BTEC. Edexcel Level 5 BTEC Higher Nationals in. Travel and Tourism Management. April Guidance and units. Travel and Tourism Management

BTEC Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management April 2005 Travel and Tourism Management Edexcel Level 5 BTEC Higher Nat...
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BTEC Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management April 2005

Travel and Tourism Management

Edexcel Level 5 BTEC Higher Nationals in

Guidance and units

Edexcel Limited is one of the leading examining and awarding bodies in the UK and throughout the world. It incorporates all the qualifications previously awarded under the Edexcel and BTEC brands. We provide a wide range of qualifications including general (academic), vocational, occupational and specific programmes for employers. Through a network of UK and overseas offices, our centres receive the support they need to help them deliver their education and training programmes to learners. For further information please call Customer Services on 0870 240 9800, or visit our website at www.edexcel.org.uk

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 Jim Dobson Prepared by John Windle Publications Code BH015817 All the material in this publication is copyright © Edexcel Limited 2005

EDEXCEL LEVEL 5 BTEC HIGHER NATIONALS IN TRAVEL AND TOURISM MANAGEMENT BTEC Higher National Certificate in Travel and Tourism Management BTEC Higher National Diploma in Travel and Tourism Management The Qualifications Curriculum Authority (QCA) has introduced changes to the National Qualifications Framework (NQF) in the way it sets out the levels at which qualifications are recognised. Its revised levels broadly compare with the Framework for Higher Education Qualifications (FHEQ). The academic level of BTEC Higher National Certificates and Diplomas has not changed and they will remain as Intermediate level qualifications on the FHEQ. However, the QCA changes will allow the NQF to recognise more precisely the true academic level of BTEC Higher Nationals and they will now be designated as at the revised NQF Level 5. As the academic level has not changed, progression to BTEC Higher Nationals will still be from Level 3 qualifications and progression from BTEC Higher Nationals will be to qualifications at the revised Level 6. Learners’ progression routes do not necessarily involve qualifications at every level. Specifications for all new accreditations after September 2004 will show both the original and revised NQF levels and the QCA Openquals database (www.qca.org.uk/openquals) will show both the original level and the revised level for each of these qualifications. Certification will be at the original levels up until December 2005. All certifications after that date will be at the revised levels. Further information on these changes can be obtained from QCA at www.qca.org.uk/qualifications/types/7918.html

BTEC Higher Nationals within the National Qualifications Framework (NQF) NQF

Framework for Higher Education Qualifications (FHEQ)

Original levels

Revised levels #

5

8 No current BTEC qualifications

D (doctoral) doctorates

7 Level 7 BTEC Advanced Professional Diplomas, Certificates and Awards

M (masters) masters degrees, postgraduate certificates and diplomas

6 No current BTEC qualifications

H (honours) bachelors degrees, graduate certificates and diplomas

Level 5 BTEC Advanced Professional Diplomas, Certificates and Awards 4

Level 4 BTEC Higher National Diplomas and Certificates

5

Level 5 BTEC Higher National Diplomas and Certificates

Level 4 BTEC Professional Diplomas, Certificates and Awards

Level 5 BTEC Professional Diplomas, Certificates and Awards 4 Level 4 BTEC Professional Diplomas, Certificates and Awards 3 There is no change to Level 3 in the revised NQF

I (intermediate) diplomas of higher education and further education, foundation degrees, higher national diplomas C (certificate) certificates of higher education

Level 3 BTEC National Diplomas, Certificates and Awards Level 3 BTEC Diplomas, Certificates and Awards Advanced GCE 2 There is no change to Level 2 in the revised NQF Level 2 BTEC First Diplomas and Certificates Level 2 BTEC Diplomas, Certificates and Awards GCSEs grades A*–C 1 There is no change to Level 1 in the revised NQF Level 1 BTEC Introductory Diplomas and Certificates Level 1 BTEC Diplomas, Certificates and Awards GCSEs grades D–G Entry There is no change to Entry Level in the revised NQF Entry Level BTEC Certificates in Skills for Working Life and Life Skills # The revised NQF applies from 1 September 2004 and will be fully implemented from 1 January 2006. The revision is designed to recognise more precisely the academic levels at the higher levels of the framework: the actual content and other attributes of the respective qualifications are not altered or diminished. The revision also provides better alignment with the FHEQ used in universities and higher education institutions.

Contents

Qualification titles covered by this specification

1

Introduction

2

Structure of the qualification

2

BTEC Higher National Certificate

2

BTEC Higher National Diploma

2

Key features

5

National Occupational Standards

6

Qualification Requirement

6

Higher-level skills

6

BTEC Higher National Certificate

7

BTEC Higher National Diploma

7

Teaching, learning and assessment

8

Unit format

8

Learning and assessment

9

Grading Higher National units

10

Grade descriptors

11

Accreditation of Prior Learning (APL)

12

Quality assurance of BTEC Higher Nationals

13

Centre and programme approval

13

Monitoring centres’ internal quality systems

13

Independent assessment: the role of the external examiner

14

Programme design and delivery

15

Mode of delivery

15

Resources

16

Delivery approach

16

Meeting local needs

16

Locally-devised specialist units

17

Limitations on variations from standard specifications

17

Access and recruitment

17

Restrictions on learner entry

18

Access arrangements and special considerations

18

The wider curriculum

18

Spiritual, moral, ethical, social and cultural issues

18

Environmental issues

19

European developments

19

Health and safety issues

19

Equal opportunities issues

19

Useful publications

19

How to obtain National Occupational Standards

20

Professional development and training

20

Further information

20

Core units

21

Unit 1:

The Travel and Tourism Environment

23

Unit 2:

Management Perspectives in Travel and Tourism

29

Unit 3:

Finance and Funding in the Travel and Tourism Industry

37

Unit 4:

Law and Ethics in the Travel and Tourism Industry

43

Unit 5:

Research Project

51

Unit 6:

Marketing in Travel and Tourism

57

Unit 7:

Contemporary Issues in Travel and Tourism

65

Unit 8:

Tourism Development Planning

71

Specialist units Unit 9:

Tourism Destinations

77 79

Unit 10: The Developing Manager

85

Unit 11: Business Health Check

91

Unit 12: Travel and Tourism Entrepreneurs

99

Unit 13: Hospitality Management

105

Unit 14: Special Interest Tourism

111

Unit 15: Tour Operations Management

117

Unit 16: Overseas Resort Management

123

Unit 17: Passenger Transport Operations

129

Unit 18: Industry Experience

137

Unit 19: Human Resource Management for Travel and Tourism

143

Unit 20: Travel Services

149

Unit 21: Heritage and Cultural Management

155

Unit 22: Visitor Attraction Management

163

Unit 23: Incoming and Domestic Tourism

171

Unit 24: Tourism in Developing Countries

177

Unit 25: Public Relations and Promotions in Travel and Tourism

185

Annex A QCA codes

Annex B Qualification Requirement

Annex C Wider curriculum mapping

Annex D National Occupational Standards

191 191

193 193

197 197

199 199

Qualification titles covered by this specification Edexcel Level 5 BTEC Higher National Certificate in Travel and Tourism Management Edexcel Level 5 BTEC Higher National Diploma in Travel and Tourism Management

These qualifications have been accredited to the National Qualifications Framework (NQF). The Qualification Accreditation Numbers (QANs) for these qualifications are listed in Annex A. These qualification titles are as they will appear on the learner’s certificate. Learners need to be made aware of this when they are recruited by the centre and registered with Edexcel. Providing this happens, centres are able to describe the programme of study leading to the award of the qualification in different ways to suit the medium and the target audience.

BH015817 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management – Issue 1 – April 2005

1

Introduction This document contains the units and associated guidance for the National Qualifications Framework (NQF) Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management. Each unit sets out the required outcomes and content and includes advice regarding appropriate delivery and assessment strategies. The guidance contains further details of the teaching, learning, assessment and quality assurance of these qualifications. It includes advice about Edexcel’s policy regarding access to its qualifications, the design of programmes of study and delivery modes.

Structure of the qualification BTEC Higher National Certificate The BTEC Higher National Certificate in Travel and Tourism Management is a 10-unit qualification of which five are core units. The BTEC Higher National Certificate programme must contain a minimum of five units designated at H2 level.

BTEC Higher National Diploma The BTEC Higher National Diploma in Travel and Tourism Management is a 16-unit qualification of which eight are core units. The BTEC Higher National Diploma programme must contain a minimum of eight units designated at H2 level.

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BH015817 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management – Issue 1 – April 2005

Structure of Edexcel Level 5 BTEC Higher National Certificate in Travel and Tourism Management

Unit no

Core units — all five units must be taken

Unit level H1 or H2

1

The Travel and Tourism Environment

H1

2

Management Perspectives in Travel and Tourism

H1

3

Finance and Funding in the Travel and Tourism Industry

H2

4

Law and Ethics in the Travel and Tourism Industry

H2

5

Research Project

H2

Specialist units — choose five units 6

Marketing in Travel and Tourism

H1

7

Contemporary Issues in Travel and Tourism

H1

8

Tourism Development Planning

H2

9

Tourism Destinations

H1

10

The Developing Manager

H2

11

Business Health Check

H2

12

Travel and Tourism Entrepreneurs

H2

13

Hospitality Management

H1

14

Special Interest Tourism

H2

15

Tour Operations Management

H1

16

Overseas Resort Management

H2

17

Passenger Transport Operations

H1

18

Industry Experience

H2

19

Human Resource Management for Travel and Tourism

H2

20

Travel Services

H1

21

Heritage and Cultural Management

H1

22

Visitor Attraction Management

H1

23

Incoming and Domestic Tourism

H2

24

Tourism in Developing Countries

H2

25

Public Relations and Promotions in Travel and Tourism

H2

The BTEC Higher National Certificate programme must contain a minimum of five units designated at H2 level.

BH015817 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management – Issue 1 – April 2005

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Structure of Edexcel Level 5 BTEC Higher National Diploma in Travel and Tourism Management

Unit no

Core units — all eight units must be taken

Unit level H1 or H2

1

The Travel and Tourism Environment

H1

2

Management Perspectives in Travel and Tourism

H1

3

Finance and Funding in the Travel and Tourism Industry

H2

4

Law and Ethics in the Travel and Tourism Industry

H2

5

Research Project

H2

6

Marketing in Travel and Tourism

H1

7

Contemporary Issues in Travel and Tourism

H1

8

Tourism Development Planning

H2

Specialist units — choose eight units 9

Tourism Destinations

H1

10

The Developing Manager

H2

11

Business Health Check

H2

12

Travel and Tourism Entrepreneurs

H2

13

Hospitality Management

H1

14

Special Interest Tourism

H2

15

Tour Operations Management

H1

16

Overseas Resort Management

H2

17

Passenger Transport Operations

H1

18

Industry Experience

H2

19

Human Resource Management for Travel and Tourism

H2

20

Travel Services

H1

21

Heritage and Cultural Management

H1

22

Visitor Attraction Management

H1

23

Incoming and Domestic Tourism

H2

24

Tourism in Developing Countries

H2

25

Public Relations and Promotions in Travel and Tourism

H2

The BTEC Higher National Diploma programme must contain a minimum of eight units designated at H2 level.

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BH015817 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management – Issue 1 – April 2005

Key features BTEC Higher Nationals are designed to provide a specialist vocational programme, linked to professional body requirements and National Occupational Standards where appropriate, with a strong work related emphasis. The qualifications provide a thorough grounding in the key concepts and practical skills required in their sector and their national recognition by employers allows progression direct into employment. BTEC Higher Nationals offer a strong emphasis on practical skills development alongside the development of requisite knowledge and understanding in their sector. Learners are attracted to this strong vocational programme of study that meets their individual progression needs whether this is into employment or to further study on degree or professional courses. A key progression path for BTEC Higher National Certificate and Diploma learners is to the second or third year of a degree or honours degree programme, depending on the match of the BTEC Higher National units to the degree programme in question. BTEC Higher Nationals in Travel and Tourism Management have been developed to focus on: •

providing education and training for a range of careers in the travel and tourism sector



providing opportunities for employees of travel and tourism facilities to achieve a nationally recognised Level 5 vocationally specific qualification



providing opportunities for learners to gain a nationally recognised vocationally specific qualification to enter employment in travel and tourism or progress to higher education vocational qualifications such as a degree in a related area



developing the knowledge, understanding and skills of learners in the field of travel and tourism



providing opportunities for learners to develop a range of skills, techniques and attributes essential for successful performance in working life.

This qualification meets the needs of the above rationale by: •

equipping individuals with knowledge, understanding and skills for success in employment in the travel and tourism industries



enabling progression to an undergraduate degree or further professional qualification in a related area



providing opportunities for specialist study relevant to individual vocations and contexts



supporting individuals employed or entering employment in the travel and tourism industries



developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life, thereby enabling learners to make an immediate contribution to employment



providing flexibility, knowledge, skills and motivation as a basis for future studies and career development in travel and tourism.

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National Occupational Standards There are currently no National Occupational Standards for travel and tourism at Level 4 and above. However, some units in the Higher Nationals in Travel and Tourism Management relate to the Management National Occupational Standards. Links to the Management NVQs are indicated in each unit and in Annex D. BTEC Higher Nationals do not purport to deliver occupational competence in the sector, which should be demonstrated in a work context. However, the qualifications provide underpinning knowledge for the National Occupational Standards, as well as developing practical skills in preparation for work and possible achievement of NVQs in due course.

Qualification Requirement Edexcel has published Qualification Requirements as part of the revision of BTEC Higher Nationals. Qualification Requirements set out the aims and rationale of the qualifications and provide the framework of curriculum content. They also identify the higher-level skills associated with the qualifications and any recognition by relevant professional bodies. The Qualification Requirement for BTEC Higher Nationals Travel and Tourism Management is given in Annex B. Edexcel standard specifications titles are developed from the Qualification Requirements. Licensed centres comply with Qualification Requirements when developing BTEC Higher Nationals under these standard titles. Qualification Requirements provide consistent standards within the same vocational area and clearly identify the skills and knowledge that can be expected of any holder of an identical BTEC Higher National. This will allow higher education institutions, employers and professional bodies to confidently provide progression opportunities to successful learners.

Higher-level skills Learners studying for BTEC Higher Nationals in Travel and Tourism Management will be expected to develop the following skills during the programme of study: •

cognitive skills of critical thinking, analysis and synthesis



effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving problems



effective communication skills, both oral and written, using a range of media widely used in travel and tourism eg the preparation and presentation of reports



numeric and quantitative skills including data analysis, interpretation and extrapolation; the use of models of travel and tourism problems and phenomena



effective use of communication and information technology for travel and tourism applications



effective self-management in terms of time, planning and behaviour motivation, self-starting, individual initiative and enterprise



developing an appropriate learning style



self-awareness, openness and sensitivity to diversity in terms of people, cultures and travel and tourism management issues

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BH015817 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management – Issue 1 – April 2005



effective performance within a team environment including leadership, team building, influencing and project management skills



interpersonal skills eg effective listening, negotiating, persuading and presentation



ability to conduct research into travel and tourism management issues.

BTEC Higher National Certificate The 10-unit BTEC Higher National Certificate in Travel and Tourism Management provides a specialist work-related programme of study that covers the key knowledge, understanding and practical skills required in the travel and tourism sector and also offers particular specialist emphasis through the choice of specialist units. BTEC Higher National Certificates provide nationally recognised qualifications offering career progression and professional development for those already in employment and opportunities to progress into higher education. The qualifications are mode free but are primarily undertaken by part-time learners studying over two years. In some sectors there are opportunities for those wishing to complete an intensive programme of study in a shorter period of time. The BTEC Higher National Certificate in Travel and Tourism Management offers a progression route for learners who are employed in the travel and tourism industries. The qualification offers an engaging programme for higher education learners who are clear about the area of employment that they wish to enter. Their access to suitable travel and tourism work situations may allow learners to achieve an NVQ qualification in Management or individual Management NVQ units. For adult learners the BTEC Higher National Certificate in Travel and Tourism Management offers a specialist work-related qualification. It also provides a suitable qualification for those wishing to change career or move into employment in travel or tourism following a career break.

BTEC Higher National Diploma The 16-unit BTEC Higher National Diploma provides greater breadth and specialisation than the BTEC Higher National Certificate. BTEC Higher National Diplomas are mode free but are followed predominately by full-time learners. They allow progression into or within employment in the travel and tourism sector, either directly on achieving the award or following further study to degree level. The BTEC Higher National Diploma in Travel and Tourism Management provides opportunities for learners to apply their knowledge and practical skills in the workplace. Fulltime learners have the opportunity to do this through formal work placements or part-time employment experience. The qualification prepares learners for employment in the travel and tourism sector and will be suitable for learners who have already decided that they wish to enter this area of work. Some adult learners may wish to make the commitment required by this qualification in order to enter a specialist area of employment in travel and tourism or progress into higher education. Other learners may want to extend the specialism that they followed on the BTEC Higher National Certificate programme. The BTEC Higher National Diploma in Travel and Tourism Management offers a progression route for learners who are studying on a travel and tourism programme.

BH015817 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management – Issue 1 – April 2005

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Teaching, learning and assessment Learners must pass all 10 units on their programme of learning to be awarded a BTEC Higher National Certificate and all 16 units to be awarded a BTEC Higher National Diploma. The assessment of BTEC Higher National qualifications is criterion-referenced and centres are required to assess learners’ evidence against published learning outcomes and assessment criteria. All units will be individually graded as ‘pass’, ‘merit’ or ‘distinction’. To achieve a pass grade for the unit learners must meet the assessment criteria set out in the specifications. This gives transparency to the assessment process and provides for the establishment of national standards for each qualification. The units in BTEC Higher National qualifications all have a standard format which is designed to provide clear guidance on the requirements of the qualification for learners, assessors and those responsible for monitoring national standards.

Unit format Each unit is set out in the following way. Unit title, learning hours and NQF level The unit title is accredited by QCA and this form of words will appear on the learner’s Notification of Performance. In BTEC Higher National qualifications each unit consists of 60 guided learning hours. Each unit is assigned a notional level indicator of H1 or H2, indicating the relative intellectual demand, complexity and depth of study, and learner autonomy. At H1 level the emphasis is on the application of knowledge, skills and understanding, use of conventions in the field of study, use of analytical skills and selection and organisation of information. At H2 level the emphasis is on application and evaluation of contrasting ideas, principles, theories and practices, greater specialisation in the field of study, and an increasing independence in systematic enquiry and analysis. Description of unit A brief description of the overall purpose of the unit is given, together with the key areas of study associated with the unit. Summary of learning outcomes The outcomes of the unit identify what each learner must do in order to pass it. Learners must achieve all the outcomes in order to pass the unit. Content This section picks up highlighted words from the outcomes and amplifies the content coverage required when addressing the outcomes. The content section will often provide lists of topics. Please note all aspects of the listed topics should be covered, except those that begin with ‘eg’, where items listed are merely indicative. Outcomes and assessment criteria Each unit contains statements of the evidence that each learner should produce in order to receive a pass.

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BH015817 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management – Issue 1 – April 2005

Guidance This section is not prescriptive but provides additional guidance and amplification related to the unit to support teachers/deliverers and assessors. Its subsections are given below. Only those subsections which apply to the unit will appear. •

Delivery — offers guidance about possible approaches to delivery. The guidance is based on the more usual delivery modes and is not intended to rule out alternative approaches.



Assessment — provides advice about the nature and type of evidence that learners are likely to need to produce. This subsection should be read in conjunction with the assessment criteria and the generic grade descriptors.



Links — sets out the links between units. Provides opportunities for integration of learning, delivery and assessment. Any links to the National Occupational Standards will be highlighted here.



Resources — identifies the specialist resources likely to be needed to allow learners to generate the evidence required by each unit. The centre will be asked to ensure that this resource requirement is in place when it seeks approval from Edexcel to offer the qualification.



Support materials — identifies, where appropriate, textbooks, videos, magazines, journals, publications and websites that may support the delivery of the unit.

Learning and assessment The purpose of assessment is to ensure that effective learning of the content of each unit has taken place. Evidence of this learning, or the application of the learning etc, is required for each unit. The assessment of the evidence relates directly to the assessment criteria for each unit, supported by the generic grade descriptors. The process of assessment can aid effective learning by seeking and interpreting evidence to decide the stage that learners have reached in their learning, what further learning needs to take place and how best to do this. Therefore, the process of assessment should be part of the effective planning of teaching and learning by providing opportunities for both the learner and assessor to obtain information about progress towards learning goals. The assessor and learner must be actively engaged in promoting a common understanding of the assessment criteria and the grade descriptors (what it is they are trying to achieve and how well they achieve it) for further learning to take place. Therefore, learners need constructive feedback and guidance about how to improve, capitalising on strengths, with clear and constructive comments about weaknesses and how these might be addressed. Assessment instruments are constructed by centres. Assessment instruments should collectively ensure coverage of all assessment criteria within each unit and should provide opportunities for the evidencing of all the grade descriptors. It is advised that assessment criteria and contextualised grade descriptors are clearly indicated on each assessment instrument to provide a focus for learners (for transparency and to ensure that feedback is specific to the criteria) and to assist with internal standardisation processes. Tasks/activities should enable learners to produce evidence that relates directly to the assessment criteria and grade descriptors. When centres are designing assessment instruments, they need to ensure that the instruments are valid, reliable and fit for purpose, building on the application of the assessment criteria. Centres are encouraged to place emphasis on practical application of the assessment criteria, providing a realistic scenario for learners to adopt, making maximum use of work-related practical experience and reflecting typical practice in the sector concerned. The creation of assessment instruments that are fit for purpose is vital to achievement and their importance cannot be overemphasised.

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Grading Higher National units The assessment of BTEC Higher National qualifications will be at unit level and there will be no overall grade for either the Certificate or the Diploma. This means that learners are able to access the qualification through a unitised approach. Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement of all outcomes against the specified assessment criteria. Merit and distinction grades are awarded for higher-level achievement. The generic merit and distinction grade descriptors listed on pages 11–12 are for grading the total evidence produced for each unit and describe the learner’s performance over and above that for a pass grade. Summary of grades In order to achieve a pass



all outcomes and associated assessment criteria have been met

In order to achieve a merit



pass requirements achieved



all merit grade descriptors achieved



pass and merit requirements achieved



all distinction grade descriptors achieved

In order to achieve a distinction

The merit and distinction grade descriptors can be achieved in a flexible way, eg in a sequential or holistic mode, to reflect the nature of the sector concerned. Each of the generic merit and distinction grade descriptors can be amplified by use of indicative characteristics. These give a guide to the expected learner performance, and support the generic grade descriptors. The indicative characteristics should reflect the nature of a unit and the context of the sector programme. The indicative characteristics shown in the table for each of the generic grade descriptors are not exhaustive. Consequently, centres should select from the list or may construct other appropriate indicative characteristics for their sector programme which may be drawn from the appropriate higher-level skills. It is important to note that each assessment activity does not need to incorporate all the merit and/or distinction grade descriptors. Contextualising the generic grade descriptors The generic merit and distinction grade descriptors need to be viewed as a qualitative extension of the assessment criteria for pass within each individual unit. The relevant generic grade descriptors must be identified and specified within an assignment and the relevant indicative characteristics should be used to place the required evidence in context.

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BH015817 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management – Issue 1 – April 2005

Grade descriptors Pass grade A pass grade is achieved by meeting all the requirements defined in the assessment criteria for pass for each unit. Merit grade Merit descriptors

Indicative characteristics

In order to achieve a merit the learner must:

The learner’s evidence shows:





effective judgements have been made



complex problems with more than one variable have been explored



an effective approach to study and research has been applied



relevant theories and techniques have been applied



a range of methods and techniques have been applied



a range of sources of information has been used



the selection of methods and techniques/sources has been justified



the design of methods/techniques has been justified



complex information/data has been synthesised and processed



appropriate learning methods/techniques have been applied



the appropriate structure and approach has been used



coherent, logical development of principles/concepts for the intended audience



a range of methods of presentation have been used and technical language has been accurately used



communication has taken place in familiar and unfamiliar contexts



the communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used





identify and apply strategies to find appropriate solutions

select/design and apply appropriate methods/ techniques

present and communicate appropriate findings

BH015817 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management – Issue 1 – April 2005

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Distinction grade Distinction descriptors

Indicative characteristics

In order to achieve a distinction the learner must:

The learner’s evidence shows:





conclusions have been arrived at through synthesis of ideas and have been justified



the validity of results has been evaluated using defined criteria



self-criticism of approach has taken place



realistic improvements have been proposed against defined characteristics for success





use critical reflection to evaluate own work and justify valid conclusions

take responsibility for • managing and organising • activities

demonstrate convergent/lateral/ creative thinking

autonomy/independence has been demonstrated substantial activities, projects or investigations have been planned, managed and organised



activities have been managed



the unforeseen has been accommodated



the importance of interdependence has been recognised and achieved



ideas have been generated and decisions taken



self-evaluation has taken place



convergent and lateral thinking have been applied



problems have been solved



innovation and creative thought have been applied



receptiveness to new ideas is evident



effective thinking has taken place in unfamiliar contexts

Accreditation of Prior Learning (APL) Edexcel encourages centres to recognise learners’ previous achievements and experience through APL. Learners may have evidence that has been generated during previous study, in their previous or current employment or whilst undertaking voluntary work that relates to one or more of the units in the qualification. Assessors should assess this evidence against the Higher National standards in the specifications in the normal way. As with all evidence, assessors should be satisfied about the authenticity and currency of the material when considering whether or not the outcomes of the unit have been met. Full guidance about Edexcel’s policy on APL is provided on our website (www.edexcel.org.uk).

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BH015817 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management – Issue 1 – April 2005

Quality assurance of BTEC Higher Nationals The quality assurance system for BTEC Higher National qualifications, as higher-level vocational qualifications at Level 5 on the NQF, will comprise three main components. •

approval process — a control measure to confirm that individual centres (and programme teams) are appropriately resourced and competent to deliver a BTEC Level 5 programme of study.



monitoring of centres — a method of monitoring centres’ internal quality systems to ensure ongoing fulfilment of initial requirements and, where appropriate, enhancement of those requirements to accommodate new qualifications.



independent assessment — a measure that provides independence within the assessment process, so that the certificated outcomes for each learner are not reliant on determinations by individuals or groups with a vested interest in the outcome. This measure should be consistent and reliable over time, and should not create unnecessary barriers.

Centre and programme approval Approval to offer BTEC Higher National qualifications will vary depending on the status of the centre. Centres that have a recent history of delivering BTEC Higher National qualifications and have an acceptable quality profile in relation to their delivery will be able to gain approval through an accelerated process. Centres that are new to the delivery of BTEC Higher National qualifications will be required to submit evidence to demonstrate that they: •

have the human and physical resources required for effective delivery and assessment



understand the implications for independent assessment and agree to abide by these



have a robust internal assessment system supported by ‘fit for purpose’ assessment documentation



have a system to internally verify assessment decisions to ensure standardised assessment decisions are made across all assessors and sites.

Such applications have to be supported by the head of the centre (principal, chief executive, etc). We communicate all approvals in writing to the head of centre in the form of a qualification approval letter. The approval letter will also contain a programme definition for each qualification approved. The programme definition clearly states to the centre all units that comprise the qualification for which the centre is approved.

Monitoring centres’ internal quality systems Centres will be expected to demonstrate ongoing fulfilment of approval criteria across all programme areas. This should include the consistent application of policies affecting learner registrations and appeals, together with the effectiveness of internal examination and standardisation processes. Centres may opt for a review of their provision under the quality verifier/quality reviewer arrangements, which already apply to all further education centres. Alternatively, centres may present evidence of their operation within a recognised code of practice, such as that of the Quality Assurance Agency for Higher Education. Edexcel reserves the right to confirm independently that these arrangements are operating to our satisfaction.

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Independent assessment: the role of the external examiner Supporting consistency and appropriateness of centre assessor decisions For all BTEC Higher Nationals accredited at Level 5 on the NQF, Edexcel will appoint appropriately qualified subject-specific external examiners to the programme in each centre. Edexcel will define the selection, appointment and training process, together with the roles and responsibilities of the external examiners and will communicate the details to centres in a centre handbook. The function of the external examiner will be to review and evaluate objectively the assessment process and standards of learner attainment by independently reviewing, in the first year of the programme, a sample of learner work (including the centre-designed assignments on which the samples are based) selected by the external examiner, from across the programme. When they visit centres, external examiners must be afforded reasonable access to the assessed parts of the programme, including evidence of learner performance on placement. They are required to: •

verify that standards are appropriate for the qualification and its elements



assist institutions in the comparison of academic standards across similar awards nationally.

Should any disparity occur between the judgement of centre assessors and that of the external examiner, this will be reported to the centre and to Edexcel by the external examiner. The centre will be required to agree appropriate corrective action as a result of this report. Independence in confirmation of certificated outcomes In the final year of the programme, the external examiner will revisit the centre in order to independently assess learner work and to evaluate centre assessor decisions on final outcomes. This process of evaluation may focus upon work in units, selected by the external examiner, that present the most appropriate evidence for this exercise. The work of all learners not already sampled in the first year of the programme will be reviewed. Resolution of assessments will normally be handled at the centre’s final programme review board. The external examiner will be expected to endorse the outcomes of assessment before certification can be authorised. Should the external examiner be unable to provide such endorsement, certification will be withheld until appropriate corrective action has taken place. (The senior subject examiner may become involved in such instances). The external examiner will be required to prepare a written report after each visit. The report will include comments from the external examiner on: •

academic standards and programme specification



academic standards and learner performance



academic standards and assessment



the assessment process



assessment meetings



physical resources



comments of learners



meetings with staff



external examiner practice



issues arising from previous reports



details of sampling

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general points, areas of good practice and major issues



action points.

The external examiner report provides the mechanism by which the external examiner independently verifies learner ability, endorses the validity of the assessment process and releases certification for a cohort. The report is a confidential document between Edexcel, the appointed external examiner, and the centre to use for internal/external quality assurance processes. It provides the centre with feedback on the external examining process and on the judgements that determine the external examiner’s decisions on endorsement, or otherwise, of learner outcomes.

Programme design and delivery The qualifications consist of core units (which are mandatory) and specialist units. These specialist units will be mostly optional and are designed to provide a specific focus to the qualification. Required combinations of specialist units are clearly set out in relation to each qualification in the defined qualification structures provided in this document. In BTEC Higher National qualifications each unit consists of 60 guided learning hours. The definition of guided learning hours is ‘a notional measure of the substance of a qualification’. It includes an estimate of time that might be allocated to direct teaching, instruction and assessment, together with other structured learning time such as directed assignments or supported individual study. It excludes learner-initiated private study. Centres are advised to consider this definition when planning the programme of study associated with this specification.

Mode of delivery Edexcel does not define the mode of study for BTEC Higher National qualifications. Centres are free to offer the qualifications using any mode of delivery that meets the needs of their learners. This may be through traditional classroom teaching, open learning, distance learning or a combination of these. Whatever mode of delivery is used, centres must ensure that learners have appropriate access to the resources identified in the specifications and to the subject specialists delivering the units. This is particularly important for learners studying for the qualification through open or distance learning. Full guidance on Edexcel’s policies on ‘distance assessment’ and ‘electronic assessment’ are provided on our website. Learners studying for the qualification on a part-time basis bring with them a wealth of experience that should be utilised to maximum effect by tutors and assessors. Assessment instruments based on learners’ work environments should be encouraged. Those planning the programme should aim to enhance the vocational nature of the BTEC Higher National qualification by: •

liaising with employers to ensure that the course is relevant to the specific needs of the learners



accessing and using non-confidential data and documents from learners’ workplaces



including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

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linking with company-based/workplace training programmes



making full use of the variety of experiences of work and life that learners bring to the programme.

Resources BTEC Higher National qualifications are designed to prepare learners for employment in specific sectors. Physical resources need to support the delivery of the programme and the proper assessment of the outcomes and, therefore, should normally be of industry standard. Staff delivering programmes and conducting the assessments should be fully familiar with current practice and standards in the sector concerned. Centres will need to meet any specialist resource requirements when they seek approval from Edexcel. Please refer to the resource section in individual units for specialist resource requirements. Specialist resources should include access to trade publications such as case study materials, real resources such as Travel Trade Gazette, Travel Weekly, Leisure Manager, The OAG World Airways Guide, Columbus World Travel Guide, videos and documented examples of current practice eg reports from the travel and tourism industries. Specialist resources are detailed in each unit.

Delivery approach It is important that centres develop an approach to teaching and learning that supports the specialist vocational nature of the BTEC Higher National qualifications. The specifications contain a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practice and that the knowledge base is applied to the sector. This will require the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector. Maximum use should be made of the learner’s experience.

Meeting local needs Centres should note the qualifications set out in these specifications have been developed in consultation with centres and employers, together with support from the Sector Skills Council or NTO for the travel and tourism sector. The units are designed to meet the skill needs of the sector and the specialist units allow coverage of the full range of employment. Centres should make maximum use of the choice available to them within the specialist units in these specifications to meet the needs of their learners, as well as the local skills and training needs identified by organisations such as Regional Development Agencies and Local Learning and Skills Councils. Centres may not always be able to meet local needs using the units in this specification. In this situation, centres may seek approval from Edexcel to make use of units from other standard NQF BTEC Higher National specifications. Centres will need to justify the need for importing units from other specifications and Edexcel will ensure that the vocational focus of the qualification has not been diluted.

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Locally-devised specialist units There may be exceptional circumstances where even the flexibility of importing units from other specifications does not meet a particular local need. In this case, centres can seek permission from Edexcel to develop a unit with us to meet this need. The cases where this will be allowable will be very limited. Edexcel will ensure that the integrity of the qualification is not reduced and that there is a minimum of overlap and duplication of content of existing units. Centres will need strong evidence of the local need and the reasons why the existing standard units are inappropriate. Edexcel will need to validate these units.

Limitations on variations from standard specifications The flexibility to import standard units from other BTEC Higher National specifications and/or to develop unique locally-devised specialist units is limited to a maximum of four units in a BTEC Higher National Diploma qualification and a maximum of two units only in any BTEC Higher National Certificate qualification. The use of these units cannot be at the expense of the core units in any qualification.

Access and recruitment Edexcel’s policy regarding access to its qualifications is that: •

the qualifications should be available to everyone who is capable of reaching the required standards



the qualifications should be free from any barriers that restrict access and progression



there should be equal opportunities for all wishing to access the qualifications.

Centres are required to recruit learners to BTEC qualifications with integrity. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should take appropriate steps to assess each applicant’s potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should also show regard for Edexcel’s policy on learners with particular requirements. Centres will need to review the profile of qualifications and/or experience held by applicants, considering whether this profile shows an ability to progress to a Level 5 qualification. For learners who have recently been in education, the entry profile is likely to include one of the following: •

a BTEC National Certificate or Diploma in Travel and Tourism or an appropriate vocational area (eg Business or Hospitality Supervision)



an AVCE/Advanced GNVQ in an appropriate vocational area



a GCE Advanced level profile which demonstrates strong performance in a relevant subject or an adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at A* to C



other related Level 3 qualifications

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an Access to Higher Education Certificate awarded by an approved further education institution



related work experience.

Mature learners may present a more varied profile of achievement that is likely to include extensive work experience (paid and/or unpaid) and/or achievement of a range of professional qualifications in their work sector.

Restrictions on learner entry The majority of BTEC Higher National qualifications are accredited on the NQF for learners aged 16 years and over. Learners aged 15 and under cannot be registered for a BTEC Higher National qualification.

Access arrangements and special considerations Edexcel’s policy on access arrangements and special considerations for BTEC and Edexcel NVQ qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the Disability Discrimination Act 1995 and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence. Further details are given in the policy Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications, which is on the Edexcel website (www.edexcel.org.uk). This policy replaces the previous Edexcel policy (Assessment of Vocationally Related Qualification: Regulations and Guidance Relating to Learners with Special Requirements, 2002) concerning learners with particular requirements.

The wider curriculum The study of the BTEC Higher Nationals in Travel and Tourism Management provides opportunities for learners to develop an understanding of spiritual, moral, ethical, social and cultural issues and an awareness of environmental issues, health and safety considerations, and European developments. These wider curriculum opportunities are indicated in the units as appropriate. Mapping of wider curriculum opportunities issues is provided in Annex C.

Spiritual, moral, ethical, social and cultural issues The specification contributes to an understanding of: •

spiritual issues through an appreciation of the spiritual dimension to travel and tourism activity, particularly when it is seen from the perspective of interacting with others, for example in Units 2: Management Perspectives in Travel and Tourism, Unit 4: Law and Ethics in the Travel and Tourism Industry, Unit 7: Contemporary Issues in Travel and Tourism, Unit 14: Special Interest Tourism and Unit 21: Heritage and Cultural Management



moral and ethical issues throughout the BTEC Higher Nationals in Travel and Tourism Management as dealing with people will always involve the learner engaging in moral and ethical issues; a more detailed analysis is given in certain units such as Unit 4: Law and Ethics in the Travel and Tourism Industry, Unit 6: Marketing in Travel and Tourism, Unit 12: Travel and Tourism Entrepreneurs and Unit 24: Tourism in Developing Countries



social and cultural issues throughout the BTEC Higher Nationals in Travel and Tourism Management.

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Environmental issues Learners are led to appreciate the importance of environmental issues as they engage in travel and tourism study as well as through experience of the travel and tourism sector in Unit 8: Tourism Development Planning, Unit 9: Tourism Destinations and Unit 16: Overseas Resort Management.

European developments Given the international nature of the travel and tourism industries, much of the content of the BTEC Higher Nationals in Travel and Tourism Management applies throughout Europe, even though the context of delivery is within the UK.

Health and safety issues The BTEC Higher Nationals in Travel and Tourism Management are practically based and so health and safety issues are encountered throughout the courses. Learners will develop awareness of the safety of others as well as themselves in all practical activities. Learners will also explore health and safety issues across the travel and tourism industries, particularly in Unit 19: Human Resource Management for Travel and Tourism.

Equal opportunities issues Equal opportunities issues are implicit throughout the BTEC Higher Nationals in Travel and Tourism Management.

Useful publications Further copies of this document and related publications can be obtained from: Edexcel Publications Adamsway Mansfield Nottinghamshire NG18 4FN Telephone: Fax: Email:

01623 467 467 01623 450 481 [email protected]

Related publications include: •

the current Edexcel publications catalogue and update catalogue



Edexcel publications concerning the quality assurance system and the internal and external verification of vocationally-related programmes may be found on the Edexcel website and in the Edexcel publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.

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How to obtain National Occupational Standards The National Occupational Standards for Management can be obtained from: The Management Standards Centre 3rd Floor 2 Savoy Court The Strand London WC2R 0EZ Telephone: Fax: Email: Website:

020 7240 2826 020 7240 2853 [email protected] www.managers.co.uk/msu2001

Professional development and training Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre. The support we offer focuses on a range of issues including: •

planning for the delivery of a new programme



planning for assessment and grading



developing effective assignments



building your team and teamwork skills



developing student-centred learning and teaching approaches



building key skills into your programme



building in effective and efficient quality assurance systems.

The national programme of training we offer can be viewed on the Edexcel website (www.edexcel.org.uk). You can request customised training through the website or by contacting one of our advisers in the Professional Development and Training Team on telephone number 0870 240 9800 to discuss your training needs. The training we provide: •

is active — ideas are developed and applied



is designed to be supportive and thought provoking



builds on best practice.

Our training will also underpin many areas of the Higher Education Staff Development Agency (HESDA)/FENTO standards for teachers and lecturers working towards them.

Further information For further information please call Customer Services on 0870 240 9800, or visit our website at www.edexcel.org.uk.

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Core

units BH015817 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management – Issue 1 – April 2005

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Unit 1:

The Travel and Tourism Environment

Learning hours:

60

NQF Level 5:

BTEC Higher National — H1

Description of unit This unit will provide learners with an understanding of the global environment within which the travel and tourism industry operates. The unit examines the historical evolution of tourism, the current structure of the tourism industry, the external influences on tourism and the impact tourism has on host communities and the environment. Learners will also undertake an investigation of international and national policies and assess their influence on the tourism industry. The effects of political change on the industry’s operation will also be examined.

Summary of learning outcomes To achieve this unit a learner must: 1

Examine the history and structure of the travel and tourism industry

2

Explore the influence of local and national governments and international agencies on the travel and tourism industry

3

Investigate the effects of supply and demand on the travel and tourism industry

4

Investigate the positive and negative impacts of tourism.

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Content

1

History and structure History: ancient times, post industrial revolution, post war, current; factors facilitating growth eg technology, time, money, freedom of movement, infrastructure, social conditions; possible future developments Structure of the travel and tourism industry: tourist boards, transport providers, accommodation providers, attractions, tour operators and travel agents, ancillary services; relationships and links between, levels of integration; Liepers tourist system, chain of distribution; private, public and voluntary sectors

2

Influence of local and national governments and international agencies Influence: direct, indirect; economic policy, political change, planning to minimise negative effects of tourism Government: levels eg local, regional, national, European Union; government sponsored bodies eg Visit Britain, English Heritage, regional tourist boards, English Countryside; functions, inter-relationships International agencies: eg United Nations, World Tourism Organisation, World Travel and Tourism Council, International Civil Aviation Organisation, International Air Transport Association; functions, inter-relationships with governments

3

Effects of supply and demand Demand: demographics, technological, emerging economies, political stability, changing work patterns and workforce, environmentalism, globalisation, macro-economics eg influence of currency exchange rates, interest rates, inflation, level of disposable income Supply: provision eg accommodation, tour operators, quality, service, types of products, seasonality, technology intermediaries, sustainability

4

Positive and negative impacts of tourism Positive: economic eg direct and indirect income, direct and indirect employment, multiplier effects, contribution to Gross National Product, influence on the growth of other sectors within the economy, generation of foreign exchange and government revenues; environmental eg conservation and enhancement of natural areas, historic and cultural sites, infrastructure improvement, increasing environmental awareness by tourists and host communities; social eg conservation/preservation of cultural heritage, cross cultural exchange and education Negative: economic eg leakage, inflation, seasonality, over-dependence; environmental eg pollution, damage to natural and built environment, wildlife, water overuse, waste disposal; social eg loss of amenity to host community, overcrowding, commercialisation of culture, reinforcement of stereotypes, loss of authenticity, rise in crime

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4

Examine the history and structure of the travel and tourism industry



summarise key historical developments in the travel and tourism industry



describe the structure of the travel and tourism industry

Explore the influence of local and national governments and international agencies on the travel and tourism industry



explain the function of government, government sponsored bodies and international agencies in travel and tourism



explain how local and national economic policy influences the success of the travel and tourism industry



explain the implications of political change on the travel and tourism industry in two countries

Investigate the effects of supply and demand on the travel and tourism industry



describe the main factors affecting tourism demand



explain how supply has changed to meet the effects of demand

Investigate the positive and negative effects of tourism



identify the main economic, environmental and social impacts of tourism



explain strategies that can be used to minimise the negative impacts whilst maximising the positive impacts



analyse the inter-relationship between these impacts.

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Guidance

Delivery This unit forms the basis of learners’ study for the whole course. It is not a requirement of the course to have studied travel and tourism before, so some learners may be unfamiliar with definitions of tourism, the structure of the industry and basic functional distinctions such as that between a travel agent and a tour operator. Tutors will need to balance the needs of both groups of learners in their delivery strategy. Learners should be encouraged to keep up to date with current issues that may influence the industry. It should be strongly recommended to learners that they engage in regular research through a variety of sources eg reading quality newspapers, trade journals, and watching news and current affairs programmes on television. Centres could help learners with this research by inviting guest speakers on such topics as politics, the inter-relationship between sectors, chains of distribution, impacts of tourism development, and local and national economic policies. This unit may be delivered through the use of group discussions, lectures, seminars, site visits, audio/visual aids, case studies, external speakers and individual projects. Assessment This unit is internally assessed and should involve learners in an examination of the environment within which the travel and tourism industry operates. It should incorporate all the criteria set but should also reflect current issues that influence the travel and tourism environment. There are various ways for learners to present their evidence including case studies, oral presentations, class discussions, formal reports, etc. Learners can work either individually or in groups but tutors will need to be able to assess each team member’s contribution. The assessment strategy should be designed to suit the needs of the individual learners and the local work environment. Assessment should encourage learners to apply and reflect on their studies within and across units. Links This unit introduces learners to the travel and tourism industry and therefore links with all other units in this qualification. This unit maps to the following Management NVQ unit: •

B8: Ensure compliance with legal, regulatory, ethical and social requirements.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing the historical development of tourism and the motivation of tourists



moral and ethical: could be covered when discussing the impacts of tourism on host communities

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social and cultural: could be covered when learners are discussing the impacts of tourism on host communities.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when learners are discussing the impacts of tourism on the environment



health and safety: could be covered when learners are discussing responsibilities of tourism organisations



European developments: could be covered when learners are discussing European regulations on travel.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners must have access to library and research facilities, including the worldwide web, travel and tourism publications and information on the organisations involved in the industry. Media coverage of the industry is high profile and learners should have access to newspaper, magazine and journal articles, television/videos, and the travel trade press. It could be beneficial for learners to visit travel and tourism organisations. A range of guest speakers would also be beneficial. Support materials Books Bray R and Raitz V — Flight to the Sun: The Story of the Holiday Revolution (Thomson Learning, 2001) Brendon P — Thomas Cook: 50 Years of Popular Tourism (Secker and Warburg, 1991) Holloway J C — The Business of Tourism, Sixth edition (Longman, 2002) Inglis K — The Delicious History of the Holiday (Routledge, 2000) Lickorish L and Jenkins C — An Introduction to Tourism (Butterworth-Heinemann, 1995) Pimlott J — The Englishman’s Holiday (Faber and Faber, 1947) Sharpley R — The Tourism Business: An Introduction (Sunderland Business Education Publishers, 2002) Sharpley R — Tourism, Tourists and Society, Second edition (Elm Publications, 1999) Tribe J — The Economics of Leisure and Tourism: Environments, Markets and Impacts (Butterworth-Heinemann, 1999) Van Harssel J — Tourism: An Exploration, Third edition (Prentice Hall, 1994) Walton J — The British Seaside: Holidays and Resorts in the Twentieth Century (Manchester University Press, 2000) Withey L — Grand Tours and Cook’s Tours: A History of Leisure Travel 1750-1915 (Aurum Press, 1998)

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Further reading Tourist board reports Insights Journals eg Tourism Intelligence Quarterly, Journal of Tourism Management Trade magazines eg Travel Trade Gazette, Travel Weekly Quality newspapers TV programmes Current affairs programmes eg Newsnight, Question Time Travel programmes eg Wish You Were Here, Holidays from Hell Websites www.keynote.co.uk

Key Note — market information

www.mintel.com

Mintel — provides media, product and consumer information

www.staruk.com

English tourism statistics

www.statistics.gov.uk

National Statistics Online — official UK statistics

www.travelmole.com

Travel and tourism news

www.visitbritain.com

Visit Britain — travel guide to Britain

www.wttc.org

World Travel and Tourism Council

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Unit 2:

Management Perspectives in Travel and Tourism

Learning hours:

60

NQF Level 5:

BTEC Higher National — H1

Description of unit The travel and tourism industry is led largely by the private sector and is subject to the same laws and influences as other commercial businesses. Therefore, entrants to the industry who have managerial aspirations will benefit from a knowledge of current business management theory. The aim of this unit is to investigate and evaluate the principal ideas and developments in management theory and practice relating these to the strategic and operational needs of travel and tourism organisations. It introduces learners to perspectives of management enabling them to gain basic management skills that will form the foundation of a management career in the travel and tourism industry. Learners will also investigate the practices and processes of change management as they apply to the travel and tourism industry, one of the most volatile of industries.

Summary of learning outcomes To achieve this unit a learner must: 1

Examine the major principles and concepts of management and leadership theory and practice and how they apply to the travel and tourism industry

2

Explore the nature of groups and the individual in the organisation

3

Explore the significance of three elements of organisational behaviour on business success in travel and tourism

4

Investigate the practices and process of change management in travel and tourism.

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Content

1

Management and leadership theory and practice Management and leadership theory: models eg scientific movement, classical movement, bureaucracy, human relations approach, contingency management; management versus leadership debate, soft or hard management Leadership practices: eg ethics of leadership, Action Centred Leadership, performance management and motivation theory Functions of management and leadership: role of the manager eg nature of authority and responsibility; interpersonal, informational and decisional roles; delegation and empowerment; managing diversity; knowledge management; management control techniques Management and leadership skills: eg communication, counselling, assertiveness, conflict handling, managing yourself, time management, stress management, emotional intelligence, psychological contract

2

Groups and the individual Groups: nature eg culture, power, norms, cohesion, control, development, behaviour, formal, informal, effectiveness, diversity, identity, loyalty, roles Individual: personality traits, characteristics, perception, individual and interpersonal behaviour at work, diagnosing behavioural problems

3

Organisational behaviour Behaviour: structure, culture, communications Structure: common forms of structure eg functional, product-based, geographically based, divisional and matrix; organisational levels eg flat and hierarchical Culture: eg corporate culture, classification of culture, cultural norms, values and beliefs, development of organisational culture; types of culture eg open or controlled, power, role, task or person Communication: methods of communication in organisations; communication skills eg public speaking, listening and speaking skills, effective use of body language, effective writing skills for the management professional; reading journals and articles to support the management role, use of outside agencies eg network groups, management institutions, travel and tourism support organisations

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4

Change management Managing change: leadership in times of change eg supporting people through change, dealing with barriers to change, reactions to change, hard and soft systems to change; implementation of change and communication; organisational development as a model for change; external influences eg demographic changes, lifestyle changes, occupational changes, changing employment policies and practices Planning and decision making: planning eg nature of planning, hierarchy of plans, planning cycle, strategic planning, levels of planning in the organisation; internal and external environment to include analysis methods eg force field analysis, change matrix; objective setting eg role and functions of objectives, corporate and team objectives, mission statements, implementation of plans; decision making systems eg decision trees, management information systems Context of change: historical context of change, travel organisations today, nature of change, organisational responses to change, varieties of change, predictable change, diagnosing change situations; internal and external factors

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4

32

Examine the major principles and concepts of management and leadership theory and practice and how they apply to the travel and tourism industry



describe management and leadership theoretical models



describe a typical role and function of a manager within a travel and tourism organisation



explain the management and leadership skills required to ensure effective management of people in two travel and tourism organisations

Explore the nature of groups and the individual in the organisation



describe the nature of groups and group behaviour



examine how an individual’s traits and characteristics influence their behaviour at work

Explore the significance of three elements of organisational behaviour on business success in travel and tourism



compare and contrast two organisations’ structures



describe how organisational culture impacts on business success



explain the importance of effective communications within the organisation

Investigate the practices and process of change management in travel and tourism



describe the contexts that lead up to an organisational change



analyse planning and decision making processes involved in managing change



summarise factors involved in managing change



explain how these strategies can be applied to the travel and tourism industry.

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Guidance

Delivery This unit recognises that travel and tourism in the west is largely driven by the private sector and is subject to management principles and concepts common to other businesses. However, the unit should be delivered in the context of the travel and tourism industry. Tutors should ensure that examples and support materials used, eg case studies, product information, news stories, are relevant. Learners should be encouraged to see the relevance of the theory and be encouraged to see the connection between the theory learned and, through their own experience, how it applies in practical situations. Some consideration could also be given to the ethical implications and effectiveness of current models and theories for societies with different cultural norms or mores. Assessment This unit has been designed for learners to examine and investigate the principal ideas and developments in management theory and practice relating to the travel and tourism industry. Learners should be able to demonstrate full knowledge and understanding of contemporary management issues through a variety of assessment methods suitable to the needs of the learner and their local environment. Evidence for assessment can be presented in a variety of ways, for example, a written evaluation of a video or a written case study, a presentation, class and research notes with organisations and individuals within the travel and tourism industry. Field trips to suitable travel and tourism organisations, placements and guest speakers should relate to management issues in order to consolidate learning and gather information for assessments. Given the depth of detail required, the centre should ensure that a good relationship is established with the organisation(s) in advance so that learners can access the relevant information. Links This unit provides a theoretical basis for Unit 10: The Developing Manager, which explores the learner’s own career path. It can also be linked with Unit 4: Law and Ethics in the Travel and Tourism Industry, Unit 8: Tourism Development Planning, Unit 11: Business Health Check, Unit 12: Travel and Tourism Entrepreneurs and Unit 18: Industry Experience. This unit maps to the following Management NVQ units: •

A3: Develop your personal networks



B5: Provide leadership for your team



B6: Provide leadership in your area of responsibility



B9: Develop the culture of your organisation



C1: Encourage innovation in your team



C2: Encourage innovation in your area of responsibility



C4: Lead change

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C5: Plan change



C6: Implement change



D1: Develop productive working relationships with colleagues



F8: Work with others to improve customer service.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing the impacts of beliefs on employees’ behaviour and work practices



moral and ethical: could be covered in examining the ethical treatment of employees and customers



social and cultural: could be covered when considering the impact of management theories.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when considering the impact of various management theories



health and safety: could be covered when considering the impact of various management theories



European developments: could be covered when considering the impact of European legislation on business.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners will need access to a library with a variety of texts and journals associated with their project as well as access to the internet and relevant software applications. Support materials Books Boddy D — Management: An Introduction (Pearson Higher Education, 2002) Holloway J C — The Business of Tourism (Longman, 2002) Sharpley R — The Tourism Business: An Introduction (Sunderland Business Education Publishers, 2002) Tamikin P, Barber L and Hirsch W — Personal Development Plans: Case Studies and Practice (Institute for Employment Studies, 1995) Young T — Handbook of Project Management: A Practical Guide to Effective Policies and Procedures (Kogan Page, 2003) Further reading Journals eg Tourism Intelligence Quarterly, Journal of Tourism Management Trade press eg Travel Weekly, Travel Trade Gazette Quality newspapers

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Websites www.abta.com

Association of British Travel Agents

www.bized.ac.uk

A business and education service for learners and tutors

www.staruk.com

English tourism statistics

www.statistics.gov.uk

National Statistics Online

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Unit 3:

Finance and Funding in the Travel and Tourism Industry

Learning hours:

60

NQF Level 5:

BTEC Higher National — H2

Description of unit The aim of this unit is to help learners acquire knowledge, skills and techniques that will assist with management decision-making processes. The unit looks at the process and analytical skills needed to understand financial information. Thus the majority of this unit considers financial practices at the micro level, ie within a travel and tourism company. However, it also considers issues at the macro level, ie funding arrangements for tourism project development. The unit is designed for learners working towards a career at the supervisory/management level in the travel and tourism industry. As a result of studying this unit they will gain a basic understanding of financial systems and practices. This unit is not intended to be an in-depth accountancy unit and should be delivered with this in mind.

Summary of learning outcomes To achieve this unit a learner must: 1

Investigate and interpret financial accounts

2

Establish the importance of costs, volume and profit in travel and tourism management decision-making

3

Examine the use of management accounting information as a decision-making tool to travel and tourism organisations

4

Investigate the sources and distribution of funding for public and non-public tourism development.

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Content

1

Financial accounts Financial accounts: methods used to interpret financial accounts eg cash flow statement, trading account, profit and loss account, balance sheet of a typical travel and tourism related company Measure financial performance: eg current ratio, acid test ratio, return on capital employed, capital gearing, return on net assets, debtors’ collection period, creditors’ payment period, ratio of administration costs to sales, net profit %, gross profit %, stock turnover ratio as practised by organisations in the travel and tourism industry

2

Costs, volume and profit Costs: direct costs, indirect costs, fixed costs, variable costs, allocation and appointment Volume: break-even analysis, economies of scale, diseconomies of scale Profit: pricing methods to achieve a profit eg cost-led, market-led, cost plus pricing, contribution, absorption, marginal costing, top down, return on investment; reasons for making a profit eg definition of profit, type of business; factors influencing profit eg seasonal variations, political environment, economic environment, social environment, current trends, bad debts, planning, staff; reasons for making a profit (All practices to be studied within the context of the travel and tourism industry.)

3

Management accounting information as a decision making tool Management accounting information: financial statements, budgets, forecasts, MIS Decision-making tool: comparison with trends, forecasting, investment, raising capital, new products and services, current issues, against set criteria eg profitability, solvency, meeting budgets, meeting objectives (Information and tools used as examples to be taken from the travel and tourism industry.)

4

Sources and distribution of funding Central government: role of Department of Culture, Media and Sport eg National Lottery Commission; Office of Deputy Prime Minister eg European Social Fund, Regional Development Fund; sources and disbursement of funding through the Non-Governmental Public Bodies (NGPB)

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

Investigate and interpret financial accounts



interpret financial accounts for at least one travel and tourism organisation

2

Establish the importance of costs, volume and profit in travel and tourism management decision-making



explain the importance of costs and volume in financial management of travel and tourism organisations



explore the pricing methods used in the travel and tourism industry



determine the reasons for making a profit and analyse the factors influencing profit for organisations in travel and tourism

Examine the use of management accounting information as a decisionmaking tool to travel and tourism organisations



discuss the different types of management accounting information that could be used in travel and tourism organisations



assess and evaluate the use of management accounting information as a decision-making tool

Investigate the sources and distribution of funding for public and non-public tourism development



critically examine the sources and distribution of funding for the development of capital projects associated with tourism from at least two sources.

3

4

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Guidance

Delivery This unit may be delivered by using a variety of styles. However, where financial documentation is to be prepared, it would be advisable to undertake this in a practical workshop environment. Examples given to learners should always be in the context of the travel and tourism industry. It is advisable to use a variety of examples of types of organisations, to demonstrate to learners the importance of standard formats across all businesses. Learners should be encouraged to read the financial sections of newspapers and undertake regular research into the performance of companies within the industry. Trade magazines should also be regularly examined for articles on the financial performance of businesses within the travel and tourism industry. External speakers could be used when discussing the importance of financial information in the decision making process of organisations within the travel and tourism industry. Although centres should recognise that businesses may not wish to disclose sensitive financial information, and therefore learners may have difficulty in obtaining accurate figures. To overcome this potential problem, case studies should be used to help learners follow the financial progress of a business, possibly over a number of years. Assessment This unit is internally assessed and the testing of outcomes 1–3 should involve learners in analysing the financial control and performance of travel and tourism organisations. This analysis could be achieved through one assignment, comparing the performance of two organisations. The second piece of work could be designed to test outcome 4 and should be contextualised within a case study scenario of regional/local renewal and urban regeneration. Learners can present their evidence in various ways, including oral presentations, written reports, relevant financial documentation, etc. Learners can work individually or in groups. However, they must have evidence to demonstrate individual achievement of the set criteria. Links This unit particularly links with Unit 2: Management Perspectives in Travel and Tourism and Unit 11: Business Health Check. This unit maps to the following Management NVQ units: •

E1: Manage a budget



E2: Manage finance for your area of responsibility



E3: Obtain additional finance for the organisation.

Delivery of this unit can contribute to the learners’ understanding of moral, ethical, social and cultural issues in the following ways: •

moral and ethical: could be covered when considering profit as a basis for business activity



social and cultural: could be covered when considering profit as a basis for business activity.

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Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when learners are carrying out their research project



health and safety: could be covered when considering the fixed cost of business



European developments: could be covered when considering the impact of European regulations on the fixed costs of business.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners must have access to library and research facilities including the worldwide web, travel and tourism publications and information on the organisations involved within the industry. Media coverage of the industry is high profile and learners must have access to newspaper/magazine/journal articles, television/videos, and travel trade press. A range of guest speakers would also be beneficial. Samples of the annual reports of a range of companies involved in travel and tourism should be available to learners. Support materials Books Caplan S — Finance and Accounting (Adams Media Corporation, 2000) Dyson J R — Accounting for Non-Accounting Students, Fifth edition (Prentice Hall, 2001) Owen G — Accounting for Hospitality, Travel and Leisure, Second edition (Longman, 1999) Rice A — Accounts Demystified (Prentice Hall, 2000) Shaw G et al — Critical Issues in Tourism, Second edition (Blackwell, 2002) Wood F et al — Frank Wood’s Accounting 1 and 2, Eighth edition (Prentice Hall, 1999) Further reading Annual accounts of travel and tourism organisations Tourist board reports Insights Tourism Intelligence Quarterly Trade magazines eg Travel Trade Gazette, Travel Weekly Quality newspapers Websites www.culture.gov.uk

Department for Culture, Media and Sport

www.englandsrdas.com

England’s RDAs

www.odpm.gov.uk

Office of the Deputy Prime Minister

www.visitbritain.com

Visit Britain

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BH015817 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management – Issue 1 – April 2005

Unit 4:

Law and Ethics in the Travel and Tourism Industry

Learning hours:

60

NQF Level 5:

BTEC Higher National — H2

Description of unit The aim of this unit is to give learners an insight into the legal and moral issues that permeate the travel and tourism industry. It is further intended to provide an introduction to the legal and regulatory framework that is necessary for effective operation within a number of industry sectors. Learners will interpret and apply a range of regulations and legislation within the appropriate vocational context. They will explore the legal and regulatory framework utilising real cases and consider the impact of important precedents. Learners will also have the opportunity to explore the place of business ethics in the travel and tourism industry. They will consider a range of current ethical dilemmas and the role of business ethics in the mitigation of these. Learners will conclude by applying the principles of business ethics in producing a corporate social responsibility policy for a travel and tourism organisation.

Summary of learning outcomes To achieve this unit a learner must: 1

Examine the legal and regulatory framework in the travel and tourism industry

2

Explore laws and regulations relating to health, safety and the security of employees in the travel and tourism industry

3

Examine consumer protection laws in relation to the travel and tourism industry

4

Explore the role of business ethics in the travel and tourism industry.

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Content

1

Legal and regulatory framework Legal: applicable laws and regulations Regulatory framework: bodies eg Strategic Rail Authority (SRA), Health and Safety Executive (HSE), Health and Safety Commission (HSC), Maritime Authorities, International Air Transport Association (IATA), Air Travel Operators’ Licensing (ATOL), Civil Aviation Authority (CAA), Association of British Travel Agents (ABTA); role and regulatory powers eg arbitration service and code of conduct Processes: eg legal/regulatory, criminal/civil, contract/tort/legislation, industrial tribunal, ombudsman eg rail, Advisory, Conciliation and Arbitration Service (ACAS), courts or organisations involved in determining outcomes Structures: eg Magistrates Court, County Court, Crown Court, High Court, Court of Appeal (Civil and Criminal), House of Lords; roles of those involved eg solicitors, barristers Transport law: surface and sea transport eg Carriage of Passenger by Road Act 1974, Athens, Geneva and London Conventions (limits of liability), passenger charters of UK rail/coach companies; air transport conventions and protocols eg Warsaw (1929), Hague (1955) and Montreal (1975), Denied Boarding Compensation Schemes, European Union (1997) Third package

2

Laws and regulations relating to health, safety and the security of employees Health, safety and security: domestic and European eg Health and Safety at Work Act 1974, Occupiers Liability 1957 and 1984, The Packaged Travel, Packaged Holidays and Package Tour Regulations 1992, data protection, duty of care and vicarious liability Equality law: Sex Discrimination Act 1975, Race Discrimination Act 1976, Employment Protection (Consolidation) Act 1978, Disability Discrimination Act 1995 and Employment Act 2002, Human Rights Act 1998

3

Consumer protection laws Contract law: eg contracts for supply of goods, contracts for provision of services, contracts related to package holidays, valid contracts, unfair contracts, laws of agency Consumer protection: eg Trades Description Act 1968, Consumer Protection Act 1987, The Package Travel, Package Holidays and Package Tours Regulations 1992, torts of negligence and nuisance, duty of care, vicarious liability and ‘Uberrimae Fidei’ Accommodation services: eg definition of a hotel/inn, rights of refusal (eg Hotel Proprietors Act 1956), principles of food hygiene regulations (eg Food Act 1984)

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4

Business ethics Business ethics: benefits of, responsibility and business, employment ethics, finance and investment ethics, ethics of advertising, green issues in business, international business/global ethics and the ethical consumer Ethical theory: reason for ethics, overlap between law and ethics, law as reflecting society’s minimum norms and standards of business conduct, ethical and unethical eg Kant, Utilitarian and natural law, ethical dilemmas in travel and tourism eg marketing tourism responsibly, supporting local economies and political regimes, using resources economically etc, reconciling business life with moral values eg whistle blowing etc How to be ethical: responding to ethical consumerism, environmental and social auditing, developing codes of practice, the role of Corporate Social Responsibility (CSR) eg sustainability, accountability, business conduct, community involvement, corporate governance, environment, human rights, marketplace/consumers and workplace/employees

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4

46

Examine the legal and regulatory framework in the travel and tourism industry



explain the legal and regulatory framework of the travel and tourism industry



interpret surface, sea and air transport law in relation to the carriage of passengers within the legal and regulatory framework

Explore laws and regulations • relating to health, safety and • the security of employees in the travel and tourism industry

investigate the principles of health and safety law investigate the laws that relate to equality

Examine consumer protection laws in relation to the travel and tourism industry



investigate contract law in relation to travel and tourism customers



investigate consumer protection laws in relation to travel and tourism customers

Explore the role of business ethics in the travel and tourism industry



discuss an ethical dilemma faced by the travel and tourism industry



produce a Corporate Social Responsibility (CSR) policy for a specified travel and tourism organisation.

BH015817 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management – Issue 1 – April 2005

Guidance

Delivery This unit is designed for learners working towards a career as a supervisor/manager in the travel and tourism industry. It is not designed for learners seeking a legal career and should therefore be delivered with this in mind. The unit lends itself to integrated delivery via a range of vocational units, such as Unit 15: Tour Operations Management, as well as delivery as a stand alone unit. Learners should be introduced at an early stage to vocationally based legal text books that include a number of relevant cases. This will enable learners to study the legal and regulatory framework via real examples and will demonstrate to them the effects of these landmark cases on the travel and tourism industry. Learners should be encouraged to keep abreast of current cases that affect the industry via quality newspapers, journals and the media. These rulings should be integrated in the delivery strategy to ensure currency. The unit lends itself to a case study delivery strategy covering all aspects of the content and may be augmented by videos (eg Holidays from Hell, Watchdog) to facilitate discussion. Learners would benefit from visits/speakers to include some or all of the following: a trading standards officer, Tourism Concern, a local court house, or the legal department of a travel and tourism organisation, such as a tour operator. Assessment As mentioned in Delivery above, the assessment strategy offers opportunities for integrated assessment or a stand-alone unit based assessment. Learners should be encouraged to investigate and interpret the legal and regulatory framework in a travel and tourism context. The learner’s focus should be on interpretation and application rather than description so with this in mind word counts may be a useful tool. The unit further lends itself to assessment via integrated reports, presentations, role-play and the delivery of seminar papers. Links This core unit introduces the legal, regulatory and moral framework of the travel and tourism industry and as such helps underpin all units in the programme. This unit maps to the following Management NVQ units: •

B8: Ensure compliance with legal, regulatory, ethical and social requirements



E5: Ensure your own actions reduce risks to health and safety



E6: Ensure health and safety requirements are met in your area of responsibility.

Delivery of this unit can contribute to learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing a religious basis for morality and ethics



moral and ethical: could be covered when considering legal cases



social and cultural: could be covered when considering legal cases.

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Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when considering environmental legislation



health and safety: could be covered when considering health and safety legislation



European developments: could be covered when considering European regulations.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners will need access to a library containing a variety of texts and journals associated with their project, as well as access to the internet and relevant software applications. Support materials Books Chryssides G — Essentials of Business Ethics (McGraw-Hill Book Company Europe, 1996) Cork J — Tourism Law (Elm Publications, 1997) Downes J and Paton T — Travel Agency Law (Longman, 1999) Grant D and Mason S — Holiday Law: The Law Relating to Travel and Tourism (Sweet and Maxwell, 2003) Jackson J — An Introduction to Business Ethics (Blackwell Publishers, 1996) Jones J — Practical Guide to Package Holiday Law and Contracts (Tolley, 1997) Pannett A and Boella M — Principality of Hospitality Law (Cassell, 1996) Poustie M — Hospitality and Tourism Law (International Thomas, 1997) Trevino L and Nelson K — Managing Business Ethics (John Wiley and Sons, 1999) Further reading Business Ethics: A European Review Financial Times and other quality newspapers with a business section Harvard Business Review International Travel Law Journal (University of Northumbria) Journal of Business Ethics Travel Trade Gazette Travel News Reports Corporate Futures — Consultation on good practice: Social responsibility in the tourism industry (Tourism Concern, 2002) — a consultation paper researched and written by Angela Kalisch

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Websites www.bized.ac.uk

useful resource for case study material

www.cre.org.uk

Commission for Racial Equality

www.eoc.org.uk

Equal Opportunities Commission

www.ft.com

Financial Times

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Unit 5:

Research Project

Learning hours:

60

NQF Level 5:

BTEC Higher National — H2

Description of unit This unit is designed to introduce learners to the techniques and methods of research. The unit addresses a variety of research methodologies, including the opportunity to carry out interventionist or action research. Learners will be required to produce a project report based on independent research into an area of professional business practice that interests them and will add to their professional development. The study should use both primary and secondary sources of information, and should be an exploration of a current major issue. The study undertaken should build on knowledge, skills and understanding that have been achieved in other units. Tutor approval should be sought before commencing study. This unit is common to more than one Higher National. Learners must ensure that their evidence is in a travel and tourism context.

Summary of learning outcomes To achieve this unit a learner must: 1

Prepare a research proposal relating to a specified area of business

2

Conduct research using primary and secondary sources of information

3

Carry out the research project into a specified area of business

4

Present and evaluate the findings with regard to the initial proposal.

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Content

1

Research proposal Research methodologies: intervention, non-intervention, action research Hypothesis: definition, suitability, skills and knowledge to be gained, aims, objectives, terms of reference, duration, ethical issues Action plan: rationale for research question or hypothesis, task dates, review dates, monitoring/reviewing process, strategy

2

Primary and secondary sources Primary: questionnaires — type, layout, distribution, original research data gathered by the learner; interviews, selecting interviewees, bias, verification of data, time, place, style Secondary: eg books, journals, library search, use of IT, internet, media

3

Research project Preparation: identifying ideas/topics/areas of investigation, research question(s), scope and feasibility, hypothesis, literature search, agreeing the process, targets, milestones, action plan, timetable and procedure, monitoring and revision Methodology: literature search eg library, internet, sector data sources; pure and applied research, developmental, longitudinal, survey, case study, research and development, concepts and theories, terminology, validity and reliability Qualitative data analysis: interpreting transcripts, coding techniques, categorisation, relationships, trends, use of computers; presentation of data Quantitative data analysis: coding/values, manual/electronic methods, specialist software; presentation of data eg bar/pie charts, graphs, statistical tables; comparison of variables, trends, forecasting

4

Present and evaluate Presentation: eg formal written format, by viva voce or oral presentation, diagrammatic or graphical figures Methodology: presentation eg IT, audio, visual aids, time, pace; delivery critique of the methods used in the study, recommendations eg using the findings, recommendations for the future, areas for future research Evaluation: planning, objectives, focus, benefits, difficulties Criteria: purpose, editing, format, sequencing success, critical analysis, discussion of evidence and findings

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4



identify a research question or hypothesis and justify choice



justify the chosen methodology in terms of the research question



prepare an action plan with target dates and methods for monitoring and updating



devise a code of ethics for the conduct of the study

Conduct research using primary and secondary sources of information



undertake primary and secondary research relating to the proposal



describe and justify the chosen methodology

Carry out the research project into a specified area of business



prepare for the research project and agree process and action plan with supervisor



monitor and revise schedule when required



collect and review data using appropriate methods, including primary and secondary research techniques



analyse and interpret appropriate qualitative and quantitative data



record findings in an accepted format



present and summarise the findings using suitable methods



evaluate the methodology used and critically analyse the findings



propose recommendations based on the findings which identify and justify areas for future research.

Prepare a research proposal relating to a specified area of business

Present and evaluate the findings with regard to the initial proposal

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Guidance

Delivery Learners may have developed a range of investigative skills during the programme of study but this unit formalises the research into a form similar to a thesis. It is important that learners they understand the elements that make up formal research, including the different methodologies, the proposal, action planning, carrying out the research itself and presenting their findings. Tutor will need to cover the theory underpinning formal research to enable learners to complete this unit satisfactorily. The research project itself is dependent on the learner, the context of their area of learning, their focus of interest and anticipated outcomes. The unit should draw together a range of other areas of content within the programme of study to form a holistic piece of work that makes a positive contribution to commercial practice. Learners will need to establish relationships with commercial and industrial organisations in order to generate data that will lead them to such conclusions. It is essential for the tutor to monitor the development of individual research projects closely to ensure they are following the correct guidelines and working towards agreed objectives. Learners will need further guidance to support the presentation and evaluation of their work. The presentation of their research should follow formal presentation practice, with correct referencing and bibliography details. Tutors should deliver an appropriate session to underpin this approach, but the teaching of presentation skills should not be the focus of this area of work. This unit should be taught in the second year of the programme and not before Unit 7: Contemporary Issues in Travel and Tourism. Assessment Evidence for this unit should be generated through a written assignment/report, demonstrating a sound understanding of research methods and protocol. The study should show evidence of both primary and secondary research. The study should look at the present day and the current culture and operation of the service, with a view on the issues that impact most on the service. There should be an appreciation of historical events that most affect current structures and operations. The learner will need to demonstrate the ability to work independently, and to provide evidence of an individual approach in the finished work. Learners will require close supervision and organised tutor support in order to design a study that is realistic, achievable and economically viable within the scope of the unit. Tutor approval should be sought before commencing the study. It is strongly recommended that, when they are delivering presentations, learners have access to the latest technological equipment eg laptop computers, LCD projectors, presentation software. Links This unit enables learners to develop their interest in travel and tourism and links may be established with all other units on the programme. The unit builds on skills gained from Unit 7: Contemporary Issues in Travel and Tourism.

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This unit maps to the following Management NVQ units: •

A2: Manage your own resources and professional development



F1: Manage projects.

Delivery of this unit can contribute to learners’ understanding of moral, ethical, social and cultural issues in the following ways: •

moral and ethical: may arise depending on the nature of the research project undertaken; these issues may also be arise when considering how to conduct the research project



social and cultural: may arise depending on the nature of the research project undertaken; these issues may also be arise when considering how to conduct the research project.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: may arise depending on the nature of the research project undertaken



health and safety: may arise depending on the nature of the research project undertaken



European developments: may arise depending on the nature of the research project undertaken.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Tutors will need to establish the availability of resources to support independent study before allowing learners to proceed with their proposals. Where learners are engaged in primary research, the tutor must check that access has been negotiated and that ethical research procedures are being followed. Learners will need access to ICT and to appropriate commercial organisations in order to gather information. Support materials Books Bell J — Doing your Research Project (Open University Press, 1999) Best J — Research in Education (Allyn and Bacon, 2002) Cohen L and Manion L — Research methods in Education (Routledge Falmer, 2000) Lock D — Project Management (Gower publications, 2000) McNiff J — Action Research: Principles and Practice (Routledge Falmer, 2001) Robson C — Real World Research (Blackwell Publications, 2001) Further reading Quality newspapers Travel Trade Gazette Travel Weekly

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Websites www.abta.com

Association of British Travel Agents

www.iata.org

International Air Transport Association

www.keynote.co.uk

Key Note market information

www.mintel.com

Mintel site provides media, product and consumer information

www.staruk.com

English tourism statistics

www.statistics.gov.uk

National Statistics Online — official UK statistics

www.tourismconcern.com

Tourism Concern

www.visitbritain.com

Visit Britain travel guide to Britain

www.wttc.org

World Travel and Tourism Council

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Unit 6:

Marketing in Travel and Tourism

Learning hours:

60

NQF Level 5:

BTEC Higher National — H1

Description of unit The aim of this unit is to develop learners’ understanding of the key concepts and principles of marketing as they apply to the travel and tourism industry. The unit aims to equip learners with the knowledge and understanding of the key factors affecting marketing environments and the role of marketing in different sectors of the industry. The focus of this unit is initially on marketing at a strategic level and moves on to the functional and operational aspects of marketing as the unit progresses. Learners will investigate the implications for marketing in today’s competitive and service-based industry and will have the opportunity to develop practical skills of marketing.

Summary of learning outcomes To achieve this unit a learner must: 1

Explore the concepts and principles of marketing

2

Investigate the role of marketing as a management tool

3

Investigate the role of the marketing mix

4

Examine the components of the promotional mix.

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Content

1

Concepts and principles of marketing Core concepts: marketing concept and orientation, customer needs, wants and demands, products (and services) and markets, value, customer satisfaction and the exchange process, changing emphasis of travel and tourism marketing Marketing environment: micro environment (the tourism organisation, suppliers, intermediaries, customers, competitors), macro environment (demography, economy, society, technology, politics, culture, tourism systems and destinations) Consumer markets: tourist motivations and determinants, models of consumer behaviour, consumer decision process, types of buyer behaviour, value-chain, customer value and satisfaction Market segmentation: segmentation, targeting and positioning, segmentation bases, geographic, psychographic, demographic, behavioural, life-cycle stage, income, gender, geo-demographic, integrated methods, simple multivariate, advance multivariate, multistage, tourist typologies

2

Role of marketing Strategic planning: strategic plans, Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis, the concept of the product life cycle (PLC)/tourist area life cycle (TALC), Boston Matrix, strategic and tactical objectives, Ansoff’s matrix, competitive advantage Marketing research and market information: importance for travel and tourism managers, market information systems, defining the market, measuring current demand and tourism trends, the marketing research process, forecasting and demand measurement Marketing and society: influence on society, social responsibility and ethics, regulations and public policy, the impact of marketing on society, consumerism, environmentalism, legal considerations, sustainability

3

Role of the marketing mix Role: key issues, importance of service industry Marketing mix: product, price, place Product: product features, advantages and benefits, tangible, intangible and service elements, product classification, product mix and portfolio analysis, product lifecycle, product development and formulation, individual tourism business product, total tourism product (TTP), product differentiation and branding Pricing: role of price in the marketing mix, price setting considerations, cost classification, factors affecting pricing decisions, approaches to pricing, cost-plus pricing, break-even pricing, value-based pricing, pricing strategies Place: distribution channels, location and access, principals and intermediaries, channel behaviour and the organisation, vertical marketing, channel objectives and strategy, physical distribution and logistics

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Service industry mix elements: the nature and characteristics of services, internal marketing, interactive marketing, service quality, people, partnerships, programming, packaging 4

Components of the promotional mix Promotional mix: public relations, selling, advertising and sales promotion, direct marketing, internet and on-line promotion, integrated communications, communication channels, promotional mix decisions, budgetary considerations, monitoring and evaluating promotions Advertising and public relations: objectives, methods, reach, frequency, impact, creating copy, costs and budgeting, media planning, public relations activities and tools, limitations, evaluation, role of agencies Sales promotion and personal selling: aims and objectives, reasons for growth of sales promotion and merchandising, points of sale, methods of sales promotion used in travel and tourism, importance of travel and tourism brochures, personal selling functions

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4

60

Explore the concepts and principles of marketing

Investigate the role of marketing as a management tool

Investigate the role of the marketing mix

Examine the components of the promotional mix



explain the core concepts of marketing for the travel and tourism industry



assess the impact of the marketing environment on individual travel and tourism businesses and tourist destinations



discuss the factors affecting consumer motivation and demand in the travel and tourism industry



analyse the principles of market segmentation and its uses in marketing planning



outline the importance of strategic marketing planning for a specified travel and tourism organisation or tourist destination



describe the relevance of marketing research and market information to managers in the travel and tourism industry



investigate the influence of marketing on society



discuss the key issues in the product, price and place elements of the marketing mix



assess the importance of service industry mix elements to the travel and tourism industry



apply the concept of the total tourism product to an individual tourism organisation or tourist destination



assess the integrated nature and role of the promotional mix



plan and justify an integrated promotional campaign for a travel and tourism organisation or destination.

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Guidance

Delivery For many learners this unit will provide their first contact with the main aspects of marketing theory applied to the travel and tourism industry. As such the unit may be delivered as a standalone package, but the recommendation is that centres attempt to integrate this unit into the programme as a whole. As marketing underpins business operations, this should be achievable without difficulty. Current trends, issues and innovations should be used to identify the application of marketing principles and techniques. Care should be taken in the tracking of evidence to ensure all outcomes are achieved. Tutors should take a practical, industry-related approach to the delivery of this unit. This may be achieved by a combination of visiting speakers, visits, residential visits and international exchanges. Assessment Evidence of outcomes may be in the form of written assignments, presentations, case studies and completed tests or examinations, as well as by learners building a portfolio of evidence. Learning and assessment may be across different units, at unit or outcome level. It is anticipated that the majority of evidence for this unit is likely to be at outcome level, thereby providing opportunities for flexibility of delivery. Assessment may consist of a combination of formative and summative assessments. Learners should be given opportunities for peer- and self-assessment in order to develop their skills in being responsible for their own learning and development. Links This unit can be linked successfully with Unit 1: The Travel and Tourism Environment, Unit 4: Law and Ethics in the Travel and Tourism Industry, Unit 8: Tourism Development Planning, Unit 12: Travel and Tourism Entrepreneurs, Unit 18: Industry Experience and Unit 25: Public Relations and Promotions in Travel and Tourism. This unit maps to the following Management NVQ units: •

B1: Develop and implement operational plans for your area of responsibility



B2: Map the environment in which your organisation operates



F4: Develop and review a framework for marketing



F9: Build your organisation’s understanding of its market and customers.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: could be covered when looking at the aspirations of potential target groups



moral and ethical: could be covered when considering the ethics of advertising and use of data

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social and cultural: could be covered when looking at cultural stereotypes, and the success/non success of different campaigns in different countries.

Delivery of this unit can also raise learners’ awareness of, environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when looking at images used in marketing



health and safety: could be covered when considering the implications of health and safety legislation on business



European developments: could be covered when considering the impact of European legislation on marketing.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners will need access to a learning resource centre with a variety of texts and journals associated with their project as well as access to the internet and the use of relevant software applications. Support materials Books Kotler P, Bowen J and Makens J — Marketing for Hospitality and Tourism (Prentice Hall, 2002) Lumsdon L — Tourism Marketing (Thomson Learning, 1997) Middleton V T C and Clarke J — Marketing in Travel and Tourism (Butterworth-Heinemann, 2001) Pender L — Marketing Management for Travel and Tourism (Stanley Thornes, 1999) Seaton A V and Bennett M M — Marketing Tourism Products (Thomson Learning, 1996) Swarbrooke J and Horner S — Consumer Behaviour in Tourism (Butterworth-Heinemann, 1999) Further reading Insights Journal of Vacation Marketing Leisure Management Mintel Tourism Management Video/DVD Too Much Tourism (TV Choice, 1997) Tourism Business in the Lake District (TV Choice, 1997) Marketing Holidays (TV Choice, 2001)

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Websites www.bized.ac.uk

contains useful case studies

www.culture.gov.uk

Department for Culture, Media and Sport

www.staruk.com

English tourism statistics

www.visitbritain.com

VisitBritain

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Unit 7:

Contemporary Issues in Travel and Tourism

Learning hours:

60

NQF Level 5:

BTEC Higher National — H1

Description of unit The aim of this unit is to develop learners’ research skills prior to Unit 5: Research Project. It allows learners to develop research skills within the context of a travel and tourism topic of personal interest which may not be covered elsewhere on the syllabus. The unit introduces learners to various methodologies and to the difficulties encountered in the research process. The unit has a practical focus that enables learners to develop the skills required before undertaking small-scale projects. Learners should be able to justify their choice of issue prior to exploring the issue in some depth. Throughout the research and investigation learners will develop knowledge and understanding of particular key issues within the industry.

Summary of learning outcomes To achieve this unit a learner must: 1

Examine different research strategies

2

Investigate a range of research methods with regard to suitability

3

Examine a contemporary issue in travel and tourism to research and justify its selection

4

Plan, undertake and present findings of an original piece of research in relation to a contemporary travel and tourism issue.

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Content

1

Strategies Strategies: empirical, intervention/non-intervention, positivist/non-positivist, action research, qualitative, appropriateness

2

Research methods Primary: researcher eg participant/non-participant, intervention/non-intervention; questionnaire design and application eg wording, sequence, bias interviews, case study sampling eg size of sample, response time and rate, manual or computer analysis, judgmental, quota, random, stratified, probability, focus groups, internet surveys, types of interview eg structured/non-structured, in-depth, individual/group, appropriateness; questions eg open/closed, setting up and managing the interview, recording information Secondary: criteria eg parameters, key words, relevance, validity, sufficiency, currency Types: written eg books, journals, magazines, articles, newspapers, reports, minutes of meetings, transcripts of speeches, theses; audio-visual eg video/audio tapes, diagrams, drawings, charts, tables, films, television; sources eg libraries, internet, CD-Rom, government publications, media organisations, record of data eg techniques, index cards, databases, specialist computer programs, description of content bibliography Quantitative: measured by scientific techniques, analysis by numerical and statistical methods; coding/values, manual/electronic, specialist software, presentation of data Qualitative: focused on interpretations made by individuals within a social setting; interpreting transcripts, coding techniques, categorisation, relationships, trends, use of computers, presentation of data Data: storage, access

3

Contemporary issue Research: aims and objectives, literature review, current literature Contemporary issue: current and topical eg SARS, Foot and Mouth; impacts, commodification, global or local, impacts, mergers, disintermediation, consumer needs, sustainability, responsible tourism, changes in travel retailing, growth of internet self packaging, international relations

4

Plan, undertake and present findings Plan: identify ideas/topics/areas of investigation, scope, literature review, targets, action plan, monitoring and revision, aims and objectives Undertake: small-scale project Presentation: eg conference, appropriate formats eg formal/informal, discussion. Presentation aids eg IT, audio-visual aids Further research: aims and objectives, focus, difficulties, discussion of the findings, Critique of the methods used in the study, recommendations

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4

Examine different research strategies

Investigate a range of research methods with regard to suitability

Examine a contemporary issue in travel and tourism to research and justify its selection Plan, undertake and present findings of an original piece of research in relation to a contemporary travel and tourism issue



identify a range of different strategies that are employed in research



explain at least four different strategies that are employed in research



analyse four different research strategies that could be used in a travel and tourism context



explain and use primary and secondary methods of research



analyse and evaluate appropriate uses of qualitative and quantitative research methods



justify methods to be used for the project



identify an appropriate issue to research indicating aims and objectives



gather research through a literature review



justify the selection of the chosen issue



analyse a current issue in travel and tourism using qualitative and quantitative methods



justify the use of the chosen methodology



plan and present findings in an appropriate format



evaluate the project and make recommendations for further areas of research.

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Guidance

Delivery This unit is designed to equip the learner with research skills needed to complete Unit 5: Research Project. Therefore, it should be completed in the first year of study. Tutors should be aware that for many learners this unit is their first contact with formal research methodologies. Time should be spent examining these before the learners embark on their own research project. This unit lends itself to a variety of teaching and learning strategies, such as group discussions, lectures, seminars, case studies, external speakers and debates on issues affecting demand and impact of tourism. Lectures could be used with questions/answers to confirm knowledge is acquired. Peer review should be used as a strategy to give learners practical experience of research practices. Learners should keep up to date with current issues that may influence the travel and tourism industry. They should be strongly encouraged to engage in regular research through a variety of sources eg reading quality newspapers, trade journals, watching news and current affairs programmes on the television, etc. Sufficient time should be built into the teaching schedule to allow learners to undertake the necessary research to achieve the learning outcomes and to be responsible for their own learning. Assessment This unit is internally assessed and should involve learners in an examination of the environment within which the travel and tourism industry operates. It should incorporate all the criteria set but should also reflect current issues facing the travel and tourism industry. The unit can be assessed in one assignment allowing the learners to focus on a small area to produce an in-depth study. Links This unit provides an opportunity for learners to explore any travel and tourism issue that attracts their attention. Therefore, it links with all units. This unit maps to the following Management NVQ units: •

A2: Manage your own resources and professional development



F1: Manage projects.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing carrying out their research project



moral and ethical: could be covered when learners are carrying out their research project



social and cultural: could be covered when learners are carrying out their research project.

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Delivery of this unit can also raise learners’ awareness of, environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when learners are carrying out their research project



health and safety: could be covered when learners are carrying out their research project



European developments: could be covered when learners are carrying out their research project.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners must have access to library and research facilities, including the worldwide web, travel and tourism publications and statistics. Media coverage of tourist destinations is essential and learners must have access to newspaper/magazine articles, television/video, and the travel trade press. Due to the range of issues that learners may research, the resource list cannot be seen as comprehensive. Support materials Books Tutors should be aware that textbooks are frequently updated and that they should use the latest editions where available. Bell J — Doing Your Research Project (Open University Press, 1993) Boniface B C and Cooper C P — Worldwide Destinations: The Geography of Travel and Tourism (Butterworth-Heinemann, 2001) Butler R and Pearce D (editors) — Change in Tourism: People, Places and Processes (Routledge, 1995) Hanlon P — Global Airlines: Competition in a Transnational Industry (ButterworthHeinemann, 1999) Holloway J C — The Business of Tourism, Fifth edition (Longman, 1998) Krippendorf J — The Holiday Makers: Understanding the Impact of Leisure and Tourism (Butterworth-Heinemann, 1999) Lickorish L and Carson J — An Introduction to Tourism (Butterworth-Heinemann, 1997) May T — Social Research: Issue, Methods and Process (Open University Press, 2001) Middleton V and Hawkins R — Sustainable Tourism: A Marketing Perspective (Butterworth-Heinemann, 1998) Opperman M and Chon K — Tourism in Developing Countries (Thomson Business Press, 1997) Page S — Transport for Tourism (Routledge, 1994) Renshaw M — The Travel Agent, Second edition (Business Education Publishers, 1997) Robson C — Real World Research: A Resource for Social Scientists and Practitionerresearchers (Regional Surveys of the World) (Blackwell, 2001)

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Sharpley R (editor) — The Tourism Business (Business Education Publishers, 2002) Swarbrooke J and Horner S — Consumer Behaviour in Tourism (Butterworth-Heinemann, 1999) Theobald W (editor) — Global Tourism, Second edition (Butterworth Heinemann, 1998) Further reading Quality newspapers Travel Trade Gazette Travel Weekly Websites www.e-tid.com

Travel and hospitality industry digest

www.mintel.com

Mintel — provides media, product and consumer information

www.staruk.com

English tourism statistics

www.statistics.gov.uk

National Statistics Online — official UK statistics

www.tourismconcern.org.uk

Tourism Concern

www.visitbritain.com

Visit Britain

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Unit 8:

Tourism Development Planning

Learning hours:

60

NQF Level 5:

BTEC Higher National — H2

Description of unit The aim of this unit is to increase learners’ awareness of the need to plan and manage tourism at all levels within an international, national, regional and local framework. Emphasis is placed on current trends in planning for tourism development in a range of destinations. The stages in the planning process are identified and learners will be encouraged to apply theoretical models to practical case studies and site visits. The principles and philosophy of sustainable development are introduced in this unit and learners will be required to show an in-depth understanding of issues such as carrying capacities, environmental impact and the guest-host relationships as they relate to current tourism initiatives eg access, conservation, enclave tourism.

Summary of learning outcomes To achieve this unit a learner must: 1

Examine the rationale for planning in the travel and tourism industry

2

Investigate the various approaches to tourism planning and development

3

Examine the need for planning for sustainable tourism

4

Investigate current issues related to tourism development planning.

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Content

1

Rationale Rationale: to achieve the determined objectives eg improved employment opportunities, protection and conservation of wildlife, landscape, co-ordination between public/private partners, to maximise benefits, provide infrastructure, co-ordinate development, consumer protection, involvement of stakeholders eg developers, tourism industry, tourists and host community; public/private partnerships and advantages/disadvantages of, effective use of resources eg infrastructure; natural, cultural, heritage, human resources

2

Planning and development Planning: environmental; economic; social; international; national; regional; local; strategic; short term; qualitative; quantitative; methods of measuring tourism impact eg Cambridge Economic Impact Model (STEAM), Environmental Impact Studies, Pro Poor Tourism; Responsible Tourism, interactive planning systems and processes Development: preservation, conservation, new build

3

Sustainable tourism Sustainable tourism: definitions eg Brundtland Report (1987), Triple Bottom Line, World Travel and Tourism Council (WTTC) Principles for Sustainable Development (1995)

4

Current issues Current issues: conflict eg tension between the planner, tour operator, tourist, government, developer, local community, guest-host relationship; impacts eg economic, social, environmental; access eg balance of supply and demand, imposition of limits, pressure on finite resources; enclave tourism eg advantages and disadvantages to the local community, moral and ethical issues of enclave tourism

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4

Examine the rationale for planning in the travel and tourism industry

Investigate the various approaches to tourism planning and development

Examine the need for planning for sustainable tourism

Investigate current issues related to tourism development planning



explain how all stakeholders can benefit from planning of tourism developments with reference to a current case study



summarise the rationale for careful planning in the development of new tourist attractions



explain the advantages and disadvantages of public/private sector tourism planning partnerships drawing on a current example



analyse the main features of tourism development planning at different levels



evaluate the significance of interactive planning systems and processes in tourism developments



examine the different methods available to measure tourist impact



define ‘sustainable tourism’ and justify the introduction of the concept of sustainability in tourism development



examine factors that may prevent/hinder sustainable tourism development



analyse the main stages in planning for sustainability and apply to a case study/destination that has been through such a planning process



explain the most appropriate methods of resolving a conflict of interests to ensure the future well-being of a developing tourism destination



critically analyse the implications of balancing supply and demand



evaluate the moral and ethical issues of enclave tourism.

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Guidance

Delivery Where possible, visits to relevant destinations in the UK and abroad should be undertaken. Tutors could also make considerable use of case studies (educational, TV current affairs and travel videos) and texts to bring the planning issues to life. Learners should be strongly encouraged to become familiar with the Brundtland Report and with various definitions of ‘sustainable tourism’ and ‘responsible tourism’. Use should be made of local case studies and guest speakers from interested/involved organisations. There are a number of examples throughout the UK of planned urban regeneration schemes; new hotel/country club/health club developments; airport extensions and upgrades; new tourism attractions have benefited from interactive planning processes, public/private partnerships and the adoption of sustainable principles. These could be studied as examples of best practice and should support the theoretical study of tourism planning processes, systems, models and techniques as accessed through texts such as Cooper, Gunn and Hall (see Resources). Assessment Evidence of outcomes may be in the form of assignments, presentations or written reports. Learning and assessment can be undertaken by integrating the outcomes into a series of case studies on various destinations. Tourism development planning can be a dry subject and it is strongly recommended that delivery and assessment of the theory, principles and concepts be undertaken within contextual studies of destinations. This can be achieved through a residential trip, visits and/or the use of case studies and videos. Links This unit has links with Unit 1: The Travel and Tourism Environment, Unit 4: Law and Ethics in the Travel and Tourism Industry, Unit 5: Research Project, Unit 7: Contemporary Issues in Travel and Tourism, Unit 9: Tourism Destinations, Unit 16: Overseas Resort Management and Unit 24: Tourism in Developing Countries. This unit maps to the following Management NVQ units: •

B1: Develop and implement operational plans for your area of responsibility



B2: Map the environment in which your organisation operates.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when discussing the impact of tourism and planning on host communities



moral and ethical: when discussing conflict between stakeholders in tourism development



social and cultural: when discussing conflict between stakeholders in tourism development.

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Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when considering sustainability issues



health and safety: could be covered when considering the impacts of tourism development on host communities



European developments: could be covered when considering European legislation and its impact on tourism development.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners will need access to a library with a wide variety of texts and journals associated with their project as well as access to the internet and the relevant software applications. Support materials Books Cooper et al — Tourism Principles and Practice, Second edition (Longman, 1998) Gunn C A — Tourism Planning (Taylor and Francis, 1994) Hall C M — Tourism Planning (Prentice Hall, 2000) Middleton V T C — Sustainable Tourism (Butterworth-Heinemann, 1998) Nagle G — Tourism, Leisure and Recreation (Nelson Thornes, 1999) World Tourism Organisation — National and Regional Tourism Planning: Methodologies and Case Studies (Routledge, 1994) Further reading In Focus Insights Journal of Sustainable Tourism Websites www.culture.gov.uk

Department for Culture, Media and Sport

www.ecotourism.org

The International Ecotourism Society

www.staruk.com

English tourism statistics

www.tourismconcern.org.uk

Tourism Concern

www.tourismsociety.org

The Tourism Society

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Specialist

units BH015817 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management – Issue 1 – April 2005

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Unit 9:

Tourism Destinations

Learning hours:

60

NQF Level 5:

BTEC Higher National — H1

Description of unit The aim of this unit is to introduce learners to the location of tourist destinations, the cultural, social and physical features of those destinations and the issues and trends that affect their popularity, as part of the essential selling skills and knowledge needed by managers within the travel and tourism industry. It recognises that not all learners studying the BTEC Higher National in Travel and Tourism Management course will have studied travel and tourism previously. Through studying visitor numbers, statistics and other relevant data, learners should be more aware of past issues affecting tourism, enabling them to appreciate the impact they can have on a destination and its continued popularity.

Summary of learning outcomes To achieve this unit a learner must: 1

Examine the main tourist destinations of the world

2

Determine cultural, social and physical features distinguishing tourist destinations

3

Explore how the characteristics of destinations affect their appeal to tourists

4

Investigate issues likely to affect the popularity of tourist destinations.

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Content

1

Main tourist destinations Main: by income generated, visitor numbers and tourism statistics Tourist destinations: major tourist destinations selected from UK, Europe and the rest of the world Generators: source of tourists

2

Cultural, social and physical features Cultural: resources eg museums, monuments, churches, megaliths, festivals, food, and drink Social: social groups eg national, regional, religious, needs of different customer groups, impact of tourism on resources and the local community, carrying capacity, sustainability eg policy dilemma, alternatives to mass market Physical: landscape eg geology of lakes, mountains, coastline, profile of beaches, flora and fauna, preferences of landscape, effects of people and the need for conservation

3

Characteristics of destinations Characteristics: cultural aspects eg behaviour, norms, lifestyles, stereotypes, needs and requirements, social aspects, values, traditions, customs, historical, wildlife, and urban resources, accessibility eg modes of transport Destinations: selected from UK, Europe and the rest of the world, leading destinations, developing destinations Appeal: popularity, change in visitor numbers, types of visitor eg business, pleasure, visiting friends and relatives, change, product life cycle

4

Issues Issues: eg climate, global warming, Arctic flows, ocean current, natural disasters, natural phenomena, political, growth of nationalism and religious fundamentalism, terrorism, economics, trade links, sports links, linguistic links, ethical, role of the media Popularity: visitor numbers, statistics, economic data, tourist generation eg factors determining demand, reason for growth, world distribution — domestic and international

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4



determine the main tourist destinations and generators of the world in terms of visitor numbers and income generation



analyse statistics to determine tourism destination trends and predict future trends



analyse cultural, social and physical features of tourist destinations explaining their appeal to tourists



compare the features of top contrasting tourist destinations



compare and contrast the features of one developing and one leading tourist destination

Explore how the characteristics of destinations affect their appeal to tourists



evaluate the appeal of a current leading tourist destination with that of a currently developing tourist destination



examine how the characteristics of a tourist destination affect its appeal

Investigate issues likely to affect the popularity of tourist destinations



examine the issues that affect the popularity of tourist destinations



analyse the potential for responsible tourism to enhance the host community at worldwide tourist destinations.

Examine the main tourist destinations of the world

Determine cultural, social and physical features distinguishing tourist destinations

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Guidance

Delivery The unit lends itself to a variety of teaching and learning styles, such as discussions and debates on issues affecting demand and the impact of tourism. Learner centred learning can be used to enhance the delivery and learning within the unit. Learners could lead seminars on current socio-political issues affecting the popularity of tourism destinations and this would enhance their research and presentation skills. Links with the sales and promotion wings of tourism organisations would bring extra relevance to the unit. Opportunities could also be built into the teaching schedule for learners to visit industry. A field study to a destination would also be valuable. Assessment Evidence of outcomes may be in the form of assignments, case studies, presentations and comparisons. The following are suggestions that could be used to support evidence collected: •

assignments — written reports or accounts discussing findings and providing valid, thorough conclusions



case studies — examining current characteristics, features and issues affecting the appeal of destinations and sites where responsible tourism has been effective.

Links This unit links with Unit 1: The Travel and Tourism Environment, Unit 5: Research Project, Unit 7: Contemporary Issues in Travel and Tourism, Unit 14: Special Interest Tourism, Unit 16: Overseas Resort Management, Unit 23: Incoming and Domestic Tourism and Unit 24: Tourism in Developing Countries. This unit maps to the following Management NVQ unit: •

B2: Map the environment in which your organisation operates.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing history, tradition and culture in tourist destinations



moral and ethical: could be covered when discussing the impact of tourism on host communities



social and cultural: could be covered when discussing the appeal of tourist destinations.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when discussing the impact of tourism on the environment



health and safety: could be covered when discussing the impact of large tourist numbers on undeveloped sites

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European developments: could be covered when discussing European destinations.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners must have access to library and research facilities, including the worldwide web, travel and tourism publications and statistics. Learners must have access to newspaper/magazine articles, television/video, and the travel trade press. Support materials Books Boniface B C and Cooper C P — Worldwide Destinations: The Geography of Travel and Tourism (Butterworth-Heinemann, 2001) Frechtling D C — Forecasting Tourism Demand: Methods and Strategies (ButterworthHeinemann, 2001) Harrison L (editor) — Practising Responsible Tourism: International Case Studies in Tourism, Planning, Policy and Development (John Wiley, 1996) Laws E — Tourism Destination Management: Issues, Analysis and Practices (Routledge, 1995) Roos W and Renferghem O — In Focus Guides on People, Politics, History and Culture (In Focus series, Latin America Bureau, 1997) Swarbrooke J and Horner S — Consumer Behaviour in Tourism: An International Perspective (Butterworth-Heinemann, 1999) Further reading Insights Quality newspapers’ travel supplements Tourism Intelligence Quarterly Travel Trade Gazette Travel Weekly Video/DVD The Holiday Programme News/current affairs programmes Travel, geographical and environmental documentaries Wish You Were Here Websites www.mintel.com

Mintel — site provides media, product and consumer information

www.statistics.gov.uk

National Statistics Online — official UK statistics

www.tourismconcern.co.uk

Tourism Concern

www.staruk.com

English tourism statistics

www.visitbritain.com

Visit Britain

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Unit 10:

The Developing Manager

Learning hours:

60

NQF Level 5:

BTEC Higher National — H2

Description of unit This unit focuses on the personal development of learners and their future career in management. It explores a range of management behaviour principles and practices. Learners can then apply this knowledge to self-appraisal, examining their own potential as a prospective manager. Using the knowledge developed throughout this qualification, learners will have the opportunity to actively demonstrate the roles and responsibilities of a manager in an appropriate context. This may be through part-time work, a work placement or simulation. This experience will enable them to consider how the unit and the programme can contribute to their future career development. This unit is common to more than one Higher National. Learners must ensure that their evidence is in a travel and tourism context.

Summary of learning outcomes To achieve this unit a learner must: 1

Investigate principles and practices of behaviour management

2

Analyse own potential as a prospective manager

3

Demonstrate the roles and responsibilities of the manager in the context of a service industry

4

Explore opportunities for career development.

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Content

1

Principles and practices Management theory and styles: assumptions and drawbacks, classical theories, main contributors, the influence of informal groups, hierarchy of needs, systems approach to management, contingency approach, leading authorities Leadership characteristics: styles eg autocratic, democratic, laissez faire, action-orientated; motivation theories, factors affecting motivation and performance, motivation techniques, effectiveness; conflict resolution; the role of partnerships and stakeholders in the organisation Communication: communications processes, verbal, written, non-verbal; lines of communication, linear, lateral, formal/informal; barriers to effective communication Organisational culture and change: types of organisational structure and culture; factors influencing changes in culture; types of change eg demographic, economic, legislative; planned change theory; managing and measuring the effectiveness of change; sources and types of power; change drivers

2

Prospective manager Self-knowledge and appraisal: skills audit eg management skills, leadership skills, practical/technical skills, personal skills (eg interpersonal/motivational/communication skills), organising and planning skills cognitive and creative skills; qualifications (current/planned), strengths and weaknesses analysis; personal learning logs; personal development plans Own potential: aims, objectives, targets, learning programme/activities, action plan, time management, work scheduling, SMART objectives, action planning, delegation, decision making, problem solving, management/leadership styles, value awareness, conflict management, giving and receiving feedback, influencing skills, self-confidence, positive thinking, communication, presentation, team building and membership, mentoring, counselling, coaching, facilitation, learning cycle, learning styles, action learning sets, management learning contracts, learning log, review dates, achievement dates

3

Roles and responsibilities Roles: leading and motivating staff, communicating, team building, processes and stages in team development, group dynamics, effective/ineffective teams, goals/objectives Responsibilities: product and service knowledge and development, customer care; decisionmaking eg strategic, planning; managerial/operational control, problem solving; authority, delegation and empowerment; effective working relationships with subordinates, peers, managers and other stakeholders Context: eg hospitality, travel, tourism, sports, leisure, recreational industries

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Career development Career: relevant managerial skills eg communication, thinking, learning; personal skills eg attitude, behaviour, responsibility, adaptability; aspirations, openings/opportunities Development plan: career development, personal development, current performance, future needs

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4

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Investigate principles and practices of behaviour management

Analyse own potential as a prospective manager

Demonstrate the roles and responsibilities of the manager in the context of a service industry

Explore opportunities for career development



differentiate between management styles



examine leadership characteristics



evaluate communication processes



investigate organisational culture and change



undertake a skills audit to identify, review and assess own management skills performance



carry out an analysis of personal strengths, weaknesses, opportunities and threats



set, prioritise and agree with supervisor objectives and targets to develop own potential



lead and motivate a team to achieve an agreed goal or objective in the context of a service industry



demonstrate appropriate product and/or service knowledge and customer care



explain and rationalise decisions made to support achievement of agreed goal or objective



explain how own managerial and personal skills will support career development in a service industry



devise a development plan to reflect career and personal development needs, current performance and future needs.

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Guidance

Delivery This unit can be delivered in a variety of contexts, including the hospitality, travel, tourism, sports, leisure and recreational industries. Tutors should ensure that examples and support materials (eg case studies, product information) are relevant to the context in which they are delivering the unit. The unit should be delivered in a way that promotes self-appraisal and self-development. Learners should be encouraged to relate theory to practice by sharing their own experiences. There should be an emphasis on learner-centred, experiential learning and small group work. Case studies will support delivery of the principles and practices of management. It is important for learners to understand the theories involved; for example, systems approaches that introduce the development of socio-technical systems, interacting with the external environment, or contingency approaches that explore the effects of political, economic, social, technological factors, or hard and soft techniques. Learners will benefit from an understanding of different types of organisational structures, such as functional, product, location, line and matrix, spans and levels of control. Assessment This unit reflects the development of managerial skills, which should be clear in assessment evidence. Management theory can be assessed through a short report, demonstrating reportwriting skills that may be necessary in the learner’s future career. Further evidence should reflect the personable nature of the manager and maximise opportunities for presentations, with audiences that include representatives from industry. Tutors should also seek opportunities for professional discussions as a form of evidence. These should be witnessed by the tutor. Links This unit addresses a wide range of issues relating to management and can be linked with all other units in the qualification. Tutors should seek to integrate this unit with others to underpin the relevance of the issues being studied. This unit links with the following Management NVQ units: •

A1: Manage your own resources



A2: Manage your own resources and professional development



A3: Develop your personal networks



B5: Provide leadership for your team



B6: Provide leadership in your area of responsibility.

Delivery of this unit can contribute to learners’ understanding of spiritual, ethical and moral issues in the following manner: •

spiritual: this unit offers broad scope for spiritual development through self-appraisal consideration of how learners are addressing a number of issues. Learners can work in small discussion groups, focusing on personal issues that they may find more difficult to discuss in open forum

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ethical/moral: learners can consider the ethical and moral responsibility managers have for their own personal development and how this can be encouraged and extended.

Resources A range of appropriate case study material, texts and journals will support consideration of the range of theories delivered in this unit. It is important for learners to relate theory to observable practice in an appropriate service industry sector. Learners should be encouraged to ‘adopt’ an appropriate organisation and use it as a context within which to assess current practice, apply theory and observe in a reflective way. These individual experiences can then be fed back in group-learning contexts. Support materials Books Boddy D and Paton R — Management: An Introduction (Prentice Hall, 1998) Institute of Management — Personal Effectiveness and Career Development (Hodder and Stoughton, 1999) Tamikin P, Barber L and Hirsch W — Personal Development Plans: Case Studies and Practice (Institute for Employment Studies, 1995) Young T — The Handbook of Project Management (Kogan Page, 1998) Websites www.bized.ac.uk

a business and economics service for learners, tutors and lecturers

www.dfes.gov.uk

Department for Education and Skills

www.instituteofcustomerservice.com

Institute of Customer Service

www.workplacelaw.net

workplace law network

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Unit 11:

Business Health Check

Learning hours:

60

NQF Level 5:

BTEC Higher National — H2

Description of unit This unit introduces learners to the process of carrying out a business health check. Learners will learn how techniques can be applied to track the progress of a business and amend its direction depending on what is happening inside and outside the business at any time. Learners will also develop techniques tat review management and staffing skills and enable them to respond to new challenges. This unit is common to more than one Higher National. Learners must ensure that their evidence is in a travel and tourism context.

Summary of learning outcomes To achieve this unit a learner must: 1

Review the focus of the business

2

Develop plans for the business

3

Evaluate and develop skills of management and staff.

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Content

1

Focus of the business Focus: current positioning of business, priorities, successes, distracters, current/future aims (short-, medium- and long-term), strengths and weaknesses, stakeholders, sources of advice and guidance, potential for business improvement Factors impacting on the business: external, internal, resources, opportunities, threats

2

Develop plans Review: eg products/services, marketing, sales, finances, staffing; effectiveness, overall business performance, business image, record keeping Business planning: forecasting eg for marketing and sales, design, productivity, quality, service, financial management systems; roles and responsibilities of staff and management, performance monitoring, laws and regulations (including up-dating), action planning, timescales, risk assessment, appropriate sources of advice, relevant information, information handling and administration

3

Evaluate skills Evaluate: monitor performance eg current experience, skills and abilities (technical, operational, managerial); effect of current performance on the business, assess targets set, other relevant information, make informed judgements Planning and development: assessing re-skilling/up-skilling needs, setting clear targets, linking skills targets to business targets, advice and training, costs/benefits analysis Support and advice: free and paid-for help, personal contacts, networks, fees, limitations of advice and support, record keeping

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Outcomes and assessment criteria

Outcomes

Assessment criteria To achieve each outcome a learner must demonstrate the ability to:

1

2

3

Review the focus of the business

Develop plans for the business

Evaluate and develop skills of management and staff



analyse the objectives of the business



describe factors that impact on the business



determine potential improvements to the business organisation and/or operation



review the effectiveness of the business



develop plans to improve the business



evaluate the current skills of management and staff



outline plans for the development of skills for management and staff



explain what sources of support and advice are available and how they can contribute to business development.

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Guidance

Delivery This unit can be delivered in a wide variety of contexts, including service industries such as hospitality, travel, tourism, sports, leisure and recreational industries. Teachers should ensure that examples and support materials (eg copies of mission statements, business plans, case studies, cuttings from the business press) are relevant to the travel and tourism industry. The unit may be delivered as a stand-alone package but the recommendation is that centres integrate this unit with others. Business priorities will vary and discussion groups will enable learners to consider a broad range of issues, such as turnover, profitability, sales and marketing, customer and employee satisfaction, quality of products or services, productivity and product development. Learners should understand the need to take into account the interests of stakeholders, such as owners, customers, staff, backers and suppliers. Discussion groups can also consider factors that can affect the business. These again will vary, depending on the perspective of the learner and his or her focus of study. External factors can include customer demand, competition from other businesses, the amount of money or backing that is available to the business, laws or regulations that apply to the business, the tools, equipment, materials and staff needed to run the business and any new developments in technology and materials (such as information and communications technology). Learners should also consider the location of the business and environmental issues, such as processing materials or disposing of waste. Internal factors that may impact on the business include the organisation of staff, how effectively the business is managed, the design and quality of the products or services, sales and marketing issues, staff training and attitudes and the working environment. Operational issues could cover interpreting financial statements or reports, evaluating actual performance against targets. Learners can also discuss the resources that support a business, including finance, staff, premises, materials, tools and equipment. These areas highlight the focus of the unit: to develop learners’ understanding of how to carry out the processes supporting a business health check. Tutors should resist, for example, directing learners to learn how to interpret financial statements. Tutors should also develop learners’ understanding of a range of opportunities and threats that may impact on a business. Discussion groups could focus on opportunities that include expanding the existing market of a business, establishing new markets, developing new products and services or improving existing ones, cutting costs or putting up prices, or simplifying the organisation or operation of the business. Threats that learners should consider might include changes in the market for the business’s products and services, competition, new laws, or problems with suppliers or backers. In reviewing a business in order to develop plans, tutors may choose for the learner group to work as a whole unit to support an existing business, or to use a case study. It is important to understand the development of health-check processes as the outcome of this unit. Capacity is limited by the time frame for delivering and assessing the unit and a wider coverage can be achieved through a group effort.

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Learners need to understand the range of support and help they can utilise when carrying out a business health check. Sources of advice and guidance they could explore include business associates, business advice centres, business advisers, counsellors, coaches or mentors, specialist consultants, non-executive directors, accountants and other professionals. Learners can also discuss the benefits to be gained from personal contacts, for example, with business associates, suppliers, members of professional associations and through internet chat rooms; or through the development of networks, for examples through training events, discussion groups, trade associations or clubs. Such sources of support and guidance could be invited in as guest speakers, which would add valuable currency to the focus of the unit. Assessment Evidence should be gathered where possible from links with local business organisations willing to support the delivery of this unit. Learners must respect the confidential nature of data and other business-orientated information generated by their investigations. A clear policy statement from the centre reflecting this may encourage local industry to support both delivery and the generation of appropriate evidence. In return, learners can carry out an effective business health check based on a real business with potentially real outcomes. It is essential that learners confirm the outcomes of their work with the tutor before presenting them to a business manager or owner. This is to ensure the accuracy and validity of the guidance being proposed. The results of learners’ work can be presented through a presentation, although there are issues of confidentiality and tutors should consider the time required to observe such presentations on an individual basis. Learners can arrange to work in pairs and share the delivery of the presentation, which itself will result in a more in-depth business health check being carried out. Alternatively, the evidence can be presented in written report format. Either form of assessment is valid in the business world, where consultants may be asked to provide feedback in different ways. Links This unit has links with a number of other units within this qualification. Tutors and learners should take into consideration the core operation of the business being investigated and ensure that links with other relevant units are reflected in their work. This unit maps to the following Management NVQ units: •

B1: Develop and implement operational plans for your area of responsibility



B2: Map the environment in which your organisation operates



B5: Provide leadership for your team



B6: Provide leadership in your area of responsibility



B11: Promote diversity in your area of responsibility



C1: Encourage innovation in your team



C2: Encourage innovation in your area of responsibility.

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Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

moral and ethical: could be covered throughout the unit when considering the nature of the business’s activities, future plans and development activities



social and cultural: could be covered throughout the unit when considering the nature of the business’s activities, future plans and development activities.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when discussing the impact of the business on the environment



health and safety: could be covered when discussing the way in which the business operates and plans to expand



European developments: could be covered when discussing the business’s activities.

Mapping of wider curriculum opportunities is provided in Annex C. Resources The principal resource for this unit is access to a range of local business operations that are willing to co-operate with delivery and assessment, in return for practical guidance through the outcome of learners’ work. This should be supported by case studies used to illustrate theoretical points and issues, together with current cuttings and reports from the business press, which will contribute to vocational realism. Tutors should also establish relationships with business consultants and other providers of business support. This can be delivered to learners either as stand-alone presentations of business practice, or as part of a real business health check being provided for a local organisation. Support materials Books Bowman C and Asch D — Managing Strategy (Macmillan Press, 1995) Chattell A — Managing for the Future (Macmillan Press, 1995) Cole G — Management Theory and Practice, Fifth edition (Letts Educational, 1996) Dawson S — Analysing Organisations, Third edition (Macmillan Press, 1996) Denham P, Otter R and Martin J — Law: A Modern Introduction, Fourth edition (Hodder and Stoughton Educational, 1999) Pettinger R — Introduction to Management, Second edition (Macmillan Press, 2000) Websites www.bizcoach.org

common questions asked by small-business owners

www.bized.ac.uk

a business and economics service for learners, teachers and lecturers

www.business-franchise.org.uk

British Franchise Association

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www.cbi.org.uk

Confederation of British Industry

www.dfes.gov.uk

Department for Education and Skills

www.entrepreneur.com

the online small business authority

www.law.com

legal news

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Unit 12:

Travel and Tourism Entrepreneurs

Learning hours:

60

NQF Level 5:

BTEC Higher National — H2

Description of unit This unit focuses on the entrepreneurs and their enterprises that have had an impact on the travel and tourism industry in recent decades. The unit provides opportunities for the learner to examine the skills and characteristics required of a successful entrepreneur and assess their own ability to be enterprising in the industry. Learners will investigate successful entrepreneurial enterprises to consider their development and the factors that led to their success. Learners will have the opportunity to demonstrate their own entrepreneurial skills by developing a concept that they have researched and by producing a start-up plan for its introduction.

Summary of learning outcomes To achieve this unit a learner must: 1

Examine the skills and characteristics of a travel and tourism entrepreneur

2

Investigate the development of entrepreneurial enterprises

3

Prepare a business start-up plan for a niche market within a travel and tourism context.

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Content

1

Skills and characteristics of a travel and tourism entrepreneur Entrepreneurs: eg Thomas Cook, Billy Butlin, Vladimir Raitz, Freddie Laker, Richard Branson, Stelios Haji-Ioannou, Michael O’Leary, Rick Stein Characteristics: eg risk taking, opportunist, self-motivation, people person, goal setting, perseverance, dealing with failure, initiative, tolerance uncertainty, using feedback, flexibility, innovative, understanding of the business environment, vision, passion, obsessive commitment Skills: eg time management, financial and market awareness, commitment, assertiveness, communication, planning, target setting, problem solving, decision making, creativity, selling, leadership, intrapreneurial skills Self appraisal: personal SWOT; personal action plan to achieve objectives that relate to the personal skills and characteristics of entrepreneurs

2

Development of entrepreneurial enterprises Enterprises: eg Butlins, Horizon Holidays, Laker Airways, EasyJet, Virgin, Guide Friday (now Citysightseeing), Mountain Goat Tours and Holidays, Ryanair Development: back of an envelope idea; growth; competitors; opportunities; trends; diversification; exploiting new technology; Porter’s five forces; the vision; refugees from large companies eg downshifting; support; sources of funding eg family, friends, redundancy packages; buy-outs; venture capital; re-mortgaging; banks; grants

3

Business start-up plan Start-up: description of the business eg micro, small, medium-sized business; aims and objectives; features; unique selling point; product and/or service; market analysis eg competition, target market, market segmentation; marketing strategy; operations; financial data; resources; ethics; persuasion; consultation eg experts; entrepreneurs; business links eg Chamber of Commerce; advisory/regulatory bodies eg Confederation of British Industry; constraints; prototypes

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3



explain the range of skills required for successful entrepreneurship making reference to examples of entrepreneurs



produce a self appraisal that identifies strengths and weaknesses and strategies for development benchmarked to a successful entrepreneur

Investigate the development of entrepreneurial enterprises



describe the development of an entrepreneurial enterprise in the travel and tourism industry



explain the key factors that have led to the success of an entrepreneurial enterprise in the travel and tourism industry

Prepare a business start-up plan for a niche market within a travel and tourism context



describe the sources of finance and support available to entrepreneurial enterprises in the travel and tourism industry



describe a concept for an entrepreneurial enterprise in a travel and tourism context and carry out research to justify its potential for success



develop the concept and present a persuasive business start-up plan.

Examine the skills and characteristics of a travel and tourism entrepreneur

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Guidance

Delivery This unit enables learners to explore the dynamic area of entrepreneurship within a travel and tourism context and can be delivered using a variety of teaching methods, which reflect the learners’ local environment. Visiting speakers from a wide variety of backgrounds and areas should be used throughout the delivery of this unit. It would be invaluable if travel and tourism entrepreneurs and small business people could visit to encourage, motivate and share experiences with learners. Small business advisors and representatives from other suitable organisations should also be encouraged to act as advisors where appropriate. A number of case studies and interviews (either written or audio-visual) should be used, particularly when looking at learning outcomes 1 and 2. There should be an emphasis on success, failure and risk so the learner can appreciate that this is intrinsic to many entrepreneurial people and enterprises. Learners would benefit from taking general psychometric and entrepreneurial personality tests in order to develop a reflective approach in identifying personal strengths and weaknesses and putting forward strategies for development. Learners should also be encouraged to keep up to date with current issues within the travel and tourism environment throughout the delivery of the unit by reading trade journals, quality newspapers and electronic media. The role of innovation, creativity and the concept of failure when analysing entrepreneurs and their enterprises should also be covered. Assessment Various assessment methods can be used when assessing this unit. Outcome 1 could comprise of analysing well-known or not so well-known entrepreneurs in the form of a written report or presentation and using a combination of psychometric/personality tests to provide assistance for self reflection/evaluation to produce a skills audit. Outcome 2 could consist of either a seminar/presentation/written case study. Outcome 3 could consist of a presentation to a range of invited people such as small business advisors and entrepreneurs using a suitable business planning format. Learners could also be faced with a variety of simulations where business propositions/solutions could be tackled in class discussions, debates and workshops. Links This unit can be linked successfully with Unit 2: Management Perspectives in Travel and Tourism, Unit 4: Law and Ethics in the Travel and Tourism Industry, Unit 10: The Developing Manager, Unit 14: Special Interest Tourism and Unit 18: Industry Experience. This unit maps to the following Management NVQ units: •

A1: Manage your own resources



A2: Manage your own resources and professional development



A3: Develop your personal networks



B1: Develop and implement operational plans for your area of responsibility

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B2: Map the environment in which your organisation operates



F9: Build your organisation’s understanding of its market and customers.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing motivations of tourists



moral and ethical: could be covered when considering the characteristics of entrepreneurs



social and cultural: could be covered when considering the characteristics of entrepreneurs.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when considering the effects of the learners’ proposed enterprises



health and safety: could be covered when considering the effects of the learners’ proposed enterprises



European developments: could be covered when considering the impact of European legislation on learners’ proposed enterprises.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners will need access to a library with a variety of texts and journals associated with their project as well as access to the internet and the use of relevant software applications. Support materials Books Allen K — Entrepreneurship for Dummies (IDG Books, 2001) Boniface P — Dynamic Tourism (Channel View Books, 2001) Branson R — Losing My Virginity (Virgin Books, 2002) Casson M — The Entrepreneur, Second edition (Edward Elgar, 2003) Green J — Starting Your Own Business (How To Books, 2002) Hall — In the Company of Heroes: An Insider’s Guide to Entrepreneurs at Work (Kogan Page, 1999) Hayashi K — Millionaire by 26: Secrets to Becoming a Young Rich Entrepreneur (universe.com, 2003) Koplovitz K and Israel P — Bold Women, Big Ideas (Perseus Books, 2002) Miner J B — A Psychological Typology of Successful Entrepreneurs (Greenwood Press, 1997) Morrison A J — Entrepreneurship in the Hospitality, Tourism and Leisure Industries (Butterworth-Heinemann, 1999) O’Kane B — Starting a Business in Britain (Virgin Books, 2003)

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Websites www.bawe-uk.org

British Association of Women Entrepreneurs

www.businesslink.org

practical advice for business

www.channel4.com/realdeal

Channel 4 show for budding entrepreneurs

www.sse.org.uk

School for Social Entrepreneurs

www.startups.co.uk

information to help small businesses

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Unit 13:

Hospitality Management

Learning hours:

60

NQF Level 5:

BTEC Higher National — H1

Description of unit The aim of this unit is to introduce learners to the diversity of the hospitality sector and to enable them to investigate the sector in a travel and tourism context. Learners will consider the impact of integration on the sector and the possible future implications of this in a broader context. Learners are provided with the opportunity to select an area of interest to design and develop in an outline format, bringing together theory and practice in the creative design of a hospitality outlet reflecting current trends and the needs of identified client groups.

Summary of learning outcomes To achieve this unit a learner must: 1

Investigate hospitality within the travel and tourism industry

2

Examine the impact of integration within the hospitality sector

3

Explore the design, development and operation of a hospitality outlet.

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Content

1

Hospitality Hospitality: accommodation providers eg guesthouses, hotels, motels, lodges, holiday centres, cottages/self-catering apartments, camping and caravan parks, water borne (canal barge/cruise ship); catering outlets eg café, restaurant; hospitality in non hospitality and catering facilities eg conference and exhibition catering, outside catering, visitor attraction catering, motorway service stations, rail and ferry catering and accommodation, theatres, cinemas, in-flight catering Interrelationships between hospitality and tourism: the role of hospitality in underpinning many types of travel and tourism eg package holidays, business travel, aviation, conferences and exhibitions, visitor attractions, theme parks

2

Impact of integration Integration: history and development of horizontal and vertical integration, integration via major organisations (ownership) Impacts: fewer major organisations, reduction of independent establishments, economies of scale, control of sub-sectors, increase in market share, standardisation, improved quality Implications: importance of branding and pricing policies, independent establishments joining associations to compete with the larger organisations, control and manipulation of the market, increased globalisation of the sector

3

Design, development and operation Design: ambiance, culture, brand, interior, exterior, functional areas, customer flows; link to target market, customers with individual needs Development: concept, market research, target market, location, scale, funding, products and services eg menu, licensing Operation: staffing by functional areas, specialist qualifications, staffing issues related to seasonality, compliance with legislation, promotional activities, pricing

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

Investigate hospitality within the travel and tourism industry



classify hospitality outlets in a travel and tourism context



explain the interrelationships between hospitality and wider travel and tourism organisations

Examine the impact of integration within the hospitality sector



describe the level of integration within the hospitality sector



explain the implications of integration to the hospitality sector



explain how integration has affected a hospitality organisation



develop a rationale for the project clearly justifying decisions linked to target market



design the interior and exterior of a hospitality outlet



explain the operational requirements of the proposed hospitality outlet’s organisational structure in relation to human resource allocation.

Explore the design, development and operation of a hospitality outlet

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Guidance

Delivery Learners should be encouraged to investigate the hospitality sector within a travel and tourism context. They should learn the role of hospitality in underpinning and enabling many forms of travel and tourism. The unit would benefit from a diverse delivery strategy. Learners should be encouraged to investigate the full range of hospitality operations before specialising via their own outline product development. Learners will benefit from visits to, or speakers from, a range of hospitality types from cafes to hotels etc. They should be encouraged to consider the importance of hospitality as a form of secondary spend to maximise revenue eg via a café in a visitor attraction. Learners should have access to business sections of the quality press to ensure currency in terms of mergers and integration that can change on a daily basis. The unit requires a delivery strategy that examines hospitality in a global social and economic context, facilitating discussion and exploration of changing society and how hospitality has and may in the future respond to these challenges. Assessment This unit lends itself to a range of assessment strategies. Learners may be assessed by a number of formative tasks building into a portfolio of evidence. They may produce a report, a presentation and/or work with case studies. Learners should develop and demonstrate outline ideas related to the design of a hospitality outlet appropriate to identified client groups. The design of the assessment should bring together the earlier theory work demonstrating understanding of current and/or potential future provision linked to social trends. Learners may be encouraged to investigate hospitality outlets within a given locale to provide the evidence for the classification. If this route is taken, it is vital to ensure that the geographical locale provides scope for investigation of a broad range of outlets in a travel and tourism context. Learners’ assessment should be designed to facilitate a holistic view of theory and practice. Links This unit links with Unit 1: The Travel and Tourism Environment and Unit 18: Industry Experience. This unit maps to the following Management NVQ units: •

B1: Develop and implement operational plans for your area of responsibility



B2: Map the environment in which your organisation operates.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing the historical development of hospitality



moral and ethical: could be covered when discussing employment issues in hospitality

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social and cultural: could be covered when discussing the impact of the hospitality industry on host communities.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when discussing the design of hospitality outlets



health and safety: could be covered when discussing the design of hospitality outlets



European developments: could be covered when considering the impact of European regulations on the design of hospitality outlets.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners will need access to a library with a variety of texts and journals associated with their project as well as access to the internet and the use of relevant software applications. Support materials Books Knowles T — Hospitality Management (Longman, 1998) Medlik S — The Business of Hotels (Butterworth-Heinemann, 1994) Mullins L — Hospitality Management: A Human Resources Approach (Pitman, 1995) Mullins L — Hospitality Management and Organisational Behaviour (Longman, 2001) Powers T and Barrows C — Introduction to the Hospitality Industry (Wiley, 1999) Ransley J and Ingram H — Developing Hospitality Properties and Facilities (ButterworthHeinemann, 2000) Sharpley R — Tourists, Tourism and Society (Elm, 2003) Tear R et al — Marketing in Hospitality and Tourism (Cassell, 1996) Further reading Caterer and Hotelkeeper Conference and Exhibition Fact Finder Websites www.bestwestern.com

Best Western Hotels

www.caterer.com

online source of hotel, restaurant and bar jobs

www.country-house-hotels.com

Pride of Britain hotels

www.hcima.org.uk

Hotel and Catering International Management Association (HCIMA)

www.whitbread.co.uk

Whitbread

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Unit 14:

Special Interest Tourism

Learning hours:

60

NQF Level 5:

BTEC Higher National — H2

Description of unit One of the newest industry trends is special interest tourism (or SIT) which, for many, is replacing the traditional ‘sea, sand and sun’ type holiday. Examples range from weekend painting in the Dales to working as a conservation volunteer in a remote part of the world. Most types are available all year round, somewhere, through the large range of providers, which can now reach their market via the internet. Growth and diversity in this sector gives an exciting dimension to the range of tourism products on offer. In this unit learners will develop their knowledge and understanding of the evolution of special interest tourism and the nature of its providers, their product range and the diversity of their customers. Competitive factors, appeal and motivation of tourists taking these ‘packages’ are explored, along with an investigation of the sometimes complex management needs and issues, which affect operations and delivery.

Summary of learning outcomes To achieve this unit a learner must: 1

Assess the nature and development of the special interest tourism sector

2

Examine the range of products and services and diversity of tourist types

3

Analyse the appeal and motivation of customers for these types of ‘package’

4

Evaluate the management of trips and issues typical of this sector.

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Content

1

Nature and development Nature: niche market provision, Plog’s classification of tourists, aims and purposes eg active/creative, social, educational, discovery, hobbies, challenge/excitement and relaxation or health and therapy; the ‘mosaic’ of provision and product differentiation and tourist types Development: factors facilitating growth eg globalisation, transport, disposable income; market diversification and competition amongst providers and destinations eg new manmade features, remote locations, urban attractions eg regeneration, natural features; improved infrastructure; shift away from traditional tourist desires/packages; role of the internet Social trends: ‘money rich, time poor syndrome’

2

Range and diversity Range: classification of products and services eg passive social gatherings, outdoor pursuits, adventure activities, cultural events, multi-stay packages, archaeological tours, sports competitions, language courses, educational trips, hobbies and interests, spectatorism; classification of environments on or under water, on or under the land, in the air, rural, urban, wilderness, sportscapes Diversity: classification of tourist types eg groups, individuals, teams, clubs; psychographic/demographic types; VALS lifestyle model; grey market, youth market, family market, other identifiable groups

3

Appeal and motivation Appeal: locations and features — UK, European, global samples eg man-made, natural, attractive, remote, urban, popular; spectacular, novel, dangerous, weather, amenity eg ski, climb, sail, canoe, raft, views; social; range of comfort or challenge eg exclusive to basic, dangerous to safe, self catering to 5-star Motivation: intrinsic eg thrills, challenge, skill improvement, escape, discovery, relaxation, health, therapeutic; extrinsic, status, image, newness; process and content theories; personality types; methods of stimulation/promotion; pricing; seasonality; socio-economic influences; modernism

4

Management and issues Management: profitable attractive packages, segmented approaches, logistics, support and selection of leaders and reps, ‘fit’ with local plans, access, visas, permits and licences, insurance, accommodation, levels, quality of equipment, regulations and laws, contingency plans, ensuring customer satisfaction and evaluation, liaison with organisations Issues: health, safety and security, risk assessment, socio-cultural impacts, education and cultural awareness/respect, codes of practice, sensitivity, environmental eg eco-tourism principles, protection, conservation, sustainability, language, carrying capacities, multiplier effects and leakage

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4

Assess the nature and development of the special interest tourism sector



describe how the ‘mosaic of provision’ and tourist types gives this sector of tourism its identity



assess which tourism trends, factors and shifts in holiday interests have contributed to the development of the special interest tourism sector

Examine the range of products and services and diversity of tourist types



identify what products and services are on offer and develop a classification system to illustrate them (using examples)



develop a classification system to illustrate the different types of customers that exist (using examples)



analyse the two systems to draw some conclusions on how providers might use the information to match products to customers. Support your reasoning with appropriate theory



analyse which features and benefits are likely to appeal to customers, giving examples to support your suggestions



analyse which sources of motivation are likely to be active for special interest tourists and show how these might be derived from motivational theories



evaluate the organisational and support logistics that these types of trips require and any constraints that have to be managed, using examples to support your evaluation



discuss a range of issues that affect operators and assess how they come to terms with them, using examples to support your discussion.

Analyse the appeal and motivation of customers for these types of ‘package’

Evaluate the management of trips and issues typical of this sector

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Guidance

Delivery This unit lends itself to local, regional or even global customisation and delivery. Tutors can use their expertise and knowledge to bring a particular area to learners and use accessible companies and locations. The unit could be used as a vehicle for an actual experience for learners, which would afford input from other professionals, first-hand observation of activities and perhaps some field research with customers. Learners will always benefit from guest speakers and other visits to help give currency to practice and operations. They should be made familiar with tourism, leisure and management theories eg Plog, Leiper, Burton and materials on small/medium enterprises (SME) operations and marketing. Knowledge may also be drawn from other subject areas, such as sociology, economics, psychology and geography as this is an emerging study area. Discussion should also take place about the relationship between participant, provider and local people. The unit could also be used in a ‘work experience’ context with an operator. Assessment Outcomes 1, 2 and 3 could be integrated into an extended essay or report format as learners investigate and evaluate: nature and development, range and diversity, appeal and motivation. Outcome 4 provides the opportunity to choose a case study on which to report, either through visits or other communications or an actual experience. Primary and secondary research opportunities are afforded through the case study and outcome 3 could also be tackled this way to some extent. Links This unit links with Unit 1: The Travel and Tourism Environment, Unit 7: Contemporary Issues in Travel and Tourism, Unit 9: Tourism Destinations, Unit 12: Travel and Tourism Entrepreneurs, Unit 18: Industry Experience and Unit 24: Tourism in Developing Countries. This unit maps to the following Management NVQ units: •

F3: Manage business processes



F7: Support customer service improvements



F8: Work with others to improve customer service



F9: Build your organisation’s understanding of its market and customers.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing the motivation of tourists



moral and ethical: could be covered when discussing potential conflict between special interest tourists and host communities

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social and cultural: could be covered when discussing the motivation of tourists.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when discussing the impacts of special interest tourism on the environment



health and safety: could be covered when discussing the need to include risk assessment in planning for special interest tourism



European developments: could be covered when considering the impact of any European regulations on the operation of special interest tourism.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners will need access to a library with a variety of texts and journals associated with their project, as well as access to the internet and the of use relevant software applications. As mentioned in Delivery, resources such as starter material would be useful eg brochures, leaflets and magazines showing a good range of providers and products. Support materials Books Douglas and Denvit — Special Interest Tourism (Wiley, 2001) Gartner and Lime — Trends in Outdoor Recreation, Leisure and Tourism (CABI, 2000) Hughes — Arts and Entertainments and Tourism (Heinemann, 2000) Page S — Urban Tourism (Prentice Hall, 2002) Roberts (editor) — Rural Tourism and Recreation (CABI, 2001) Robinson (editor) — Motivation, Behaviour and Tourism Types (Wiley, 2000) Standeven and Knop — Sport Tourism (Human Kinetics, 1999) Swarbrooke — Adventure Tourism: A New Frontier (Butterworth-Heinemann, 2003) Swarbrooke — Sustainable Tourism Management (CABI, 1999) Swarbrooke and Horner — Consumer Behaviour in Tourism (Butterworth-Heinemann, 2001) Wiliams S — Tourism and Recreation (Prentice Hall, 2003) Woodside (editor) — Consumer Psychology in Tourism, Hospitality and Leisure (CABI, 1999) Further reading Current Issues in Tourism Insights International Tourism Reports Journal of Sustainable Tourism Journal of Tourism Studies Journal of Travel Research National and regional VisitBritain reports BH015817 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management – Issue 1 – April 2005

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National Geographic Tourism Concern ‘In Focus’ Tourism Intelligence Quarterly Travel Trade Gazette Travel Weekly Video/DVD TV documentaries and travel/holiday shows Websites www.adventurecompany.co.uk

adventure holidays company

www.adventures-abroad.com

adventure holidays company

www.campbeaumont.com

summer camps for children

www.corncott.com

Cornish holiday cottages

www.ecotourism.org

International Ecotourism Society

www.exodus.co.uk

adventure holidays company

www.exploreworldwide.co.uk

adventure holidays company

www.murder-mystery.co.uk

organisers of murder-mystery events

www.santa-holidays.com

holidays in Lapland with a Father Christmas theme

www.staruk.com

English tourism statistics

www.statistics.gov.uk

National Statistics Office online

www.trailfinders.co.uk

Trailfinders travel agency

www.uk-waterways.com

waterway holidays in England and Wales

www.villaplus.com

villas in the Algarve

www.visitbritain.com

Visit Britain

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Unit 15:

Tour Operations Management

Learning hours:

60

NQF Level 5:

BTEC Higher National — H1

Description of unit Learners will investigate the tour operations sector of the travel and tourism industry, including the different types of operator, their products and services, the scale of the sector and how it has been affected by trends and developments. Management issues will be covered by examining strategic and tactical decision making in order to develop learners’ own decision-making skills. Learners will explore the stages involved in developing a package holiday and develop skills associated with determining a selling price for a holiday from given information. The role of the brochure will be reviewed against the introduction of new methods of promoting package holidays. Learners will also review distribution methods used by tour operators to sell holidays, including the traditional use of travel agencies and the emergence of methods such as the internet and television.

Summary of learning outcomes To achieve this unit a learner must: 1

Investigate the tour operations sector of the travel and tourism industry

2

Explore the stages involved in developing packages

3

Review the role of brochures and methods of distribution used to sell package holidays

4

Examine strategic and tactical decision making for tour operators.

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Content

1

Tour operations sector Tour operations: as defined by Package Directive, UK; different types of tour operators including outbound operators, domestic operators, incoming operators, specialist operators, direct sell operators Sector: identification of major tour operators, their origins, ownership, market segments, competition, identification of specific operators within each category; scale eg number of passengers carried, market share, turnover; products and services to meet different markets; vertical and horizontal integration in leading operators, impact of integration; European and global links; trends eg changing trends in package holidays (eg mass market tourism to customisation, product range, all-inclusive holidays), un-packaging the package, expansion of the cruise market; environmental awareness of tour operators, responsible tourism; effect of economy and other external factors eg discounting, emergence of e-commerce, budget airlines; role of trade bodies including Association of British Travel Agents (ABTA), Association of Independent Tour Operators (AITO), Federation of Tour Operators (FTO), British Incoming Tour Operators Association (BITOA), Civil Aviation Authority (CAA)

2

Stages Stages: eg market research; planning and scheduling; forecasting; contracting eg allocation, commitment, ad hoc, time series charters, split charters, ad hoc chartering, scheduled services, using air brokers; costing the package (fixed and variable costs, direct and indirect costs, load factors, mark-up, profit margins, seasonal flexing, competitive pricing, skimming, special offers, discounting strategies, currency exchange eg forward buying of currency, interest earning, cash flow); timescales

3

Brochures and methods of distribution Brochures: recognition of the planning issues eg deciding the format (content, structure, style, paper quality, size), based on product, target market and budget, determining print specifications, print run, multiple editions; timescales and stages of production including creative brief, copywriting, proofing, colour proof, printing; brochure launch; recognition of legal implications; other formats eg CD, video, internet, intranet, television; examination of distribution channels eg direct mail, specialist carriers, haulier, consolidated delivery companies, travel agencies, intensive/selective distribution systems; racking agreements Methods of distribution: eg direct sell, agencies, call centres, internet, teletext, telephone

4

Strategic and tactical decision making Strategic: examination of strategic decisions eg volume, pricing strategies, surcharge policy, positioning and image/branding, choice of product in relation to customer portfolio, distribution decisions, investment funded by capitalisation eg cruise ships and aircraft Tactical: responses eg triggered by competition, price wars, external factors; decisions eg fluid pricing, yield management, maximising occupancy of contracted beds, utilisation of coach and aircraft seats, consolidations; tactical marketing eg discounting, late sales

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4

Investigate the tour operations sector of the travel and tourism industry



describe the tour operations sector of the travel and tourism industry



explain the effects of current and recent trends and developments on the tour operations sector of the travel and tourism industry

Explore the stages involved in developing packages



describe the stages and timescales involved in developing the holiday package



explain the suitability of different methods of contracting for different components of the package holiday and different types of tour operator



determine a selling price for a package holiday from given information



explain the planning decisions taken for a specified brochure



explain the suitability of alternatives to a traditional brochure for different types of tour operator



explain the suitability of different methods of distribution used to sell a holiday for different types of tour operator



explain the strategic decisions made by different types of tour operator



explain the tactical decisions that could be taken by a specified tour operator in different situations.

Review the role of brochures and methods of distribution used to sell package holidays

Examine strategic and tactical decision making for tour operators

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Guidance

Delivery It would be beneficial if tutors have relevant experience of working in the tour operations sector of the industry. It is essential that a visit to at least one tour operator is organised, supported by a variety of guest speakers to enable learners to gather sector specific information which cannot be found elsewhere. The content for this unit is extensive and not all aspects of tour operations can be explored in detail. Given the diversity of the tour operating sector, it is important that learners are given first-hand experience of different types of tour operator to support learning for outcomes 2, 3 and 4. This can be achieved by using specialist guest speakers and through visits to tour operators to support independent research and delivery. Visits to tour operators and talks by tour operating personnel would help to support knowledge and understanding for others units within the qualification. Aspects of core subjects such as marketing and finance would be included automatically on a well-structured visit to a tour operator while specialist subjects including overseas resort management could be covered in some depth with selected operators. An integrative approach to visits and industry guest speakers should be explored to ensure maximum benefit is derived from such activities. Assessment Evidence for the outcomes may follow a number of formats: research projects, assignments, case studies, set tasks or a combination of these. Industry set projects may be sought to add vocational relevance and currency to the unit. Outcomes 1 and 4 would lend themselves to a report on tour operations in the twenty-first century. The assignment should encourage learners to research extensively and independently, to appreciate how the industry has developed, the size, scale and complexities of tour operations today and to examine the implications of current trends and decision making on the industry. Outcomes 2 and 3 could be combined within an industry set or simulated product development case study, in which learners propose suitable contracting methods for a simulated programme, explain the stages of development, draw up timescales, prepare a package costing, evaluate and recommend distribution. This would involve learners in some of the practical aspects of developing and distributing tour operator packages. Links This unit can be offered as a stand-alone unit. However, it should be delivered first or simultaneously if offered with Unit 16: Overseas Resort Management. This unit can also be linked successfully with Unit 1: The Travel and Tourism Environment, Unit 4: Law and Ethics in the Travel and Tourism Industry, Unit 6: Marketing in Travel and Tourism, Unit 14: Special Interest Tourism and Unit 23: Incoming and Domestic Tourism. This unit maps to the following Management NVQ units: •

B1: Develop and implement operational plans for your area of responsibility



B2: Map the environment in which your organisation operates

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F4: Develop and review a framework for marketing.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing the motivations for travel by tourists



moral and ethical: when learners are discussing the motivations for travel by tourists



social and cultural: when learners are discussing the motivations for travel by tourists.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when considering the impact of tourism on the environment



health and safety: could be covered when learners are discussing the need to ensure the health and safety of customers



European developments: could be covered when discussing the impact of European travel regulations on tour operations.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners will need access to a library with a variety of texts and journals associated with their project, as well as access to the internet and the of use relevant software applications. Support materials Books Holloway J C — The Business of Tourism (Longman, 1999) Bull A — The Economics of Travel and Tourism (Longman, 1998) Laws E — Managing Packaged Tourism (International Thomson Business Press, 1997) Middleton, Victor T C and Clarke J — Marketing in Travel and Tourism, Third edition (Butterworth-Heinemann, 2001) Yale P — The Business of Tour Operations (Longman, 2000) Further reading ABTA/AITO Code of Conduct ABTA Handbook ABTA Information Bureau Holiday Statistics CAA document number 221, 384 International Passenger Survey Package Travel Regulations Travel Trade Gazette Travel Weekly

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Websites www.abtanet.com

Association of British Travel Agents

www.aito.co.uk

Association of Independent Tour Operators

www.caa.co.uk

Civil Aviation Authority

www.firstchoiceplc.co.uk

First Choice Holidays

www.fto.co.uk

Federation of Tour Operators

www.mytravelgroup.com

My Travel Group

www.thomascook.com

Thomas Cook

www.tui.com

TUI Group

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Unit 16:

Overseas Resort Management

Learning hours:

60

NQF Level 5:

BTEC Higher National — H2

Description of unit This unit is designed to develop learners’ knowledge and understanding of the complexities of the management of a tour operator’s overseas resort operations. Building on knowledge gained from Unit 15: Tour Operations Management, learners will investigate the function and structure of tour operations overseas. Their research will consider a range of types of tour operator and develop their understanding of how the overseas operation is organised to meet the needs of a variety of tour operators that are providing very different types of holiday programmes in a wide variety of locations. Therefore, this unit should not be delivered before Unit 15: Tour Operations Management. Learners will examine the role and impact of quality systems and procedures in relation to services, health and safety and the legal environment. They will examine the importance and effectiveness of these systems in different types of tour operator. Learners will explore a range of incidents and their effect on the resort office and tour operator. They will examine procedures used to manage a range of incidents and how they are guided by government and trade associations.

Summary of learning outcomes To achieve this unit a learner must: 1

Investigate the function and structure of overseas resort operations

2

Examine the role and impact of quality systems and procedures

3

Explore the management issues relating to incidents overseas.

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Content

1

Function and structure Function: co-ordination and provision of services with suppliers; customer service, customer information; communication (between UK, resort office; resort based representatives; suppliers; customers), legal requirements eg health and safety, contracts, provision of service, meeting local laws; profit margins and budgets, setting and achieving targets; training personnel; differences between the different types of tour operator; understanding the role of handling agents Structure: different structures for different types of tour operation eg short-haul summer and winter sun programmes, long-haul programmes for developed and third-world developing countries, camping and self-catering programmes, winter-sports programmes, specialist programmes eg sailing, trekking; other elements of structure eg job titles, seniority, lines of communication, line management, links with head office and other overseas offices

2

Quality systems and procedures Quality systems and procedures: health and safety eg ensuring that health and safety standards are achieved and maintained, audits and checks are undertaken, reporting of and dealing with irregularities including documentation, communication and efficiency to minimise disruption, conflict and critical incidents; legal eg responsibilities including consumer protection legislation, contract law, Package Travel, Package Tours and Package Holiday Regulations and appropriate local laws; contractual obligations, reporting and dealing with irregularities; Federation of Tour Operators (FTO) guidelines; Association of British Travel Agents/Association of Independent Tour Operators Code of Conduct; services eg reporting and dealing with irregularities, documentation, minimise disruption, conflict and critical incidents; training of overseas personnel

3

Incidents Types of incidents: natural incidents eg hurricanes, avalanches, floods and fire; transport incidents eg crashes, hijacks, unsuitable vehicles; medical incidents eg food poisoning, Legionnaire’s disease, typhoid outbreak; political problems eg civil disputes, riots, strikes; accommodation issues eg safety, fire Management of incidents: Foreign Office, Federation of Tour Operators, Association of British Travel Agents and Association of Independent Tour Operators guidelines; role and function of overseas and UK-based personnel, duty office; decision making; liaison and communication with external organisations, affected customers and families, other passengers; contingency planning; internal communication channels, media coverage

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

Investigate the function and structure of overseas resort operations



describe the function of the overseas resort operations of tour operators



explain the structure of the overseas resort offices of two contrasting types of tour operator

Examine the role and impact of quality systems and procedures



explain how effective quality systems and procedures affect legal and conflict situations



describe the quality systems and procedures implemented by a specified tour operator and explain their impact on its operations

Explore the management issues relating to incidents overseas



describe the range of incidents that could affect the operation of an overseas resort



explain the procedures to be implemented by a tour operator to deal with three different incidents and explain how they link with guidelines of trade associations and government bodies.

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Guidance

Delivery This unit should be delivered after, or simultaneously with, Unit 15: Tour Operations Management. It is essential that learners understand the functions of tour operating so that they can appreciate the role and purpose of the overseas resort office and identify the interrelationships and interdependencies of the UK-based functions with those of the overseas operation. Tutors should have experience of working at a senior level within this sector of the industry and preferably have some overseas managerial experience. The most desirable and beneficial method of study for this unit is for learners to visit a destination with a tour operator. On site, they will be able to appreciate the complexities of resort management and the importance of providing a quality experience for the customer. Aspects of core subjects such as marketing, finance, human resources management and customer service would be included automatically on a well-structured visit with a tour operator to an overseas holiday destination. If a visit overseas is not possible, guest speakers who have been involved in overseas management could be invited to give details of the structure, role and purpose of the overseas operation and to give learners an appreciation of the different structures adopted by different types of tour operator. For example, the structure and organisation of the overseas operation for a camping tour operator, a long-haul tour operator and a mass-market tour operator are significantly different. Learners will also benefit from a visit to a UK-based tour operator. For outcome 3 it is desirable that learners have access to the duty office and/or discussions with the Duty Office Manager. If this is not possible, then a guest speaker who is or has been involved in crisis management procedures will further support evidence for this outcome. Assessment The study will need to include information from a range of tour operators for outcome 1 to enable learners to appreciate the vast differences with regard to structure and organisation of particular tour operating programmes. For outcomes 2 and 3 and also to gain further evidence for outcome 1, it is desirable that learners are able to visit an overseas destination with a tour operator. Evidence can be gathered from observations, talks, publications, videos, displays, questioning, either on the visit, prior to the visit or after the visit. For outcome 2 learners will need to investigate and evaluate the impact of quality systems and procedures for one tour operator and give specific examples evidencing the effectiveness of systems and procedures with regard to minimising legal, contractual and/or conflict situations. For outcome 3 learners must examine and analyse the management procedures for at least one tour operator — this could be the same operator as for outcome 2. Evidence for evaluating the effectiveness of management procedures implemented by a tour operator for a specific critical incident could be supported by a real situation or by a case study. There are various ways for learners to present their evidence, including oral presentations, displays, and formal reports. The assessment can be split into two parts. For example: •

role, function, structure and organisation of overseas operations



quality systems and procedures and crisis management.

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Links This unit should be delivered after or simultaneously with Unit 15: Tour Operations Management. It can also be linked with Unit 1: The Travel and Tourism Environment, Unit 4: Law and Ethics in the Travel and Tourism Industry, Unit 6: Marketing in Travel and Tourism, Unit 14: Special Interest Tourism, Unit 18: Industry Experience and Unit 23: Incoming and Domestic Tourism. This unit maps to the following Management NVQ units: •

B8: Ensure compliance with legal, regulatory, ethical and social requirements



D6: Allocate and monitor the progress and quality of work in your area of responsibility



E5: Ensure your own actions reduce risks to health and safety



E6: Ensure health and safety requirements are met in your area of responsibility



F3: Manage business processes



F5: Resolve customer service problems



F6: Monitor and solve customer service problems



F7: Support customer service improvements



F8: Work with others to improve customer service



F11: Manage the achievement of customer satisfaction.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing conflicts between tourists and host communities



moral and ethical: could be covered when discussing the interaction between tourists and host communities



social and cultural: could be covered when discussing the motivation of tourists.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when discussing the impacts of tourists on overseas resorts



health and safety: could be covered when discussing incidents that affect the management of overseas resort operations



European developments: could be covered when discussing European legislation affecting package tours.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners must have access to library and research facilities including the worldwide web, travel and tourism publications and tour operator information. Media coverage of tour operating is high profile and learners must have access to newspaper/magazine/journal articles, television documentaries and the travel trade press. It is essential that a visit to a tour operator is organised to give learners the opportunity of gathering information. It is desirable that learners visit an overseas resort with a major tour operator. A range of guest speakers, including those involved in crisis management, would also be helpful.

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Learners must have access to library and research facilities, including use of the internet, travel and tourism publications and tour operator information. Up-to-date journals are important for learners to follow current developments in this ever-changing industry. There have been several television ‘fly on the wall’ documentaries based on the work of the overseas representative as well as articles in a number of magazine and weekend newspapers. Support materials Books BBC — Some Liked It Hot (BBC Publications, 2000) Holloway J C — The Business of Tourism (Longman, 1999) Laws E — Managing Packaged Tourism (International Thomson Business Press, 1997) Sharpley R — The Tourism Business (Business Education Publishers, Sunderland, 2002) Yale P — The Business of Tour Operations (Longman, 2000) Further reading ABTA/AITO Code of Conduct ABTA/AITO Handbook ABTA Information Bureau Holiday Statistics CAA document number 221, 384 International Passenger Survey Package Travel Regulations Travel Trade Gazette Travel Weekly Video/DVD Daily news programmes Travel related programmes Fly on the wall holiday representative programmes Websites www.abta.com

Association of British Travel Agents

www.airtours.com

Airtours

www.aito.co.uk

Association of Independent Travel Operators

www.caa.co.uk

Civil Aviation Authority

www.firstchoice.co.uk

First Choice

www.fto.co.uk

Federation of Tour Operators

www.thomson-holidays.com

Thomson Holidays

www.travelmole.com

Travelmole — industry news

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Unit 17:

Passenger Transport Operations

Learning hours:

60

NQF Level 5:

BTEC Higher National — H1

Description of unit The aim of this unit is to develop learners’ knowledge and understanding of passenger transport operation. They will examine the appeal, motivational factors and variables behind travel decisions and how transport operators respond to these. Learners will investigate the key elements of the management of passenger systems and the complexities of managing transport nodes. They will have the opportunity to investigate a specific transport node. As the passenger transport environment is so competitive, learners will examine the different factors that affect the level of competition. They will compare how two different transport operators compete. Learners will be able to gain an understanding of a range of issues and developments that affect transport operations, investigating in depth how one organisation has responded to these.

Summary of learning outcomes To achieve this unit a learner must: 1

Examine the appeal, motivational factors and variables behind travel decisions

2

Investigate the management of passenger systems and nodes

3

Examine the factors of competition between transport operators

4

Investigate the effects of developments and issues upon transport operations.

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Content

1

Appeal, motivational factors and variables Appeal: eg attractiveness, suitability, frequency, novelty, affordability, convenience, accessibility, facilities, prior experiences (positive and negative) Motivational factors: purpose of the trip eg short break, annual holiday, city break, business, visiting friends and relatives; nature of the journey eg long, medium, short; potential for enjoyment eg views and scenery, level of comfort; negative factors eg phobias, slowness, travel sickness Variables: price, safety, speed, time, ease of booking, proximity to home and final destination, type of connections needed, frills or no frills, timings, quality of ride (positive eg seating, entertainment; negative eg turbulence/high seas, delays), quality of services at terminals, levels and quality of information

2

Management of passenger systems and nodes Passenger systems: planning issues eg itineraries, schedules, journey patterns, ticketing; financial aspects eg fares, fuel, taxes, licences, profit margins, further investment; organisational matters eg market research, service levels, staffing; monitoring eg timings, capacities, customer satisfaction; legal aspects eg health and safety, codes of practice, contracts; improvements, promotions, reviewing performance; peaks and troughs; integration Nodes (terminals): incoming flows eg signs, access routes, check-in/ticketing, passport control, information, safety and security, special passenger needs, transfers, onward travel needs; outgoing flows eg peak traffic, seasonality, safety and security, coping with disruptions/lateness/over-bookings; terminal facilities eg queue/waiting areas, communications, support services, VIPs, surveillance, cleanliness, baggage handling, staff and crew needs, administration provision; peripherals eg parking, traveller’s services (eg fuel, currency, shops), courtesy coaches, taxis; emergency procedures

3

Factors of competition Regulation: role of UK regulatory bodies for rail, road, air eg Civil Aviation Authority, Strategic Rail Authority, Department for Transport, Department of Trade and Industry (DTI), Health and Safety Executive; influence of political agendas and government policy; reasons for interventions and enforcement Service related: eg check-in times, business services (on-board and at the node), pricing strategies, departure/arrival locations, on-board entertainment/food, promotions, fare structure, business and VIP services, quality, reputation and reliability; market segmentation factors (demographics and psychographics) Organisational: eg quality, standards (systems in operation), ethical and sustainable practices, consumer protection enforcement, environmental policy and awareness, community relations, safety and security strategy, efforts to minimise disability or discrimination; interaction with regulators (codes of practice), networks and alliances

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4

Developments and issues Developments: evolution and diversity of modes of transport, budget airlines, mergers, alliances, code-sharing, multiple mode co-operation, new markets/destinations Issues: eg globalisation continuing deregulation delays, overcrowding, fuel cost fluctuations, subsidies, taxation, consolidation of rail companies, congestion, north south flows, accidents, threats eg terrorism, SARS, foot and mouth, deep vein thrombosis, changing customer expectations; environmental pressures and occurrences eg noise pollution, loss of green belt, regeneration/renaissance/road and runway widening schemes; congestion and toll charging, disabled travel, wild cat strikes

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Examine the appeal, motivational factors and variables behind travel decisions



explain a range of factors and variables that can influence passengers’ travel decisions



explain how a transport operator might use these to inform their operational plans

Investigate the management of passenger systems and nodes



explain the key elements in management of one passenger transport system



explain the complexities of managing one node for the benefit of travellers

3

Examine the factors of competition between transport operators



compare and contrast the competitive strategies that two competing transport operators use to gain market share

4

Investigate the effects of developments and issues upon transport operations



describe recent issues and developments that have affected passenger transport operations



explain how one transport operator has responded to recent issues and developments.

1

2

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Guidance

Delivery This unit focuses on the operational level of the travel sector, which many learners may aspire to join. Consequently some time needs to be spent at the introduction stage giving background data on: the value and complexity of the sector; tourism flows and an understanding of UK gateways and terminals and the volatility of the sector. Much of this knowledge may come from other linked units. The unit needs to be delivered by a range of lectures, guest speakers, and group discussions or seminars in the early stages, but must also include at least one visit to a travel terminal of significance, to help complete the research and assessment stage. Material will need to be drawn from diverse sources eg tourism theories from texts (Plog and Leiper), issues and impacts from journals and the management focus from visits, websites and operational management books. Working examples or case studies would assist learners’ understanding and awareness of operations, developments and impacts. The use of trade magazines may prove useful in stimulating debate on current issues in the industry. Additional issues of ethics, access and equality can readily be brought into discussion. Assessment This could well be split into two parts: •

an essay discussing appeal, motivation and choice linked to competitive actions and operational plans to meet customer needs



an actual case study (project report) on the management of a terminal and one particular mode of travel, adapted to suit local circumstances and locations.

Opportunities to assess terminal management may come as learners prepare to take a journey themselves, perhaps in conjunction with another unit that involves travel through a node. Links This unit links with Unit 1: The Travel and Tourism Environment, Unit 4: Law and Ethics in the Travel and Tourism Industry, Unit 7: Contemporary Issues in Travel and Tourism, Unit 9: Tourism Destinations and Unit 18: Industry Experience. This unit maps to the following Management NVQ units: •

F3: Manage business processes



F5: Resolve customer service problems



F6: Monitor and solve customer service problems



F7: Support customer service improvements



F8: Work with others to improve customer service.

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Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing the appeal and motivation of travellers



moral and ethical: could be covered when learners are discussing the impact of transport systems on host communities



social and cultural: could be covered when learners are discussing the impact of transport systems on host communities.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when learners are discussing planning and the impact of transport systems on the environment



health and safety: could be covered when learners are discussing health safety issues and organisational factors



European developments: could be covered when learners are discussing the impact of European regulations on transport systems.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners will need access to a library with a variety of texts and journals associated with their project as well as access to the internet, and the use of relevant software applications. Other relevant resources include UK maps, atlases and route maps (eg air, rail, ferry, road). Many airports, coach stations, rail operators and ports produce their own guides. Support materials Books Ashford, Stanton and Moore — Airport Operations (McGraw Hill, 1997) Cooper et al — Tourism (Longman, 1998) English Tourism Council — Tourism and Transport (ETC, 2001) Gee, Makens, Choy and Dexter — The Travel Industry (John Wiley, 1997) Hanlon — Global Airlines Competition (Heinemann, 1999) MacLeary, Wright et al — Travel Trends: International Passenger Survey (Office of National Statistics, 1998) Page S — Transport and Tourism (Longman, 1999) Pizam and Mansfield (editors) — Consumer Behaviour in Travel and Tourism (Haworth, 1999) Further reading Annals of Tourism Research Current Issues in Tourism Insights Tourism Intelligence Quarterly Tourism Society 134

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Tourism Studies Travel Research Travel Trade Gazette Travel Weekly CD-Rom Keynote Marketing Regional Trends Video/DVD TV programmes — fly-on-the-wall documentaries at airports, resorts and other terminals Websites www.a2bAirports.com

UK and Ireland Airport Guide

www.abta.com

Association of British Travel Agents (ABTA)

www.baa.co.uk

BAA

www.bhx.co.uk

Birmingham International Airport

www.britishairways.com

British Airways

www.dft.gov.uk

Department for Transport

www.ecotourism.org

International Ecotourism Society

www.manairport.co.uk

Manchester International Airport

www.mintel.com

tourism reports

www.rail.co.uk/ukrail/railcomp/towelcm.htm

UK Railway Companies

www.staruk.com

English tourism statistics

www.statistics.gov.uk

National Statistics Office online

www.virgin-atlantic.com

Virgin Atlantic

www.visitbritain.com

Visit Britain

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Unit 18:

Industry Experience

Learning hours:

60

NQF Level 5:

BTEC Higher National — H2

Description of unit This unit is designed to provide learners with an opportunity to develop first-hand experience of industry with a relevant organisation. Learners focus on issues or problems relevant to them and the host organisation. The experience enables learners to demonstrate the ability to understand and analyse the relationships between different parts of the host organisation. The unit focuses on an action plan with aims, objectives and targets that supports the development of a management report, in agreement with their line manager and tutor. The report should be supported by evidence collected by the learner and should demonstrate an indepth knowledge of working practices and a broad knowledge of how the host organisation operates. Learners review their progress and evaluate relevant sources of information and assistance within the host organisation. The management report is reviewed against the agreed targets of the action plan and submitted as a formal report. This unit is common to more than one Higher National. Learners must ensure that their evidence is in a travel and tourism context.

Summary of learning outcomes To achieve this unit a learner must: 1

Use methods to arrange industry experience that will support the development of a management report in an appropriate services industry context

2

Prepare and agree aims, objectives and targets of the management report with the appropriate manager within the selected organisation

3

Monitor and evaluate progress in achieving aims, objectives and targets, using relevant sources of information

4

Present report to colleagues, justifying conclusions and associated recommendations.

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Content

1

Arrange industry experience Methods: personal skills audit eg negotiation, action planning, CV, interview techniques; research company background, shortlist potential organisations, letter, email, facsimile, interview (formal/informal), personal recommendation Management report: issues, problems, eg team working, leadership, interpersonal skills, operational/technical skills, customer care, communication, networking, action planning, problem-solving, ICT/computer literacy, flexibility Services industry context: eg hospitality, travel, tourism, sports, leisure, recreational industries, public, private, voluntary (not-for-profit) sectors

2

Aims, objectives and targets Aims, objectives and targets: personal/career development, work-related, eg job competencies, daily duties and routines, operational, practical, technical, people-related, learning and development, quality, health and safety, equal opportunities, benefit to the learner/organisation, review/achievement dates Research project: negotiation, action planning, strategy development, objective setting, creative, innovative, problem solving, methods of achieving aims, objectives and targets, time scale, resources, intended outcomes

3

Monitor and evaluate progress Monitor: gather and record information, collect evidence to support findings, review information with appropriate personnel Evaluate: measure using supportive evidence, aims, objectives, targets, activities undertaken, eg teamwork, decision making, learning, self-development, assertiveness, meeting needs and requirements of the job role; benefits, difficulties, effectiveness, time scale, reach and justify conclusions Relevant sources: personnel, eg supervisor, line manager, colleagues, members of the public; reference materials, the internet, training manuals, computer help-screens, induction handbook

4

Present report Format: report, contents/index, bibliography, acknowledgements, referencing, visual presentations of data including statistics, communicating effectively, developing and presenting a reasoned case Colleagues: managers, employees, peers, external stakeholders Recommendations: eg changes, amendments, resources, roles, responsibilities Justification: efficiency, effectiveness, costs, benefits, innovation, creativity

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4

Use methods to arrange industry experience that will support the development of a management report in an appropriate services industry context



research and select a range of suitable organisations that could provide industry experience in an appropriate context



explain how the industry experience would support the development of an appropriate management report

Prepare and agree aims, objectives and targets of the management report with the appropriate manager within the selected organisation



set, prioritise and agree appropriate aims, objectives and targets for the management report with the line manager and tutor



justify how the aims, objectives and targets will benefit the organisation and the learner

Monitor and evaluate progress in achieving aims, objectives and targets, using relevant sources of information



gather information to monitor and evaluate progress using a range of relevant sources of information and assistance



evaluate progress against the original aims, objectives and targets

Present report to colleagues, justifying conclusions and associated recommendations



determine conclusions that are consistent with the original aims, objectives and targets



identify sufficient data and information to support the conclusions



present a report in an appropriate format to colleagues outlining the research undertaken and analysing the outcomes.

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Guidance

Delivery Tutors should be aware of the implications of the context in which they are delivering the unit and ensure that examples and support materials (eg application forms, product information, information about companies, their background and locations) are relevant. This unit enables learners to develop an understanding of organisational structures and working practices within an industry environment. Delivery should enable learners to undertake research based on their own interests and draw from the main themes during the course. Identifying and agreeing aims, objectives and work-related targets with their placement hosts forms the focus for the management report and establishes the orientation of this unit. Learners will need guidance on selecting an appropriate organisation and to actively negotiate personal as well as work-based aims, objectives and targets with tutors and the placement host. It is also important that the number of hours spent developing the report gives the learner sufficient experience of their chosen occupational environment. It is often reassuring to the learner that they know they can approach tutors for advice and support if necessary during the development of their report. Learners should have access to a wide range of sources, both during the planning stage and also whilst developing the report. Background information outlining the range of suitable industry organisations in the local area may be made available by the tutor or careers service. Attention should be given to allow for adequate preparation before the industry experience is implemented. Knowledge of company structures and daily routines and expectations are essential. Preparation should cover all of the relevant assessment criteria and the aims, objectives and targets should be identified and agreed as the focus of the management report. The unit lends itself to the collection and presentation of information through the production of interviews, observations, questionnaires and subsequent analyses using charts and graphs by ICT. The final presentation should be in report format. Learners will need guidance on the preparation of formal reports. The report should draw conclusions based on the monitoring, review and evaluation of the outcomes of the industry experience. Assessment The assessment for this unit is based on the selection by the learner of a range of possible placement host companies. The companies should be vocationally relevant and also meet the needs of the learner. It is important that the experience allows for the opportunity to examine operational and work-based issues and problems. Company background, location and information should be researched as part of the selection process, which may also involve a preplacement interview. Forward planning is essential to ensure that learners maximise their opportunities and secure their own host for their industry experience. The learner must set their own aims, objectives and targets forming the focus for a management report that is undertaken by the learner as a result of the industry experience. These must be agreed with the tutor and the placement hosts. The work should allow for an investigation of current working practices with a subsequent analysis of the findings. Learners should also ensure that they collect appropriate information in support of their report, which should make a valid contribution to the organisation.

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The report should also discuss and draw conclusions based on the original aims, objectives and targets. Feedback from supervisors and colleagues should be recorded and evaluated with any modifications to approach or knowledge. The learner should reflect on their experiences and assess their own personal effectiveness during the industry experience. Supporting evidence or justification is required to substantiate claims made or recommendations relating to future aims, objectives or targets. Learners are best working individually with one organisation, although there may be several learners working with a large organisation at any one time. Links This unit links with all of the units in this qualification. This unit maps to the following Management NVQ units: •

A2: Manage your own resources and professional development



E5: Ensure your actions reduce risks to health and safety



F1: Manage projects.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: could be covered when learners investigate common values in the workplace



moral and ethical: could be covered when learners investigate common values in the workplace



social and cultural: could be covered when learners investigate common values in the workplace.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when learners are carrying out their industry placement



health and safety: could be covered when learners are carrying out their industry placement



European developments: could be covered when learners look at European regulations affecting the workplace.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners must have access to library and research facilities including the internet. They may also find the careers library and/or careers service useful in researching and securing a host for the industry experience. Each centre should seek to produce its own report-writing guidance booklet, with reference to its own local resources. Learners should remain in touch with tutors during the placement — email is often the best way for this to happen. Some colleges may have access to a virtual learning environment where learners can share information and experiences with each other and the tutor. Training videos may also be useful for this unit. Such resources can normally be purchased or hired. Some of these can be expensive but often commercial suppliers offer an educational discount.

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Areas that may be relevant include leadership skills, self-management and dealing with conflict. Details and a brochure are available from: Video Arts Group 68 Oxford Street London W1D 1LH Telephone: Email: Website:

020 7637 7288 [email protected] www.videoarts.com

Support materials Books Blundel R — Effective Business Communication (Prentice Hall, 1998) Boud D, Keogh R and Walker D (editors) — Reflection: Turning Experience into Learning (Kogan Page, 1999) Clark M, Riley M, Wood R and Wilkie E — Researching and Writing Dissertations in Hospitality and Tourism (International Thomson Business Press, 1997) Collins V R — Working in Tourism: The UK, Europe and Beyond (Verite Reily Collins, 2004) Easterby-Smith M and Thorpe R — Management Research (Sage Publications, 2001) Finn M, Elliott-White M and Walton M — Tourism and Leisure Research Methods (Longman, 2000) Hill S, Hughes R, Rees R and Yates J — How to Analyse and Promote Your Skills for Work (University of London Careers Service, 1999) Jankowiccz A D — Business Research Projects (Thomson Learning, 2000) Kane E — Doing Your Own Research (Marion Boyars, 1997) Moon J A — Reflection in Learning and Professional Development (Kogan Page, 2000) Orna E and Stevens G — Managing Information for Research (Open University Press, 1995) Schon D — The Reflective Practitioner: How Professionals Think in Action (New York Basic Books, 1995) Smith C and Irving R — No Sweat: The Indispensable Guide to Reports and Dissertations (Institute of Management, 1998) Websites http://education.guardian.co.uk

particularly the Rise section for students

www.eurograduate.com

careers database

www.prospects.ac.uk

official graduate careers website

www.wetfeet.com/asp/listguides.asp

company profiles

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Unit 19:

Human Resource Management for Travel and Tourism

Learning hours:

60

NQF Level 5:

BTEC Higher National — H2

Description of unit The aim of this unit is to investigate and evaluate the key elements in human resource management. Learners will investigate employment law and how it affects travel and tourism organisations. They will also investigate the current state of employee relations in the travel and tourism industry. Learners will examine the practicalities of the recruitment and selection process in order to develop the skills required to effectively administer this human resources function. Learners will investigate training and development in travel and tourism organisations to determine the contribution they make to an effective organisation.

Summary of learning outcomes To achieve this unit a learner must: 1

Examine human resource management

2

Investigate the effect of employee relations and employment law on travel and tourism organisations

3

Examine the recruitment and selection process

4

Investigate training and development within travel and tourism organisations and their contribution to an effective organisation.

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Content

1

Human resource management Human resource management: concept of human resource management (HRM) eg planning and forecasting, recruitment process, contracts of employment, deployment and monitoring of employees, training and development, budget monitoring, relationships; role and purpose of HRM, soft HRM, hard HRM Human resource planning: the creation of the human resource plan, analysing demand and supply, internal and external factors influencing human resource planning, human resource planning in a changing environment

2

Employee relations and employment law Employee relations: unionisation eg structure, culture, collective bargaining, negotiation, consultation; employee participation, involvement and conflict management, empowerment; grievance procedures, disciplinary procedures Employment law: employment legislation eg Employment Relations Act, Employment Rights Act; equal opportunities, contracts of employment including termination eg resignations, redundancy procedure, ill health retirements, retirement, dismissal, maternity and paternity rights, parental leave; tribunals, Advisory, Conciliation and Arbitration Service (ACAS)

3

Recruitment and selection Recruitment: factors affecting the labour market, organisational needs analysis, job analysis, job design, organisational needs, job descriptions, person specifications, methods of recruitment advertising Selection: eg selection methods and practices, barriers to effective selection, evaluating recruitment and selection processes, application form design, applicant information packs, shortlisting, interview methods, interviewing skills

4

Training and development Training and development: link between induction programmes and training, the role and need for training, training v development debate, types of training and development activities, training needs analysis, use of appraisals and target setting, benefits of training and development, barriers and attitudes to training, competency-based training, evaluation of training against overall organisational objectives

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4



describe the role and purpose of human resource management in the travel and tourism industry



devise a human resources plan based on an analysis of supply and demand for an organisation in the travel and tourism industry

Investigate the effect of employee relations and employment law on travel and tourism organisations



describe the current state of employment relations in the travel and tourism industry



explain how employment law affects the management of human resources in a travel and tourism organisation

Examine the recruitment and selection process



produce a job description and person specification for a specified job in the travel and tourism industry



undertake a range of selection activities



explain how the training and development activities of a travel and tourism organisation contribute to its effective operation



evaluate the approach to training and development for two travel and tourism organisations.

Examine human resource management

Investigate training and development within travel and tourism organisations and their contribution to an effective organisation

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Guidance

Delivery This unit is best delivered as a stand-alone unit, as much of the information needed is fairly specific and technical, although learners should be encouraged to bring their own experiences of employment into the classroom. A practical approach should be adopted, where learners are encouraged to seek their own evidence from organisations with which they are in contact. Note that an independent approach is vital for learners to achieve the higher grade. Given that learners need to gather lots of information that may be sensitive for many organisations, teachers should ensure that contacts are made well in advance with organisations that are prepared to co-operate, to give learners the best opportunity to carry out their research. Where examples are given from the organisation, learners should be coached to identify both practical issues eg levels of staff sickness and theoretical issues such as models for motivating staff. It is expected that evidence generated from this unit will provide much of the background material for the analysis in Unit 18: Industry Experience. Ideally learners should spend a period of time within the organisation on placement or work shadowing so that they have the opportunity to talk to a range of staff and gain real experience of human resource practices in operation. When dealing with recruitment, selection, induction, training and development, learners would benefit from taking part in skill-based activities in the form of role-plays for recruitment and selection and a short training or development session for induction, training and development in order that they appreciate the processes involved. Assessment The assessment for this unit should be an investigation focused broadly on one organisation in the travel and tourism sector, although additional examples could be used to give learners the opportunity to cover all of the content. The first outcome should cover a range of organisations so that learners have the opportunity to see a range of human resource management processes and structures. Evidence of outcomes may be in the form of assignments, class and research notes, correspondence and research with organisations and individuals in the travel and tourism industry. Links This unit links with Unit 2: Management Perspectives in Travel and Tourism, Unit 4: Law and Ethics in the Travel and Tourism Industry, Unit 10: The Developing Manager and Unit 18: Industry Experience. This unit maps to the following Management NVQ units: •

B8: Ensure compliance with legal, regulatory, ethical and social requirements



B11: Promote diversity in your area of responsibility

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D3: Recruit, select and keep colleagues



D7: Provide learning opportunities for colleagues.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing values of employees and employers



moral and ethical: could be covered when learners are discussing values of employees and employers



social and cultural: could be covered when learners are discussing values of employees and employers.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when learners are discussing environmental influences on the workplace



health and safety: could be covered when learners are discussing health and safety at work



European developments: could be covered when learners are discussing European employment regulations.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Many large travel and tourism organisations, eg the National Trust, are able to provide case studies that include organisational structures and many of these can be downloaded from the internet. The centre’s own personnel manager (or equivalent) or a representative from the local authority would be a good guest speaker to give learners a background in human resource management practices. Support materials Books Armstrong M — Handbook of HRM Practice (Kogan Page, 1999) Lee-Ross D — HRM in Tourism and Hospitality: International Perspectives on Small to Medium-sized Enterprises (Continuum, 1999) Torrington and Hall — Personnel Management (Prentice Hall, 1995) Van Der Wagen L and Davies C — Supervision and Leadership in Tourism and Hospitality (Continuum, 1999) Websites www.bbi.co.uk/mci/index.htm

Management Charter Initiative

www.cbi.org.uk

Confederation of British Industry

www.dfes.gov.uk

Department for Education and Science

www.investorsinpeople.co.uk

Investors in People

www.tuc.org.uk

Trades Union Congress

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Unit 20:

Travel Services

Learning hours:

60

NQF Level 5:

BTEC Higher National — H1

Description of unit This unit considers the organisations that constitute the travel services sector of the travel and tourism industry: retail travel, business travel and online travel services providers. Learners will investigate different types of travel services organisations and the environment within which they operate with an emphasis on licensing, bonding and regulation. Learners will explore management duties involved in running travel services organisations. They will have the opportunity to focus on the management of either a business or retail travel services organisation to consider how the effective implementation of these duties can contribute to the success of the organisation. It is essential for travel services organisations to maximise revenue and learners will examine different ways of achieving this. They will further examine ways in which a specific travel services organisation can gain competitive advantage. The unit provides opportunities for learners to investigate the impact of ICT on the travel services environment. Learners can also investigate in-depth another factor affecting the future of travel services organisations and its effect on one type of travel services organisation.

Summary of learning outcomes To achieve this unit a learner must: 1

Investigate the travel services environment

2

Explore a range of management duties involved in running a successful travel services organisation

3

Examine how travel services organisations maximise revenue and gain competitive advantage

4

Investigate factors that affect future travel services organisations.

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Content

1

Travel services environment Retail travel services: types of retail travel organisations eg multiples, independents, hypermarkets, call centres, home-based agencies; integration Business travel services: types of organisation eg multinational, national, independent, specialist provision, implants, corporate, travel buyers, within retail travel Online travel services: provided by intermediaries eg agents; provided by principals; provided by tour operators Environment: products and services provided, licensing, regulation, bonding, types of customer, level of competition, location, physical environment/interface with customer

2

Management duties Management duties: financial controls; target setting eg sales, turnover, ancillary profits, incentives; staff management eg team building, rota planning, job design, training and development, appraisal; service level agreements; fee structures; tendering process; quality assurance

3

Maximise revenue and competitive advantage Maximise revenue: promotional activities eg public relations, use of point of sale material, window displays; sales of ancillary services eg car hire, insurance, excursions; provision and sale of additional services eg visa and passport applications; switch selling; account management Competitive advantage: product differentiation, discounts, cost efficiencies, alliances, additional services eg children’s play, video loans, customer profiles, destination information packs

4

Factors Factors: impact of ICT; others eg consumer trends, distribution systems, growth of online services, technological innovation

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4



describe the environment of retail, business and online travel services providers



compare and contrast the licensing, bonding and regulation of business, retail and online travel services organisations

Explore a range of management duties involved in running a successful travel services organisation



compare and contrast the duties of a retail travel manager with a business travel manager



explain how effective management can contribute to success of either a retail, business or online travel services organisation

Examine how travel services organisations maximise revenue and gain competitive advantage



explain how travel services organisations maximise revenue



describe how one travel services organisation has gained competitive advantage

Investigate factors that affect future travel services organisations



explain how the development of ICT has affected the travel services environment



describe one factor likely to affect the travel services environment in the future and explain how one type of travel services organisation could respond to deal with it effectively.

Investigate the travel services environment

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Guidance

Delivery In this unit, learners must consider retail, business and online travel services providers throughout, although there are opportunities for them to focus on the type of provider that interests them the most. It is useful throughout the delivery to arrange visits to different types of provider so that learners are familiar with different environments and can recognise similarities and differences. Guest speakers could give useful input on bonding, licensing, regulation and management duties. An understanding of these duties could be reinforced with a series of practical tasks, such as setting individual targets, organising rotas, designing window displays, problem solving, etc. Many of the outcomes require an investigation. Research skills will need to be developed as much of the information is not readily available in textbooks and will require synthesis of information from a variety of sources. This is particularly important when considering factors likely to affect the sector. A useful strategy could be for learners to investigate one factor individually or in groups and then lead a seminar on the topic to ensure broad understanding of a range of factors. Assessment Each outcome could be assessed through one assignment designed to ensure learners achieve all related criteria. Outcome 1 is an introductory assignment, which could be presented as a report. Outcome 2 relates to management duties. This could be presented orally as learners focus on one type of travel services provider. Outcome 3 could be presented in the form of a report or even a ‘mock’ meeting where perhaps the learner takes the role of a manager attending a managers’ meeting and discussing ways in which the organisation can maximise revenue and gain competitive advantage. Assessors will need to ensure that each learner is provided with sufficient opportunity to demonstrate they have met each criterion and there is sufficient evidence of their achievement. Outcome 4 could be presented orally. Representatives of industry could be invited to listen to the presentation and question learners to confirm their understanding. Links This unit can be linked successfully with Unit 1: The Travel and Tourism Environment, Unit 7: Contemporary Issues in Travel and Tourism, Unit 12: Travel and Tourism Entrepreneurs and Unit 15: Tour Operations Management. This unit maps to the following Management NVQ units: •

B1: Develop and implement operational plans for your area of responsibility



F3: Manage business processes.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing motivations for travel



moral and ethical: could be covered when learners are discussing motivation for travel

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social and cultural: could be covered when learners are discussing motivation for travel.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when learners are discussing the impact of tourism



health and safety: could be covered when learners are discussing health and safety issues as part of management duties



European developments: could be covered when learners are discussing impacts of European regulations on businesses.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Sufficient library resources must be available. Texts should be supported by the use of the industry press and broadsheet newspapers, their travel sections and journals. Support materials Books Bray R and Raitz V — Flight to the Sun: The Story of the Holiday Revolution (Thomson Learning, 2001) Brendon P — Thomas Cook: 50 Years of Popular Tourism (Secker and Warburg, 1991) Holloway J C — The Business of Tourism, Sixth edition (Longman, 2002) Inglis K — The Delicious History of the Holiday (Routledge, 2000) Lickorish L and Jenkins C — An Introduction to Tourism (Butterworth-Heinemann, 1995) Sharpley R — The Tourism Business: An Introduction (Sunderland Business Education Publishers, 2002) Sharpley R — Tourism, Tourists and Society, Second edition (ELM Publications, 1999) Tribe J — The Economics of Leisure and Tourism: Environments, Markets and Impacts (Butterworth-Heinemann, 1999) Van Harssel J — Tourism: An Exploration, Third edition (Prentice Hall, 1994) Further reading Insights Journals eg Tourism Intelligence Quarterly, Journal of Tourism Management Quality newspapers Tourist board reports Trade magazines eg Travel Trade Gazette, Travel Weekly Video/DVD Current affairs programmes eg news, Newsnight, Question Time Travel programmes eg Wish You Were Here, Holidays from Hell

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Websites www.abta.com

Association of British Travel Agents

www.aito.co.uk

Association of Independent Tour Operators

www.caa.co.uk

Civil Aviation Authority

www.fto.co.uk

Federation of Tour Operators

www.keynote.co.uk

Key Note market information

www.mintel.com

Mintel — provides media, product and consumer information

www.staruk.com

English tourism statistics

www.statistics.gov.uk

National Statistics Online — official UK statistics

www.travelmole.com

travel and tourism news

www.visitbritain.com

Visit Britain — travel guide to Britain

www.wttc.org

World Travel and Tourism Council

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Unit 21:

Heritage and Cultural Management

Learning hours:

60

NQF Level 5:

BTEC Higher National — H1

Description of unit The aim of this unit is to investigate heritage and cultural management and its role within the leisure sector. Throughout the unit learners will gain an awareness of definitions of heritage and culture, the organisations involved in the management of heritage and the different forms of ownership. This unit will provide an in-depth understanding of the economic growth development of the heritage and cultural industry. The learner will also be able to look at potential conflicts within the industry and the influence of technology. Learners will also be expected to investigate the role and scope of interpretation within this sector and its impact on participants and management. This unit is common to more than one Higher National. Learners must ensure that their evidence is in a travel and tourism context.

Summary of learning outcomes To achieve this unit a learner must: 1

Investigate the growth and development of heritage and cultural providers within the contexts of natural and constructed environments

2

Examine the roles of heritage and cultural attractions within the leisure industry

3

Explore the ownerships and organisations involved in the heritage and cultural industry

4

Investigate the role of interpretation within the heritage and culture providers.

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Content

1

Growth and development of heritage and cultural providers Heritage: definitions of heritage, analysis of its importance and interest Natural: aspects of heritage including landscape, coastlines, national parks, forests, woodlands, wildlife, other habitats; impact of the leisure industry on the conservation and sustainability of such sites Constructed: built heritage environment; museums, historic buildings, artefacts, archaeological sites, transport, industrial heritage, sport-related heritage sites, themed sites, public art, sculpture and monuments Cultural heritage: role of heritage industry in shaping and sustaining cultural identity; regional and national costume, song, dance, myth, legend, folklore, language and food; impact of issues such as the European Capital of Culture bids Conflicts of interest: access versus conservation, erosion, impact of visitors on sites and their immediate environments, presentation of heritage and culture to visitors, planning and land use, brown field sites versus green field sites, conservation threats imposed by further growth, potential role and impact of new technologies eg virtual reality and interactive software, access to the new technologies eg capital costs and revenue generation, training and up-skilling of staff, management of change

2

Roles of heritage and cultural attractions Scope of heritage and culture: education, research, recreation, entertainment Attractions: differing types of attractions, sites and venues, accessibility and sustainability of transport, up-skilling and re-training staff, changing staff profiles Audiences: segmentation, target groups, visitor levels and usage rates, overall status of heritage and culture as a leisure activity, income generation and links with tourism and urban regeneration, specialist groups

3

Ownerships and organisations Ownership of heritage and culture: public and commercial ownership, mission and values, objectives and income generation; role in education, training and conservation; control of access and preservation of cultural heritage; role and operation of charitable trusts, mission and values, management roles and responsibilities Organisations: eg structure and remits of the National Trust, government agencies eg English Heritage, Cadw, Historic Scotland; quangos and voluntary bodies eg the Civic Trust, Environment Agency, the Countryside Agency, the National Parks, Wildlife Trusts, government departments eg DCMS, regional/local authority departments and specialist conservation groups, role of national governmental departments Roles and responsibilities: funding, advisory and legislative, changes eg new technologies, changes in attractions and income generation, new merchandising

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4

Role of interpretation Interpretation: importance of interpretation to the visitor experience; relevance of a thematic approach to interpretation Media for interpretation: published material, audio-visual, interactive technology, drama and role play, audio and other sensory techniques Meeting audience needs: importance of establishing audience needs for effective interpretation; language levels, combination of interpretative media to achieve appropriate effects

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Outcomes and assessment criteria

Outcomes

Assessment criteria To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4

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Investigate the growth and development of heritage and cultural providers within the contexts of natural and constructed environments

Examine the role of heritage and cultural attractions within the leisure industry

Explore the ownerships and organisations involved in the heritage and cultural industry

Investigate the role of interpretation within the heritage and culture providers



analyse the economic growth of the heritage and cultural industry using examples from the natural and constructed environments



explain and exemplify potential conflicts between leisure activities and the conservation of heritage and cultural resources using relevant data, policies and legislation



analyse the impact of technology on the management of the culture and heritage industry



compare the scope of heritage and cultural providers and the range of attractions that need to be managed in order to meet the needs of different audiences and venues



classify heritage and cultural attractions using audience profiles and venues



compare the different forms of ownership within the cultural and heritage industry and the impact on income generation and responsiveness to changing audience needs



summarise the structure and management of key heritage organisations and their inter-relationships



evaluate the success of two organisations involved in the management of heritage and cultural sites



explain the scope and affect of interpretation within the heritage and cultural industry



evaluate the impact of contrasting media and the way they affect interpretation



prepare an interpretation plan for a specific heritage site which takes account of potential audiences and their needs.

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Guidance

Delivery Whilst much background information required for this unit can be delivered through lectures and seminars, these should include a wide range of heritage case studies to help emphasise the diversity of the sector and the variety of organisations involved in the management of heritage. The delivery programme should include as many site visits as possible so that learners can be encouraged to evaluate a range of approaches to conservation and interpretation in practise. The nature of the unit content also permits a wide range of opportunities for independent research. Using case studies can promote the development of skills of analysis and synthesis. The consideration of issues such as conservation versus access within the unit is an ideal mechanism for developing a wide range of analytical skills. Whilst this unit deals specifically with the management of heritage and cultural attractions, learners should acknowledge, and be able to discuss, the role of heritage within the structure of the wider leisure industry and appreciate the significance of heritage attractions within the social contexts of leisure activity. Assessment This unit will be assessed through the presentation of a study of a chosen heritage cultural site. The presentation may be in written format or delivered orally. Where an oral presentation is used as the basis for assessment the learner should submit relevant supporting material, including an account of research sources, to the tutor. Whichever form of submission is used, the following areas should be included in the study: •

categorisation of the sites being compared



an analysis of the scale of the sites in terms of their role as visitor attractions and their contribution to local economies



potential conflicts between leisure activities and the sustainability of the sites and their local environments



the impact of the different forms of ownership on the sites



an outline of the heritage management organisations relevant to the sites, and their potential contribution to their management and development



an evaluation of existing forms of interpretation used in the sites, and a plan outlining their improvement using a range of media.

In developing their submissions for this assessment, learners may benefit from considering the relevance of knowledge and understanding gained in other units. Links This unit links with Unit 1: The Travel and Tourism Environment, Unit 7: Contemporary Issues in Travel and Tourism, Unit 9: Tourism Destinations, Unit 14: Special Interest Tourism and Unit 24: Tourism in Developing Countries.

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This unit maps to the following Management NVQ unit: •

B2: Map the environment in which your organisation operates.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing the religious basis of heritage and culture



moral and ethical: when learners are discussing moral and ethical issues of heritage and culture



social and cultural: is covered by the entire unit.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when discussing the impact of place on culture and heritage



health and safety: could be covered when learners are discussing the management of heritage properties



European developments: could be covered when learners are discussing the awarding of European City of Culture.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners need access to a range of cultural and heritage sites as well as use of the internet and any related case studies. Various government papers and reports on the cultural and heritage industry would also be an advantage as well as documents produced by a range of organisations such as the National Trust. Support materials Books Ashworth G and Howard P (editors) — European Heritage Planning and Management (Intellect, 1999) Goodey B — Heritage Interpretation Management (John Wiley & Sons, 1997) Hall CM and McArthur S — Integrated Heritage Management (Stationery Office Books, 1998) Hooper-Greenhill E — Museums and Their Visitors — Heritage: Care, Preservation and Management (Routledge, 1994) Howard P — Heritage: Management, Interpretation, Identity (Continuum, 2002) Leaske A and Yeoman I — Heritage Visitor Attractions (Continuum, 2002) Lowenthal D — The Heritage Crusade and the Spoils of History (Cambridge University Press, 1998) Merriman N — Beyond the Glass Case: The Past, the Heritage and the Public (University of London Institute of Archaeology, 2000)

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Video/DVD A Watching Brief (National Trust) Keeping House (National Trust) Living History (English Heritage) The Past Replayed (English Heritage) Protecting our Past (English Heritage) Role up (English Heritage) Sitework (English Heritage) Using Museums (Fulcrum/Channel 4) Websites www.english-heritage.org.uk

English Heritage

www.hlf.org.uk

Heritage Lottery Fund

www.nationaltrust.org.uk

The National Trust

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Unit 22:

Visitor Attraction Management

Learning hours:

60

NQF Level 5:

BTEC Higher National — H1

Description of unit The aim of this unit is to give learners a broad based knowledge and understanding of the nature, development and management of visitor attractions. The unit highlights the range and importance of visitor attractions within the tourism industry and allows the learner to explore the development process for establishing a new visitor attraction. The unit then explores the different types of visitor, their impacts and various theories of tourist motivation, which should aid the management of a visitor attraction. Key issues of visitor attraction management will also be investigated. Learners will explore the techniques available to managers of visitor attractions and how they can be used to achieve sustainability.

Summary of learning outcomes To achieve this unit a learner must: 1

Establish the range and importance of visitor attractions

2

Explore visitor types, impacts and tourist motivation theories

3

Examine the development process and issues affecting visitor attraction management

4

Explore the application of various management techniques and their impact on sustainability.

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Content

1

Range and importance Range: purpose built to attract visitors eg Thorpe Park, London Eye, Eden Project; nonnatural sites that have become tourist attractions eg Windsor Castle, York Minster, Goonhilly Downs; natural attractions eg Pembrokeshire Coast, Lake Windermere, Cheddar Gorge; events and festivals eg Glastonbury, Olympic Games, Eurovision Song Contest; overlaps within the classification eg an English country house is a human built structure, not designed as an attraction, which may contain an art gallery (frequently these are purpose built) and may run regular events such as festivals or host conferences Importance: revitalising an area; attracting new business to a destination, contribution to the overall destination product, employment, revenue, multiplier effect, enhancement of local heritage and culture; purpose of attraction eg profit, conservation, preservation

2

Visitor types, impacts and tourist motivation theories Visitor types: demographics, UK and overseas, special interests, special needs, characteristics and profile, Visitor impacts: overcrowding; wear and tear; carrying capacities, traffic-related eg traffic congestion; pollution; increased risk of accidents; erosion; impacts on local community; visitor facilities; authenticity of attraction eg adaptations to architecture, intrusive interpretation to the history of the site, opportunities for terrorism, education and training Theories on tourism: eg ‘responsible tourism’ (Goodwin, 1998), the ‘smart consumer’ (Voase, 2002)

3

Development process and issues Issues: location eg natural; opportunities; incentives, access, catchment areas; land and reclamation; funding eg private sector, public sector (local, regional, UK, EU), share flotation, membership schemes; stakeholders; attraction management; tourism consultants; local authorities; local communities; tourist boards; private enterprise; public sector; pressure groups; tourism organisations eg National Trust, English Heritage, English Countryside, transport companies; technology eg sensory enhancements (sounds, smells, audio-visual interpretation, touch screens, virtual reality activities, 3D screens), world wide web, management information systems Process: project management feasibility study, design, local community involvement, planning applications, construction period, access and signposting, recruitment, training, opening event, customer care, crowd management, reservations and ticketing, internal and external communications

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4

Management techniques, sustainability Supply: eg visitor flows, flexible capacity (extended opening hours, peak strategies — specific time slots, increased staff levels, additional tills/eating area, identified routes within attraction, multi-skilling of staff; increasing capacity (additional buildings/attractions); security, identified footpaths; regulated room conditions (protection of textiles, carpets), signage, concessions Demand: eg influence the number or behaviour of visitors — price incentives, marketing interpretation, education Renewal: product life cycle, visitor expectations, passive and active modes of delivery, innovation eg new adventure, new theme, new area Sustainability: economic (international, national, regional, local); visitor expectations (negative impacts result in lack of repeat business); social eg heritage, culture, lifestyle; environmental eg conflict between conservation and preservation

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4

166



identify the range of visitor attractions and demonstrate an awareness of overlaps in relation to particular types of attraction



explain the importance of a range of visitor attractions



identify different visitor types, their needs and motivations



evaluate the impacts of tourism on visitor attractions



explain the effect of various theories of tourist motivation on the management of visitor attractions

Examine the development process and issues affecting visitor attraction management



describe current issues facing the management of visitor attractions



explain the processes involved in the development of attractions

Explore the application of various management techniques and their impact on sustainability



analyse a range of visitor management strategies



evaluate specific techniques in relation to sustainability.

Establish the range and importance of visitor attractions

Explore visitor types, impacts and tourist motivation theories

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Guidance

Delivery The unit enables learners to develop an understanding of the nature of visitor attractions. The unit is also concerned with the nature of visitors, their impact on sustainability of attractions and management issues. Lecturers could establish links with nearby visitor attractions. These could include theme parks, heritage buildings/monuments as well as art galleries/museums. Representatives from local to international attractions could also be used as guest speakers. Delivery should enable learners to undertake research and investigation by making visits to attractions and conducting fieldwork there. Visits to a variety of attractions is essential. Where possible, learners should visit at least one purpose built attraction, one non-purpose built, a natural attraction and an event. This will show learners the range of attractions, similarities and differences, and also of particular importance, issues in relation to management of attractions. Learners should be given the opportunity to meet managers/employees of visitor attractions. Such contacts could be useful data resources for learner research. It is recommended that delivery of this unit focus on some case studies. A wide range of case studies are available in Insights, Travel Management and case study textbooks. This unit can also be linked to a residential study visit. Assessment The assessment for this unit could involve a number of strategies. Individual written assignments, especially reports on specific attractions, could be one approach. Alternatively learners could prepare group presentations supported by an individual written report. As there are a number of relatively complex issues in relation to the unit, particularly regarding sustainability and management techniques, case studies resulting in class discussions or debates may be a particularly worthwhile approach. The unit is particularly appropriate for fieldwork-based investigation and a portfolio of research could form part of the assessment. Links This unit links with Unit 1: The Travel and Tourism Environment, Unit 9: Tourism Destinations, Unit 14: Special Interest Tourism, Unit 21: Heritage and Cultural Management and Unit 23: Incoming and Domestic Tourism. This unit maps to the following Management NVQ units: •

B2: Map the environment in which your organisation operates



F7: Support customer service improvements



F9: Build your organisation’s understanding of its market and customers.

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Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing religious sites that are also visitor attractions



moral and ethical: when learners are discussing impacts of tourism on visitor attractions



social and cultural: when learners are discussing motivation of tourists in visiting visitor attractions.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when learners are discussing natural visitor attractions



health and safety: could be covered when learners are discussing managing visitor flows at visitor attractions and the need to maintain health, safety and security



European developments: could be covered when discussing the impact of European regulations on visitor attractions.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners should have access to library and research facilities including the internet. Relevant current journals, visitor attraction brochures, leaflets and publications, including tourism data, should be available. To ensure learners have the opportunity to visit a range of visitor attractions, costs should be identified in advance and learners made aware of them. Case study materials on visitor attractions UK and worldwide are recommended. Both English Heritage and National Trust are good sources of research materials. Support materials Books Aronsson L — The Development of Sustainable Tourism (Thomson Learning, 2000) Fyall A, Garrod B and Leask A — Managing Visitor Attractions: New Directions (Butterworth Heinemann, 2002) Harris R et al — Sustainable Tourism: A Global Perspective (Butterworth Heinemann, 1997) Leask A and Yeoman I (editors) — Heritage visitor attractions: An Operations Management Perspective (Thomson Learning, 1999) Shackley M — Visitor Management: Case Studies from World Heritage Sites (Butterworth Heinemann, 2000) Swarbrooke J — The Development and Management of Visitor Attractions (Butterworth Heinemann, 2001) Further reading Tourism Management Visitor Attitudes to Sustainable Tourism (Visit Britain, 2002) Visits to Visitor Attractions 2001 (Visit Britain, 2002)

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Websites www.culture.gov.uk

Department for Culture, Media and Sport

www.staruk.com

English tourism statistics

www.statistics.gov.uk

National Statistics Online — official UK statistics

www.visitbritain.com

Visit Britain — marketing British tourism

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Unit 23:

Incoming and Domestic Tourism

Learning hours:

60

NQF Level 5:

BTEC Higher National — H2

Description of unit This unit focuses on the UK tourism product and its appeal to incoming and domestic visitors. Learners will investigate different aspects of the product and consider how examples appeal to different types of visitor. Learners will examine visitor trends in order to draw conclusions about how they relate to different typologies of visitor types and their motivations. Learners will investigate the promotion and management of the UK tourism product with an emphasis on the promotion of a specific destination. They will compare the promotion of a destination to incoming and domestic visitors. Learners will also examine the structure and role of public sector organisations, considering the interrelationship of different agencies and their link with other types of organisation.

Summary of learning outcomes To achieve this unit a learner must: 1

Investigate the UK tourist product and its appeal

2

Examine visitor trends, visitor types and their motivations

3

Investigate the ways in which incoming and domestic tourism is promoted and managed in the UK

4

Examine the structure and role of public sector organisations in supporting incoming and domestic tourism.

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Content

1

UK tourist product and its appeal Tourist product: natural resources eg countryside, coast, rivers and lakes; built resources eg buildings, monuments, theme parks, canals, cathedrals, museums; culture and heritage resources eg cathedrals, events, stately homes, historic sites; themed resources eg Bronte Country, Hardy Country; ancillary resources eg accommodation, transport Appeal: eg climate, heritage, culture, landscape, accessibility, cultural links

2

Visitor trends, visitor types and their motivations Visitor trends: domestic, incoming; origins and destinations, purpose of visit, type of travel, activities undertaken, types of accommodation, levels of expenditure Visitor types: eg socio-economic groupings, life-style groupings; theories eg Plog, Cohen Motivations: eg visiting friends and relatives, business, leisure; physical eg health and fitness, sport, activity, regeneration, pleasure, rest and relaxation; culture and gastronomy, religion, personal development

3

Promoted and managed Promoted: eg publications, exhibitions, events, public relations, sponsorship; role of media, Managed: regional and national tourism strategies and policies, development plans; funding; quality assurance eg facility classification, Welcome Host training; signage, visitor flows, destination management

4

Public sector organisations Public sector organisations: national eg Department of Culture, Media and Sport, Scottish Parliament, Welsh Assembly, Northern Ireland Assembly, Lottery commission, Visit Britain, National Tourist Boards, English Heritage, Countryside Commission; regional eg Regional Tourist Boards, National Parks, local authorities, Regional Development Agencies Other organisations: inter-relationships between public sector organisations and other organisations eg incoming tour operators, accommodation providers

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4

Investigate the UK tourist product and its appeal



describe the UK tourism product



select four contrasting examples of the UK tourism product and explain their appeal to incoming and domestic tourists

Examine visitor trends, visitor types and their motivations



explain why different types of tourist visit the UK



interpret statistics on incoming and domestic tourism to explain patterns of behaviour

Investigate the ways in which incoming and domestic tourism is promoted and managed in the UK



describe how UK tourism is promoted and managed



compare the promotion of a destination to incoming and domestic tourists

Examine the structure and role of public sector organisations in supporting incoming and domestic tourism



describe the function of public sector organisations in supporting incoming and domestic tourism



explain the interrelationship of public and private sector organisations in supporting incoming and domestic tourism.

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Guidance

Delivery The nature of the UK tourism product is such that changes occur rapidly. It is therefore recommended that the delivery of this unit respond to external changes as they occur. This requires learners to keep abreast of current affairs and investigate using current sources rather than focus on dated texts. This unit enables learners to develop an understanding of the nature of incoming and domestic tourism in the UK. Outcomes require learners to investigate and research and this should be supported by a programme of visits, speakers, videos, case studies, attendance at conferences and exhibitions as well as access to periodicals and journals, newspapers and the internet. It is not possible to cover the UK comprehensively. A visit to at least one tourist destination is essential and where possible subsequent visits to aligned organisations would be valuable. Learners should make full use of these visits to evaluate the tourism resources, management and promotion of the destination. A practical approach should be maintained throughout with learners encouraged to investigate and research the depth and breadth of the subject. Assessment The assessment of this unit requires learners to investigate and examine the appeal of the UK tourism product, to look at visitor types and analyse visitor trends, destination management and promotion and public sector tourism. Knowledge and critical understanding should be assessed as well as the ability to apply this knowledge and understanding in vocational contexts. Evidence of outcomes will be drawn from learners’ investigations. It may be in the form of a single report or a portfolio of activities. Reports could be written or presented orally. Links This unit links with Unit 1: The Travel and Tourism Environment, Unit 8: Tourism Development Planning, Unit 9: Tourism Destinations, Unit 12: Travel and Tourism Entrepreneurs, Unit 14: Special Interest Tourism, Unit 21: Heritage and Cultural Management and Unit 22: Visitor Attraction Management. This unit maps to the following Management NVQ units: •

F4: Develop and review a framework for marketing



F9: Build your organisation’s understanding of its market and customers.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing the motivations of tourists visiting religious sites in the UK



moral and ethical: could be covered when learners are discussing potential conflict between tourists and host communities

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social and cultural: could be covered when learners are discussing the main selling points of cultural destinations.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when learners are discussing the natural visitor attractions



health and safety: could be covered when learners are discussing ways of ensuring visitor health and safety



European developments: could be covered when learners are discussing the main generating markets for UK tourism.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners will need access to a library with a variety of texts and journals associated with their project as well as access to the internet, and the use of relevant software applications. Support materials Books Fyall A, Garrod B and Leask A —Managing Visitor Attractions: New Directions (Butterworth Heinemann, 2002) Gilbert D et al — Tourism: Principles and Practices (FT Prentice Hall, 2004) Holloway J C — The Business of Tourism (FT Prentice Hall, 2001) Leask A and Yeoman I (editors) — Heritage Visitor Attractions: An Operations Management Perspective (Thomson Learning, 1999) Shackley M — Visitor Management: Case Studies from World Heritage Sites (Butterworth Heinemann, 2000) Sharpley R — Tourism, Tourists and Society (Elm Publications, 2003) Shaw G — Critical Issues in Tourism: A Geographical Perspective (Blackwell, 2001) Swarbrooke J — The Development and Management of Visitor Attractions (Butterworth Heinemann, 2001) Williams S — Tourism: Critical Concepts in the Social Sciences (Routledge, 2003) Further reading Insights International Travel Law Journal Sightseeing in the UK (Visit Britain) Travel News Travel Trade Gazette Visit Britain UK Occupancy Survey Visit Britain UK Tourist Statistics Visits to Visitor Attractions 2001 (Visit Britain, 2002)

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Websites www.culture.gov.uk

Department for Culture, Media and Sport

www.staruk.com

English tourism statistics

www.satistics.gov.uk

National Statistics Online — official UK statistics

www.visitbritain.com

Visit Britain — travel guide to Britain

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Unit 24:

Tourism in Developing Countries

Learning hours:

60

NQF Level 5:

BTEC Higher National — H2

Description of unit The aim of this unit is to enable learners to gain knowledge and understanding of the problems, difficulties, costs and benefits of tourism to developing countries and emerging destinations. This unit requires the learner to research, assimilate and critically appraise the various influences that bear upon the economic, political, social and physical development of second and third world countries and contrast with those in first world countries in relation to current tourism issues. The role of government in relation to tourism development should be critically examined in order that the learner can fully demonstrate the ethical, moral, social, environmental, cultural and political implications of such development. This unit will also investigate the relationship of private and public sector in tourism development. Sustainable tourism development is gaining credibility and learners must be able to understand the application of sustainable tourism principles in order to demonstrate that they understand the implications of sustainability. Learners should be encouraged to challenge the conventional wisdom on the subject and offer alternative development regimes. Learners should be able to describe and assess the positive and negative impacts of tourism development in both developing countries and emerging destinations and show a critical awareness and original insight into problems associated with the future development of tourism.

Summary of learning outcomes To achieve this unit a learner must: 1

Investigate the characteristics of developing countries

2

Explore the role of agents in tourism development in developing countries

3

Examine the application of sustainable tourism principles

4

Investigate the socio-cultural, environmental and economic impacts of tourism in developing countries and emerging destinations.

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Content

1

Characteristics Economic characteristics: economic growth and development; the process of economic development in countries eg pre-industrial society, industrial to a service economy; components of Gross Domestic Product; provision of consumer goods; exportation of primary products; fluctuation of process in export markets; dependency on industrial countries; tourism as an economic alternative Physical characteristics: physical conditions eg poor urban infrastructure, lack of clean water supply, inadequate sanitation, lack of utilities, poor transport network Social characteristics: eg population pressures, infant mortality, life expectancy, migration from rural to urban living, levels of poverty, construction and roles of family units, quality of life, incidence of disease, literacy levels, role of women and children Political characteristics: forms of government eg absolutist, democratic, emergent democracy, tribal, theocratic; corruption, international links; use of tourism as a political tool eg Cuba, Burma

2

Agents in tourism development The role of government: passive involvement, benign neglect, active involvement, the provision of infrastructure, capital scarcity and the role of foreign capital, agencies of development, investment incentives, influence on the types of tourism, pace of development, relationship between public and private sector in tourism development Agents: voluntary sector, public sector, private sector, government bodies, development agencies, pressure groups, stakeholders, shareholders, landowners Relationships: complementary, competitive, imposed, conflict

3

Sustainable tourism principles Sustainability: definitions eg Brundtland Report (1987), Triple Bottom Line, World Travel and Tourism Council (WTTC) Principles for Sustainable Development (1995) Principles: planning considerations, benefits to the environment, the host community, the tourism industry, the visitor; factors of supply of facilities and resource weighed against demand; proposed developments eg infrastructure required; interdependence eg of society, economy and the natural environment; Citizenship eg rights and responsibilities, participation and co-operation; future generations; sustainable change eg development.

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4

Socio-cultural, environmental and economic Socio-cultural: social change, changing values, crime and gambling, moral behaviour, change in family structure and roles, tourist/host/relationships, provision of social services, commercialisation of culture and art, revitalisation of customs and art forms, destruction and preservation of heritage Environmental: types of conservation and pollution eg air, visual, noise etc, land use, ecological disruption, pressures on infrastructure and finite resources, erosion, preservation of environment eg national parks, drainage, irrigation Economic: generation of employment, provision of foreign exchange, multiplier effect of tourism as contribution to the balance of payments, economic leakage, development of the private sector, foreign ownership and management

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

2

3

4

180

Investigate the characteristics of developing countries



describe the physical characteristics of a developing country



compare and contrast the influence of economic, political and social characteristics that have developed tourism in developing countries

Explore the role of agents in tourism development in developing countries



analyse the role of government and the manner in which governments influence the type of tourism development in developing countries and emerging destinations



explain the relationship of public and private sectors in tourism development

Examine the application of sustainable tourism principles



examine the principles that need to be considered to achieve sustainable tourism



compare two developing countries that demonstrate different types of tourism development and recommend sustainable tourism planning proposals for future development in each

Investigate the socio-cultural, environmental and economic impacts of tourism in developing countries and emerging destinations



describe the socio-cultural, economic and environmental costs and benefits of tourism development in developing countries and emerging destinations



compare and contrast current issues and problems associated with tourism development in one developing country and one emerging destination where the impacts of tourism are different. Evaluate, with recommendations, the future development of tourism in these destinations.

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Guidance

Delivery It is recommended that this unit be delivered in the second year, so giving the learners time to absorb and develop the basic concepts taught in the first year. This would assist them in their ability to analyse the differences between the developed, emerging and developing world and between the developing countries themselves. The unit should be delivered through a variety of inputs eg lead lecture, case study work, independent learner research and analysis. Considerable emphasis should be placed on the currency of the issues studied, thus research should include current reports in the press, TV, film, journals, etc. The development of tourism in second and third world countries can be contentious and is fraught with moral, ethical, social, cultural, environmental and economic dilemmas. To appreciate the current dilemmas and debates, learners should be encouraged to regularly scrutinise the national press, TV, magazines, journals, etc. Tutors should also continually update their own knowledge in order to challenge learners on their appreciation of situations as they arise on a daily basis. A residential trip to a developing country would be highly beneficial. Alternatives could be guest speakers from specialist tour operators who are experts in travel and tourism in developing countries and emerging destinations. Sufficient time should be built into the teaching schedule to allow learners to undertake the necessary research to achieve the learning outcomes and to be responsible for their own learning. Assessment This unit is designed to encourage learners to investigate the nature of tourism development in developing countries and emerging destinations and the degrees to which the presence or absence of proactive planning contributes towards sustainable tourism development. An important theme running through the assessment strategy is the requirement for the learner to be aware of, understand, and reflect upon the current economic, political, social and environmental issues that influence tourism development in developing countries and emerging destinations. It is suggested that the assessment include assessment criteria in a current contextual manner. Evidence could be presented in several ways eg through presentations, reports or case studies. The assessment of tourism characteristics could be in the form of a presentation examining the economic, political, social and physical factors of tourism development. Learners should investigate both developing countries and emerging countries and make appropriate comparisons and contrasts. Learners could then be asked to give a creative, original insight into future sustainable developments. Links This unit links with Unit 1: The Travel and Tourism Environment, Unit 8: Tourism Development Planning, Unit 9: Tourism Destinations and Unit 14: Special Interest Tourism.

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This unit maps to the following Management NVQ units: •

F4: Develop and review a framework for marketing



F9: Build your organisation’s understanding of its market and customers.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing history, tradition and culture in developing countries



moral and ethical: could be covered when learners are discussing relations between tourists and host communities



social and cultural: could be covered when learners are discussing key features that attract tourists to developing countries.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when learners are discussing the impacts of tourism on the environment



health and safety: could be covered when learners are discussing the management of health and safety in developing countries



European developments: could be covered when learners are discussing European travel regulations.

Mapping of wider curriculum opportunities is provided in Annex C. Resources It is essential that learners have access to library and research facilities equipped with the texts and serials outlined below, plus a range of other support material such as travel atlases, travel guides, travel videos, etc. Access to the internet is also highly desirable, as it is a very valuable source of relevant, up-to-date material on current international issues. Support materials Books Boniface B and Cooper C — Worldwide Destinations, Third edition (Butterworth Heinemann, 2001) Cooper et al — Tourism Principles and Practice, Second edition (Longman, 1999) Hall CM — Tourism Planning (Prentice Hall, 2000) Mowforth M and Munt I — Tourism and Sustainability: New Tourism in the Third World (Routledge, 1998) Nagle G — Tourism, Leisure and Recreation (Nelson, 1999) Wearing S and Neil J — Ecotourism (Butterworth Heinemann, 1999) Further reading Annals of Tourism Research International Tourism Reports National Geographic

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Sustainable Tourism Wanderlust Websites www.ecotourism.org

International Ecotourism Society

www.tourismconcern.org

Tourism Concern

www.world-tourism.org

World Tourism Organisation

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Unit 25:

Public Relations and Promotions in Travel and Tourism

Learning hours:

60

NQF Level 5:

BTEC Higher National — H2

Description of unit The unit explores the role of public relations (PR) in the travel and tourism industry considering its importance as a promotional tool. Learners will be given the opportunity to develop the skills that enable them to effectively undertake PR activities in a travel and tourism context. Skills include written and oral as well as customer service. Learners will explore the different types of media that are used as part of a PR plan and will learn which media are most appropriate in different situations. The ability to construct a PR plan will also be developed through the delivery and assessment of this unit.

Summary of learning outcomes To achieve this unit a learner must: 1

Examine the role and importance of effective public relations for travel and tourism organisations

2

Demonstrate a range of public relations skills within a travel and tourism context

3

Explore the use of media in public relations applied to travel and tourism

4

Construct a public relations plan in a travel and tourism context.

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Content

1

Role and importance Role: eg relationship to marketing and advertising; publics eg community, distributors, suppliers, stakeholders, employees and potential employees, investors, consumers and users, the media, opinion leaders, unions, regulators; internal/external functions, in-house and consultancy PR, communication channels, the interaction of PR with other management functions eg the role of PR in support of the organisation’s strategy/vision Importance: eg effective internal and external communication, awareness eg charity work, explaining objectives, public consultation, communicating change; identifying, establishing, and maintaining publics/customers, credibility, perception, relationship building, planned communication, managing crisis, obtaining and maintaining sponsors, corporate identity, reputation, ethics

2

Public relations skills Skills: written eg writing brochures, leaflets, newsletters, letters, news releases, feature articles, interviews, puffery; selling and persuasion eg presentations, product launches, events, exhibitions, awareness raising, lobbying, influencing, networking; using electronic media eg website management, emails, mobile phones; customer relations eg conflict handling, crisis communication, contingency planning, formulating responses, reviewing and implementing emergency plans, creative communication strategies

3

Use of media Types of media: eg print, broadcasting, electronic Use: editorials, editorial promotions eg competitions, feature opportunities, photo-calls, press conferences, infotainment, educational visits eg product launches, press junkets, ‘jollies’, press events eg the press conference, press reception; news manipulation, image manipulation, bias, authenticity

4

Public relations plan Public relations plan: eg Jefkins model; appreciation of the situation eg initial research, turning a negative into a positive, short term plan and longer term planning linked to corporate plan; definition of objectives eg identify issues and key messages, clarify objectives; definition of publics eg means of reaching key audiences, realistic and achievable, selection of media and techniques; planning of a budget; assessment of results

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

1

Examine the role and importance of effective public relations for travel and tourism organisations



define the role of public relations within the travel and tourism industry



describe the range of publics within a travel and tourism context



explain the importance of public relations to travel and tourism organisations

2

Demonstrate a range of public relations skills within a travel and tourism context



apply a range of public relations skills to a travel and tourism context

3

Explore the use of media in public relations applied to travel and tourism



describe the range of media used in public relations



explain the relationship between public relations and the media



explain the appropriateness of media used with different public relations techniques in travel and tourism contexts



produce a public relations plan which identifies objectives and key publics



explain the appropriate media to reach the intended audience.

4

Construct a public relations plan in a travel and tourism context

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Guidance

Delivery This unit builds on learners’ knowledge from Unit 6: Marketing in Travel and Tourism. It is important to define the role of public relations in the travel and tourism industry and to emphasise the relationship it has with the wider marketing function within organisations. Learners should develop an understanding of how public relations meets a wide variety of objectives eg communication within the organisation to a change of corporate identity. To bring the unit to life, it would be useful to arrange visiting speakers early in the delivery of this unit. Speakers could include in-house public relations practitioners and consultants; journalists and travel editors; marketing managers; press and publicity officers; representatives from regional and national tourist boards. Case studies that demonstrate successful and unsuccessful public relations campaigns should also be used where appropriate to enable the learner to explore the planning and implementation of public relations and promotions in travel and tourism. Delivery could also investigate the public relations functions of: consortia eg Best Western; relevant partnerships eg public/private; government agencies eg Foreign Office, Department for Culture, Media and Sport; Association of British Travel Agents; Sector Skills Councils; and consumer affairs programmes in the media eg Watchdog. The delivery of the unit should emphasise the development of the learners’ practical public relations skills. This could include reviewing examples of public relations writing and the learner then producing a range of examples. Discussions and debates to explore the ethical implications of public relations should also be encouraged. Assessment Learners must be aware of, generate and maintain their own public relations profile in dealing with external agencies throughout their studies eg whilst on placement, networking; representing the institution at conferences, study visits etc. There are a number of assessment strategies that could be used for this unit, including: •

presentations; seminars; debates on a current issue; written reports and case studies



a portfolio of public relations writing eg news releases; feature articles; brochures and leaflets



examples of the use of electronic media eg website construction



controlled simulations eg in-tray exercises, crisis communication scenarios



creating public relations plans eg tour operators, tourist boards, destinations, other tourism enterprises and public awareness campaigns. Learners will need to demonstrate that it would be possible to review the effectiveness of the public relations plan.

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Links This unit links with Unit 4: Law and Ethics in the Travel and Tourism Industry, Unit 6: Marketing in Travel Tourism, Unit 7: Contemporary Issues in Travel and Tourism, Unit 11: Business Health Check and Unit 12: Travel and Tourism Entrepreneurs. This unit maps to the following Management NVQ units: •

A2: Manage your own resources and professional development



A3: Develop your personal networks



F6: Monitor and solve customer service problems



F8: Work with others to improve customer service.

Delivery of this unit can contribute to the learners’ understanding of spiritual, moral, ethical, social and cultural issues in the following ways: •

spiritual: when learners are discussing the motives of customers



moral and ethical: covered by the whole unit



social and cultural: could be covered when learners are considering different methods of public relations.

Delivery of this unit can also raise learners’ awareness of environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: •

environmental issues: could be covered when learners use environmental concerns to enhance the image of organisations



health and safety: could be covered when learners are discussing various public safety campaigns



European developments: could be covered when learners are discussing the impact of European regulations.

Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners will need access to a library with a variety of texts and journals associated with their project as well as access to the internet, and the use of relevant software applications. Support materials Books Ali M — Effective Public Relations (Penguin, 2001) Baines P, Egan J and Jefkins F — Public Relations, Third edition (Butterworth Heinemann, 2003) Bland — Effective Media Relations: How to Get Results (Kogan Page, 2001) Jane’s Information Group — Jane’s Crisis Communications Handbook (Jane’s Information Group, 2003) Jefkins F — Public Relations for Your Business (Management Books, 2000) Ochman B L — Plugged in PR (Dearborn Trade Publishing, 2004)

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Schenkler I and Herrling T — Guide to Media Relations (Prentice Hall, 2003) Seitel F — The Practice of Public Relations, Ninth edition (Prentice Hall, 2003) Websites www.brandrepublic.com

Brand Republic

www.ipr.org.uk

Chartered Institute of Public Relations

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Annex A QCA codes The QCA National Qualifications Framework (NQF) code is known as a Qualification Accreditation Number (QAN). Each unit within a qualification will also have a QCA NQF unit code. The QCA qualification and unit codes will appear on the learner’s final certification documentation. The QANs for the qualifications in this publication are: 100/4252/0

Edexcel Level 5 BTEC Higher National Certificate in Travel and Tourism Management

100/4265/9

Edexcel Level 5 BTEC Higher National Diploma in Travel and Tourism Management

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Annex B Qualification Requirement BTEC Higher Nationals in Travel and Tourism This Qualification Requirement will be read in conjunction with overarching guidance from Edexcel. Rationale The Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism should be developed to focus on: •

providing education and training for a range of careers in travel and tourism



providing opportunities for those already involved in travel and tourism to achieve a nationally recognised level five vocationally specific qualification



providing opportunities for full-time learners to gain a nationally recognised vocationallyspecific qualification to enter employment in travel and tourism or progress to higher education vocational qualifications such as a full-time degree in travel and tourism or related area



developing the knowledge, understanding and skills of learners in the field of travel and tourism



providing opportunities for learners to focus on the development of higher level skills in travel and tourism contexts



providing opportunities for learners to develop a range of skills and techniques and attributes essential for successful performance in working life.

Aims of the qualification The qualification should meet the needs of the above rationale by: •

equipping individuals with knowledge, understanding and skills for success in employment in the travel and tourism industry



enabling progression to an undergraduate degree or further professional qualification in travel and tourism or a related area



providing opportunities for specialist study relevant to individual vocations and contexts



supporting individuals employed or entering employment in the travel and tourism industry



developing the individual’s ability in the travel and tourism management industry through effective use and combination of the knowledge and skills gained in different parts of the programme



developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life, thereby enabling learners to make an immediate contribution to employment



providing flexibility, knowledge, skills and motivation as a basis for future studies and career development in travel and tourism.

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Mandatory curriculum History and structure: beginnings, growth and trends; organisations and their structure; transport; tourism services. Political and economic environment: government; national policies, structure and change; macro and micro economics; economic and political policy, planning. Planning, development and impacts: scale; stages; limitations; sustainability; economic impacts; environmental impacts; social and cultural impacts; trends; development approaches. Legal aspects of travel and tourism: legal and regulatory framework; employment and health and safety law/legislation; consumer/customer related law/legislation; transport/transportation related law/legislation. Operations and finance: structure, organisation and culture; theories and styles; decision making, quality control; human resources; planning and budgets; profit and loss; currency. Marketing: concepts and principles; planning and research; marketing mix; promotional mix. Optional curriculum Optional specialist units can be developed to address the following curriculum within a travel and tourism context. Geography: destinations; routes; transport; cultures; weather/climate, landscape and features/characteristics; sustainability. Travel operations: retail/leisure travel; business travel; tour operations; customer focus; products and services; resort management/operations. International, incoming and domestic tourism: public and private sector; trends and statistics; promotion, marketing and management; characteristics; impacts; planning; development. Visitor attractions: range and importance of attractions; visitor types; development of attractions; operational functions. People/personnel management: processes and procedures; working relationships; industrial relations and legislation; appraisals and rewards; strategy and processes. Quality management: quality management and assurance, the function and value of quality, application as a management tool, adoption, introduction and maintenance of quality systems. Hospitality, conferences and exhibitions: roles and functions; strategic planning. Specialist/special interest tourism: adventure tourism; rural tourism/diversification; heritage tourism. Links to National Occupational Standards There will be the opportunity for programmes in travel and tourism to provide some of the underpinning knowledge, understanding and skills for the NVQs in Management which will be mapped when issued.

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Entry prerequisites There are no particular entry requirements for this qualification, Please refer to Edexcel guidance on entry requirements (to be developed). Candidates who enter with at least one of the following are likely to benefit more readily from a travel and tourism programme: •

a BTEC National, Advanced GNVQ or AVCE in a related subject (eg Travel and Tourism, Business, Hospitality)



at least one GCE A-level pass in a relevant subject with appropriate supporting passes at GCSE



an Access to Higher Education Certificate awarded by an approved Further Education institution



appropriate work experience.

Higher level skills and abilities Learners will be expected to develop the following skills during the programme of study: •

cognitive skills of critical thinking, analysis and synthesis



effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving problems



effective communications, oral and in writing, using a range of media widely used in travel and tourism eg the preparation and presentation of reports



numeric and quantitative skills including data analysis, interpretation and extrapolation; the use of models of travel and tourism problems and phenomena



effective use of communication and information technology for travel and tourism applications



effective self-management in terms of time, planning and behaviour motivation, selfstarting, individual initiative and enterprise



developing an appropriate learning style



self-awareness, openness and sensitivity to diversity in terms of people, cultures and travel and tourism management issues



effective performance within a team environment including leadership, team building, influencing and project management skills



interpersonal skills of effective listening, negotiating, persuading and presentation



abilities to conduct research into travel and tourism management issues.

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Unit 6: Marketing in Travel and Tourism Unit 7: Contemporary Issues in Travel and Tourism Unit 8: Tourism Development Planning Unit 9: Tourism Destinations Unit 10: The Developing Manager

Unit 2: Management Perspectives in Travel and Tourism

HNC/D

Wider curriculum issues

Spiritual issues

3 3 3 3 3 3 3

Moral issues

3 3 3 3 3 3 3 3 3 3

Ethical issues

3 3 3 3 3 3 3 3 3 3

Social issues

3 3 3 3 3 3 3 3

Cultural issues

3 3 3 3 3 3 3

Environmental

3 3 3 3 3 3

European developments

3 3 3 3 3

Health and safety

3 3 3 3

Equal opportunities

3 3 3 3

Unit 12: Travel and Tourism Entrepreneurs Unit 13: Hospitality Management Unit 14: Special Interest Tourism Unit 15: Tour Operations Management Unit 16: Overseas Resort Management Unit 17: Passenger Transport Operations Unit 18: Industry Experience Unit 19: Human Resource Management for Travel and Tourism Unit 20: Travel Services Unit 21: Heritage and Cultural Management Unit 22: Visitor Attraction Management Unit 23: Incoming and Domestic Tourism Unit 24: Tourism in Developing Countries Unit 25: Public Relations and Promotions in Travel and Tourism

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

3

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Unit 11: Business Health Check

Unit 5: Research Project

Unit 4: Law and Ethics in the Travel and Tourism Industry

Unit 3: Finance and Funding in the Travel and Tourism Industry

Unit 1: The Travel and Tourism Environment

Annex C

Wider curriculum mapping

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HN unit titles

NVQ unit titles

A3: Develop your personal networks

A2: Manage you own resources and professional development

3

B1: Develop and implement operational plans for your area of responsibility

3 3

B2: Map the environment in which your organisation operates

3 3

A1: Manage your own resources

3

3

3

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B5: Provide leadership for your team

3 3 3

B6: Provide leadership in your area of responsibility

3 3 3

3 3

3 3

3 3

3 3 3 3

3 3 3 3

Unit 21: Heritage and Cultural Management Unit 22: Visitor Attraction Management Unit 23: Incoming and Domestic Tourism Unit 24: Tourism in Developing Countries Unit 25: Public Relations and Promotions in Travel and Tourism

Unit 20: Travel Services

Unit 19: Human Resource Management for Travel and Tourism

Unit 18: Industry Experience

Unit 15: Tour Operations Management Unit 16: Overseas Resort Management Unit 17: Passenger Transport Operations

Unit 14: Special Interest Tourism

Unit 13: Hospitality Management

Unit 12: Travel and Tourism Entrepreneurs

Unit 11: Business Health Check

Unit 10: The Developing Manager

Unit 9: Tourism Destinations

Unit 6: Marketing in Travel and Tourism Unit 7: Contemporary Issues in Travel and Tourism Unit 8: Tourism Development Planning

Unit 5: Research Project

Unit 1: The Travel and Tourism Environment Unit 2: Management Perspectives in Travel and Tourism Unit 3: Finance and Funding n the Travel and Tourism Industry Unit 4: Law and Ethics in the Travel and Tourism Industry

Annex D

National Occupational Standards

Mapping against the NVQ in Management

The following grid maps the knowledge covered in the Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management against the underpinning knowledge of the NVQ in Management.

3 3

3

3

3 3

199

NVQ unit titles

B8: Ensure compliance with legal, regulatory, ethical and social requirements

B9: Develop the culture of your organisation

D3: Recruit, select and keep colleagues

200 3

B11: Promote diversity in your area of responsibility

3

3

C1: Encourage innovation in your team

3 3

C2: Encourage innovation in your area of responsibility

3 3

C4: Lead change

3

C5: Plan change

3

C6: Implement change

3

D1: Develop productive working relationships with colleagues

3

3

Unit 21: Heritage and Cultural Management Unit 22: Visitor Attraction Management Unit 23: Incoming and Domestic Tourism Unit 24: Tourism in Developing Countries Unit 25: Public Relations and Promotions in Travel and Tourism

Unit 20: Travel Services

Unit 19: Human Resource Management for Travel and Tourism

Unit 18: Industry Experience

Unit 15: Tour Operations Management Unit 16: Overseas Resort Management Unit 17: Passenger Transport Operations

Unit 14: Special Interest Tourism

Unit 13: Hospitality Management

Unit 12: Travel and Tourism Entrepreneurs

Unit 11: Business Health Check

Unit 10: The Developing Manager

Unit 9: Tourism Destinations

Unit 6: Marketing in Travel and Tourism Unit 7: Contemporary Issues in Travel and Tourism Unit 8: Tourism Development Planning

Unit 5: Research Project

Unit 1: The Travel and Tourism Environment Unit 2: Management Perspectives in Travel and Tourism Unit 3: Finance and Funding n the Travel and Tourism Industry Unit 4: Law and Ethics in the Travel and Tourism Industry

HN unit titles

3

3 3

3

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NVQ unit titles

F1: Manage projects

F4: Develop and review a framework for marketing

E1: Manage a budget

3

E2: Manage finance for your area of responsibility

3

E3: Obtain additional finance for the organisation

3

3

F3: Manage business processes

3

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D6: Allocate and monitor the progress and quality of work in your area of responsibility

E5: Ensure your own action reduce risks to health and safety

3 3

E6: Ensure health and safety requirements are met in your area of responsibility

3 3

3 3 3

3 3

D7: Provide learning opportunities for colleagues Unit 21: Heritage and Cultural Management Unit 22: Visitor Attraction Management Unit 23: Incoming and Domestic Tourism Unit 24: Tourism in Developing Countries Unit 25: Public Relations and Promotions in Travel and Tourism

Unit 20: Travel Services

Unit 19: Human Resource Management for Travel and Tourism

Unit 18: Industry Experience

Unit 15: Tour Operations Management Unit 16: Overseas Resort Management Unit 17: Passenger Transport Operations

Unit 14: Special Interest Tourism

Unit 13: Hospitality Management

Unit 12: Travel and Tourism Entrepreneurs

Unit 11: Business Health Check

Unit 10: The Developing Manager

Unit 9: Tourism Destinations

Unit 6: Marketing in Travel and Tourism Unit 7: Contemporary Issues in Travel and Tourism Unit 8: Tourism Development Planning

Unit 5: Research Project

Unit 1: The Travel and Tourism Environment Unit 2: Management Perspectives in Travel and Tourism Unit 3: Finance and Funding n the Travel and Tourism Industry Unit 4: Law and Ethics in the Travel and Tourism Industry

HN unit titles

3

3

3

3 3 3 3

201

NVQ unit titles

F8: Work with others to improve customer service

F9: Build your organisation’s understanding of its market and customers

202 3

F11: Manage the achievement of customer satisfaction

F7: Support customer service improvements

F5: Resolve customer service problems

3 3

F6: Monitor and solve customer service problems

3 3

3 3 3

3 3 3

3

3 3

Unit 21: Heritage and Cultural Management Unit 22: Visitor Attraction Management Unit 23: Incoming and Domestic Tourism Unit 24: Tourism in Developing Countries Unit 25: Public Relations and Promotions in Travel and Tourism

Unit 20: Travel Services

Unit 19: Human Resource Management for Travel and Tourism

Unit 18: Industry Experience

Unit 15: Tour Operations Management Unit 16: Overseas Resort Management Unit 17: Passenger Transport Operations

Unit 14: Special Interest Tourism

Unit 13: Hospitality Management

Unit 12: Travel and Tourism Entrepreneurs

Unit 11: Business Health Check

Unit 10: The Developing Manager

Unit 9: Tourism Destinations

Unit 6: Marketing in Travel and Tourism Unit 7: Contemporary Issues in Travel and Tourism Unit 8: Tourism Development Planning

Unit 5: Research Project

Unit 1: The Travel and Tourism Environment Unit 2: Management Perspectives in Travel and Tourism Unit 3: Finance and Funding n the Travel and Tourism Industry Unit 4: Law and Ethics in the Travel and Tourism Industry

HN unit titles

3

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3 3 3

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863rp300305\LT\PD\HIGHER NATIONALS\BH015817 HN IN TRAVEL AND TOURISM MANAGEMENT L5.DOC.1-211/1

BH015817 – Guidance and units – Edexcel Level 5 BTEC Higher Nationals in Travel and Tourism Management – Issue 1 – April 2005

Further copies of this publication are available from Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN Telephone: 01623 467467 Fax: 01623 450481 Email: [email protected] Publications Code BH015817 April 2005 For more information on Edexcel and BTEC qualifications please contact Customer Services on 0870 240 9800 or http://enquiries.edexcel.org.uk or visit our website: www.edexcel.org.uk Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH

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