Source and use industry information

Welcome to the learner’s guide for this unit of competency for the qualification SIT40116 Certificate IV in Travel and Tourism. This guide provides you with essential information on competency standards, delivery plan and schedule, assessment plan, assessment tasks and learning resources for this unit of competency. 

The purpose of this learner’s guide is to:

• Provide you with information on delivery schedule and plan of this unit
• Ensure the you understand how students will be assessed in this unit
• Provide information on assessment methods, strategies, and evidence requirements
• Provide information on learning activities and assessment tasks  
• List resources which may assist in student learning and assessment tasks

This unit also incorporates Foundation Skills that are embedded within the competency elements. 

This unit describes the performance outcomes, skills and knowledge required to source and use current and emerging information on the tourism and travel industry. This includes industry structures, technology, laws and ethical issues specifically relevant to the tourism and travel industry. Tourism and travel personnel integrate this essential knowledge on a daily basis to work effectively in the industry.

This unit applies to all tourism and travel sectors and people working at different levels. Managers will use more formal research to attain specialised and comprehensive knowledge which supports product planning, marketing and strategic management activities. This is covered within other units of competency.

This unit is not about having in-depth knowledge but focuses on the ability to source and interpret information relevant to day-to-day activities in order to maximise performance.

On successful completion of this unit, the learner/trainee will be able to;

• Source and use industry information.
• Source and use compliance information.
• Source and use information on tourism and travel technology.
• Update personal and organisational knowledge of the tourism and travel industry.

As well as demonstrating the performance criteria, to be assessed as competent, the learner must demonstrate their ability to apply the required knowledge and skills in a range of situations. These are summarised in the Competency Standards section below.

Prerequisite Requirements

There are no prerequisite requirements for individual units of competency in this course.

Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of evidence of successful completion of the same unit in an equivalent or higher qualification. Under the Australian Qualifications Framework, this qualification recognises competencies achieved as part of a Nationally Recognised Qualification from other institutes or universities.

Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.  

Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy is available either through the faculty coordinator or college’s website.

This unit is derived from the Tourism, Travel and Hospitality Training Package SIT (2015), for packaging of the qualification SIT40116 Certificate IV in Travel and Tourism.

Source and use compliance information

Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview), performance criteria, required skills, required knowledge, embedded employability skills components, assessment requirements and evidence guide.

 They can also be viewed at: 

View Unit

The learners must familiarise themselves with all the competency requirements for this unit of competency and ensure that they have received all the relevant information and support from the trainer and assessor that might be detrimental to their academic performance and outcomes. 

The Cert IV qualifies individuals who apply specialised knowledge in a range of contexts to undertake advanced skilled or paraprofessional work and as a pathway for further learning. Graduates of an Certificate Cert IV will have specialised and integrated technical and theoretical knowledge with depth within one or more fields of work and learning. 

Graduates at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:

• Analyse information to complete a range of activities
• Interpret and transmit solutions to unpredictable and sometimes complex problems
• Transmit information and skills to others

Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility in contexts that are subject to change and within broad parameters to provide specialist advice and functions.

The following performance criteria specify the required level of performance for each of the elements of competency:

Element	Performance Criteria
1. Source and use industry information.	1.1. Identify sources of information on the structure and operation of the tourism and travel industry. 1.2. Access specific information of relevance to the tourism and travel industry to assist operational duties. 1.3. Obtain information on features of current and emerging tourism products and services relevant to job role. 1.4. Use knowledge of the tourism and travel industry and its products and services to enhance the quality of work performance.
2. Source and use compliance information.	2.1. Obtain information on laws specifically relevant to the tourism and travel industry and work compliantly. 2.2. Seek information on industry quality assurance schemes and use it to benefit own organisation. 2.3. Access information on career planning and equal employment opportunity (EEO) law. 2.4. Obtain information on ethical industry practices and conduct day-to-day tourism and travel activities according to those practices.
3. Source and use information on tourism and travel technology.	3.1. Source and access information on current and emerging technologies that impact on operational duties. 3.2. Use information on technology to suggest new and improved workplace practices. 3.3. Use current and emerging technology in day-to-day work activities to enhance the quality of work performance.
4. Update personal and organisational knowledge of the tourism and travel industry.	4.1. Identify and use a range of opportunities to update knowledge of the tourism and travel industry. 4.2. Monitor current issues and trends for the industry. 4.3. Share current tourism and travel issues and trends with colleagues.

Evidence of the ability to:

• Source and document current industry information on the tourism and travel industry using at least three information sources listed in the knowledge evidence
• Source and interpret information on the following from the above sources and share with colleagues to improve knowledge of the tourism and travel industry:  
  • Current and emerging products and services o Current issues o  Career opportunities o  Relationships between other related industries o  Compliance issues and quality assurance o  New products, technology, techniques and services o  Work ethic required to work in the industry 

• Identify ways to integrate current tourism and travel industry information into daily work activities to:
  • Enhance the quality of work performance o Conduct ethical practice within the travel and tourism industry

Knowledge Evidence 

To complete the unit requirements safely and effectively, the individual must:

• Sources of industry information:
  • Discussions with experienced industry personnel, colleagues or suppliers Industry:
    • Accreditation operators o Associations and organisations o  Developers of codes of conduct or ethics
    • Journals o Seminars
  • Plain English documents, issued by government regulators, that describe laws relevant to the tourism and travel industry
  • Libraries
  • Media
  • Regional, state and national tourism offices
  • Reference books
  • Training courses
• Structure, functions and key characteristics of the tourism and travel industry
• Roles and general responsibilities for different jobs, functions and the interrelationship of different sectors in the industry
• General nature of allied and related industries:
  • Hospitality
  • Meetings
  • Incentives
  • Conferences and events ? Primary functions of:
  • Major cross-industry and sector-specific industry associations especially those with which the organisation has a relationship
  • Trade unions in the industry
  • Local, regional, state and national tourism information service and marketing organisations
  • Tourism research bodies
• Basic aspects of tourism and travel industry quality assurance processes:
  • Industry accreditation schemes
  • Codes of conduct or ethics
  • Occupational licensing
  • Reasons for participation and impacts of non-compliance
  • Roles and responsibilities of individual staff members when participating in schemes
• Basic aspects of state, territory and commonwealth laws specifically relevant to the tourism and travel industry and actions that must be adhered to by tourism organisations:
  • Criminal code act 1995 for child sex offences outside australia
  • Equal employment opportunity (eeo)
  • Rights of employees and responsibilities of employers to make merit based employment decisions  
• For inbound tour operators and guides, basic aspects of and actions that must be adhered to by tourism organisations:
• Queensland tourism services act 2003 for the delivery of tourism products in queensland  ? Current and emerging technology used in the tourism industry:
  • E-business
  • Social medi

Delivery is in the form of instructor-led, classroom-based tutorial sessions and instructor-supervised simulated learning and/or project sessions. Within the class room environment, learning is supported by classroombased tutorials/lectures and structured lessons. Strategies for classroom based learning would focus on interaction, discussion, practice, reading and practical examples of the theory.   

The unit will be delivered over a prescribed period (term/semester) in a class-room training environment through a structured learning program comprising of lectures, presentations, case studies, practical projects, group discussion and class-room based activities. 

Delivery schedule of this unit of competency is provided at the beginning of this guide. Timetables will be advised at the beginning of each academic term and posted on the notice board and college’s website.

Examples of classroom delivery strategies that can be used in delivery;

• Simulates workplace environment where possible to link course contents to learning outcomes
• Emphasises practical activities and practical demonstration of theoretical concepts  
• Encourages in-depth group discussions and team-based activities that stimulate collaborative learning and sharing of knowledge and skills
• Focus on developing broad knowledge on key concepts and theoretical models
• Provides real-life example of organisations and workplace situation to enhance workplace context
• Uses a mixture of delivery resources including (but not limited to) online/internet activities, video clips, PowerPoint presentation, flip chart and workbooks
• Initiate group discussions and engage the learners in interpreting and developing solutions to unpredictable and sometimes complex issues
• Enhances learning through demonstration and practice
• Provides a real-life context by Inviting guest speakers from the industry, when possible

It is expected that tutorial/learning sessions will incorporate group/collaborative activities and tasks that impinge upon required skills and knowledge in this unit. The emphasis of learning, where possible, should be on linking theoretical concepts and models with real-life situations to provide the learners with an opportunity to gain an insight into key technological processes, professional environment and workplace practices. 

Source and use information on tourism and travel technology

Given the classroom delivery environment, a project-based approach to training will be adopted. To simulate the workplace environment, trainer/assessor will usually play the role of the supervisor. Students and/or student groups will be asked to play the roles required to create a real-life context. Given the available resources, where possible classrooms seating/furniture arrangement or layout can be changed to create the required environment. The concept of enabling competency through project-based delivery learning provides opportunities for learners to apply skills and knowledge in an integrated format that represents a realistic workplace practice.  

Simulated activities and tasks allow assessment of complex interactions, skills and attributes that may be difficult to reproduce or assess (e.g. multidisciplinary teamwork, negotiation etc.) in a typical classroom environment. Training package assessment guidelines and unit of competency provide guidance on appropriate simulation techniques.

Simulated activities and tasks should be developed within the context of assessment of this unit and address specific requirements, if any, stipulated in the unit. Simulated assessment arrangement is described in the following sections.

• On commencement, the learners should review and understand all the course related information including course structure, prerequisites and competency requirements for each unit of competency
• This unit of competency must be completed within the prescribed duration at the beginning of this document. Due dates for the assessments will be set by respective assessors on commencement of the unit and must be adhered to by all the learners
• The learners have the responsibility to maintain the required attendance and participate in all the inclass activities and assessment/project tasks to be able to develop the required skills and knowledge.
• The learners must keep record of their activities, assessments and research and take an active interest in exploring new concepts and ideas
• On expiry of the prescribed due dates for assessment, the learners will not be able to attempt any assessments or the learning materials and must apply for a course extension. Learners should also refer to other prevailing terms and conditions of delivery and assessment of this course and contact the administration for further information if required.

The following lesson plans are planned for this unit. According to session times, trainers may expand these lesson plans into their own session plans. Trainers must take a special note of the activities planned in the right-hand column. These activities form part of “Formative Assessments”. The formative assessments are not marked (assessed) but they contribute towards learning that prepares them for summative tasks. 

Ideally, before commencing a unit, trainers should take note of all summative tasks required to be completed and plan their delivery in a way that helps students complete their summative tasks in conjunction with the relevant learning sessions and formative tasks; e.g. the strategy of Learn, Practice, Apply, Evaluate.

These lesson plans are flexible and can be adjusted or improved by trainers according to their own delivery plan or method. Likewise, formative tasks can be modified; or new tasks added relevant to the topic being learned.

• Plan their sessions/delivery over the duration of the unit
• Provide an overview of the unit and competency requirements to the students
• Outline the assessment plan/schedule and conditions, including repercussions for not completing/submitting works on time
• Negotiate and agree upon assessment due dates and methods
• Plan for in-class project time and formative tasks
• Initiate major project tasks or group/team formation/work, if needed
• Report and organise special needs, if any
• Ensure all the required resources are available

If the conditions for specific tasks are not likely to be met (e.g. inability to run group-based projects due to lessor student numbers), Course Coordinator must be informed and alternative plans made based on the situation. Any variations to assessment tasks or conditions should be documents and reported to the Director of Studies.

Formative assessment is predominantly used to provide formative feedback to students on their learning progress. Consequently, formative assessment happens during Learning and is an integral part of learning and training.

Update personal and organisational knowledge of the tourism and travel industry

Activities completed during learning sessions contribute towards formative assessment. Collective records of these activities and classroom tasks make up the portfolio.  The portfolio does not require to be submitted as an evidence of competence as it is not assessed. However, students must be encouraged to maintain their portfolios with copies of all activities and task completed, including any handwritten notes or copies of reference documents as it forms part of their learning process. It also enables the trainers/assessors to identify learning need

The following topics are covered in the classroom training sessions. The topics for this unit have been derived from the prescribed workbook include;

Lesson	Topics	Activities
1	Unit outline   assessment plan and information unit/topics overview key definitions and terminologies Overview: Australian Travel and Tourism Industry Key industry sectors Tourism industry: Overview   Accommodation Attractions Transport Tour wholesaling Inbound tour operators Outbound wholesalers Tour operations Meetings, incentives, conventions and events Tour guiding Information services and promotion: Visitor information centres, regional, state and national tourism offices. Coordination Industry associations, councils, taskforces, research bodies	Discuss: Current and emerging technology used in the tourism industry: e-business (online operators) Social media (marketing, promotion and sales) – take notes and discuss examples within your group
2-4	Structure, functions and key characteristics of the tourism and travel industry Roles and general responsibilities for different jobs, functions and the interrelationship of different sectors in the industry: Examples Primary functions of: Major cross-industry and sector-specific industry associations   Trade unions in the industry Local, regional, state and national tourism information service and marketing organisations Tourism research bodies General nature of allied and related industries: Hospitality Meetings Incentives Conferences and events Different tourism markets and their relevance to industry sectors	Research: Major tourism industry bodies and associations: Compile a list and write a brief description on role Practical: Using spreadsheets: Formatting and structuring
5-6	Sources of industry information: Accreditation operators Associations and organisations Journals and publications Seminars Libraries	Discussion: Criminal Code Act 1995 for child sex offences outside Australia Examples and discussion on

	Professional associations Internet and secondary data informal discussions and networking Laws and regulations (state/territory specific) Legal issues: Consumer protection EEO Anti-discrimination Workplace relations Public liability and duty of care Licensing Land ownership, management and access Environmental management Risk management OHS	Australian and international laws: Take notes for reference Compile a list of laws relevant specific to VIC, NSW and QLD for tourism
7-8	Economic and social significance of the tourism industry: Employment Effect on local amenities and facilities Population change due to tourism development Community role in tourism Basic aspects of tourism and travel industry quality assurance processes: Industry accreditation schemes Codes of conduct or ethics Occupational licensing Reasons for participation and impacts of non-compliance Roles and responsibilities of individual staff members when participating in schemes	Discuss: Career opportunities within the industry – Select a role and compile a list of   Practical: Spreadsheets: Formulas and functions
9	Environmental issues for tourism: Protection of natural and cultural integrity Minimal impact operations Environmental sustainability Waste management Energy-efficient operations Land access and usage Ethical industry practices: Maintaining the rights and lifestyle conditions of local community residents Agreed compliance with codes of conduct, practice or ethics Truth and honesty regarding all information given to customers Declaration of commissions, fees and other charges and procedures Subcontracting and provision of services as promoted Pricing Bookings and overbooking Confidentiality of customer information Familiarisations Preferred product arrangements	Discuss: The ethical constraints of; Gifts and services free of charge Product recommendations Tipping Take notes for your reference Practical: Spreadsheets: Analysis and graphs
10	Review and revision Student questions and queries Unit Evaluation	Assessment follow up

Holloway J. C., 2016, The Business of Tourism (10e), Pearson

Fletcher J. et al, 2013, Tourism: Principles and Practice (5e), Pearson

Cooper C., 2016, Essentials of Tourism (2e), Pearson

Cooper C., 2014, Introduction to International Tourism and Hotel Management

Tourism Research Australia: https://www.tra.gov.au/

Tourism Statistics: Tourism Australia:

https://www.tourism.australia.com/statistics.aspx

Tourism and Transport: ABS:

https://www.abs.gov.au/tourism-and-transport

Harvard Referencing Generator: https://www.harvardgenerator.com/

https://www.citethisforme.com/au/referencing-generator/harvard 

Assessments for this unit have been developed by taking into account assessment guidelines as provided in the Training Package SIT (2015) and evidence requirements stipulated in this unit of competency. Assessment is an ongoing process of gathering evidence to determine what each student/learner knows, understands and can do in order to inform teaching and support learning of the intended curriculum.  

• To collect evidences that demonstrate competency in the performance criteria of the unit and satisfy skill, knowledge and employability skills requirements
• To provide feedback to the learners/trainees indicating the areas of improvement and professional development
• To measure the effectiveness of the delivery plan and evaluate the learning outcomes

Evidence guidelines are provided to assessors in the following sections of this guide. Assessors must ensure that all the required evidences have been collected through applicable assessment methods to achieve competency in this unit. The required assessment criteria are provided in each assessment task for learner’s information.

Assessment is the process of gathering and interpreting evidence to make judgements about student learning/competency. It is the crucial link between learning outcomes, content and training and learning activities. The purpose of assessment is to improve learning, inform training, help students achieve the highest standards they can and provide meaningful reports on students’ achievement.

This unit is being delivered as a skill-based competency in classroom learning environment to learners/trainees with similar learning needs. This competency is most appropriately assessed in a real life work-like environment that simulates the workplace and under the normal range of workplace conditions. Given the constraints of classroom learning and student profiles, simulated work environment is generally required where mandated for assessment purposes. However, trainer/assessor may exercise their own discretion in provide a real-life context or a simulated environment if it enhances the learning process.

Delivery of SIT40116 Certificate IV in Travel and Tourism

The assessments for this unit are problem-based and use an integrated approach that focuses on the clustering areas of knowledge, skills and appropriate employability skills.  Learners/Trainees may be required to complete practical tasks and activities, projects, and examinations against the range of competencies.   Where needed, learners will be required work in project teams and work with a simulated scenario to develop a solution to the real-life workplace problem.

Assessment tasks are developed against breadth, depth and complexity of knowledge and competency.  The assessments cover a broad range of varied activities or application in a wider variety of contexts most of which are within known routines.  Demonstration of leadership and guidance may be observed when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature. 

Evidence covers a broad range of skilled applications including evaluation and analysis of current practices, development of new criteria and procedures for performing current practices.  Applications involve taking responsibility for own outputs in work and learning including participation in teams and taking limited responsibility for the output of others within established parameters.

Assessment best practices include ongoing assessment (at various stages during the term) through a variety of differentiated tasks and strategies, both formal (summative) and informal (formative), so that sufficient evidence is gathered to make sound judgements about individual students’ learning.

Simulation is a form of evidence gathering that involves learners in completing or dealing with a task, activity or problem in an off-the-job situation that reflects the workplace. To best suit the characteristics of the target audience, the workplace or workplace activities are simulated, to the extent possible, within a class-room environment to provide a suitable context for assessment and to familiarise students with the workplace context by the use of role plays, scenario-based tasks and activities and case studies.

A competency is most appropriately assessed in a real-life work-like environment that simulates the workplace and under the normal range of workplace conditions. Given the constraints of classroom learning and student profiles, simulated work environment is generally required where mandated for assessment purposes. However, trainer/assessor may exercise their own discretion in providing a real-life context or a simulated environment if it enhances the learning process.

Simulation tasks and activities in this unit will provide opportunities to (where relevant to the assessment);

• Familiarise students with a real-life workplace environment ? Provide organisational context and role play opportunities   
• Work with others in a team
• Communicate with diverse groups
• Use up to date equipment and software tools
• Reflect time pressures and deadlines
• Show the complexity of dealing with multiple tasks
• Involve prioritising among competing tasks
• Deal with internal and/or external customers or clients
• Find, discuss and test solutions to problems
• Answer practically oriented, applied knowledge questions
• Show the level of written and verbal expression sufficient for, but not exceeding, the work requirements
• Address OH&S issues relevant to the unit of competency and context
• Allows trainers/assessors to assess skills in an objective manner
• Allows assessment of complex interactions, skills and attributes that may be difficult to reproduce or assess

The challenge for assessors is to create/use realistic simulations that enable valid and reliable assessment to occur, and to ensure that assessment decisions made on this basis are considered to be as credible as those made in the workplace (Training WA, 2012).

Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency and the training package. The evidence is generated through summative assessment tasks. However, the role of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student needs. 

These tasks and activities usually take place throughout the unit and planned in accordance with the summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks. Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be used by students as an evidence of participation or example of work completed as part of their learning. 

For summative tasks, the following assessment methods are available to collect the aforementioned evidence to demonstrate satisfactory performance in this unit;

• Written Assessment Tasks
• Practical/Analytical Tasks
• Test/Examinations
• Projects
• Observation
• Integrated Assessment

The Written Assessment Tasks and Tests have been developed to address various parts of Performance Criteria as well as Required Knowledge.

The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and activities are mostly designed as in-class assessments, enabling the trainers to observe the work being undertaken and completed (i.e. demonstration of a specific/required skill). Practical tasks may also include use of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally provided within the task description. However, trainers/assessor may set certain conditions for conducting and observing these tasks. 

The Project (Individual or Group based) addresses various aspects of competency standard including Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of instructions and learning in the prescribed delivery period by assessing the overall performance of the students/trainees for the purpose of grading/final results.

The Test/Exam is generally designed to test the Required Knowledge component of the unit of competency. It may also be used to reinforce learning and test specific aspects of other part of competency where knowledge of certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task description. Examinations are conducted under set conditions.

Observation forms part of in-class activities, participation in designated group processes, presentation and provides an option where specific skills need to be demonstrated to the assessor.

Some of the assessments in this course may be used as Integrated Assessments; i.e. to use evidence created in one unit/task to determine competency in another unit/task. The concept behind the design of the integrated assessment is to limit repetitive tasks that test the same or similar competency elements in different units of competency.

Optional/Supplementary Assessments

In addition to the above assessment instruments, the following methods can be used, if required, in the context of assessment for this unit of competence, especially in the circumstances where assessment involved components of online learning as well as actual workplace activities and/or performance.

• Workplace Verification through RPL application
• Competency Conversation at completion of the unit

To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed as indicated in the Competency Standards (2).

Assessment can be both a formative and summative process. Formative assessment is used to provide feedback to students and teachers to promote further learning. Summative assessment contributes to the judgement of student learning for competency/award purposes. 

Formative Assessment

Formative assessment is predominantly used to provide formative feedback to students on their learning progress. Consequently, formative assessment happens during learning and is an integral part of learning and training. It helps students to identify, for example: 

• How they are learning
• Meeting the standards expected of them for intended learning outcomes
• Any problems or issues they are having in meeting intended learning outcomes
• Any ‘incorrect’ learning of knowledge or skills

In principle, formative assessment also includes assessment as learning, where students reflect on and monitor their own progress. The information gained guides teachers’ decisions in how to enhance training and learning. Formative assessment enables students to learn through the process of feedback and opportunities to practise and improve. As students reflect on and monitor their progress this process effectively becomes assessment as learning and contributes to students planning future learning goals.

Summative assessment

Summative assessment has a very different purpose to formative assessment. Summative assessment is provided at the end of the learning experience or cycle in order to gain a measure of how well the student has performed against the standards of the intended learning outcome. Summative assessment is the grading of student learning. The goal of summative assessment is to measure the level of success or proficiency that has been obtained at the end of an instructional unit, by comparing it against the competency criteria of the unit of competency.

Assessment Resources

All the learners are provided with a “Learner’s Guide” as part of their course that includes unit overview, tutorials, delivery and assessment schedule, competency requirements, assessment tasks and assessment/marking criteria. Where required, a workplace-like scenario can be created through role-play or setting up the necessary protocols to facilitate required assessments or project task (e.g. Role-play interaction between a “Client” and “Marketing Team”). 

To facilitate effective assessments for this unit to competency, the trainees will also be provided with all the learning and training materials and links to additional learning resources. Trainees must ensure that they have access to all the relevant resources (e.g. computer, required software, printing and internet connection) to complete their assessments. 

The four principles of assessment will be followed in assessment of each participant’s evidence of competence for this unit. The principles are:

 Validity:  Validity requires that:

• Assessment against the Units of Competency covers the broad range of skills and knowledge that are essential to competent performance
• Assessment of skills and knowledge are integrated with practical application
• Assessment is designed to collect sufficient evidence (that is, evidence gathered on a number of occasions and in a range of contexts using different assessment methods). The specific evidence requirements of each Unit of Competency provide advice on sufficiency

Reliability: Assessment processes, methods and tools must be designed so that the evidence they produce provides consistent outcomes. The reliability of assessment is enhanced when assessors:

• Are highly skilled and monitor and review one another’s assessment processes, methods and tools provide complete assessment tools including clear instructions (in learner language) for learners and for other assessors, and sample responses
• Trial assessment tools before use and review assessment tools following use
• Collect evidence via different assessment methods  
• Collect evidence across different locations and times

Flexibility:  Ensuring the skills and knowledge can be demonstrated in a variety of ways suitable to the workplace. The flexibility of assessment is enhanced when assessors:

• Maximize opportunities for effective feedback
• Design assessment to adapt readily to individual learners and workplaces
• Draw on a range of assessment methods appropriate to the context and learner characteristics

Fairness:  Ensuring the process does not disadvantage any individuals and the outcomes can be achieved through a range of training delivery strategies. An appeal process and confidentiality need to be provided for.

The fairness of assessment is enhanced when assessors;

• Ensure assessment is clearly based on the requirements of the Unit/s of Competency  
• Provide learners with clear, accurate and relevant information about the assessment process including assessment purpose, benchmarks, assessment tools, materials, methods, evidence requirements and review/appeals processes
• Provide for recognition and self-assessment of readiness for assessment
• Take into account the characteristics of learners and apply reasonable adjustment where appropriate
• Document the assessment process and provide feedback to learners

The principles of flexibility and fairness apply to modifications of the assessment process to meet individual learner need.  The amount of modification possible is limited to ‘reasonable adjustment’.  When determining ‘reasonableness’ assessors must ensure they maintain the integrity of the unit so it does not impact on the validity of assessment. 

Special Needs and Reasonable Adjustment

This assessment strategy is applied in a flexible manner so as to ensure the resulting assessment is fair as well as valid and reliable. In particular, this requires the making of reasonable adjustments where special needs exist in regard to assessment. Examples of reasonable adjustment in assessment include:

• Substitution of an oral assessment task for a written one ? Provision of extra time
• Use of an interpreter
• Use of adaptive technology
• The existence or absence of special needs must be established and an appropriate record kept of the efforts made to establish special need and the outcomes of those efforts.  

Where special needs regarding assessment exist, then reasonable adjustments should be made in accordance with relevant policies and procedures of the college. Consequently, an appropriate method should be chosen to implement the same.  The assessment should then be modified further, if appropriate and in line with the policy, to accommodate the identified special need.  Reasonable adjustments should not decrease the rigor of the assessment but should accommodate the special need as much as is practical. Refer to Section 9 of this guide and the relevant college policies for more information.

Feedback

Providing feedback to the learner is a necessary part of the assessment strategy and an ongoing process of monitoring learner progress. Feedback should be a pivotal feature of learning and assessment process and not an add-on ritual or task that needs to be performed as part of the paperwork.

In particular, timely and constructive feedback on students’ assessment outcomes (formative or summative) is a vital element in their learning. The purpose of the feedback is to justify to students how their competency outcome was derived or determined, as well as to identify and highlight specific qualities in their work, and to recommend aspects needing improvement. 

At its best, feedback should be expressed in terms of the learning outcomes, so that students can relate their assessment to the learning outcomes, seeing how they can close the gap between their current and their desired achievement of these outcomes.

Assessment of competency should involve demonstration of competence in all dimensions of competency. In assessing against the Competency Standards of the unit, at least one form of direct evidence (e.g. observation) should be considered to make a judgement on the practical performance component of the competencies. 

Self-assessment against the competency standards can make the person being assessed aware of the standards they are expected to achieve, prepare them for formal assessment and/or contribute towards final assessment particularly as part of recognition of current competencies.

Valid: Evidence of competence must cover the broad range of knowledge, skills and the application of such knowledge and skills specified in the Competency Standards. When assessing against the Competency Standards, assessors need to ensure that the evidence collected focuses on the appropriate knowledge and skills specified in the Performance Criteria and Evidence Guides.

Sufficient: This relates to the amount of evidence. Assessors must collect enough evidence to satisfy that the person being assessed is competent across all elements according to the performance criteria, required skills, required knowledge and critical aspect of evidence.

Current: An assessor needs to determine the currency of the evidence of competence. The focus is on whether the person being assessed has current competencies in assessment and/or training. The issue of currency of evidence is of particular concern when assessing for the purposes of recognition of current competencies.

Authentic: Evidence needs to be checked for authenticity – that is, it actually relates to the performance of the person being assessed, and not that of another person.

• There are only two assessment outcomes, “C” (Competent) and “NYC” (Not Yet Competent). At task level, the assessment determines a “Satisfactory” or “Not Satisfactory” level. Overall competency is determined only if all the summative task outcomes has been “Satisfactory”.
• To successfully complete this unit of competency, the learner must complete and obtain a “C” results in ALL the assessment tasks and activities of this unit
• Each assessment can only be attempted a maximum of two times (or as specified in college’s ReAssessment Policy). If marked “NYC” in any unit of competency after all the allowed reassessment attempts have been exhausted, the learner will need to re-enrol in the unit according to college’s ReAssessment Policy
• For a complete course, a “C” outcome in all the units of competency within the course must be achieved be able to gain the qualification. Learners who do not achieve “C” outcomes for all the units in a course, will be awarded a “Statement of Attainment” showing respective competencies achieved
• Other assessment conditions such as assessment due dates and conditions for group assessments may be separately set by the assessor under advice to the course coordinator. These conditions may be shown in respective task description or negotiated by the trainer/assessor at the beginning of the term. Students must make note of these conditions.  
• To maintain fairness in assessment, all the students will be provided with similar and equitable assessment conditions (place, time, opportunity and supervision) as applicable
• In-class assessment tasks must be completed during designated sessions in presence of an assessor

Specific assessment conditions, such as group/team work, task schedules, in-class assessment time, submission method, penalties for late submission, assessment criteria etc., will be according to specific unit requirements and conveyed by the trainer/assessor at the beginning of the unit.

All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should be signed by the student and must contain student details and date of submission. Assessment Cover Sheets are available at the reception.

Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects, etc. must contain student’s name, ID (if available), address and contact details. Within the context of these assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work submitted for “approval” within this context must demonstrate care and attention to detail, such that the student inspires confidence that the work is being undertaken competently. 

Where soft copy/electronic files are submitted, students are encouraged to name the files according to established procedure. This would typically include a course or unit code, assessment or submission code, and in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip or rar. Follow submission guidelines in each assessment task for specific instructions.

Assessment refers to the process of collecting evidence and making judgments on whether competency has been achieved; and to confirm that an individual can perform to the standard required in the workplace, as specified in the competency requirements for this unit.

The assessments for this unit have been developed to include;

• Assessment tasks with detailed information and instructions (Description)
• The criteria used to make decision on the completed work (Assessment Criteria)
• Evidence to be gathered from the candidate (Submission guidelines)
• Additional information and instruction (e.g. organisational context, sample business profiles etc.) as required to support the assessments

Further information on the assessment methods (Section 5) and Evidence Guide & Checklists (Section7) of this guide. 

The copetency evidence is generated through summative assessment tasks. However, the role of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student needs.

Formative tasks for this unit are provided as “Activities” under Lesson Topic and Plan (Section 4). These activities can be conducted regular intervals (in preparation for summative tasks) during the training sessions with progressive feedback to improve competence. Collective records of these activities and classroom tasks make up the “Portfolio” evidence for this unit (formative tasks in themselves are not assessed, but the collective portfolio is used as an evidence of participation and progressive learning).

The Assessment Tasks provided in the following section as the summative tasks and all the completed student work must be retailed as evidences. Decision on the quality of work is made as per the “Assessment Criteria” provided in each assessment task using the checklists (Section 8). This criterion is also contained in the Learner’s guide for student information. The assessment process includes;

Refer to further information provided in the Section 7 “Evidence Guide & Checklists” of this guide.

Competency evidence is information gathered from the completed student work (summative assessment tasks) that provides proof of competency. While evidence must be sufficient, the trainers/assessors must focus on the quality of evidence rather than the quantity of evidence. There are four rules of evidence that guide the collection of evidence. These rules, and other information, is provided under Section 5 (Assessment Plan) of this guide. 

Where a knowledge test or an examination is used as an assessment, model answers can be used to determine the outcomes. However, in the descriptive tasks, a variety of responses will be expected from the students based on;

• Students’ interpretation of the task
• Prior knowledge and work experience
• Type of organisation, work practices, processes and systems encountered by the candidate

As such, a variety of correct answers can be expected and assessors must use their discretion in determining the outcome. For descriptive tasks, comprehensive assessment criteria are provided for each assessment task for this purpose. 

The following assessments are planned for this unit;

#	Assessment Task/Activity	Type	Assessment Method
1	Gather and Analyse Tourism Data	Individual	Written & Observation
2	Develop and Present a Career Development Plan	Individual	Written & Observation
3	Knowledge Test	Individual	Written

These assessment tasks/activities have been described in detail in the following section.

Task schedule to be advised by trainer/assessor based on the lesson and session plans

Assessment Task	Gather and Analyse Tourism Data
Schedule	TBA
Outcomes Assessed	Performance Criteria: SITTIND001: 1.1, 1.2, 1.3, 1.4, 2.4, 4.1, 4.2, 4.3   Addresses some elements of required skills and knowledge as shown in the Assessment Matrix

Description:

The tourism industry makes a significant contribution to the overall level of economic activity and employment in Australia. Tourism Australia provides research services to the industry through consumer and market insights, plus tourism, aviation and economic analysis.

In this roleplay-based assessment task, you will assume the role of a Tourism Officer and collect and analyse tourism data – e.g. travel, accommodation, spending, in-bound, out-bound, destinations, visitor profile, economic footprint etc. – for New South Wales (NSW) and another state (e.g. Queensland) for comparison purpose.

 You may select any combination of states and territories in discussion with your trainer/assessor.  Also, for the purpose of this task, your trainer/assessor will play the role of your manager. Work undertaken in task reflects on development of the role (e.g. Tourism Officer) from the industry perspective. Ensure that you maintain appropriate communication within the roleplay as required in this task.

Part A: Collect Data

Research and collect data from the following broad categories for the past year;

• Number of visitors
• Number of unique (first-time) visitors  
• State most visited
• Towns/cities most visited
• Visitor profile (interstate/international/regional)
• Spending habits/Trip expenditure (per visitor profile group)
• Preferred accommodation (per visitor profile group)
• Visitor nights by purpose (per visitor profile group)

Ensure that you identify and cite the source of information/data using appropriate referencing system (e.g. Harvard).

Part B: Compute Data

In this part, you will be required to compute and analyse data using Microsoft Excel. Class time will be allocated during the sessions for observation and roleplay. The trainer/assessor (manager roleplay) will allocated the time during which the task or parts of the task need to be completed. You will also be instructed to save copies of your files in a designated location.  

Assume that the specific organisational requirements (within the role-play) for data presentation are;

• Header and footer with title, page number, version, and date
• Tabular presentation of data
• Use of simple formulas – % difference between the two sets of data collected for comparison purpose 4) Print area to fit within A4 sheet of paper
• Arial size 10 fonts
• Conditional formatting of cells (automatic highlight) where the difference between two data is greater than 20%
• Use of SUM function
• At least one use of IF formula based on the condition discussed with your trainer/assessor (manager roleplay)
• Use of AVERAGE formula to calculate average visits to a region by different visitor profiles
• Calculate MEDIAN $ spend per night by different visitor profiles by purpose

1. Show your raw data to your trainer/assessor (manager role-play) and obtain approval for computation
2. Set up your Excel sheet as per the requirements
3. Enter the data
4. Use formulas and functions as required
5. Check for errors and finalise your spreadsheet
6. Protect cells that contain formulas
7. d) Password protect the file (simple password provided by your trainer/assessor)
8. g) Save the Excel file in a location instructed by your trainer/assessor (manager role-play)

Where required, access software help function or search online for sample formulas or functions. Also, consult with your trainer/assessor (manager role-play) when applying and checking the formulas. 

Print copies of the spreadsheet for your record and submission. Ensure that the printout meets the requirements.

Part C Produce Charts

Continuing with the Excel data worksheet created in the previous part, you will be required to produce charts based on your data sets.

Assume that the specific organisational requirements (within the role-play) for data presentation are;

Use of two chart types – Pie and Bar charts

Chart title

Color coding/illustration to highlight different data sets

Axis-X title

Axis-Y title

Chart automation – i.e. changes in the data sets automatically change the graph

Conditional formatting in charts if any data falls below 10%

Print copies of the spreadsheet for your record and submission. Ensure that the printout meets the requirements.

Part D: Workplace Context

If a similar task was undertaken in a real-life organisation, a number of ethical, safety, and conservation measures will need to be in place for everyday work activities. Using the task experience as above, write (maximum two pages, A4, single-sided, Arial 10) a summary of the process you would undertake if you were working in a similar role in a tourism organisation or agency. In particular, research and outline the following;

1. Specifications of a work station and furniture that meets ergonomic, and work health and safety (WHS) requirements
2. At least three conservation techniques in undertaking a similar activity focusing on reduction of waste and energy/resource conservation
3. Ethical requirements and constraints in collection and use of data
4. Strategies and techniques, you used/applied from the above in your own work in completing this task
5. Explain how this task will be relevant to you in an actual role similar to the roleplay undertaken in this task

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work;

• Completed the task as instructed and maintained the role within the given roleplay
• Used a range of external sources to identify and source the required data
• Appropriately organised and used data for analysis purpose
• Was able to research and obtain the required data type and data sets
• Range of data adequately reflects the tourism industry statistics and trends
• Started and operated MS Excel as instructed  
• Created and saved the files in an appropriate location as required
• Used and applied the requited formulas (SUM, IF, AVERAGE, MEDIAN) to within the sheet
• Used conditional formatting to automatically display the desired results in a specific format
• Worksheet accurately displays the data/calculations based on the formulas used
• Checked worksheet for errors and amended as required
• Created simple charts using the data
• Linked data tables to charts, allowing for an automatic update  
• Selected and created appropriate chart types to represent data
• Generated two types of charts from the data sets
• Charts are appropriately titled and formatted as per the given requirements
• Charts accurately display the data
• Used formulas where needed to obtain the information required
• Used software help, online help functions and consulted within the role play to obtain and clarify information/functions  
• Saved files in appropriate files and locations and ensured integrity  
• Printed all the worksheets and charts as per print specification
• Research and described requirements for safe work in a workplace context
• Outlined ergonomic requirements for undertaking desk work covering the work station and furniture
• Ergonomic requirements are consistent with work safe standards and supported by external references
• Outlined energy and resources conversation techniques including waste minimisation
• Was able to identified and apply ergonomic, conservation and WHS requirements in own work during the course of the tasks
• Completed all the work within specified timeframe and the conditions provided
• Reflected on application and relevance of the task to a professional role within the industry
• Demonstrated knowledge of industry trends and application of data in a real-life context within the scope of this task
• Used an appropriate referencing system to acknowledge and cite all external data

• Raw data folder (downloads, copies, links etc.)
• Excel worksheet with password
• Printouts of data tables and charts/graphs
• Written summary report

An electronic copy of the worksheet saved in the designated folder on the server or on a storage media or email (distance learning trainees)

Ensure that a signed assignment coversheet is attached as declaration on own work and originality.

Assessment Task	Develop and Present a Career Development Plan
Schedule	TBA
Outcomes Assessed	Performance Criteria SITTIND001: 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 Addresses some elements of required skills and knowledge as shown in the Assessment Matrix

The Tourism industry makes up a significant part of the economy, directly and indirectly providing employment to numerous individuals. As the largest single employer in Australia, the travel, tourism and hospitality industry offers a huge range and diversity of career paths and development. The travel industry is highly diverse, and is made up of many sectors.

In this task, you will be required to develop and present a Career Development Plan for one of the chosen roles within a travel and tourism sector, assuming the role as your career aspiration. Example job roles include;

Retail travel consultant

Marketing coordinator

Tour operator

Visitor information officer

Tourism administrative assistant

Documentation consultant

From the above list or any other role selected from within a specific sector (discuss with your trainer/assessor before finalising), develop a detailed Career Development Plan, from your own career perspective, that broadly covers;

Industry context

Sector overview

Statistics on sector employment trends

Technology skill requirements

Impact of emerging technologies on career development

Analysis of job opportunities (sample current job adverts)

Laws that affect the tourism and travel industry; and specific to the job sector

Equal employment opportunity (EEO) law

Compliance issues and quality assurance

Target position/role details  

Key responsibilities and performance indicators

Impact of sector employment trends on the career prospects

Ethical guidelines and requirements (sector and role specific)

Development opportunities  

It is expected that you will undertake research on the above aspects and provide at least half a page of description/analysis for each of the above key areas, including sub-sections with appropriate citations. 

While external sources will be used to support the information and statistics, the plan must be written in your own words, with the career development aspect prominent and central focus. The fundamental approach will be on using the industry and sector information and data on developing a career path or prospect; and how the specific issues and trends may impact the career. 

Presentation:

Using MS PowerPoint, present a summary of your plan to the class audience, assuming class audience as industry stakeholders. 

Ensure that you cover all aspects of the plan and highlight key issues and trends within the specific sector. The presentation slides must be consistent in design and layout. 

The following assessment criteria will be used for marking this assessment task. Ensure that you have addressed all of the criteria in your work;

• Developed a comprehensive Career Development Plan as per the guidelines provided
• Completed all parts/aspects of the task within an appropriate structure and content flow/integration
• Details demonstrate the extend of industry and sector knowledge within the scope of this task
• Details demonstrate the range of external sources identified and researched (referencing)
• Provided a detailed overview of the sector and its relevance in the industry context
• Supported sector analysis with appropriate data and statistics
• Identified and described laws that impact the industry, sector and the specific job/career role
• Discussed and explained the Equal employment opportunity (EEO) law from an Australian perspective
• Outlined guidelines for ethical conduct and application of ethical principles relevant to the job role
• Industry and sector analysis and data are relevant to the job role and operational duties
• Career development plan is supported by career objectives
• Objectives are specific, measurable, achievable, realistic and time-bound
• The targeted career path/role is clear and consistent with sector-specific practice and opportunities
• Sample adverts are provided as an example of the job role targeted
• Performance measures relevant to the job are developed
• Performance measures are realistic and accurately represent the job role  
• The career development is analysed within the context of technological factors prevalent within the sector/industry
• Described the impact of technological issues, and skills required, to perform duties and work operations
• Quality assurance factors that impact of the job function/activities are researched and described
• Quality assurance is described within the context of improvement of work and own responsibilities  
• Demonstrated research and organisation skills in identifying issues and trends that impact career prospects
• Career development opportunities are identified and discussed
• Career development opportunities are consistent with career aims and objectives
• Career development opportunities are supported by industry/sector trends
• Presented a summary of the plan to the target audience
• Presented was structured and maintained a consistent layout and content flow

• Covered all the required sections/aspects
• Engaged with the audience and answered questions if any

• Career Development Plan (Word-processed)
• List of references
• Copies of presentation slides

An electronic copy of the worksheet saved in the designated folder on the server or on a storage media or email (distance learning trainees)

Ensure that a signed assignment coversheet is attached as declaration on own work and originality.

Assessment Task	Knowledge Test
Schedule	TBA
Outcomes Assessed	Performance Criteria: Underpinning Knowledge  Addresses some elements of required skills and knowledge as shown in the Assessment Matrix

This is a closed book test and must be undertaken in presence of an assessor. All the questions must be answered. 

Duration: 1 Hour

Student work will be assessed based on the following criteria. Students have also been provided with the assessment criteria in the “Learner’s Guide” to ensure that they cover all the task requirements. The same criteria are used in the checklists in Section 8 (Student Competency Records) to record assessment outcome. 

The following criteria must be addressed for this task; 

• Test completed in presence of an assessor  
• All the questions are attempted and answered
• Answers are consistent with model answers

?  Completed Test paper

Q1. Described and analyse impact of the following technologies on the Tourism Industry; Social Media e–business

 Social media have huge impact on the Tourism Industry in several ways. People often rely on social media networks to learn about new travel destinations and plans for their trips. We often share online our travel experiences and some special moments, our opinions about the hotels restaurants, airlines or car rental services. This has also been found to influence people’s decision about their future trips.

Indeed, social media plays very vital role in tourism sector, especially in decision making, communication with customers and even marketing campaign’s creation. Also, tourism rely on a high extend on the verbal opinion messages, recommendations and to some extent, comments on other social platforms such LinkedIn, twitter and Facebook.  This enables customers to share suggestions and tips.

Majority of customers admit that they trust earned media that include recommendations from acquaintances, friends and family rather than advertising. Beside this, customers are prone to like photo posts on Facebook and find inspiration for their holidays and travel plans. Even when not fully aware of it, our likes comments and conversations may affect our travel decision making.

One cannot therefore deny that social media platforms are very powerful tools and their influence on tourism will continue growing. Not accepting and adopting to their ever-growing impact on tourism industry but using only old-fashioned marketing methods will eventually have a negative influence on one’s business. Tourism experts should give ear to the five main social media trends identified by the customers.

 Q2. Briefly describe the following Act;

 This Act is to provide for fair trading in the tourism services industry by the following g ways.

1. Establishing a registration system for the inbound tours operations
2. Providing for the codes of the conducts in bound tours operators and tours guides including the setting the minimum standards for both the tour guides and carrying on the business of an inbound tour operators.

• Prohibiting unconscionable conduct by inbound tour operators and the tour guides

1. Promoting sound business practices by inbound tour operators and the tour guides.

This Act is considered to be the result of extensive consultation with the tourism industry and its many clients.

The Act mainly seeks to eliminate unfair practices from the tourism industry such

1. Controlled shopping such restricting the choice of the shopping ventures and taking control of the tourism passports and wallets.
2. Overcharging for the goods and services

• Unconscionable conduct. For example, the operators who pressure traders who will no longer have to complete against those participating in the illegal and the unfair practices.

Q3. Describe the following Quality Assurance Aspects of the Travel and Tourism Industry in your own words. Explain why they are needed.  

Industry accreditation schemes	The Industry accreditation schemes ensures that travel industry offers high and standardized travelling services to clients without violation of any act. The schemes also outline the terms and regulations under which the industry should operate.
Codes of conduct or ethics	Ethics is most important aspect in travel since it shapes the way one should behave in accordance to some standards in travelling. It represents the overall morality in travel.
Occupational licensing	Occupational licensing is a form of government regulation requiring that an industry to pursue a particular professional or vocation for the compensation
Reasons for participation and impacts of non-compliance	Reasons for the participation and the impacts of non-compliance outlines the guidelines of the travel under the terms and conditions of the industry. It provides the relevant terms and conditions to be followed under the act.
Roles and responsibilities of individual staff members when participating in schemes	The roles of every individual staff member mark the general responsibility of every person in the industry. This prevents any violation of rules in the industry.

Tourism Australia	This is the Australian Government agency that is responsible for attracting international visitors to Australia, both for leisure and business events.
Tourism Research Australia	Is a branch within the Tourism Division of Astride that is responsible for providing quality tourism intelligence across both international and domestic markets? It also equips industry with information to strengthen their marketing and business decisions.
Australian Tourism Industry Council	This refers to the national representative body for tourism that provides leadership and industry representation through a national voice tourism and to manage national industry dev elopement programs.
Australian National Travel Association	This is the national body of travelling in Australia responsible for promoting tourism and travel in the country.
The Australian Regional Tourism Network	This is the body representing regional tourism practitioners. It is the hub for collaboration, idea generation, knowledge sharing and networking in the industry of travel.
Australian Tourism Export Council (ATEC)	This is the peak industry body that represents thousands of companies through Australia that provide tourism services to the foreign visitors .it raises the profile of the tourism export sector to the border community.

1 Communication	Communication sector compliments the tourism and travel sector as people need to connect on matters regarding traveling
2 Accommodation	This is another great industry associated with the travel and tourism sector. It bridges some gaps that may exist in the travel industry. For instance, people may need to relax after traveling.
3 Sporting	Sporting is another great sector industry that do complement the travel and tourism in different ways.

Q7. Briefly describe key sources of information that a travel and tourism industry professional may seek for finding, collecting and analysing industry or sector data. 

1. Unions

Unions such as the Australian Services provide members with assistance and information needed by the concerned party in the industry.

1. Media

This includes both local and national newspapers, magazines and other programs

• The Internet

This is considered to be the most important and increasing platform for the information to be used by the concerned parties in the industry. It easily accessible by use of technological devices such computer software, iPod, mobile phones and others.

This is also another great platform since it contains extensive documents to be accessed by one.

Q8. Describe your understanding of “Ergonomics”. List some of the injuries that may occur due to poor use of workplace ergonomics.

 Ergonomics refers to the science of designing the workplace, keeping in mind the capabilities and limitations of the worker.

Injuries due to poor use of workplace ergonomics

1. Lumbar pain

This is due to the damage to muscles and ligaments. It can be caused by bending, lifting, pulling, pushing and twisting improperly.

1. Carpal tunnel syndrome

This caused by extreme pressure on the median nerve that runs from the shoulder and goes down the arm and extends into the hand. It hurts and may leave one’s hand numb, weak and tingling.

• Rotator cuff injury

This is the injury that is mainly caused by overhead work, or work within the arms that is too hard and too long and repetitive. It causes limited movement and pain in the shoulders and can eventually result in arthritis.

1. Tendinitis

This is the type of workplace injury that is caused by bad posture and repetitive motion, creating inflammation and pain in a number of different joints.

1. Tennis Elbow

This is an injury that is caused by rotating the forearm in a repetitive way or too much force for too long, creating inflammation and pain in the elbow.

Q8. Describe fundamental organisational requirements for ergonomic standards, work periods and breaks, and conservation techniques.

 There are many reasons for one to establish or revitalize an ergonomics process in the organisation. One common purpose it to address ergonomic related injuries but good ergonomics brings many more economic and intangible benefits, and some of those benefits will expand the influence, value and the success of ergonomics and continuous improvements in whole organisation. The following factors forms the main requirements for sustainable ergonomics in the work place

1. Purpose and Goals

This aims at addressing the ergonomics related injuries and thus good ergonomics brings many more economic and intangible benefits.

1. Training

This is an important part of any process in the work place even though it seems like common sense. It has numerous fundamental components in both top and mid-management levels.

• Metrics and continuous Improvements

Metrics are a requirement in the todays business environment and has good reasons. It means the method in which we measure the state of our process. These are key to understanding the level of success.

1. Teamwork and Accountability

Here ergonomics is no different than any other improvement management strategy. The process can only succeed if people understand and execute their respective roles and responsibilities. Without individual accountability and the ability to effectively cooperate, no improvement process is successful in the long term

Q10. Briefly describe key functions of MS Excel, and the ways (at least three) in which Spreadsheets can be used by professionals and organizations.

1. Used in Building Charts and Diagrams

Excel allows business users to unlock the potential of their data by applying the recommended formulas across a grid of cells and by doing so the data is inserted into the individual cells thus allowing it to be sorted then displayed in a visual presentation. Using charts and diagrams add more meaning to the data.

1. Bring Data Together

MS Excel can be used to bring information from various documents and files together. This helps in single access location of the data which should be used.  As well as raw data from other spreadsheets, it is also possible to import text and images. Similarly, other objects can be added using the insert tab.

1. Online Access

MS Excel is also available online as part of MS office productivity. This implies that business leaders and even employee have access to the programs from a range, from almost any location.

1. Helps in Identifying the Trend

When presenting the data in the form of charts and diagrams, it can be helpful to include average lines, which explicitly detail the key trends emerging from the information. This may help one to demonstrate the key points to other users in the straight forward manner. Also, the MS Excel allows trend lines to be extended beyond the graph, to offer prediction of the future such forecasting in any business entity.

1. MS Excel uses conditional formatting

This allows any user to format their spreadsheets using different colors, bolds and italics to differentiate between columns and bring the most important data to the fore

 Ways in which MS Excel Spreadsheets can be used by professionals and the organizations.

1. Tracking Product Sales

MS Excel spreadsheet software allows the small business users to keep a complete track of their product sales. By doing these, small business owners can effectively design plans that will enhance their sales in the market. Also, by maintaining complete a complete track of the products, business owners get clear idea about the progress business has made over a period of time.

1. Storage of Data

Small business establishments and organizations uses the spreadsheets for storing contact information of their clients and customers. The information acts as customer database for them and can make use of the information in contacting the clients and customers.

• Tracking the Return on Investment

The spreadsheets can also be applied by users to track the ROI accurately. ROI gives the business owners a clear indication of how much investments have been made into the business and how much is the profit earned by the business

Q10. Briefly explain the following MS Excel function with an example;

IF	It is used to change the values in the cells to see how those changes will ultimately affect the outcome of the formulas on the worksheet.
COUNT	The count function is used in getting the number of entries in a number field that is in a range or array of numbers.
VLOOKUP	This is the function that is used to perform a vertical lookup by searching for a value in the first column of a table and then returning the value in the same row in the index number position.
AVERAGE	This is the function that is used to calculate the arithmetic mean of the argument.
SUM	This function allows one to add all the number of observations or data in a range of cells in Microsoft excel.
MEDIAN	This is the function that is used to obtain the middle value of a list of supplied numbers in the cells.

If leaners/learners have any special needs (e.g. physical disability, learning difficulty) regarding assessment, they should be directed to discuss these with the Course Coordinator. The college will endeavor to make all possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some examples of additional support could include:

• Language, literacy and numeracy (LLN)
• Assistive technology
• Additional materials or tutorials
• Assistance in using technology for online delivery components.

Reasonable adjustment refers to any modification made to the learning environment, certification requirements, training delivery or assessment method to help learners with a disability access and participate in education and training on the same basis as those without disability (IBSA, 2015).

The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They clarify the obligations of training providers to ensure that learners who have a disability are able to access and participate in education and training on the same basis as those without disability.

• Personal support services, e.g. a reader, Auslan interpreter, a scribe
• assistive technology or special equipment, e.g. screen readers, magnifiers, alternative keyboards
• modifying the presentation method, e.g. visual, oral, print, electronic
• adjustments to timeframes, e.g. providing materials prior to class, extended time limits ? adjustment of the physical environment, e.g. specific furniture, arrangement of classroom.

The determination of “reasonableness” requires judgement that must take into account the impact on the RTO and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the standards expected should be the same irrespective of the group and/or individual being assessed (Disability Standards for Education 2005).

Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required skills and knowledge in the specific areas of competency through work/industry experience and/or completed eligible assessments in equivalent or higher qualification.  

Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit transfer learners will finish the course in a shorter duration and are advised to consult appropriate authorities/bodies for applicable criteria if planning further study or stay in Australia.

Applicants who have completed formal training or who have relevant and current work or life experience and consider they are able to meet the unit purpose may seek recognition.

The college acknowledges skills and knowledge obtained through:

• Formal training (conducted by industry or educational institutions in Australia or overseas)
• Work experience
• Life experience

The main focus is on the learning outcomes of these experiences, not on how, when or where the learning occurred.

To be granted RPL, applicants will be asked to:

1. Present evidence of their achievement; and/or
2. Undertake a challenge test; and/or
3. Attend an interview with specialist staff.

This evidence will be validated through either satisfactory supporting documentation of support from a recognised industry or workplace representative or challenge testing

Applicable policies and procedure related to this course including plagiarism, assessments, appeals and complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the college’s website.