revised syllabus report 191 (nated) travel office ... report 191 nated syllabus... · 4.2.1 the...

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REVISED SYLLABUS

REPORT 191 (NATED)

TRAVEL OFFICE PROCEDURES N4

REPUBLIC OF SOUTH AFRICA

IMPLEMENTATION DATE: JANUARY 2015

TRAVEL OFFICE PROCEDURES

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CONTENTS

1. Aims

2. Duration of instruction

3. Evaluation

4. Semester mark

5. Examination

6. Pass requirements

7. General information

8. Learning content

9. Literature reference

10. Detailed syllabus


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TRAVEL OFFICE PROCEDURES N4 1. AIMS 1.1 GENERAL AIMS

• To adequately equip the tourism student with the knowledge and practical skills to perform the administrative and marketing functions within a tourism enterprise.

1.2 SPECIFIC AIMS

• To introduce students to the basic principles related to a travel office; including the office layout, types of travel offices, staff and their functions in a travel office.

• To equip students with the necessary knowledge and experience of mail procedures to enable them to make the right choice of mail services, and to handle both incoming and outgoing mail effectively.

• To equip students with the knowledge and skills necessary to store information using all systems in a tourism enterprise.

• To train students in the basic principles and procedures of banking and the different means of payment in the tourism industry in order to enable them to perform the functions of dealing with receipts, payments and the transfer of money effectively.

• To acquaint the student with procedures related to confidentiality in a tourism establishment; the safeguarding of assets; and the securing of money and documents in a tourism establishment.

• To equip the student with knowledge of insurance applicable to the tourism industry.

• To equip students with the necessary knowledge and experience to correctly duplicate documents.

• To equip students (together with Travel Services N4) with the necessary knowledge and skills to identify and work with travel documents.

• To prepare the students to understand tourism consumer behaviour and the tourism marketing mix; and to equip them with the necessary marketing and sales techniques to apply in a tourism enterprise.

• To familiarise the students with the different types of social media available for marketing tourism products and tourism enterprises.

PLEASE NOTE: whenever the term ‘tourism establishment’ is used it refers to:

Travel agencies, tour operators, information offices, general sales agents, reservations offices, etc.


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2. RESOURCES REQUIRED The following teaching aids should be made available, if possible: 2.1 Practicum / Simulation Room

• A practical room which simulates a tourism office environment with the office reception area, basic office furniture, office equipment, and the relevant electronic equipment, e.g. computer(s), printer, telephones, fax machines and photocopier.

• Filing cabinet(s) • Brochure stand(s) • Counter top, work station or reception counter (as applicable) • Display / Notice boards • Internet access and applicable training programmes software, e.g. for making reservations • At least one computer (with colour printer and connected to the Internet) equipped with a data projector for presentations • Two-hole punch and stapler, ideally per work station • Storeroom facility for resources and reference material, ideally connected to the simulator

venue for easy access.

2.2 Classroom

• Classroom / lecture venues for exclusive use by tourism students; where a tourism “feel” can be created with maps, posters, wall decorations, industry magazines, etc. • TV screen and DVD / VCR player • DSTV satellite dish and decoder with connection (for Travel Channel, National Geographic, etc.) • Computer (with internet access), data projector and screen • Hard Drive / Flash disk for lecturer to store information • Presentation programme on computer to be used by lecturer to provide students with visual

information on Learning Outcomes • Digital video camera (with necessary connections and memory cards) • Wall clocks (minimum five) to explain time zones or world times • Larger-than-usual desks or tables as tourism students work with documents, maps, atlases,

reference books, etc. • Reference books (e.g. Lonely Planet, Rough Guide and World Travel Guide) • Dictionaries • Wall maps (World; Africa physical and political; South Africa physical and political) • Atlases and globe • White board, and or SMART Board, Flipchart • Storeroom facility for maps and other teaching aids, consumables, etc.

The storeroom should ideally be situated adjacent to or near the tourism classroom(s) for easy access.

• Notice board(s) • Brochures from various tourism role players.

2.3 Media or resource centre

• Computers and printers for students to complete assignments and do additional research • Research software e.g. Encarta • Subject-related magazines (e.g. Getaway, Travel News Weekly and Outdoors), daily newspapers and subject-related reference books for research by lecturers and students • Subject-related DVDs and videos • Copies of applicable tourism legislation or acts


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3. DURATION OF INSTRUCTION AND LECTURING TIME Full-time: A minimum of four (4) contact hours per week for one semester Part-time: A minimum of three (3) hours per week for one semester 4. EVALUATION / ASSESSMENT 4.1 Internal evaluation / assessment 4.1.1 Theoretical components (50)

The continuous evaluation takes the form of class, module and semester tests. The weighted average of these theory marks is calculated to a mark out of 50 for the contribution of the theoretical components to the semester (predicate) mark. Short class tests contribute 20% and a minimum of three predicate or module tests, which should be progressively longer and more difficult, 80% to the mark out of 50 for theory.

4.1.2 Practical components (50)

The students must be given assignments to complete during their experiential training which can be evaluated and which form part of the semester mark. The student's achievement in developing abilities regarding attitude to employers, fellow students and other employees, conscientiousness, interest in work, punctuality, etc., should also be considered in the calculation of the semester mark. The average of these practical marks is calculated to a mark out of 50 for the contribution of the practical components to the semester mark.

4.1.3 Semester marks (100)

A semester mark of at least 40% must be obtained before a candidate will be allowed to sit for the examination. The semester mark out of 100 is calculated and is compiled from the theoretical and practical marks of the internal evaluation added together on a 50:50 basis. The semester mark counts 40% and the examination mark 60% of the final promotion mark. The semester mark out of 100 must be submitted on the prescribed form before or on the prescribed date, to the relevant examining body.

4.2 Examining 4.2.1 The examination of this instructional offering on the N4 level will be conducted externally

in June and November. The question paper will be set, moderated and marked externally.

4.2.2 Recall and comprehension, application, analysis, synthesis and evaluation of learning

content are important aspects in ascertaining a student's knowledge and understanding of the learning content of the instructional offering. The following weights are consequently awarded to each category:


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Recall Application Analysis Synthesis Evaluation

40-45 30-35 10-15 5-10 5-10

4.2.3 One three-hour paper with a total of 200 marks will be written at the end of the semester. 4.2.4 Pass requirements

To pass Travel Office Procedures N4, a candidate should obtain a final mark of 50% when they earmark and examination mark are added together, subject to a sub-minimum of 40% in the examination.

4.2.5 Examination papers Particulars of papers: Nature of papers

Type of paper

Number of papers

Duration of paper (in hours)

Total mark allocation

Number of sections

Elective question

Mark allocation per section:

Section A

Section B

External

Conventional

1

3

200

2

None

110

90

The demarcation of work and types of questions for each section are as follows: Section A Module 1– Office Administration (110)

• Travel Offices

• The Office

• Mail

• Confidentiality

• Storage of Information

• Banking

• Security

• Insurance

• Document Reproduction

• Travel Documents and Travel Systems


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Section B Module 2 - Marketing (90)

• The Marketing Concept

• Consumer Behaviour

• The Tourism Marketing Mix

• Social Media

• Sales Techniques

• Online Bookings

Estimated analysis of questions on office

administration and marketing

Percentage allocated

Knowledge

Concept

Analysis, evaluation

Application

40

30

20

10

5. GENERAL INFORMATION AND INFORMATION CONCERNING THE PRACTICAL

COMPONENT 5.1 The aim of the practical component is to prepare the student for the business world in

general, and the tourism industry in particular. The student must be productive at the level he/she enters the workplace. It is therefore imperative that the student acquire actual practical experience. This practical experience should be in the form of workplace-based experience, during which time the student must observe or perform specific tasks allocated. Informative visits to the classroom can also be made by experts from the tourism industry.

5.2 Ready knowledge of administrative functions and marketing and the effective application of

office and marketing procedures ensure a good basis for all employees in the tourism industry.

5.3 Travel Office Procedures is a supporting subject to Tourist Destinations and Travel

Services, and the practical experience must be in support of these two subjects (although some students may find employment in the administration of the tourism industry).

5.4 Students will have to compile a complete portfolio of the travel office procedures studied

and carried out in practice. This portfolio can be used when they apply for a post. 5.5 Lecturers will be required to maintain close links with employers in order to monitor

progress made by students and to remain up to date with developments in the tourism industry.

5.6 Exposition of the content of the instructional offering:

The topic or theme is preceded by the word MODULE, followed by a number, indicating the chronological position of the theme within the instructional offering. The learning content and learning objectives are specified for each theme of the syllabus. Didactic guidelines appear at the end of each topic.


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6. WORKPLACE - BASED EXPERIENCE

Arrangements must be made with local tourist enterprises for the placement of students during the education programme. A period of at least three months during the 18 months of the instructional programme is required. The nature of the work exposure during the placement period will be influenced by the types of tourism enterprises in the local area, and the relationship between the college and these enterprises.

7. MODULE WEIGHTS The modules for Travel Office Procedures N4 comprise of the following (weight per module indicated as a percentage between brackets): MODULE 1 7.1 Office Administration (55)

7.1.1 Travel Offices 7.1.2 The Office 7.1.3 Mail 7.1.4 Confidentiality 7.1.5 Storage of Information 7.1.6 Banking 7.1.7 Security 7.1.8 Insurance 7.1.9 Document Reproduction 7.1.10 Travel Documents and Travel Systems MODULE 2

7.2 Marketing and Sales ` (45)

7.2.1 The Marketing Concept 7.2.2 Consumer Behaviour 7.2.3 The Tourism Marketing Mix 7.2.4 Social Media 7.2.5 Sales Techniques 7.2.6 Online Bookings

TOTAL (100)

The weight of the modules out of 100 indicates the relative importance thereof with regard

to the teaching time allocated, as well as to the relative examination value of each

module.


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8. DETAILED SYLLABUS The detailed syllabus for Travel Office Procedures N4 is as follows: PLEASE NOTE: Lecturers should keep in mind that the Travel and Tourism Industry is an ever changing industry and the latest information should be used when lecturing. Lecturers should consult the internet and make contact with stakeholders in the industry to ensure they stay abreast of the latest trends and information. Where learning objectives are no longer applicable / used in the industry, students should be informed and the latest information given to students. The practical assignments (where students make contact with industry role-players) are a vital part of this subject to ensure students obtain the latest information. MODULE 1: OFFICE ADMINISTRATION 1. Travel Offices Content Learning objectives

The student must be able to:

1.1

Travel Offices 1.1.1 Define the following types of retail travel offices and

explain the differences between them:

- leisure travel agency

- corporate travel agency

- in-house travel agency

1.1.2 Define the following types of wholesalers in the tourism

industry and explain the differences between them:

- inbound tour operator

- outbound tour operator

1.2 Staff 1.2.1 Name the different departments of staffing that might exist

within a travel office and explain the functions of the

different departments.

1.3 Organogram 1.3.1 Draw an organogram of a travel office and explain the

different levels and positions.

Didactic Guidelines

1. Students should preferably study this section after visiting at least two different travel

agencies.

1.2 and

1.3

Students must be able to identify and compare the various departments in a travel office, as

well as the different categories of employees

Possible

Resources

Lecturers should make contact with travel agencies and tour operators in the tourism

industry, even if only via telephone or e-mail. Information about travel agents (e.g. Rennies

Travel, Sure Travel) and tour operators (e.g. Hylton Ross, Springbok Atlas) can be found on

the internet or in a GSA (travel trade magazine). Request information about the staff

working in the tourism enterprise: their positions and responsibilities. This information can

be used to bring the tourism enterprise into the classroom.

Suggested

Activities

Students should preferably visit a travel agency or tour operator to complete an assignment

applicable to this topic. If not possible, students can use the internet, or lecturers can

provide the information. Students should be able to recall the definitions and examples of

matters discussed during this topic.

Given the typical positions of staff in (for example) a travel agency, students should be able


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to discuss the responsibilities of each staff member as well as draw an organogram

indicating the correct number of staff levels and place the position on the correct level.


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2. The Office

Content Learning objectives The student must be able to:

2.1 Location 2.1.1 Explain the suitability of the location of a tourism

establishment with reference to:

- demand for the product;

- availability of labour;

- transport routes;

- market for the product (clients);

- services (power, sanitation, water);

- competitors.

2.2 Design 2.2.1 Discuss an ideal office in terms of:

- layout;

- equipment;

- lighting;

- noise;

- warming / ventilation;

- security;

- colour.

2.3 Layout of the office 2.3.1 After having studied the ideal layout design of a travel

office, and after visiting at least two offices, draw the

layout of a travel office.

Didactic Guidelines

2. It is necessary for students to know the importance of a good location for establishing an

office for a tourism establishment, and to be able to improve the layout to ensure profitability

and excellent service to the travelling public. Students should preferably study this section

by visiting a travel agency in order to be able to apply their knowledge in a practical

environment.

Possible

Resources

Lecturers should make contact with tourism enterprises in the tourism industry, even if only

via telephone or e-mail.

Information about tourism enterprises can be found on the internet or in a GSA (travel trade

magazine). Visit ASATA’s website (www.asata.co.za) for a list of travel agents in each

province.

Lecturers can ask tourism enterprises to email them photographs of their business premises

(interior and exterior, which they can then use as visual aids in a lesson).

Suggested

Activities

Students should preferably visit a tourism enterprise to complete an assignment applicable

to this topic. If not possible, students can use the internet, or lecturers can provide the

information.

Students can be asked to build an office out of cardboard boxes and other materials.

Students can design an office and substantiate how their design ensures a pleasant

working environment that meets the needs of clients. Should the resources not be

available, students can be asked to draw the ideal layout.


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3. Mail Content Learning objectives


3.1

Traditional and

Electronic Mail

3.1.1 Explain the nature and importance of the following

services available for sending mail:

Traditional:

- Speed

- Registered

- Docex

- Regular/surface

- Courier service

3.1.2 Explain the nature and importance of the following

services available for sending mail:

Electronic:

- E-mail

3.2 Mail Services 3.2.1 Evaluate the services mentioned in 3.1 so as to establish

the benefits of each method for a specific need.

3.3 Procedures for

opening and recording

mail

3.3.1 Explain the procedure for the opening and recording of

traditional and electronic mail received in a tourism

establishment.

3.4 Systems of distributing

mail

3.4.1 Explain a system for distributing traditional and electronic

incoming mail to staff; and for collecting outgoing mail

from staff within a tourism establishment.

Didactic Guidelines

3.1

A visit to the local post office can assist the students to understand the options available.

The SA Post Office website is a valuable source should a visit to the Post Office not be

possible. Information on the various services offered at the Post Office can be obtained

from their website. Asking a computer lecturer to assist with the section on electronic mail

is advisable. If possible, students should be taught how to send and receive e-mail.

3.1 and 3.2 The travel documents that can be sent through non-electronic and electronic mail will

include documents such as passports, confirmation of bookings, itineraries, travel quotes,

proof of payment, visa applications and CCCFs.

3.3 and 3.4 Simulated situations should be enacted to show students the correct procedure for handling

mail in the workplace – time in a computer lab is advisable.

Possible

Resources

A computer lab will be required, or alternatively one computer with a data projector, to show

students how to send and receive e-mail. Examples of documents used by the SA Post

Office can also assist students to apply information.

Suggested

Activities

Students can be asked to choose the most suitable type of mail service for the various

activities that must be performed in a travel office. For example: a confirmation of a

reservation can be sent electronically, while travel documents such as visas will be sent via

registered mail or a courier service.


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4. Confidentiality Content Learning objectives


4.1 Confidentiality defined 4.1.1 Explain the term confidentiality in terms of information in a

tourism establishment.

4.1.2 List types of information that might be classified as

confidential.

4.1.3 Discuss which staff members must have access to the

above information in a tourism establishment.

4.2 Company procedures 4.2.1 Discuss examples of company procedures relating to the

confidentiality of information and the violation thereof.

4.2.2 Report violations discussed in 4.2.1 according to

company procedures.

Didactic Guidelines

4.1.2 Types of information that are confidential include personal information of clients, credit card

information, contracts with suppliers, etc.

4.1.3 Certain types of information will only be available to a manager. Travel agents will be

responsible to keep their clients’ personal information confidential.

4.2.1 Recommend that students visit tourism related businesses and obtain information as

discussed in this topic. Examples could include procedures with regards to confidentiality of

a guest’s details at a hotel; a client’s financial information needs to be kept confidential,

personal information of employees.

4.2.2 Companies should have policies in place should one of the above mentioned violations take

place. Students must be able to interpret and apply such policies.

Possible

Resources

Contact tourism enterprises with regard to what information they keep confidential, who has

access to confidential information, and the implications of a confidentiality breach. Collect

information from a variety of tourism enterprises to give the students a broad exposure to a

variety of policies and procedures.

Suggested

Activities

Issue students with case studies in which they are required to identify confidential

information; justify their selection; explain the implications of a breach of confidentiality on

the enterprise and client; suggest appropriate corrective action to rectify the breach; and

suggest appropriate disciplinary action to be taken by the employer.


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5. Storage of Information Content Learning objectives


5.1 Explain how to classify,

sort and record paper-

based documentation

according to company

requirements

5.1.1 Include methods of classification and cross-referencing.

5.1.2 Discuss problems that might occur as a result of

classification uncertainties and incorrect cross-

referencing.

5.1.3 Explain how to store information in the correct location

and sequence / arrangement.

5.1.4 Explain how to store documents so that they remain

undamaged, safe and are accessible when required.

5.1.5 Describe the effect that misfiled documentation has on a

tourism establishment’s productivity.

5.1.6 Complete filing within a tourism establishment by making

use of appropriate company policies.

5.1.7 Find required information promptly; obtain a copy and

dispatch it to the correct person or location.

5.1.8 Explain how to correctly record retrieved information to

track all files.

5.1.9 Explain how to identify missing or overdue items and

follow correct procedures to locate them.

5.2 Electronic Filing 5.2.1 Create an electronic file and label it according to the

company’s requirements.

5.2.2 Classify, sort and record electronic documentation

according to company requirements.

Didactic Guidelines

5. The theory which underpins this skill should be emphasised and should be applied practically. Students should ideally have access to computers and learn how to file information electronically. The use of an informative DVD is strongly advised. Students can also visit a travel office and observe the systems in place.

5.1.2 Students must be able to identify “classification uncertainties”, e.g. information filed in the wrong location / file. Students must be able to identify “incorrect cross-referencing”, e.g. missing cross-referencing sheets or information filed in the wrong location / file. Students must be able to list consequences of classification uncertainties and incorrect cross-referencing.

5.1.3 Students should be able to store information in the correct sequence / arrangement – alphabetical, numerical or alpha-numerical.

5.1.6 Students must be able to file documents by using an appropriate classification according to company policies.

Possible

Resources

Lecturers will need various samples of the filing equipment used in an office e.g. a filing cabinet, hanging files, concertina files, indexing cards, a spike file etc. Access to a computer with a data projector is necessary for 5.2 Electronic Filing.

Suggested

Activities

Students can perform filing duties during the workplace-based experience. Lecturers can ask students to physically perform a given task on filing, which can be assessed against a checklist.


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Students can create and manage electronic files on a computer. This can be taught and assessed with the assistance of the N4 Computer Practice lecturer.


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6. Banking Content Learning objectives


6.1 Services offered 6.1.1 Describe the services offered by commercial banks,

including the types of account (current, savings, deposit

and loans) available to clients.

6.2 Opening accounts

6.2.1 Outline the procedure for opening a personal bank

account (Include references to a savings account).

6.2.2 Outline the procedures for opening a business banking

account (Include references to a current account).

6.2.3 Briefly describe the service charges on savings and

current accounts.

6.3 Bank Cards

6.3.1 Explain the following in connection with Bank Cards:

- Definition of Bank Cards

- Name different types of Bank Cards

- Identify uses of the different types of Bank Cards

- Advantages of different types of Bank Cards

- Disadvantages of different types of Bank Cards

6.3.2 Name the reasons why Bank Cards are used.

6.3.3 Demonstrate the procedure of using a Bank Card for

payments.

6.4 Explain current

methods that a tourist

would use to carry

money

6.4.1 Explain the following:

- the procedure of applying for these current

methods

- the functions and uses of current methods

- the procedure for refunding the money not used in

the current methods

- safe keeping of the current methods.

6.5 Electronic Banking 6.5.1 Explain Electronic Banking under the following headings:

- Define Electronic Banking

- Identify different methods of Electronic Banking

- Explain the procedures to be followed when using

the different methods of Electronic Banking

Didactic Guidelines

6.1 Students are not required to learn the various rates of interest applicable to the various types of accounts.

6.3 Bank Cards can include, but are not limited to: cheque cards, debit cards and credit cards.

6.4 Methods of carrying money can include, but are not limited to: Travellers’ Cheques and Travel Money Cards.

6.5 Electronic Banking can include, but is not limited to: Electronic Funds Transfers, Internet Banking and Cell Phone Banking.

Possible

Resources

The use of guest lecturers for the section on bank cards (6.3) and methods of carrying money (6.4) could prove most stimulating and provide expert advice. A computer with internet access and a data projector will be beneficial to demonstrate these learning outcomes. Make use of YouTube clips to demonstrate the procedure of using a Bank Card for payments.


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Suggested

Activities

Demonstrate practically to students how to do an electronic transfer on the internet, or use audio visual clips, e.g. YouTube, or simulate an online booking that requires payment. Most students will have bank accounts and cell phones. Encourage them to set up cell phone banking. Students can demonstrate the procedure of using a Bank Card for payments by doing a role play. This can be assessed using a checklist. Students can perform role plays to demonstrate precautionary measures for keeping a tourist’s money safe (6.4).


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7. Security Content Learning objectives


7.1 Safeguarding of assets 7.1.1 List the measures that the owner of a travel office should

put in place to ensure the safety of documents and staff

in the office with reference to:

- Doors

- Locks

- Burglar proofing

- Safes.

7.1.2 Identify reasons for security procedures.

7.1.3 Recognise the effects on a tourism establishment when

there is a breach of security.

7.1.4 Identify and correct potential security risks in various

contexts, within the tourism industry.

7.1.5 Recognize violations of security, and report these

violations following established procedures.

7.2 Protection of Personal

Information Act

7.2.1

7.2.2

Briefly explain what the POPI act is.

Briefly explain what the implication of this act is on travel

offices in terms of the personal information of clients.

Didactic Guidelines

7.1. Lecturers can show students how the assets / valuable equipment in the college are

protected.

7.2. Consult the following document for more information:

http://www.justice.gov.za/legislation/bills/B9-2009_ProtectionOfPersonalInformation.pdf

Possible

Resources

Guest speakers could be used to discuss the importance of security in a tourism enterprise.

Students must be exposed to a variety of safety and security policies from different role-

players in the Tourism Industry. The lecturer can obtain these policies from various tourism

enterprises.

Suggested

Activities

Lecturers can make use of case studies that encourage students to identify security

violations, and offer appropriate reporting procedures for the identified security violations.

Students can do a presentation to the class on the IATA regulations for security in a travel

office.

Lecturers could make use of a PowerPoint presentation to teach 7.2.1. The presentation

could include the facts, which could be supported by diagrams, pictures or audio visual clips.


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8. Insurance Content Learning objectives


8.1 Insurance 8.1.1 Explain the concepts of:

- Personal Insurance

- Liability Insurance

- Business Insurance

- Life Insurance

- Travel Insurance

8.1.2 Name the parties in an insurance contract.

8.1.3 Explain insurance premiums.

8.1.4 Explain the principles of uberrima fides and insurable

interest.

Didactic Guidelines

8.1. The depth of study is limited to a general overview of the theme.

Explain the impact insurance or a lack of insurance can have on a travel agency.

Recommend that an Insurance Broker be invited as a guest lecturer.

Obtain examples of insurance contracts and show students how premiums are calculated.

Possible

Resources

Guest speakers could be used to address the students on the various types of insurance

used in the tourism industry, and the importance of insurance in the tourism industry.

Lecturers will need GSA magazines, travel brochures, insurance contracts (available from

Insurance Brokers or on the internet) etc.

Suggested

Activities

Using a given client profile, students must source information and make appropriate

recommendations and justifications regarding the insurance needed by the client.


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9. Document Reproduction Content Learning objectives


9.1 Definition of concepts

applicable to the

copying processes

9.1.1 Differentiate between copying and duplicating of

documents.

9.1.2 Identify various methods of making copies / duplicates

and explain the advantages and disadvantages of each

with reference to given examples / situations.

Didactic Guidelines

9.1. If any of the components of the processes become obsolete, it will only be necessary for

students to take cognisance of the fact in case the process may be encountered in the work

situation.

9.1.2 Note that various methods can be classified under both copying and duplicating processes.

Demonstrate the use of the equipment to students in the simulated environment.

Possible

Resources

Lecturers can arrange for the class to visit the college copy room, where they can observe

the copying process, and see the various functions (scanning, reducing, enlarging, single

pages, double sided pages, faxing, emailing, stapling etc.) of the copying machine.

Students can be asked to perform copying and duplicating tasks during workplace-

based experience.

Suggested

Activities

Students can be given a task in which they are practically required to make a copy. The

lecturer could make use of a checklist to assess this task.

Worksheets can be used to assess the students’ knowledge on document reproduction.


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10. Travel Documents and Travel Systems Content Learning objectives


10.1 Standard Traffic

Documents

10.1.1 Define Standard Traffic Documents (STDs), and list

examples of STDs.

10.1.2 Define the following types of STDs (Use IATA definitions

where applicable):

- Electronic Tickets (E-Tickets)

- Electronic Miscellaneous Documents (EMDs)

- Credit Card Charge Forms (CCCFs).

10.1.3 Identify situations when the various STDs would be

used, and point out which role-players would make use

of them.

10.1.4 Identify the various STDs when presented with

examples.

10.1.5 Explain the process of ticket validation and the

importance of validating.

10.2 Billing And Settlement

Plan (BSP)

10.2.1 Define the Billing and Settlement Plan (BSP).

10.2.2 Discuss the purpose of the Billing and Settlement Plan

(BSP).

10.2.3 Describe how the Billing and Settlement Plan (BSP)

operates.

10.3 Computer/Central

Reservations System

(CRS)

10.3.1 Define Computer/Central Reservations Systems (CRS).

10.3.2 List examples of Computer/Central Reservations

Systems (CRS).

10.3.3 Discuss how Computer/Central Reservations Systems

(CRS) work, and which role players in the Tourism

Industry would use them.

10.4 Global Distribution

System (GDS)

10.4.1 Define Global Distribution Systems (GDS)

10.4.2 List examples of Global Distribution Systems (GDS)

10.4.3 Describe how Global Distribution Systems (GDS) work,

and which role players in the Tourism Industry would

use them.

Didactic Guidelines

10. In dealing with the topics in this module, the lecturer should continually make reference to

the career opportunities in the tourism industry.

The use of guest lecturers from the Travel Industry (Travel Agencies, airlines etc) for points

10.1 – 10.4 could provide expert, up-to-date advice.

If any of the STDs listed become obsolete, it will only be necessary for students to take

cognizance of what they were and what they were used for. This will prepare the students

should reference be made to them in the workplace. The most current documents /

practices should always be taught to students.

10.1 Students must receive as much practical exposure to STDs as possible.

They must be able to identify a particular STD when presented with examples, they must link

the STD to the role player that uses it, and they must determine when the STD would be

used.

10.1.5 Although the validation of documents is no longer used by most travel agents using e-


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tickets, some airlines and agents (especially in Africa) still validate tickets and therefore it is

important that students take note of this. Should it be phased out totally, this section can be

ignored.

10.4 Examples of GDSs include, but are not limited to: Amadeus, Galileo, Worldspan, Apollo and

Sabre.

Possible

Resources

10.1. • Lecturers must issue students with copies of different types of STDs. These can be

obtained from Travel Agencies, Airlines, Car Rental Companies and from the internet.

• Students can be taken on excursions to the above mentioned companies to witness the

use of STDs in the travel industry.

• The student can observe the use of STDs during the experiential period.

• Invite an industry role-player to address the students on STDs and their importance in the

tourism industry.

• Lecturers can use print screens, transparencies, scanned STDs etc. to illustrate and

explain the various components of each STD.

10.2 • Lecturers can obtain information regarding the BSP from the IATA website

(http://www.iata.org), and from other reliable online resources.

• Invite an industry role-player to address the students on the BSP and the role it plays in

the tourism industry.

10.3 • Invite an industry role-player to address the students on CRSs and the function they

serve in the tourism industry.

• Students can be taken on an excursion to a tourism role player that makes use of a CRS.

• Emphasis should be placed on CRSs that are used in the student’s geographical area.

10.4 • Invite an industry role-player to address the students on GDSs and the function they

serve in the tourism industry.

• Students can be taken on an excursion to a tourism role player that makes use of a GDS.

• Emphasis should be placed on GDSs that are used in the student’s geographical area.

Suggested

Activities

10.1. • Provide the students with case studies from which they are required to extract the

information necessary to complete the relevant STDs.


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MODULE 2: MARKETING AND SALES 1. The Marketing Concept Content Learning objectives


1.1

Marketing defined 1.1.1 Explain the following:

- marketing

- sales

- production

- consumption

1.1.2 Discuss the evolution of marketing:

- Production era

- Sales era

- Marketing era

1.1.3 Understand the difference between ‘services marketing’

and ‘manufacturing marketing’.

Didactic Guidelines

1.1.1 It is important to understand and explain the difference between marketing and sales. Emphasize that marketing is more focused on building a relationship with the clients. Emphasis should be placed on the fact that tourism enterprises fall into the category of service organisations, and that profitability will be determined by efficiency and quality of service.

1.1.2. Focus on the evolution of marketing and its influence on the tourism industry, paying particular attention to consumer orientation and profit orientation.

1.1.3. It is important to understand that travel businesses can use several approaches to market their products such as making the offers tangible, managing the employees, managing consistency.

Possible Resources

Examples of sales, production and marketing eras. A Marketing Manager of a tourism enterprise can be invited to address the students on how their business is marketed. The lecturer can provide the guest speaker with topics that they want included in the presentation beforehand.

Suggested Activities

Case studies that indicate the difference between sales and marketing and allow the student to identify the difference between the two activities. Case studies where tourism related businesses are compared to other businesses that produce products. Students must be able to identify the difference between the marketing approaches of both businesses.


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2. Consumer Behaviour Content Learning objectives


2.1

Name and briefly

discuss the factors

affecting consumer

behaviour.

2.1.1 Individual Factors

(Including Motivation, Learning ability, Personality,

Perception and Attitude).

2.1.2 Social Factors

(Including Culture, Reference Groups, Social Class,

Family Life Cycle).

2.1.3 Economic Factors

(Including Income, Disposable Income and Willingness to

Purchase).

Didactic Guidelines

2.1.1

and

2.1.2

Relate the individual and group factors affecting consumer behaviour to travel motivators

and to the different types of tourists.

Possible

Resources

Make use of practical examples of what influences / motivates people to travel.

Have a travel agent address the students on the different travel requests that they have

received whilst working in the travel industry, and ask the students to evaluate these

requests.

Possible

Activities

Case studies of factors that influence consumer behaviour.

Discuss what motivates consumers.

Discuss what determines/influences people’s personalities.

How does culture play a role in consumer behaviour?

How will the family life cycle influence a consumer’s holiday choices?

Explain the difference between income, disposable income, and willingness to purchase.

Give students a list of tourism enterprises, or a variety of brochures, and ask them to

personally select a service. They must then explain, referring to the factors that affect

consumer behaviour, why they chose that specific service.


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3. The Tourism Marketing Mix Content Learning objectives


3.1

Define relevant

marketing concepts

3.1.1

Define the following:

- marketing strategy

- market research

- target market

- marketing mix (4P’s)

3.2 Marketing Strategy 3.2.1 Explain the development of a marketing strategy in terms

of the target market:

• Who is buying, e.g. Family, individual, business?

• What products are bought, e.g. Holidays, packages,

business conferences, etc?

• When does the target market buy, e.g. time of year,

age group, etc?

• Where are products purchased, e.g. Online, shops,

malls, etc?

• Why are they buying the product?

• How are they paying, e.g. Credit cards, cash, loans,

etc?

3.3 Elements involved in

marketing mix

3.3.1 Briefly explain the following main elements involved in

determining the marketing mix:

- Product assessment

- Pricing

- Promotion: Advertising, sales and services.

- Place

Didactic Guidelines

3.1

It is important to identify the four marketing instruments in the tourism industry:

- The tourism product

- The place (distribution)

- Promotion (includes publicity, advertising, sales promotions and personal selling).

- The price of the product

3.2 With regard to the target market:

- who refers to consumers and competitors

-what refers to what is bought (past sales, trends and future potential)

-when refers to where consumers buy and where the product is needed

-why refers to the reason why the product is bought from a specific firm

-how refers to quantity and form of payment

3.3 Apply the marketing mix to various tourism related products, e.g. Leisure holiday for a family

of four

Possible

Resources

Make use of electronic or paper based brochures and identify the 4P’s of each company.

Use brochures to identify target markets for each product.

View different tourism related advertisements and try to establish the target market of each

advertisement.

A Marketing Manager of a tourism enterprise can be invited to address the students on how their business is marketed. The lecturer can provide the guest speaker with topics that they


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want included in the presentation beforehand.

Suggested

Activities

Case studies can be used to determine the target market for specific products. Answers

need to be justified.


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4. Social Media Content Learning objectives


4.1 Define social media 4.1.1 Define and explain social media

4.1.2 List and discuss the type of social media:

- collaborative projects (e.g. Wikipedia)

- blogs (e.g. Midlands Musings)

- content communities (e.g. YouTube)

- social networking sites (e.g. Facebook and Twitter)

4.1.3 Discuss the advantages (benefits) and disadvantages of

each type.

4.1.4 Discuss how to use social electronic media for marketing

purposes in a tourism office e.g. Facebook, Twitter, Skype,

and YouTube.

Didactic Guidelines

4.1.1 Students should focus on the use of social media in a tourism establishment.

4.1.2 The various types of social media should be defined and discussed using applicable

examples.

4.1.3 Compare and discuss the advantages and disadvantages of different websites, and other

social marketing instruments in order to establish which type is best suited to a particular

tourism enterprise.

4.1.4 Students should determine which type of social media to use when marketing different types

of tourism establishments. They must be able to justify their choices.

Possible

Resources

Many students will be able to access some of the types of social media on their cell phones.

This can be used in the classroom to enhance the learning experience and engage learners.

Should this option not be available, a computer with internet access and a data projector is

vital. Students should be shown how the various types can be accessed and used. If a

lecturer is not familiar with the types of social media, a guest lecturer can be invited to

address the students.

Suggested

Activities

Students can start a group on Facebook for their class. They can post information on tests,

assignments, interesting information about the Tourism Industry, etc. on the site. Use the

group ‘Tourism Connect’ on Facebook as an example. This activity will ensure students

become familiar with the use of Facebook and it will help them to understand when reference

is made to it socially and professionally.

Students can be taught how to access YouTube clips, and emphasis can be placed on the

value of using YouTube in the tourism industry.

Students can open Twitter accounts to follow tweets relevant to the tourism industry.

Reading various blogs, consulting Wikipedia, etc. can all be done in the classroom as well as

tasks in which students need to determine, and justify, which type of social media to use

when marketing different types of tourism businesses.


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5. Sales Techniques Content Learning objectives


5.1 Personal Selling 5.1.1 Explain the concept personal selling.

5.2 Roles of a Sales

Person

5.2.1 Discuss the roles of the sales person (travel consultant)

with regard to their personal characteristics and skills.

5.2.2 Demonstrate during simulated situations and practical

experiences that the skills specified in 5.2. have been

developed.

5.3 The Selling Process 5.3.1 Discuss the following steps of the selling process in detail:

- Adequate pre-sale preparation (importance of

mailing lists)

- Locating and identifying the ’buyer’

- Approaching the buyer (qualification of the buyer)

- Presentation

- Answering questions and objections

- Closing the sale

- Follow-up (non-sale activities).

5.4 Effective sales 5.4.1 Apply the steps of the selling process in simulated

situations e.g.

- pre-sale preparation;

- identify an opportunity to sell;

- formulate answers to objections;

- identify buying signals; and

- explain how sales could be followed up.

Didactic Guidelines

5. Role-play sessions will be valuable in developing confidence in sales techniques.

Examples of how to sell (e.g. a tour package) to a client can be obtained on YouTube.

Alternatively, a lecturer can simulate a sale in the classroom.

5.4 Case studies should be set to assess the student's ability to apply their knowledge of the

selling process (sales procedure). Using the example above, each student can be given

an opportunity to be the travel agent.

Possible

Resources

In a classroom environment, a travel office can be set up with a desk for the travel agent

(student) and chair for the client (another student). Brochures with travel packages (that

can be obtained from a travel agent or via the internet) can be distributed to students before

class. The student posing as the travel agent must present a sales presentation to the

students posing as the clients, highlighting the benefits of the package. The ‘clients’ can

enquire about packages and the ‘travel agent’ can sell the packages to them by following

the steps of the selling process.

Guest speakers can be used from the industry to demonstrate the selling process to the

students.

Suggested

Activities

Using the above example, students can be assessed against a checklist on how well they

can apply the steps of the selling process.

Excursions to Exhibition Shows (Tourism Indabas, Getaway Show, Rand Show etc.) can be

beneficial in exposing students to national and international role-players, and will expose

them to various selling and marketing techniques.


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6. Online Bookings Content Learning objectives


6.1 Procedures for making

online bookings

6.1.1 Make online bookings (using the appropriate websites)

for:

- Accommodation

- Flights

- Car rental

- Transport

6.2 Advantages /

Disadvantages of

online bookings

6.2.1

Explain the advantages and disadvantages of making

online bookings for the:

- consumer

- tourism company

6.3 Phonetic Alphabet 6.3.1 List the phonetic alphabet.

Didactic Guidelines

6. Students will rely on the knowledge gained in Travel Service N4 with regard to rates and

travel schedules to assist with these learning objectives.

6.1 Demonstrate practically to students how to make different types of online bookings.

Include websites similar – but not limited to: www.tripadvisor.com and

www.hostelbookings.com

6.3 Students must memorise the Phonetic Alphabet which is used in all sectors of the tourism

industry.

Possible

Resources

A computer with internet access and data projector is vital. Students should be shown how

the various sites for online bookings can be accessed and used. If a lecturer is not familiar

with the making of online bookings, a guest lecturer can be invited to address the students.

Possible

Activities

Using a given client profile, students must source information and make appropriate

bookings for accommodation, travel arrangements (air tickets, care hire, rail, coach and

passenger liner transport), accommodation and travel insurance. Should students not have

access to the internet; lecturers can obtain the information on their behalf. The information

can be obtained from websites e.g. Protea Hotels, South African Airways, Avis and

Intercape. Information about rates and schedules can be accessed.

If actual bookings cannot be made, students can simply make a print-out of the on-line

booking screen and complete it manually.