ࡱ>  5PbjbjWW 55Er'r'R(R(R(f(f(f(8(j)f(Kz2++L+++444swYyyyyyy$}|/yR(43344yr'r'++z;;;4r'+r'+sw;4sw;;Nr(@v+rtD5jt>_wz0Kzt6`vR(v;444yy;444Kz4444444444444 8&: Scheme of work Guided learning hours (GLH): 30 Number of lessons: 30 Duration of lessons: 1 hour Learners should spend lesson time and non-supervised time working on assignments. LessonUnit content*ActivitiesLinks to other units 1 Unit introductionTeacher presentation (approx. 10 minutes): Outline the nature of the learning aims and the number of assignments that learners will be expected to complete.Learning aim A: Investigate travel and tourism customer service1 (cont.)Topic A.1: What is customer service? Definition: customer service is the provision of service to customers before, during and after a purchase/service Starter activity: Introduce learners to the definition of customer service given by the Institute of Customer Service: The sum total of what an organisation does to meet customer expectations and produce customer satisfaction. Paired activity: Learners then work together to produce their own definition of customer service.Unit 7: Travel and Tourism Business Environments (Topic A3)2Topic A.1: What is customer service? Definition: customer service is the provision of service to customers before, during and after a purchase/serviceTeacher presentation: recap of lesson 1 Paired activity: Learners think in more detail about what customer service, noting down phrases about what customer service means to them.Unit 7: Travel and Tourism Business Environments (Topic A3)3Topic A.1: What is customer service? (cont.) The aims of customer service (which vary depending on the organisation) include: meeting customer needs meeting organisational targets, e.g. visitor numbers, bookings, sales increasing profits creating new business encouraging repeat businessTeacher presentation: Provide information about the aims of customer service.  4Topic A.1: What is customer service? (cont.) The aims of customer service Teacher presentation: Recap information about the aims of customer service and encourage learners to answer questions about the aims of customer service. Individual activity: Learners explore the aims of customer service.5Topic A.1: What is customer service? (cont.) The aims of customer serviceTeacher presentation: recap previous lesson Teacher-led activity: Ask targeted questions of increasing challenge to individual learners to assess their comprehension of this topic, for example: Can you remember an aim of customer service? Why do organisations have customer service aims? What might be the consequences of an organisation not meeting customer service aims?6Topic A.2: Different organisations in the travel and tourism industry Type and size of an organisation Size of organisation: small - fewer than 50 employees medium fewer than 250 employees large more than 250 employeesTeacher presentation: Encourage learners to think about the different sizes of organisations. Group activity: Learners write down the names of twelve travel and tourism organisations of various sizes and types. Unit 1: The UK Travel and Tourism Sector (Topic A4)7Topic A.2: Different organisations in the travel and tourism industry (cont.) Size of organisation small - fewer than 50 employees medium fewer than 250 employees large more than 250 employeesTeacher presentation: Review information about the size of organisations. Group activity: Learners answer questions about the size of organisations. Unit 1: The UK Travel and Tourism Sector (Topic A4)8Topic A.2: Different organisations in the travel and tourism industry (cont.) Size of organisation small - fewer than 50 employees medium fewer than 250 employees large more than 250 employeesTeacher presentation: recap of previous lesson Individual activity: Learners complete an activity about A niche market Unit 1: The UK Travel and Tourism Sector (Topic A4)9Topic A.2: Different organisations in the travel and tourism industry Type of organisation public, e.g. tourist information centres (TICs), Visit Britain, Visit Scotland, Visit Blackpool, World Tourism Organisation private, e.g. TUI, Hilton Hotels, Alton Towers, Windsor Castle, Manchester Airport Group, Madame Tussauds, Blackpool Pleasure Beach, National Express, Hertz Care Hire other, e.g. Youth Hostel Association, National TrustTeacher presentation: Show learners examples of different organisations in the travel and tourism industry. Take it further: Targeted individual learners could produce a piece of extended writing to compare two different types of organisation. Unit 1: The UK Travel and Tourism Sector (Topic B1)10Topic A.2: Different organisations in the travel and tourism industry (cont.) Type of organisation public, e.g. tourist information centres (TICs), Visit Britain, Visit Scotland, Visit Blackpool, World Tourism Organisation private, e.g. TUI, Hilton Hotels, Alton Towers, Windsor Castle, Manchester Airport Group, Madame Tussauds, Blackpool Pleasure Beach, National Express, Hertz Care Hire other, e.g. Youth Hostel Association, National TrustTeacher presentation: Recap the different types of organisation and encourage learners to answer questions about the type of organisations. Individual activity: Learners explore the aims, roles and responsibilities of one example organisation for each type of organisation (public, private, other). Teacher could target individual learners with example organisations and suggested websites for use. Unit 1: The UK Travel and Tourism Sector (Topic B1)11Assignment 1 Tasks for 2A.P1, 2A.M1, 2A.D1 Use authorised assignment briefs from Pearson. Alternatively, use adapted or centre-devised assignment briefs.Assessment: evidence could be in the form of poster or a written report. Learners to start work on Assignment 1 and complete in their own time as required. Learning aim B: Explore the needs and expectations of different types of customer in the travel and tourism sector12Topic B.1 Customer types Internal customers: colleagues and staff with whom you work closely supervisors and managers directors and owners staff at other branches suppliersGroup activity: Learners complete the Introduction activity about customer types. Teacher presentation: Present information about customer types, including the differences between internal and external customers. Take it further: Learners list the main needs of different internal customers. Ask targeted questions of increasing challenge to individual learners about internal customer needs, for example: What are the main needs of internal customers? Why is it important that these needs are met by organisations? What would be the consequences of these needs not being met? 13Topic B.1 Customer types (cont.) External customers: existing or new individuals and single customers groups, which may be organised groups families couples those with special interests business people different age groups different cultures/ethnicity those with additional physical needsPaired activity: Learners complete a What I want my hotel to provide activity. Paired activity: Learners explore the different needs of external and internal customers by noting down their needs and comparing the similarities and differences. 14Topic B.2 Needs of different types of customer Accurate information, e.g. giving directions, signposting to facilities, price, availability, product knowledgeIndividual activity: Learners complete an Introduction activity about customer needs. Paired activity: Learners broaden their understanding of the needs of different types of customer by completing a How to tell them activity.Unit 2: UK Travel and Tourism Destinations (Topic B2 Learning aim C) Unit 4: International Travel and Tourism Destinations (Topic B2, Learning aim C)15Topic B.2 Needs of different types of customer (cont.) Health, safety and securityGroup activity: Learners work together to complete a Health, safety and security activity. Paired activity: Learners answer questions about health, safety and security. Teacher could split the class to answer these questions, ensuring that those with an excellent understanding of this topic are paired with their peers who may need more support. Unit 2: UK Travel and Tourism Destinations (Topic B2 Learning aim C) Unit 4: International Travel and Tourism Destinations (Topic B2, Learning aim C)16Topic B.2 Needs of different types of customer (cont.) Assistance, e.g. with luggage, with language, for parents with young children or babies, elderly customers Advice may be needed, e.g. the suitability of a tourist attraction, how to obtain a visa, solving problems or issuesTeacher presentation: Show learners how appropriate assistance and advice can help to support different types of customers. Paired activity: Learners decide what advice or assistance different types of customers might need, and how to give them that advice. Take it further: Targeted individual learners could produce a piece of extended writing analysing the different consequences of an organisation not assisting or advising a given customer type. Unit 2: UK Travel and Tourism Destinations (Topic B2 Learning aim C) Unit 4: International Travel and Tourism Destinations (Topic B2, Learning aim C)17Topic B.2 Needs of different types of customer (cont.) Products and services, e.g. provided as booked, meeting a specific need Specific needs, e.g. induction loop, disabled accessTeacher presentation: Discuss the information and questions about matching products and services to specific customer needs. Group activity: Learners match each customer profile to an appropriate type of holiday destination, and justify why it meets that customers needs. Teacher could ask individual learners to explain and justify their choices to the rest of the group.Unit 2: UK Travel and Tourism Destinations (Topic B2 Learning aim C) Unit 4: International Travel and Tourism Destinations (Topic B2, Learning aim C)18Topic B.3 Responding to customer needs Written requests in the form of an email for information, a completed booking form or a letterIndividual activity: Learners complete the Introduction activity about responding to customer needs. Paired activity: Learners develop their knowledge and understanding of how to respond to written requests in the form of an email for information, a completed booking form. Unit 2: UK Travel and Tourism Destinations (Topic B2 Learning aim C) Unit 4: International Travel and Tourism Destinations (Topic B2, Learning aim C)19Topic B.3 Responding to customer needs (cont.) Verbal requests, either face to face or over the telephone Teacher presentation: Discuss why it is important to respond to verbal requests, either face to face or over the telephone. Paired activity: Learners design a poster highlighting how to deal with verbal requests effectively. Teacher could pair up individuals according to ability, to enable those with an excellent understanding of this topic to support others in the group. Unit 2: UK Travel and Tourism Destinations (Topic B2 Learning aim C) Unit 4: International Travel and Tourism Destinations (Topic B2, Learning aim C)20Topic B.3 Responding to customer needs (cont.) Recognising unstated needs, e.g. parents with a baby when boarding a flight; a customer with mobility problems may need ground-floor accommodation and disabled access for a wheelchairGroup activity: Learners discuss the meaning of Unstated needs. Individual activity: Learners practise recognising unstated needs in various scenarios and explain how they would deal with each situation effectively. Take it further: Teacher could ask targeted questions of increasing challenge to individual learners about recognising unstated needs, for example: Can you give an example of an unstated need? How would you train staff to recognise unstated needs? What are the benefits for the customer and the organisation of recognising unstated needs?Unit 2: UK Travel and Tourism Destinations (Topic B2 Learning aim C) Unit 4: International Travel and Tourism Destinations (Topic B2, Learning aim C)21Topic B.4 Exploring expectations of different types of customer in the travel and tourism sector Meeting expectations, including level of products, level and efficiency of service Exceeding expectations, including over and above what is expected, pre-empting needs and solving problems for the customerIndividual activity: Learners complete an Introduction activity. Paired activity: Learners complete an activity on food requirements at tourist destinations.  Assignment 2 Tasks for 2B.P2, 2B.P3, 2B.M2, 2B.D2 Use authorised assignment briefs from Pearson. Alternatively, use adapted or centre-devised assignment briefs. Assessment: Evidence could be in the form of a series of leaflets/ information sheets for a display. Learners to start work on Assignment 2 and complete in their own time as required.Learning aim C: Understand the importance of customer service to travel and tourism organisations23Topic C.1 Customer service Skills and techniques needed to provide excellent customer service in different situations teamwork impact on customer service, e.g. working as a team and supporting each other when dealing with customers can boost morale and ensure that customers receive the best service. Group activity: Learners complete an Introduction activity about skills and techniques. Paired activity: Learners complete an activity to reinforce their understanding of the importance of listening skills and techniques. Teacher presentation: Discuss how teamwork impacts on customer service. Ask learners to provide examples of how team members can help each other to provide good customer service. Take it further: Targeted individual learners could produce a piece of extended writing explaining the skills and techniques that they would use to calm down and then satisfy an irate customer. Unit 11: Delivering the Travel and Tourism Customer Experience (Learning aim B)24Topic C.1 Customer service (cont.) Policies and standards Key customer service policies and procedures, e.g. complaints policy, mission statement Customer service standards setting and maintenanceIndividual activity: Learners complete a case study activity about a ferry companys mission statement. Paired activity: Learners complete an activity to explore organisation standards. 25Topic C.1 Customer service (cont.) Impact of product and service knowledge on customer delivery, e.g. lack of product and service knowledge may lead to complaints; excellent product and service knowledge encourage repeat business and customer loyaltyTeacher presentation: Discuss the impacts of good customer service. Group activity: Learners explore the possible impacts of customer service upon customer satisfaction. Learners could be grouped for this activity according to mixed ability. Unit 11: Delivering the Travel and Tourism Customer Experience (Topic C2)26Topic C.1 Customer service (cont.) Technology The role of technological developments in improving the customer experience, e.g. self-check-in at airports and online check-in; online booking systems mean commissions can be passed as discount to customersTeacher-led discussion: Discuss the information and questions about the use, influence and importance of different types of technology, such as Computer Reservation Systems (CRS). Group activity: Learners complete an activity on the impact of technology on customer service. 27Topic C.2 Impact of excellent and poor customer service on travel and tourism organisations Increased/decreased sales New customers Repeat business/brand loyalty Referred businessPaired activity: Learners complete an Introduction activity about quality of customer service. Teacher could pair up individuals according to ability, to enable those with an excellent understanding of this topic to support others in the group. Individual activity: Learners complete an activity to develop their understanding of how excellent and poor customer service can contribute to Increased/decreased sales, encourage new customers, encourage repeat business/brand loyalty, encourage referred business.Unit 11: Delivering the Travel and Tourism Customer Experience (Topic C2)28Topic C.2 Impact of excellent and poor customer service on travel and tourism organisations (cont.) Number of complaints Number of complimentsTeacher presentation: Provide information about complaints and compliments. Paired activity: Learners come up with scenarios of poor and good customer service and explain how they would lead to either a complaint or a compliment. Unit 11: Delivering the Travel and Tourism Customer Experience (Topic C2)29Topic C.2 Impact of excellent and poor customer service on travel and tourism organisations (cont.) Staff turnover Job satisfactionTeacher presentation: Dscuss the impact of customer service on staff turnover and job satisfaction. Paired activity: Learners explore the impact of poor customer service on staff turnover and job satisfaction. Take it further: Targeted individual learners could explore the Sunday Times 100 best companies list to identify any organisations from the list that operate within the UK travel and tourism sector. Learners could select an organisation from the list and produce a piece of writing about what makes this a good organisation to work for. Unit 11: Delivering the Travel and Tourism Customer Experience (Topic C2)30Assignment 3 Tasks for 2C.P4, 2C.P5, 2C.M3, 2C.M.4 2C.D3 Use authorised assignment briefs from Pearson. Alternatively, use adapted or centre-devised assignment briefs.Assessment: Evidence could be in the form of an individual multimedia presentation with assessor observation records and copies of slides and notes. Learners to start work on Assignment 3 and complete in their own time as required.TOTAL: 30 hours       SHAPE \* MERGEFORMAT    PAGE 2  Pearson Education Ltd 2012. Copying permitted for purchasing institution only. This material is not copyright free.  PAGE 1 *See the specification for full details of unit content. Pearson 2014   PAGE 1 Pearson Education Ltd 2011. Copying permitted for purchasing institution only. This material is not copyright free. 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