify and Provide Tourism-Related Information and Advice 89 Unit 13: Complete Foreign Exchange Transactions 95 Unit 14: Arrange Travel Itineraries 105 Unit 15: Obtain and Analyse Customer Feedback 111 Unit 16: Build and Maintain Relationships with Customers Not Present 117 Unit 17: Process Travel Services Bookings 125 Unit 18: Assist with Travel and Tourism Problems and Emergencies 131 Unit 19: Collect and Maintain Tourism Information and Data 137 Unit 20: Assist with Transfers 143 Unit 21: Sell Tourism-Related Products and Services 151 Unit 22: Resolve Customer Service Problems 159 Unit 23: Plan and Conduct Welcoming Events 163 Unit 24: Lead People on a Guided Tour 173 Unit 25: Prepare and Maintain Holiday Accommodation 179 Unit 26: Present a Commentary for a Guided Tour 185 Unit 27: Organise Your Work and Personal Development 191 Unit 28: Sell Travel-Related Products and Services 197 Unit 29: Sell Multi-Sector Air Travel 205 Unit 30: Sell Tailor-Made Travel Services 213 Unit 31: Build and Maintain Customers' Profiles 227 Unit 32: Contribute to Maintaining the Quality of Travel and Tourism

Operations 233 Unit 33: Contribute to Supporting and Developing Colleagues 239 Unit 34: Monitor and Solve Customer Service Problems 247 Unit 35: Contribute to Business Travel Account Management 253 Unit 36: Organise and Implement Travel and Tourism Promotional

Activities 261 Unit 37: Generate Increased Travel and Tourism Sales 267 Unit 38: Monitor Business Performance 273 Unit 39: Analyse, Evaluate and Present Tourism Data 277 Unit 40: Monitor Procedures to Safely Control Work Operations 283 Unit 41: Deal with Travel and Tourism Problems and Emergencies 289 Unit 42: Research and Develop Tour Itineraries 297

Unit 43: Plan and Deliver On-Site Entertainment 305 Unit 44: Manage Accommodation and Transfers 313 Unit 45: Manage Delivery of a Tour 321

Further information 329

Useful publications 329 How to obtain National Occupational Standards 329

Professional development and training 330

Annexe A: Progression pathways 331 The Edexcel qualification framework for the travel services sector 331

Annexe B: Quality assurance 335 Key principles of quality assurance 335 Quality assurance processes 335

Annexe C: Centre certification and registration 337 What are the access arrangements and special considerations for the qualifications in this specification? 337

Annexe D: Assessment Strategy 339

Annexe E: Additional requirement for qualifications that use the term ‘NVQ’ in a QCF qualification title 353

N030941 –

Spec

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Edex

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Issu

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N030941 – Specification – Edexcel Level 2 and 3 NVQ Diploma in Travel Services (QCF)

Issue 2 – January 2012 © Pearson Education Limited 2012

2

Key features of the Edexcel qualifications in Travel Services (QCF)

These qualifications: are nationally recognised are based on the travel services National Occupational Standards (NOS).

The NOS and qualification structures are owned by People 1st. The Edexcel Level 2 NVQ Diploma in Travel Services (QCF) and the Edexcel Level 3 NVQ Diploma in Travel Services (QCF) have been approved as components for the Travel Services Apprenticeship/Advanced Apprenticeship framework.

What is the purpose of these qualifications?

These qualifications are aimed at those working or seeking to start a career in travel services. They can be taken whilst in the workplace to allow hands-on experience as learners train. Learners choose between three specialist pathways in Leisure and Business, Tour Operators — Head Office and Tour Operators — Field Staff.

Who are these qualifications for?

These qualifications are for all learners aged 16 and above who are capable of reaching the required standards. Edexcel’s policy is that the qualifications should: be free from any barriers that restrict access and progression ensure equality of opportunity for all wishing to access the

qualification(s).

What are the benefits of these qualifications to the learner and employer?

These qualifications are designed to be applicable to a range of job roles within travel services. They offer the opportunity for learners to gain nationally recognised qualifications while in the workplace.

What are the potential job roles for those working towards these qualifications?

Tour manager Tourist guide Travel agent



3

What progression opportunities are available to learners who achieve these qualifications?

These qualifications offer various opportunities for progression to further learning. Learners achieving the Edexcel Level 2 NVQ Diploma in Travel Services may progress to the Edexcel Level 3 NVQ Diploma in Travel Services. Alternatively, they may progress to Edexcel BTEC Level 3 Nationals in Travel and Tourism. Learners achieving the Edexcel Level 3 NVQ Diploma in Travel Services may progress to the Edexcel BTEC Level 4 HNC Diploma and Level 5 HND Diploma in Travel and Tourism Management. Further information is available in Annexe A.



4

What is the qualification structure for the Edexcel Level 2 NVQ Diploma in Travel Services (QCF)?

Individual units can be found in the Units section. The QCF level and credit value are given on the first page of each unit. To achieve the Level 2 NVQ Diploma in Travel Services, learners must achieve a minimum of 37 credits in total. 13 credits must be achieved from Group A and the remainder of the credits can be made up as follows, depending on the pathway.

Leisure and Business

A minimum of 5 credits from Group B. The remainder of the credits can be made up from Group B or E.

Tour Operators — Head Office

6 credits from Group C. The remainder of the credits must be achieved from Group F.

Tour Operators — Field Staff

4 credits from Group D. The remainder of the credits must be achieved from Group G.

Group A Mandatory units

Unit reference number

Unit title Credit value

D/601/9345 Develop and Maintain Your Effectiveness at Work in a Travel and Tourism Environment

4

A/601/5867 Ensure Responsibility for Actions to Reduce Risks to Health and Safety

4

L/601/0933 Give Customers a Positive Impression of Yourself and Your Organisation

5

Leisure and Business pathway

Group B



D/601/6560 Arrange Non Multi-Sector Air Travel 5

M/601/6580 Help Customers to Choose and Book Travel Services 16



5

Group E



T/601/6595 Build and Maintain Face-to-Face Relationships with Customers

5

F/601/6552 Set Up and Maintain Promotional Displays 4

T/601/7214 Employment Rights and Responsibilities in the Hospitality, Leisure, Travel and Tourism Sector

2

D/601/5151 Process Travel and Tourism Services Payments 3

T/601/5723 Assist Customers Prior To and After Travelling 4

L/601/5727 Research Travel and Destination Information 3

Y/601/5732 Identify and Provide Tourism-Related Information and Advice

5

Y/601/5746 Complete Foreign Exchange Transactions 7

J/601/5760 Arrange Travel Itineraries 7

D/601/6607 Obtain and Analyse Customer Feedback 4

Tour Operators — Head Office pathway

Group C



F/601/6440 Build and Maintain Relationships with Customers Not Present

6

Group F



D/601/6560 Arrange Non Multi-Sector Air Travel 5


2

T/601/5723 Assist Customers Prior To and After Travelling 4


5

J/601/5760 Arrange Travel Itineraries 7

A/601/6548 Process Travel Services Bookings 5

K/601/6559 Assist with Travel and Tourism Problems and Emergencies

4

Y/601/6590 Collect and Maintain Tourism Information and Data 3



6

Tour Operators — Field Staff pathway

Group D



Y/601/6556 Assist with Transfers 4

Group G



T/601/6595 Build and Maintain Face-to-Face Relationships with Customers

5

F/601/6566 Sell Tourism-Related Products and Services 5


2

M/601/1511 Resolve Customer Service Problems 6

D/601/5151 Process Travel & Tourism Services Payments 3


5

D/601/5778 Plan and Conduct Welcoming Events 5

F/601/5949 Lead People on a Guided Tour 5

H/601/5782 Prepare and Maintain Holiday Accommodation 4

K/601/6559 Assist with Travel and Tourism Problems and Emergencies

4

A/601/6470 Present a Commentary for a Guided Tour 4



7

What is the qualification structure for the Edexcel Level 3 NVQ Diploma in Travel Services (QCF)?

Individual units can be found in the Units section. The QCF level and credit value are given on the first page of each unit. To achieve this qualification, learners must achieve a minimum of 37 credits in total. 8 credits must be achieved from Group A and the remainder of the credits can be made up as follows, depending on the pathway.

Leisure and Business

A minimum of 10 credits from Group B. The remainder of the credits can be made up from Group B or D.

Tour Operators — Head Office

A minimum of 29 credits to be achieved from Group E.

Tour Operators — Field Staff

5 credits from Group C. The remainder of the credits must be made up from Group F.

Group A Mandatory units



A/601/5867 Ensure Responsibility for Actions to Reduce Risks to Health and Safety

4

A/601/6601 Organise your Work and Personal Development 4

Leisure and Business pathway

Group B



H/601/5149 Sell Travel-Related Products and Services 12

K/601/6576 Sell Multi-Sector Air Travel 12

T/601/6578 Sell Tailor-Made Travel Services 10



8

Group D



D/601/6610 Build and Maintain Customers’ Profiles 3


6

L/601/6599 Contribute to Maintaining the Quality of Travel and Tourism Operations

5

T/601/6600 Contribute to Supporting and Developing Colleagues 6


2

J/601/1515 Monitor and Solve Customer Service Problems 6

Y/601/5746 Complete Foreign Exchange Transactions 7

R/601/5776 Contribute to Business Travel Account Management 6

T/601/5785 Organise and Implement Travel and Tourism Promotional Activities

4


D/601/6607 Obtain and Analyse Customer Feedback 4

T/601/6533 Generate Increased Travel and Tourism Sales 5

J/601/6536 Monitor Business Performance 4

Tour Operators — Head Office pathway

Group E



D/601/6574 Analyse, Evaluate and Present Tourism Data 4


6


5


F/601/9354 Monitor Procedures to Safely Control Work Operations

5


2


H/601/5149 Sell Travel-Related Products and Services 12

K/601/6576 Sell Multi-Sector Air Travel 12



9




4


T/601/6578 Sell Tailor-Made Travel Services 10

M/601/6496 Deal with Travel and Tourism Problems and Emergencies

3

R/601/6510 Research and Develop Tour Itineraries 8

T/601/6533 Generate Increased Travel and Tourism Sales 5

Tour Operators — Field Staff pathway

Group C




5

Group F




K/601/6609 Plan and Deliver On-Site Entertainment 5

F/601/9354 Monitor Procedures to Safely Control Work Operations

5


2



4

L/601/5789 Manage Accommodation and Transfers 3

M/601/6496 Deal with Travel and Tourism Problems and Emergencies

3

T/601/6516 Manage Delivery of a Tour 4

J/601/6536 Monitor Business Performance 4



10

How are the qualifications graded and assessed?

The overall grade for each qualification is a ‘pass’. The learner must achieve all the required units within the specified qualification structure. To pass a unit the learner must: achieve all the specified learning outcomes satisfy all the assessment criteria by providing sufficient and valid

evidence for each criterion show that the evidence is their own. The qualifications are designed to be assessed: in the workplace or in conditions resembling the workplace, as specified in the assessment

requirements/strategy for the sector, or as part of a training programme.

Assessment strategy

The assessment strategy for these qualifications has been included in Annexe D. It has been developed by People 1st in partnership with employers, training providers, awarding organisations and the regulatory authorities. The assessment strategy includes details on: criteria for defining realistic working environments roles and occupational competence of assessors, expert witnesses,

internal verifiers and standards verifiers quality control of assessment evidence requirements. Evidence of competence may come from: current practice where evidence is generated from a current job role a programme of development where evidence comes from

assessment opportunities built into a learning/training programme whether at or away from the workplace

the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification

a combination of these.



11

It is important that the evidence is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards.

Types of evidence (to be read in conjunction with the assessment strategy in Annexe D)

To successfully achieve a unit the learner must gather evidence which shows that they have met the required standard in the assessment criteria. Evidence can take a variety of different forms including the examples below. Centres should refer to the assessment strategy for information about which of the following are permissible. direct observation of the learner’s performance by their assessor (O) outcomes from oral or written questioning (Q&A) products of the learner’s work (P) personal statements and/or reflective accounts (RA) outcomes from simulation, where permitted by the assessment

strategy (S) professional discussion (PD) assignment, project/case studies (A) authentic statements/witness testimony (WT) expert witness testimony (EPW) evidence of Recognition of Prior Learning (RPL). The abbreviations may be used for cross-referencing purposes. Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates. Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel website www.edexcel.com. Alternatively, centres may develop their own.



12

Centre recognition and approval

Centre recognition

Centres that have not previously offered Edexcel qualifications need to apply for and be granted centre recognition as part of the process for approval to offer individual qualifications. New centres must complete both a centre recognition approval application and a qualification approval application. Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres already holding Edexcel approval are able to gain qualification approval for a different level or different sector via Edexcel online.

Approvals agreement

All centres are required to enter into an approvals agreement which is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any linked codes or regulations. Edexcel will act to protect the integrity of the awarding of qualifications, if centres do not comply with the agreement. This could result in the suspension of certification or withdrawal of approval.

Quality assurance

Detailed information on Edexcel’s quality assurance processes is given in Annexe B.

What resources are required?

Each qualification is designed to support learners working in the travel services sector. Physical resources need to support the delivery of the qualifications and the assessment of the learning outcomes and must be of industry standard. Staff assessing the learner must meet the requirements within the overarching assessment strategy for the sector.



13

Unit format

Each unit in this specification contains the following sections. Unit title:

Unit code:

Unit reference number:

QCF level:

Credit value:

Guided learning hours:

Unit summary:

Assessment requirements/evidence requirements:

Assessment methodology:

Learning outcomes:

Assessment criteria:

Evidence type:

Portfolio reference:

Date:

The unit title is accredited on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

This is the unit owner’s reference number for the specified unit.

This code is a unique reference number for the unit.

All units and qualifications within the QCF have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry level to level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the NOS and/or other sector/professional.

All units have a credit value. The minimum credit value is one, and credits can only be awarded in whole numbers. Learners will be awarded credits when they achieve the unit.

A notional measure of the substance of a qualification. It includes an estimate of the time that might be allocated to direct teaching or instruction, together with other structured learning time, such as directed assignments, assessments on the job or supported individual study and practice. It excludes learner-initiated private study.

This provides a summary of the purpose of the unit.

The assessment/evidence requirements are determined by the SSC. Learners must provide evidence for each of the requirements stated in this section.

Learning outcomes state exactly what a learner should know, understand or be able to do as a result of completing a unit.

The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or a set of learning outcomes, has been achieved.

Learners must reference the type of evidence they have and where it is available for quality assurance purposes. The learner can enter the relevant key and a reference. Alternatively, the learner and/or centre can devise their own referencing system.

This provides a summary of the assessment methodology to be used for the unit.

The learner should use this box to indicate where the evidence can be obtained eg portfolio page number.

The learner should give the date when the evidence has been provided.



14



15

Units



16



17

Unit 1: Develop and Maintain Your Effectiveness at Work in a Travel and Tourism Environment

Unit code: TT10

Unit reference number: D/601/9345

QCF level: 2

Credit value: 4

Guided learning hours: 25

Unit summary

This unit is about taking responsibility for improving your performance at work and working well with your colleagues so as to make a positive contribution to the overall effectiveness of your workplace.

Evidence requirements

LEARNING OUTCOME

Be able to improve personal performance at work

What you must DO

The assessor may assess assessment criteria 2.1-2.8 through questioning, witness testimony or other documentary evidence demonstrating competence.

What you must COVER

There must be performance evidence, gathered through observing the learner’s work for:

at least two from opportunities to learn a from other relevant people b by active participation in training and

development activities c active participation in workplace

activities both from targets

a productivity b personal development

Evidence for the remaining points under ‘what you must cover’ may be assessed through questioning or witness testimony.



18

LEARNING OUTCOME

Be able to work effectively as part of a team

What you must DO

The assessor must assess assessment criteria 4.1, 4.4 — 4.6 and 4.8 by directly observing the learner’s work. The assessor may assess assessment criteria 4.2, 4.3, 4.7 through questioning or witness testimony.

What you must COVER


both from assistance a on a one-to-one basis b in a group


Assessment methodology

This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

N030941 –

Spec

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Edex

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NVQ

Dip

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CF)

Issu

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Jan

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Lear

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out

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N030941 –

Spec

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atio

n –

Edex

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vel 2 a

nd 3

NVQ

Dip

lom

a in

Tra

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vice

s (Q

CF)

Issu

e 2 –

Jan

uar

y 2012

© P

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on E

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tion L

imited

2012

20

Learn

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ibe

how

ow

n s

tren

gth

s an

d w

eakn

esse

s ca

n

be

iden

tified

3.2

D

escr

ibe

ques

tionin

g a

nd lis

tenin

g s

kills

nee

ded

in

ord

er t

o o

bta

in info

rmat

ion o

n p

erso

nal

per

form

ance

3.3

D

escr

ibe

how

usi

ng t

he

Nat

ional O

ccupational

Sta

ndar

ds

for

trav

el a

nd t

ourism

ser

vice

s ca

n h

elp

iden

tify

dev

elopm

ent

nee

ds

3.4

Sta

te h

ow

to a

cces

s in

form

ation o

n N

ational

O

ccupat

ional

Sta

ndard

s an

d q

ual

ific

atio

ns

rele

vant

to t

rave

l and t

ouri

sm

3.5

Exp

lain

the

import

ance

of

mai

nta

inin

g a

n

awar

enes

s of cu

rren

t an

d e

mer

gin

g t

rends

and

dev

elopm

ents

within

the

indust

ry

3.6

D

escr

ibe

how

to m

ainta

in a

war

enes

s of

curr

ent

and

emer

gin

g t

rends

and d

evel

opm

ents

within

the

indust

ry

3.7

Exp

lain

the

import

ance

of

reac

ting p

osi

tive

ly t

o

revi

ews

and fee

dback

3.8

D

escr

ibe

how

to r

eact

posi

tive

ly t

o r

evie

ws

and

feed

back

3.9

Sta

te o

wn p

roduct

ivity

targ

ets

and t

imes

cale

s 3.1

0

Sta

te p

erso

nal

dev

elopm

ent

targ

ets

and t

imes

cale

s 3.1

1

Exp

lain

the

import

ance

of

continual

ly u

sing a

nd

updat

ing o

wn p

erso

nal

dev

elopm

ent

pla

n

N030941 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 a

nd 3

NVQ

Dip

lom

a in

Tra

vel Ser

vice

s (Q

CF)

Issu

e 2 –

Jan

uar

y 2012

© P

ears

on E

duca

tion L

imited

2012

21

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3.1

2

Exp

lain

the

import

ance

of

continuous

pro

fess

ional

dev

elopm

ent

3.1

3

Des

crib

e how

continuous

pro

fess

ional dev

elopm

ent

affe

cts

ow

n job r

ole

3.1

4

Iden

tify

rel

evan

t peo

ple

that

can h

elp w

ith

pro

fess

ional

dev

elopm

ent

4

Be

able

to w

ork

effec

tive

ly

as p

art

of

a te

am

4.1

Agre

e w

ays

of w

ork

ing t

oget

her

to a

chie

ve

obje

ctiv

es

4.2

Req

ues

t hel

p a

nd info

rmat

ion f

rom

colle

agues

when

nec

essa

ry

4.3

Res

pond t

o r

eques

ts for

assi

stance

fro

m c

olle

agues

4.4

O

ffer

ass

ista

nce

to o

ther

s w

hen

nee

ded

4.5

U

se t

ime

effe

ctiv

ely

thro

ughout

the

work

ing d

ay

4.6

Rep

ort

pro

ble

ms

that

are

likel

y to

affec

t tr

avel

and

tourism

ser

vice

s to

the

rele

vant

per

son p

rom

ptly

4.7

Res

olv

e an

y m

isunder

stan

din

g w

ith c

olle

agues

pro

mptly

4.8

Ensu

re c

onta

ct w

ith c

olle

agues

is

frie

ndly

, hel

pfu

l an

d r

espec

tful

N030941 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 a

nd 3

NVQ

Dip

lom

a in

Tra

vel Ser

vice

s (Q

CF)

Issu

e 2 –

Jan

uar

y 2012

© P

ears

on E

duca

tion L

imited

2012

22

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Know

how

to w

ork

ef

fect

ivel

y as

part

of

a te

am

5.1

Sta

te h

ow

to fin

d o

ut

rele

vant

info

rmat

ion a

bout

oth

er p

eople

s’ a

reas

of re

sponsi

bili

ty

5.2

D

escr

ibe

how

ow

n job r

ole

rel

ates

to o

ther

s in

the

team

5.3

O

utlin

e lim

its

of ow

n j

ob r

ole

and o

f oth

ers

in

rela

tion t

o g

ivin

g a

ssis

tance

5.4

D

escr

ibe

how

to m

anag

e tim

e ef

fect

ivel

y

5.5

Exp

lain

the

import

ance

of

good w

ork

ing

rela

tionsh

ips

5.5

Exp

lain

how

to s

upport

co-o

per

ativ

e w

ays

of

work

ing

5.6

D

escr

ibe

how

to d

eal w

ith r

elat

ionsh

ip d

ifficu

ltie

s an

d c

onflic

ts w

hen

work

ing w

ith o

ther

s 5.7

Id

entify

who t

o r

eport

rela

tionsh

ip d

ifficu

ltie

s an

d

conflic

ts in t

he

work

pla

ce t

o

5.8

Exp

lain

griev

ance

and a

ppea

l pro

cedure

s

Lea

rner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:_

________________________________

(i

f sa

mple

d)

Dat

e:___________________________



23

Unit 2: Ensure Responsibility for Actions to Reduce Risks to Health and Safety

Unit reference number: A/601/5867

QCF level: 3

Credit value: 4


Unit summary

The aim of this unit is to provide learners with the knowledge/understanding/skills to understand their health and safety responsibilities in the workplace.


1 The common evidence requirements below are in addition to the ENTO Assessment Strategies approved by UKCG in February 2008.

2 The standards require evidence of consistent occupational competence, as defined by the standards, to be demonstrated through relevant work activities. A variety of assessment methods should be used to confirm competence. Assessment of knowledge should be integrated with the assessment of performance wherever possible and appropriate.

3 Assessment of performance and knowledge in the workplace: All evidence must be derived from performance in the workplace with no exceptions. Therefore, no simulated working conditions have been specified in this Assessment Strategy as the outcomes can be demonstrated by a combination of other assessment methods drawn from: direct observation of the candidate in the workplace witness testimony by colleagues and line managers of the

candidate’s successful performance of activities in the workplace documentary and other product-based evidence a personal report by the candidate endorsed by colleagues questions discussion professional discussion.



24



N030941 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 a

nd 3

NVQ

Dip

lom

a in

Tra

vel Ser

vice

s (Q

CF)

Issu

e 2 –

Jan

uar

y 2012

© P

ears

on E

duca

tion L

imited

2012

25

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Be

able

to iden

tify

the

haz

ards

and e

valu

ate

the

risk

s in

the

work

pla

ce

1.1

Id

entify

work

pla

ce inst

ruct

ions

that

are

rel

evan

t to

th

em a

nd t

hei

r jo

b r

ole

1.2

Id

entify

work

ing p

ract

ices

and h

azar

ds

in t

he

work

pla

ce t

hat

could

be

harm

ful

1.3

Eva

luat

e th

e haz

ards

and p

rioritise

in r

isk

ord

er

1.4

Rep

ort

haza

rd(s

) to

the

resp

onsi

ble

per

son

2

Be

able

to r

educe

the

risk

s to

hea

lth a

nd s

afe

ty in t

he

work

pla

ce

2.1

Per

form

work

act

ivitie

s at

ow

n lev

el o

f co

mpet

ence

in

acc

ord

ance

with iden

tified

hea

lth a

nd s

afet

y:

–

work

pla

ce p

olic

ies

–

inst

ruct

ions

and p

roce

dure

s –

su

pplie

rs a

nd m

anufa

cture

rs’ in

form

atio

n a

nd

–

rele

vant

legal

req

uir

emen

ts

2.2

M

anag

e haza

rds

in a

ccord

ance

with w

ork

pla

ce

inst

ruct

ions

and leg

al r

equir

emen

ts

2.3

Rep

ort

any

diffe

rence

s bet

wee

n w

ork

pla

ce

inst

ruct

ions

and s

upplie

r/m

anufa

cture

r in

stru

ctio

ns

N030941 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 a

nd 3

NVQ

Dip

lom

a in

Tra

vel Ser

vice

s (Q

CF)

Issu

e 2 –

Jan

uar

y 2012

© P

ears

on E

duca

tion L

imited

2012

26

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Know

how

to r

educe

ris

ks

to h

ealth a

nd s

afe

ty in t

he

work

pla

ce

3.1

Exp

lain

thei

r re

sponsi

bili

ty in r

emai

nin

g a

lert

to

haz

ards

and r

isks

3.2

D

escr

ibe

ow

n r

esponsi

bili

ties

and s

cope

for

act

ion

in c

ontr

olli

ng r

isk

3.3

Exp

lain

the

import

ance

of adher

ing t

o h

ealth a

nd

safe

ty p

olic

ies

and p

ract

ices

3.4

D

escr

ibe

wher

e an

d w

hen

to g

et a

dditio

nal

hea

lth

and s

afe

ty a

ssis

tance

3.5

D

escr

ibe

the

import

ance

of

per

sonal

pre

senta

tion

and b

ehavi

our

in m

ainta

inin

g h

ealth a

nd s

afet

y in

th

e w

ork

pla

ce

Lea

rner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:_

________________________________

(i

f sa

mple

d)

Dat

e:___________________________



27

Unit 3: Give Customers a Positive Impression of Yourself and Your Organisation

Unit reference number: L/601/0933

QCF level: 2

Credit value: 5


Unit summary

Excellent customer service is provided by people who are good with people. The learner’s behaviour affects the impression that customers have of the service they are receiving. This unit is about communicating with the customers and giving a positive impression whenever dealing with a customer. By doing this the learner can create a positive impression of the organisation and the customer service it provides. All of us enjoy the experience of good customer service if we feel that the person serving us really wants to create the right impression, responds to us and gives us good information. Every detail of the learners’ behaviour counts when dealing with a customer.

Assessment requirements/evidence requirements

1 Wherever possible the learner’s evidence should be based on a real job, whether paid or voluntary, and when dealing with real customers, whether internal or external to the organisation. However, for this unit, evidence based on a realistic working environment or a work placement is permissible. Simulation is not allowed for any performance evidence within this unit.

2 The learner may collect the evidence for the unit through work in a private sector organisation, a not-for-profit organisation or a public services organisation.

3 The learner must provide evidence that shows they have done this over a sufficient period of time with different customers on different occasions for their assessor to be confident that they are competent.

4 The learner’s communication with customers may be face to face, in writing, by telephone, text message, email, internet (including social networking), intranet or by any other method they would be expected to use within their job role.

5 The learner must provide evidence of creating a positive impression with customers:

a during routine delivery of customer service b during a busy time in their job



28

c during a quiet time in their job d when people, systems or resources have let them down. 6 The learner must provide evidence that they communicate with

customers effectively by: a using appropriate spoken or written language b applying the conventions and rules appropriate to the method of

communication they have chosen.



N030941 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 a

nd 3

NVQ

Dip

lom

a in

Tra

vel Ser

vice

s (Q

CF)

Issu

e 2 –

Jan

uar

y 2012

© P

ears

on E

duca

tion L

imited

2012

29

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Est

ablis

h r

apport

with

cust

om

ers

1.1

M

eet

thei

r org

anis

atio

n’s

sta

ndard

s of appea

rance

an

d b

ehavi

our

1.2

G

reet

thei

r cu

stom

er r

espec

tfully

and in a

frien

dly

m

anner

1.3

Com

munic

ate

with t

hei

r cu

stom

er in a

way

that

mak

es t

hem

fee

l va

lued

and r

espec

ted

1.4

Id

entify

and c

onfirm

thei

r cu

stom

er’s

exp

ecta

tions

1.5

Tre

at t

hei

r cu

stom

er c

ourt

eousl

y an

d h

elpfu

lly a

t al

l tim

es

1.6

Kee

p t

hei

r cu

stom

er info

rmed

and r

eass

ure

d

1.7

Adap

t th

eir

beh

avi

our

to r

espond t

o d

iffe

rent

cust

om

er b

ehav

iour

2

Res

pond a

ppro

priat

ely

to

cust

om

ers

2.1

Res

pond p

rom

ptly

to a

cust

om

er s

eeki

ng h

elp

2.2

Choose

the

most

appro

priat

e w

ay t

o c

om

munic

ate

with t

hei

r cu

stom

er

2.3

Chec

k w

ith t

hei

r cu

stom

er t

hat

they

hav

e fu

lly

under

stood t

hei

r ex

pec

tations

2.4

Res

pond p

rom

ptly

and p

osi

tive

ly t

o t

hei

r cu

stom

er’s

ques

tions

and c

om

men

ts

2.5

Allo

w t

hei

r cu

stom

er t

ime

to c

onsi

der

thei

r re

sponse

and g

ive

furt

her

exp

lanat

ion w

hen

ap

pro

priat

e

N030941 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 a

nd 3

NVQ

Dip

lom

a in

Tra

vel Ser

vice

s (Q

CF)

Issu

e 2 –

Jan

uar

y 2012

© P

ears

on E

duca

tion L

imited

2012

30

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Com

munic

ate

info

rmat

ion

to c

ust

om

ers

3.1

Q

uic

kly

find info

rmat

ion t

hat

will

hel

p t

hei

r cu

stom

er

3.2

G

ive

thei

r cu

stom

er info

rmation t

hey

nee

d a

bout

the

serv

ices

or

pro

duct

s off

ered

by

thei

r org

anis

atio

n

3.3

Rec

ognis

e in

form

atio

n t

hat

thei

r cu

stom

er m

ight

find c

om

plic

ated

and c

hec

k w

het

her

they

fully

under

stan

d

3.4

Exp

lain

cle

arly

to t

hei

r cu

stom

ers

any

reas

ons

why

thei

r ex

pec

tations

cannot

be

met

4

Under

stan

d h

ow

to g

ive

cust

om

ers

a posi

tive

im

pre

ssio

n o

f th

emse

lves

an

d t

he

org

anis

atio

n

4.1

D

escr

ibe

thei

r org

anis

atio

n’s

sta

ndar

ds

for

appea

rance

and b

ehav

iour

4.2

Exp

lain

thei

r org

anis

atio

n’s

guid

elin

es f

or

how

to

reco

gnis

e w

hat

thei

r cu

stom

er w

ants

and r

espond

appro

priat

ely

4.3

Id

entify

thei

r org

anis

atio

n’s

rule

s an

d p

roce

dure

s re

gar

din

g t

he

met

hods

of

com

munic

atio

n t

hey

use

4.4

Exp

lain

how

to r

ecognis

e w

hen

a c

ust

om

er is

angry

or

confu

sed

4.5

Id

entify

thei

r org

anis

atio

n’s

sta

ndar

ds

for

tim

elin

ess

in r

espondin

g t

o c

ust

om

er q

ues

tions

and

reques

ts for

info

rmation

N030941 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 a

nd 3

NVQ

Dip

lom

a in

Tra

vel Ser

vice

s (Q

CF)

Issu

e 2 –

Jan

uar

y 2012

© P

ears

on E

duca

tion L

imited

2012

31

Lea

rner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:_

________________________________

(i

f sa

mple

d)

Dat

e:___________________________

N030941 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 a

nd 3

NVQ

Dip

lom

a in

Tra

vel Ser

vice

s (Q

CF)

Issu

e 2 –

Jan

uar

y 2012

© P

ears

on E

duca

tion L

imited

2012

32



33

Unit 4: Arrange Non Multi-Sector Air Travel

Unit code: TT11

Unit reference number: D/601/6560

QCF level: 2

Credit value: 5


Unit summary This unit supports workforce development for those who arrange non multi-sector air travel for travellers. The unit is designed for use primarily by agents in leisure and business travel and others who carry out these workplace activities. The aim of the unit is to assess skills, knowledge and understanding to recognised National Occupational Standards.


LEARNING OUTCOME

Be able to administer customers’ air travel bookings

What you must DO

The assessor must assess assessment criteria 3.1-3.8 by directly observing the learner’s work.

What you must COVER


at least one from terms and conditions a insurance requirements b itinerary c restrictions

at least two from air travel services a charter flight b no frills flight c consolidated flights d other scheduled services


LEARNING OUTCOME

Be able to complete booking documentation

What you must DO




34



N030941 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 a

nd 3

NVQ

Dip

lom

a in

Tra

vel Ser

vice

s (Q

CF)

Issu

e 2 –

Jan

uar

y 2012

© P

ears

on E

duca

tion L

imited

2012

35

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

princi

ple

s of air t

rave

l 1.1

Sum

mar

ise

the

rele

vant

par

ts o

f th

e dis

abili

ty

dis

crim

inat

ion leg

isla

tion a

nd its

im

plic

atio

ns

when

giv

ing a

dvi

ce a

nd info

rmat

ion t

o c

ust

om

ers

1.2

O

utlin

e a

trav

el a

gen

t's

mai

n r

esponsi

bili

ties

under

cu

rren

t in

dust

ry c

odes

of pra

ctic

e 1.3

Sum

mar

ise

the

legal

oblig

atio

ns

for

advi

sing

cust

om

ers

on a

ir t

rave

l se

rvic

es

1.4

Exp

lain

the

role

s an

d r

esponsi

bili

ties

of

maj

or

air

trav

el o

rganis

atio

ns

2

Under

stan

d t

he

princi

ple

s of dea

ling w

ith c

ust

om

ers

2.1

Exp

lain

why

it is

import

ant

to s

how

an inte

rest

in

the

cust

om

er b

y dis

pla

ying a

pro

fess

ional

att

itude

2.2

Exp

lain

why

it is

import

ant

to d

emonst

rate

kn

ow

ledge

and e

xper

ience

to t

he

cust

om

er

2.3

Exp

lain

the

import

ance

of

liste

nin

g c

aref

ully

to

cust

om

ers

2.4

Exp

lain

why

it is

import

ant

to e

nsu

re t

hat

in

form

atio

n p

rovi

ded

to c

ust

om

ers

is a

ccura

te a

nd

up t

o d

ate

2.5

Exp

lain

the

import

ance

of acc

ura

tely

rec

ord

ing

cust

om

er info

rmation

2.6

Exp

lain

the

nee

d for

confiden

tialit

y an

d t

he

implic

atio

ns

of th

e data

pro

tect

ion leg

isla

tion

2.7

Id

entify

rel

evan

t ai

r tr

avel

insu

rance

req

uirem

ents

2.8

Know

how

and w

hen

to u

se o

pen

and c

lose

d

ques

tionin

g

N030941 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 a

nd 3

NVQ

Dip

lom

a in

Tra

vel Ser

vice

s (Q

CF)

Issu

e 2 –

Jan

uar

y 2012

© P

ears

on E

duca

tion L

imited

2012

36

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

2.9

D

escr

ibe

how

to a

sk c

ust

om

ers

about

pas

sport

s an

d v

isas

2.1

0

Iden

tify

suitab

le info

rmat

ion t

o g

ive

cust

om

ers

regar

din

g c

urr

ent,

man

dat

ory

and r

ecom

men

ded

hea

lth p

reca

utions

2.1

1

Des

crib

e th

e im

port

ance

of adher

ing t

o

org

anis

atio

nal

pro

cedure

s re

lating t

o t

he

sale

of air

trave

l se

rvic

es

2.1

2

Ensu

re c

ust

om

ers

are

aw

are

of

all re

leva

nt

booki

ng

conditio

ns

and r

estr

ictions

2.1

3

Com

par

e th

e diffe

rent

entr

y re

quirem

ents

for

EU

an

d n

on-E

U p

assp

ort

hold

ers

to m

ajor

tourist

des

tinat

ions

world w

ide

N030941 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 a

nd 3

NVQ

Dip

lom

a in

Tra

vel Ser

vice

s (Q

CF)

Issu

e 2 –

Jan

uar

y 2012

© P

ears

on E

duca

tion L

imited

2012

37

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

3

Be

able

to a

dm

inis

ter

cust

om

ers’

air

tra

vel

booki

ngs

3.1

Acc

ura

tely

sum

mar

ise

and c

onfirm

the

cust

om

er's

nee

ds

with t

hem

3.2

Advi

se c

ust

om

ers

of

the

tota

l co

st o

f th

eir

booki

ng

3.3

Exp

lain

any

applic

able

booki

ng r

estr

ictions

to t

he

cust

om

er

3.4

Ensu

re t

hat

nec

essa

ry r

ecord

s of

cust

om

er

enquirie

s are

com

ple

te,

accu

rate

and c

orr

ectly

store

d

3.5

See

k cu

stom

ers’

agre

emen

t to

the

term

s and

conditio

ns

prior

to c

onfirm

ing t

he

booki

ng

3.6

Confirm

booki

ngs

for

air t

rave

l se

rvic

es t

hat

accu

rate

ly m

atch

the

det

ails

agre

ed w

ith t

he

cust

om

er

3.7

Pr

oce

ss a

ll booki

ng a

dm

inis

trat

ion p

rom

ptly,

co

rrec

tly

and follo

win

g t

he

org

anis

atio

nal

and

supplie

r's

pro

cedure

s 3.8

Sto

re b

ooki

ng info

rmat

ion a

nd d

ocu

men

tation

secu

rely

follo

win

g y

our

org

anis

atio

nal

pro

cedure

s an

d leg

al r

equirem

ents

4

Be

able

to c

om

ple

te

booki

ng d

ocu

men

tation

4.1

Acc

ura

tely

exp

lain

applic

able

tic

keting a

nd p

aym

ent

arra

ngem

ents

follo

win

g o

rgan

isat

ional

and

supplie

r's

pro

cedure

s 4.2

Is

sue

corr

ect

copie

s of booki

ng d

ocu

men

ts t

o t

he

rele

vant

per

son(s

), w

her

e re

quired

4.3

Com

ple

te a

ll cu

stom

er r

ecord

s fu

lly a

nd a

ccura

tely

an

d p

ass

them

to t

he

rele

vant

per

son(s

) pro

mptly

N030941 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 a

nd 3

NVQ

Dip

lom

a in

Tra

vel Ser

vice

s (Q

CF)

Issu

e 2 –

Jan

uar

y 2012

© P

ears

on E

duca

tion L

imited

2012

38

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5

Know

non m

ulti-

sect

or

air

trav

el info

rmat

ion

5.1

Id

entify

the

nam

es a

nd loca

tion o

f co

ntinen

ts a

nd

countr

ies

5.2

Id

entify

the

loca

tion o

f m

ajor

world t

ourist

at

trac

tions

and s

pec

ial ev

ents

5.3

D

escr

ibe

how

tra

vel bet

wee

n d

iffe

rent

tim

e zo

nes

ca

n h

ave

an im

pact

on t

he

cust

om

er

5.4

D

escr

ibe

how

to u

se a

nd inte

rpre

t re

leva

nt

air

trav

el info

rmat

ion a

nd w

her

e to

obta

in it

5.5

D

escr

ibe

the

mai

n t

ypes

of ai

r tr

avel

pro

duct

s an

d

supplie

rs

5.6

D

escr

ibe

trav

el o

rgan

isat

ions

thei

r ro

les

incl

udin

g:

–

ATO

L –

CAA

–

IATA

5.7

Rec

ite

the

phonet

ic a

lphab

et

5.8

D

escr

ibe

what

is

mea

nt

by

sched

ule

d a

nd c

har

ter

flig

hts

5.9

Enco

de

and d

ecode

airlin

e an

d a

irport

codes

5.1

0

Des

crib

e ai

rport

dep

art

ure

and t

icke

ting t

axe

s an

d

oth

er s

ervi

ce c

har

ges

5.1

1

Des

crib

e how

to c

alc

ula

te c

hec

k-in

tim

es,

term

inal

in

form

atio

n a

nd e

lapse

d journ

ey t

imes

5.1

2

Iden

tify

the

free

bag

gag

e allo

wan

ces

for

the

airlin

es

5.1

3

Des

crib

e how

to r

ead m

aps

to iden

tify

the

loca

tion

of m

ajor

airp

ort

s, d

estinat

ions,

maj

or

cities

and

countr

y gro

ups

N030941 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 a

nd 3

NVQ

Dip

lom

a in

Tra

vel Ser

vice

s (Q

CF)

Issu

e 2 –

Jan

uar

y 2012

© P

ears

on E

duca

tion L

imited

2012

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

5.1

4

Des

crib

e how

to iden

tify

and inte

rpre

t booki

ng

conditio

ns

and s

pec

ific

res

tric

tions

rela

ting t

o t

he

air

trav

el p

roduct

s and s

ervi

ces

5.1

5

Des

crib

e th

e co

nse

quen

ces

of

mis

repre

senta

tion

Lea

rner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:_

________________________________

(i

f sa

mple

d)

Dat

e:___________________________



40



41

Unit 5: Help Customers to Choose and Book Travel Services

Unit code: TT19

Unit reference number: M/601/6580

QCF level: 2

Credit value: 16


Unit summary

This unit supports workforce development for those who help customers make travel bookings for customers who have a clear idea of what they need, eg travel only, package holiday. The unit is designed for use primarily by leisure travel agents and others who carry out these workplace activities. The aim of the unit is to assess skills, knowledge and understanding to recognised National Occupational Standards.


LEARNING OUTCOME

Be able to help customers select travel services to meet their needs

What you must DO


What you must COVER

There must be performance evidence, gathered through observing the learner’s work for: at least three from travel needs

a package holidays b accommodation only c ferry travel only d flight only




42

LEARNING OUTCOME

Be able to capture and process customer information

What you must DO

The assessor must assess assessment criteria 5.1 and 5.3-5.5 by directly observing the learner’s work. The assessor may assess assessment criterion 5.2 through questioning, witness or other documentary evidence demonstrating competence.

What you must COVER


at least one from customers a individual b organisation c small group

at least one from record a manually b electronically

at least one from information a customer contact details b product enquiries c relevant interests

at least one from processed and stored a manually b electronically




43

LEARNING OUTCOME

Be able to complete travel services bookings

What you must DO


What you must COVER


at least three from travel services a package holidays b accommodation only c ferry travel only d flight only

at least three from additional services a car hire b transport to and from departure point c car parking d insurance e tour operators extras f mobility requirements


LEARNING OUTCOME

Be able to process post-booking documentation

What you must DO


LEARNING OUTCOME

Be able to receive, prepare and issue travel documentation

What you must DO


What you must COVER


at least three from travel services a package holidays b accommodation only c ferry travel only d flight only

at least one from tickets a pre-issued b tickets on departure (TOD) c e-tickets




44



N030941 –

Spec

ific

atio

n –

Edex

cel Le

vel 2 a

nd 3

NVQ

Dip

lom

a in

Tra

vel Ser

vice

s (Q

CF)

Issu

e 2 –

Jan

uar

y 2012

© P

ears

on E

duca

tion L

imited

2012

45

Lear

ning

out

com

es a

nd a

sses

smen

t cr

iter

ia

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Evid

en

ce

typ

e

Po

rtfo

lio

re

fere

nce

D

ate

1

Under

stan

d t

he

princi

ple

s of hel

pin

g c

ust

om

ers

choose

and b

ook

trave

l se

rvic

es

1.1

Exp

lain

why

cust

edexcel nvq/competence-based qualifications · 2021. 1. 6. · references to third party material...

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