BIIAB Level 4 Diploma in Tourism and Catering (QCF)

Transcription

1 Qualification Handbook BIIAB Level 4 Diploma in Tourism and Catering (QCF) 601/6191/7 Version 1 Version 1 BIIAB June

2 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook Version and date Change, alteration or addition Section Version 1 BIIAB June

3 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook Table of Contents 1. About the BIIAB Level 4 Diploma in Tourism and Catering (QCF) Objective and Purpose of this Qualification About this Handbook BIIAB Customer Service What are Rules of Combination (ROC)? BIIAB Level 4 Diploma in Tourism and Catering (QCF) Rules of Combination (ROC) and Structure Age Restriction Entry Requirements and Progression Assessment Initial Assessment and Induction Resources Design and Delivery Format of Units Initial Registration Qualification Review and Feedback Mandatory Units BIIAB Level 4 Diploma in Tourism and Catering (QCF) Sign-off Sheet Version 1 BIIAB June

4 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook 1. About the BIIAB Level 4 Diploma in Tourism and Catering (QCF) Recent research carried out by People 1 st, the Sector Skills Council for the hospitality, travel and tourism sector, identified a mismatch between the demand and supply of the skills of people working in the sector in the UK. However, this was recognised as a problem across Europe as a whole. Consequently, the European Commission funded a project in 2013 to develop a qualification to provide learners with the skills required in the labour market across Europe. Organisations from 10 European countries, including BIIAB, formed the Sector Skills Alliance for Tourism and Catering in order to carry out the project, which involved researching skills needs and skills shortages across Europe, identifying qualifications and training already available, and then designing and developing a qualification (the BIIAB Level 4 Diploma in Tourism and Catering) to address the gaps. BIIAB is regulated to deliver this qualification by Ofqual in England, Wales and Northern Ireland. The qualification has a unique Qualification Number (QN) which is shown below. Each unit within the qualification will also have a regulatory Unit Reference Number (URN). The QN code will be displayed on the final certificate for the qualification. Qualification Title Qualification Number (QN) BIIAB Level 4 Diploma in Tourism and Catering (QCF) 601/6191/7 2. Objective and Purpose of this Qualification The BIIAB Level 4 Diploma in Tourism and Catering (QCF) has been designed to enable learners to develop personal, professional and technical knowledge and skills to pursue a career at a supervisory management level in the tourism and catering sector. The primary purpose of the qualification is to prepare for employment in the tourism and catering sector. Due to constant Regulatory, policy and funding changes users are advised to check this qualification is funded for use with individual learners before making registrations. If you are unsure about the qualification s status please contact BIIAB head office. Version 1 BIIAB June

5 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook 3. About this Handbook This support pack has been developed to provide guidance for learners, assessors and verifiers undertaking, delivering, or quality assuring this qualification. The purpose of the support pack is to provide the majority of the key information that may be needed to prepare for, and help support, the successful delivery of the qualification, in one place. If this pack is updated, centres will be notified via the BIIAB monthly newsletter which goes to approved centres. 4. BIIAB Customer Service BIIAB is committed to giving the highest possible levels of customer service. The BIIAB s Service Level Agreement is available via Our Customer Service team can be contacted between the hours of 0900 and 1700 Monday to Friday by using the contact details below, or outside those hours, by leaving a message on our voic service. Customer Service Contact Details: customersupport@bii.org Our Customer Service team will be happy to assist with any administration-related enquiries you may have. For example: registration and certification enquiries re-certification issues Centres available in the local area appeals whistleblowing. Version 1 BIIAB June

6 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook 5. What are Rules of Combination (ROC)? Under the Regulatory Framework qualifications can be made up of a combination of mandatory and/or optional units. The units and credits required to complete a qualification are set out by the rules of combination (ROC). The ROC allows for flexibility and transferability. The ROC will specify: The total credit value of the qualification The amount of credit that must be achieved within specific groupings of units (eg Mandatory, Optional Unit, and Optional groups) The minimum credit which must be achieved at the level or above the level of the qualification The Guided Learning Hours (GLH) The title, Unit Regulation Number and BIIAB Unit number for each unit, alongside its level, credit, and GLH Any barred units (units that cannot be taken together as part of the qualification) When choosing the appropriate route for a learner or group of learners, it is the responsibility of the centre to ensure the rules of combination are adhered to. Version 1 BIIAB June

7 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook 6. BIIAB Level 4 Diploma in Tourism and Catering (QCF) Rules of Combination (ROC) and Structure To achieve the BIIAB Level 4 Diploma in Tourism and Catering (QCF) learners must obtain a total of 50 credits. This must consist of: Minimum total credit: 50 Mandatory Groups A-D minimum credit: 40 In addition, a minimum of 10 credits from either: o o Optional Group E or Optional Group F GLH: 500 The qualification has been developed based upon industry feedback as to the fundamental knowledge and skills required to work in the sector at the level. Listed below are the qualification units. Mandatory Group A Personal and Professional Development Unit No. URN Unit Title Level Credit GLH Assessment Method DTC1 J/507/2112 Personal Learning and Development Assessment Module DTC2 L/507/2113 Hospitality Skills for the Tourism and Catering Sector Assessment Module DTC3 R/507/2114 Research Skills and Project Management Assessment Module DTC4 Y/507/2115 Learning in Action and Employability Skills Assessment Module Version 1 BIIAB June

8 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook Mandatory Group B Customer Service Unit No. URN Unit Title Level Credit GLH Assessment Method DTC5 D/507/2116 Customer Service Principles in the tourism and catering industry Assessment Module DTC6 H/507/2117 Preparing to deliver a customer service training programme within the tourism and catering business Assessment Module DTC7 K/507/2118 Inter-cultural communications within the tourism and catering business Assessment Module DTC8 M/507/2119 Conflict Management Assessment Module Mandatory Group C - ICT Unit No. URN Unit Title Level Credit GLH Assessment Method DTC9 H/507/2120 Application of ICT in Tourism and Catering Assessment Module DTC10 K/507/2121 Application of ICT in the tourism industry Assessment Module DTC11 M/507/2122 Application of ICT in the Catering Industry Assessment Module DTC12 T/507/2123 Usage of social media in tourism and catering Assessment Module Mandatory Group D Supervisory and Leadership Unit No. URN Unit Title Level Credit GLH Assessment Method DTC13 K/507/2264 Supervisory Skills within Tourism and Catering Assessment Module DTC14 A/507/2267 Leadership skills within tourism and catering DTC15 A/507/2270 Recruitment and Training within Tourism and Catering DTC16 J/507/2272 Planning and organisational skills within tourism and catering Assessment Module Assessment Module Assessment Module Version 1 BIIAB June

9 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook Optional Group E - Entrepreneurship and Innovation Unit No. URN Unit Title Level Credit GLH Assessment Method DTC17 T/507/2249 Entrepreneurship within tourism and catering Assessment Module DTC18 K/507/2250 Innovation within tourism and catering Assessment Module DTC19 Y/507/2261 Setting up of small business Assessment Module DTC20 Y/507/2258 Small business enterprise Assessment Module Optional Group F Sustainable Tourism Unit No. URN Unit Title Level Credit GLH Assessment method DTC21 A/507/2124 Sustainable Tourism Assessment Module DTC22 F/507/2125 Accessible Tourism Assessment Module DTC23 D/507/2245 Rural Tourism Assessment Module DTC24 H/507/2246 Agri-Food Tourism Assessment Module Version 1 BIIAB June

10 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook 7. Age Restriction The qualification in this handbook is appropriate for use in the following age ranges: Entry Requirements and Progression There are no entry requirements for this qualification. However, learners must be assessed to ensure they have a reasonable chance of achievement and will be able to generate the required evidence. Ideally learners will have already gained experience and/or qualifications within the tourism or catering sector either at or close to this level. Learners will need to be proficient in English. The qualification is designed to equip learners with the knowledge and skills to work effectively within Tourism and Catering at this level. The recommended progression route is to either of the two BIIAB management qualifications at Level 5. It also will allow for a number of progression routes to employment and into other areas of learning. Achievement of the qualification offers opportunities for progression, including: 601/6773/7 BIIAB Level 5 Diploma in Management and Leadership (QCF) 601/4602/3 BIIAB Level 5 NVQ Diploma in Management and Leadership (QCF) Version 1 BIIAB June

11 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook 9. Assessment Overview of assessment strategy The qualification contains units that combine knowledge, understanding and skills. BIIAB has developed Assessment Modules (AM) for all the units. AMs are internally marked assessments, containing a series of activities, marked and internally verified by the centre and with external verification by the BIIAB External Quality Assurer (EQA). All completed assessments must be submitted to BIIAB for moderation before the learner s final grade can be determined. Assessments provided by BIIAB will ensure that effective learning has taken place and that learners have the opportunity to: Meet the assessment criteria Achieve the learning outcomes. Alternatively, centres may wish to devise their own assessments for the knowledge units. If so Centres must obtain approval for any Centre Devised Assessments before their use. Please contact BIIAB for details of the Centre Devised Assessment process and procedure. Assessment process Assessment is the process used to judge the competence, of a learner, against set standards. The assessor is the person who is responsible for determining learners competence. The assessor may be a work place supervisor or an external person who is trained and qualified, or working towards a qualification relevant to the assessor role. Assessors base their judgement on performance and decide how it compares to the national standard. The assessor will also ask questions based on the knowledge required to do the work, to ascertain the knowledge and understanding of the learner. When the required units have been completed and the assessor is satisfied that the learner has met the national standard, a recommendation for a certificate will be made. An Internal Quality Assurer (IQA) is responsible for the quality assurance of the qualifications within the training organisation and will provide advice, guidance and support to the assessors. IQAs also ensure that the assessors apply the standards consistently and fairly. The IQA will see review the portfolio of evidence during the assessment process. An External Quality Assurer (EQA), who is appointed by BIIAB, will verify the assessment and internal verification decisions involved in the development of the portfolio. The EQA will quality assure the qualification process, which ensures that certification of the qualification is reliable, consistent and to the national standard, by checking the consistency of assessments made by the training provider, and across training providers. Version 1 BIIAB June

12 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook Assessment Principles Assessment of knowledge based Learning Outcomes (e.g. those beginning with know or understand ) may take place in or outside of a real work environment. Assessment decisions for knowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor. Assessment decisions for knowledge based Learning Outcomes must be made by an assessor qualified to make assessment decisions. Where assessment is electronic or undertaken according to a set grid, the assessment decisions are made by the person who has set the answers. Internal Quality Assurance Internal quality assurance is key to ensuring that the assessment of evidence for units is of a consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring and be qualified to make quality assurance decisions. Definitions Occupationally competent: This means that each assessor must be capable of carrying out the full requirements within the competency units they are assessing. Being occupationally competent means they are also occupationally knowledgeable. This occupational competence should be maintained annually through clearly demonstrable continuing learning and professional development. Occupationally knowledgeable: This means that each assessor should possess relevant knowledge and understanding, and be able to assess this in units designed to test specific knowledge and understanding, or in units where knowledge and understanding are components of competency. This occupational knowledge should be maintained annually through clearly demonstrable continuing learning and professional development. Qualified to make assessment decisions: This means that each assessor must hold a qualification suitable to support the making of appropriate and consistent assessment decisions. Awarding Organisations will determine what will qualify those making assessment decisions according to the unit of competence under assessment. In any case of significant uncertainty the SSCs will be consulted. Qualified to make quality assurance decisions: Awarding Organisations will determine what will qualify those undertaking internal quality assurance to make decisions about that quality assurance. Version 1 BIIAB June

13 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook Expert witness: An expert witness must: have a working knowledge of the QCF units on which their expertise is based be occupationally competent in their area of expertise. have EITHER any qualification in assessment of workplace performance OR a professional work role which involves evaluating the everyday practice of staff. Assessment of the Knowledge Units When assessing knowledge and understanding based units, it is important that the chosen assessment methodology is appropriate and is accurately recorded. Assessment methodologies that are appropriate for the knowledge and understanding units include: Professional discussion Learner reflective accounts Question and Answer Assignments and Projects. These must be planned, assessed and verified by centres, using approved and robust systems and procedures. Assessors and IQAs must ensure that they are able to demonstrate their own CPD and competence across the units being delivered and assessed, because of the nature of the theoretical content that has to be covered. Particular attention must be paid to units which permit learners to use their places of study or research of organisations in order to achieve the unit, and those which can only be achieved if the learner is in current employment, or there is recognition of prior learning from extensive experience in that particular occupational sector. Appeals If learners are dissatisfied with an assessment outcome, they have the right to appeal. The main reasons for an appeal are likely to be: Learners do not understand why they are not yet regarded as competent, because of unsatisfactory feedback from the assessor Learners believe they are competent and that the assessor has misjudged them, or has failed to utilise some vital evidence. BIIAB expects most appeals from candidates to be resolved within the centre. BIIAB will only consider a candidate s appeal after the centre s internal appeals procedure has been fully exhausted. For full details of the BIIAB s appeals procedure please refer to Version 1 BIIAB June

14 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook 10. Initial Assessment and Induction Prior to the start of any programme it is recommended that centres should make an initial assessment of each learner. This is to ensure that the learners are entered for an appropriate type and level of qualification. The initial assessment should identify the specific training needs that the learner has, and the support and guidance that they may require when working towards their qualification. The centre must also identify any units the learner has already completed, or credits they have accumulated, relevant to the qualification. BIIAB suggests that centres provide an induction programme to ensure the learner fully understands the requirements of the qualification they will work towards, their responsibilities as a learner, and the responsibilities of the centre. Version 1 BIIAB June

15 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook 11. Resources BIIAB provides the following additional resources for this qualification: Assessment Modules (AMs) for assessing the units Assessor Guidance for assessing the units a Summative Reflective account Access to the units Guidance for Tutors and Assessors Project Handbook All of these resources are available for download via The Hub on centrezone.bii.org. The Hub is a secure area within CentreZone which centres approved for the qualification can access. The Hub contains documents relevant to the qualification. Centres will find The Hub on the list of tabs in CentreZone. Access to the Units Units form the qualification and the standard that must be achieved in order to be awarded each unit. This is covered within the learning outcomes, assessment criteria and the indicative content that form part of the delivery. The majority of these units are written by the Sector Skills Council, although some are written by other organisations. BIIAB includes the mandatory units within this pack, and makes all units available via centrezone.bii.org Learner Summative Reflection In order to claim the unit(s) for the qualification, the learner will need to complete a learner summative reflection, to reflect on their qualification, what they have learnt and how they have been able to apply this within their work role. Version 1 BIIAB June

16 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook 12. Design and Delivery Centres must refer to the units that form the qualification and the standard that must be achieved in order to be awarded each unit. This is covered within the learning outcomes and assessment criteria that form part of the delivery. Each unit within this qualification has been allocated a number of Guided Learning Hours (GLH). This can include activities such as training/classroom based sessions, tutorials, supervised study or supervised on-the-job learning and face-to-face or other pre-arranged 1:1 teaching sessions (e.g. simultaneous electronic communication such as webcam contact or internet messaging). It could also include time spent assessing learners achievements and invigilated assessments. When planning how to deliver the qualification it is important to refer to this definition. BIIAB will not prescribe how the qualification is delivered, but centres must ensure the delivery chosen meets their learners needs. Version 1 BIIAB June

17 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook 13. Format of Units All units within this qualification will be presented in a standard format that is consistent with the format for all units of assessment. The format will give tutors and learners guidance as to the requirements of the unit for successful completion. Each unit within this specification will be in the format below: Unit Title This will be shown as it appears on the Register of Regulated Qualifications ( Unit Number / Unit Reference Number (URN) The Unit Reference Number is the unique code that the unit is given by the Regulator. This unit will be referenced on the final qualification certificate. The same unique code for the unit applies in whichever qualification the unit is included within. BIIAB also assign unique unit numbers which normally is consistent when the unit is used in multiple BIIAB qualifications. Level This identifies the level of demand for the unit, but may be a different level to that of the overall qualification. The level of the units will be set according to National Occupational Standards and the level descriptors. Credit When a whole unit is completed the learner will achieve credits specified by the number of hours learning time it will take an average learner to complete the unit including the assessment. Guided Learning Hours (GLH) The required number of hours that learning should take place under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training. Learning Outcomes and Assessment Criteria Learning Outcomes are what the learner is expected to know, understand or be able to do upon successful completion of the unit. Assessment Criteria are descriptions of the requirements that a learner is expected to meet in order to demonstrate that a learning outcome has been achieved. Version 1 BIIAB June

18 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook 14. Initial Registration Registration and Certification Learners should be registered and certificated via BIIAB s On-line Registration and Certification Service (ORCS) Please refer to BIIAB s Centre Guidance for using ORCS. Equal Opportunities and Diversity Policy BIIAB has in place an equal opportunities policy, a copy can be found at BIIAB is committed to ensure that: Approved centres operate an equal opportunities policy Approved centres communicate the policy to staff and learners Approved centres have an effective complaints and appeals procedure of which both staff and learners are made aware Approved centres are aware of their responsibilities in providing equality of opportunity, particularly with regard to provision for learners with particular assessment requirements. Reasonable Adjustment Policy Learners who require reasonable adjustments for their assessments must inform their assessor at the beginning of their course of their requirements. BIIAB has a reasonable adjustment policy in place, a copy of which is provided to all BIIAB approved centres and can be found at Version 1 BIIAB June

19 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook 15. Qualification Review and Feedback BIIAB is committed to the ongoing review of this qualification to ensure it remains fit for purpose. This review approach involves the collation of evidence in the form of any information, comments and complaints received from users of this qualification in relation to its development, delivery and award. BIIAB will give due regard to any credible evidence received which suggests that a change in approach to the development, delivery and award of this qualification is required in order to ensure that no adverse effects will result. This qualification will be reviewed and revised to ensure the approach remains appropriate and that it is fit for purpose. 16. Units All the mandatory and optional units follow overleaf. Version 1 BIIAB June

20 Unit Title BIIAB Reference Level 4 Credit Value 2 GLH 20 Unit Reference No. Learning Outcome - The learner will: 1 Be able to demonstrate appropriate personal presentation 2 Be able to communicate and present effectively with internal and external customers 3 Be able to demonstrate social awareness and apply emotional intelligence 4 Be able to evaluate personal strengths and weaknesses and produce their own development plan Personal learning and development DTC1 J/507/2112 Assessment Criterion - The learner can: 1.1 Explain the importance of appropriate personal presentation 1.2 Summarise methods available to improve self-image, selfesteem and self-confidence 1.3 Display appropriate personal presentation skills 2.1 Identify factors that can impact on the effectiveness of communication 2.2 Explain ways in which communication skills can be improved 2.3 Evaluate verbal, non-verbal and written communication skills 2.4 Describe appropriate verbal, non-verbal and written communication skills Explain what is meant by social awareness Identify the elements of emotional intelligence Use emotional intelligence in terms of self-awareness, selfmanagement and social skills Summarise methods available to address strengths and weaknesses Evaluate own personal strengths and weaknesses for presentation to a peer-group Explain the importance of continuous personal development Produce own personal development plan Unit Guidance Learning Outcome LO1 and LO2 Guidance Within a tourism or catering business Version 1 BIIAB June 2015 Page 1 of 1

21 Unit Title BIIAB Reference Level 4 Credit Value 2 GLH 20 Unit Reference No. Learning Outcome - The learner will: 1 Be able to develop intra-personal skills to achieve personal empowerment and selfpreservation 2 Be able to apply customer service skills which will improve the success of an organisation 3 Be able to recognise the difficulties in intercultural communication in the tourism and catering sector 4 Be able to adapt inter-personal skills depending on the situation Hospitality skills for the tourism and catering sector DTC2 L/507/2113 Assessment Criterion - The learner can: Explain what is meant by intra-personal skills Explain the importance of intra-personal skills in effective communication Describe the difference between intra-personal and interpersonal perspectives Evaluate how intra-personal skills can be developed to achieve personal empowerment and self-preservation Explain what is meant by customer service skills Deliver customer service within an organisation Review feedback on performance and make recommendations for improvement Evaluate the difficulties in intercultural communication Describe the barriers to intercultural communication Summarise methods to overcome cultural barriers Identify the inter-personal skills necessary to offer hospitality Explain the importance of inter-personal skills in the tourism and catering sector Explain how inter-personal skills should be adapted depending on the situation Describe ways in which inter-personal skills can be improved Unit Guidance Assessment Criterion AC2.2 Guidance Within a tourism or catering business Version 1 BIIAB June 2015 Page 1 of 1

22 Unit Title BIIAB Reference Level 4 Credit Value 3 GLH 30 Unit Reference No. Learning Outcome - The learner will: 1 Be able to develop academic learning and research skills 2 Be able to build a range of personal and professional skills 3 Be able to reflect their approaches and attitudes towards the identification and analysis of the vocationally related business problem 4 Be able to display skills and techniques required for project management and professional business presentation Research skills and project management DTC3 R/507/2114 Assessment Criterion - The learner can: Describe various methods of data collection and analysis Explain the advantages and disadvantages of qualitative and quantitative research Identify decision making tools available to arrive at an optimum solution Evaluate ways in which to resolve a business problem Describe various strategies to manage time most effectively Identify critical thinking skills Describe the steps which can be used to enhance critical and analytical thinking skills Describe the process of problem solving Identify the key skills required in problem solving Analyse personal strengths and weaknesses in solving vocationally related business problems Explain the techniques which can be used to enhance problem solving skills Describe the nature and organisation of project management Explain the importance of communication in the context of public speaking Describe the key elements for effective presentations Produce a presentation to communicate ways of solving a business problem Version 1 BIIAB June 2015 Page 1 of 1

23 Unit Title BIIAB Reference Level 4 Credit Value 3 GLH 30 Unit Reference No. Learning Outcome - The learner will: 1 Be able to use and relate academic knowledge and skills gained in the tourism and catering sector to employers needs 2 Be able to understand the operations of a tourism and catering enterprise 3 Be able to investigate a problem facing the tourism and catering sector 4 Be able to evaluate the personal presentation skills required to meet the future needs of industry Learning in action and employability skills DTC4 Y/507/2115 Assessment Criterion - The learner can: Demonstrate various job roles assigned in the industry Demonstrate academic knowledge and skills gained in the working environment Evaluate ways of improving and developing the business to make a positive contribution to the operation Analyse the mission and values of a tourism and catering enterprise Analyse the organisation and communication structure of a tourism and catering enterprise Explain the importance of digital marketing to achieve the desired market share Analyse financial operations and appraise the key performance indicators Identify a problem facing the tourism and catering sector Analyse and evaluate a problem facing the tourism and catering sector to determine the reasons Determine solutions to a problem facing the tourism and catering sector Evaluate the most appropriate solution to resolve a problem Demonstrate appropriate verbal and written presentation skills Analyse personal effectiveness in the delivery of a presentation highlighting strengths and scope for improvement Prepare a personal development plan based on a presentation highlighting the most sought employability skills Unit Guidance Assessment Criterion AC1.1 Guidance Within the tourism and catering sector Version 1 BIIAB June 2015 Page 1 of 1

24 Unit Title BIIAB Reference Level 4 Credit Value 3 GLH 30 Unit Reference No. Learning Outcome - The learner will: 1 Understand the principles of service excellence in the tourism and catering industry 2 Understand how behaviour, communication and interpersonal skills affect customer expectations and satisfaction in a tourism and catering business 3 Be able to set and implement service standards in a tourism and catering business 4 Be able to use methods to monitor and measure customer service in a tourism and catering business Customer service principles in the tourism and catering industry DTC5 D/507/2116 Assessment Criterion - The learner can: 1.1 Describe what is meant by service excellence and summarise the elements and limitations of delivering service excellence 1.2 Distinguish between customers needs, wants and expectations for different customer groups within a number of sectors within the tourism and catering industry 1.3 Evaluate how to balance the needs and expectations of the customer with those of the organisation 2.1 Describe how the individual s and the customer s behaviours affect expectations 2.2 Summarise different methods of communication and how these would be used to meet a range of customer expectations within a specific sector of the tourism and catering industry 2.3 Distinguish between the possible barriers to effective communication and their impact on customer satisfaction 2.4 Analyse how technology is used to improve customer service delivery and its impact to the organisation 3.1 Develop a set of service standards appropriate for a specific sector tourism and catering business such as hotel, restaurant, events company 3.2 Discuss how the service standards would be implemented into the specific sector 3.3 Design and develop a communication strategy for implementing service standards to other staff members 4.1 Outline monitoring methods and information sources for measuring customer service 4.2 Evaluate the strengths and weaknesses of different monitoring methods for measuring customer service 4.3 Summarise best practice techniques in questionnaire design for collecting customer feedback 4.4 Describe methods of analysing the results of customer service monitoring 4.5 Describe relevant legislation relating to customer record keeping and its implications within the tourism and catering business 4.6 Explain the importance of maintaining security and confidentiality of data Version 1 BIIAB June 2015 Page 1 of 2

25 Unit Guidance Assessment Criterion AC2.1 AC2.3 AC4.5 Guidance Describe how the individual s and the customer s behaviour affects customer expectations Distinguish between the possible barriers to effective communication and the impact the barriers have on customer satisfaction Describe relevant legislation relating to customer record keeping and its implications on the tourism and catering business Version 1 BIIAB June 2015 Page 2 of 2

26 Unit Title BIIAB Reference Level 4 Credit Value 3 GLH 30 Unit Reference No. Learning Outcome - The learner will: 1 Understand the Training Cycle as it applies to a tourism and catering business 2 Understand how learning needs, learning styles and learning contexts impact upon planning 3 Understand how to develop and deliver a customer service training programme for a tourism and catering business 4 Understand the evaluation of customer service training Preparing to deliver a customer service training programme within the tourism and catering business DTC6 H/507/2117 Assessment Criterion - The learner can: 1.1 Outline and explain the different stages of the training cycle 1.2 Describe how a training needs analysis would be carried out within a specific sector of the tourism and catering business 1.3 Assess and discuss how meeting learner needs impacts on the planning of learning 1.4 Summarise how the training cycle can be used to identify learning opportunities Describe the different learning needs of an individual Explain how meeting learner needs impacts on the planning of learning and outline common barriers to learning Summarise different learning styles Explain how learning styles impact on the planning of learning Evaluate the importance of planning a customer service training programme for a tourism and catering business Describe the importance of the physical environment needed for delivering customer service training Explain the advantages and disadvantages of different training resources Classify the key elements that should be included in a customer service training programme for a tourism and catering business Summarise the advantages and disadvantages of different training techniques Evaluate the benefits of evaluating customer service training in a tourism and catering business Describe the evaluation techniques that can be applied to customer service training Explain the use of a learner evaluation questionnaire to measure the success of training Version 1 BIIAB June 2015 Page 1 of 2

27 Unit Guidance Learning Outcome / Assessment Criteria LO1 LO4 AC4.1 AC4.2 Guidance Understand the Training Cycle and how it applies to a tourism and catering business Understand the importance of evaluating customer service training Describe the benefits of evaluating customer service training in a tourism and catering business Describe different types of evaluation techniques that can be applied to customer service training Version 1 BIIAB June 2015 Page 2 of 2

28 Unit Title BIIAB Reference Level 4 Credit Value 2 GLH 20 Unit Reference No. Learning Outcome - The learner will: 1 Understand how varying cultural conventions may affect communication and common understanding in the tourism and catering industry 2 Understand the key features of effective verbal and non-verbal communication in an intercultural situation 3 Understand how to improve communication and understanding across cultures 4 Understand how to use appropriate methods to counteract prejudice and discrimination in a tourism and catering business Inter-cultural communications within the tourism and catering business DTC7 K/507/2118 Assessment Criterion - The learner can: 1.1 Summarise cultural similarities and conventions that occur within a specified sector of the tourism and catering industry 1.2 Explain possible cultural barriers to communication 1.3 Consider how differences in culture may lead to misunderstanding 1.4 Describe how differences in culture may lead to misunderstanding or misjudgement 2.1 Describe the key features of effective communication in an intercultural situation 2.2 Evaluate different types of non-verbal communication in an intercultural situation 2.3 Explain how non-verbal communication supports effective verbal communication in an intercultural situation 3.1 Evaluate ways to minimise misunderstanding when communicating with people from different communities and cultures within different sectors of the tourism and catering industry 3.2 Summarise ways to widen knowledge of varying cultures within communities 4.1 Identify methods to overcome prejudice and discrimination in the workplace 4.2 Analyse the effectiveness of methods to overcome prejudice and discrimination in the workplace Unit Guidance Assessment Criteria AC1.3 AC1.4 Guidance Consider how differences in culture may lead to misunderstandings in communication Describe how differences in culture may lead to misunderstanding or misjudgement in communication Version 1 BIIAB June 2015 Page 1 of 1

29 Unit Title BIIAB Reference Level 4 Credit Value 2 GLH 20 Unit Reference No. Learning Outcome - The learner will: 1 Understand and be able to resolve conflicts in a tourism and catering business 2 Understand the importance of solving problems within the tourism and catering business 3 Understand solutions to customer service problems and complaints within a tourism and catering business 4 Be able to take action to avoid repetition of customer service problems in a tourism and catering business 5 Be able to use strategies in order to manage conflict situations in a tourism and catering business Conflict management DTC8 M/507/2119 Assessment Criterion - The learner can: Describe common causes of conflict in a tourism and catering business Explain techniques for preventing and reducing conflict Recommend suitable strategies to help prevent or reduce conflict in a tourism and catering business Outline how a manager could promote working practices to minimise the effects of conflict Describe common problems that occur within a sector of the tourism and catering business Explain the importance of finding solutions to problems that occur in tourism and catering situations Identify solutions to common problems in tourism and catering situations Explain how to solve common problems in tourism and catering situations Describe techniques for dealing with customer service problems or complaints Evaluate the factors that need to be considered when finding a solution to a customer service problem Recommend solutions to customer problems and complaints Explain why a complaint should be viewed in a positive manner Explain how the use of record keeping systems help manage and support the customer service process Analyse customer service information to identify repeated customer service issues Recommend options for dealing with repeat customer service problems, identifying the advantages and disadvantages of each Implement the best option for solving a repeated customer service problem, balancing customer and business needs Outline interventions that can defuse a conflict situation Evaluate the factors that influence the decision to confront unacceptable behaviour Recommend appropriate strategies to manage unacceptable behaviour Assess the key elements of an assertive intervention Version 1 BIIAB June 2015 Page 1 of 2

30 Unit Guidance Assessment Criteria AC3.5 AC4.3 AC5.4 Guidance Explain how the use of record keeping systems help to manage and support the customer service process Implement the best option for solving a repeated customer service problem, whilst balancing customer and business needs Assess the key elements of using an assertive intervention method Version 1 BIIAB June 2015 Page 2 of 2

31 Unit Title BIIAB Reference Level 4 Credit Value 2 GLH 20 Unit Reference No. Learning Outcome - The learner will: 1 Understand the role of ICT and its uses in the tourism and catering industry 2 Be able to describe a range of ICT products used within tourism and catering sector 3 Be able to use ICT applications within the tourism and catering industry Application of ICT in tourism and catering DTC9 H/507/2120 Assessment Criterion - The learner can: Outline the role of ICT in the tourism and catering industry Identify the features of the tourism and catering industry and how these are supported by ICT Describe the different hardware products available for the sector Compare the advantages and disadvantages of 'open source' software and paid software to an organisation Compare and contrast an ICT solution for an organisation Describe different ICT systems currently in use in the tourism and catering industry Describe how the internet can be used by organisations and customers in the tourism and catering industry Evaluate the use of software applications in the tourism and catering industry Use a range of ICT applications to collect information on the tourism and catering facilities in a chosen area Use a range of ICT applications to communicate tourism and catering information Use a range of ICT applications in order to provide and produce marketing materials for use in a tourism and catering situation Version 1 BIIAB June 2015 Page 1 of 1

32 Unit Title BIIAB Reference Level 4 Credit Value 2 GLH 20 Unit Reference No. Learning Outcome - The learner will: 1 Understand ICT and its usage in the tourism industry 2 Understand the range of reservation systems currently available in the tourism industry 3 Understand ICT and its impact on the tourism industry 4 Understand the privacy and security of ICT usage in the tourism industry Application of ICT in the tourism industry DTC10 K/507/2121 Assessment Criterion - The learner can: Summarise the ICT usage in in the tourism industry Explain how the use of ICT can aid the promotion and marketing of a tourism business Explain the importance of ICT usage in providing real time information in the tourism sector Identify a range of manual and automated reservation systems currently available in the tourism industry Describe the relevance of each reservation system for different situations Describe the range of systems that can be used to monitor sales Explain the use of a Management Systems (PMS) as it applies to the tourism industry Explain the use of a General Distribution Systems (GDS) as it applies to the tourism industry Describe the impact that ICT can have on a tourism business Identify different types of security problems that can occur with online financial transactions Identify how to ensure privacy whilst using ICT in the tourism industry Explain how to maintain security and privacy when using ICT in the tourism industry Explain how to provide confidence in internet usage among final users Unit Guidance Assessment Criterion AC3.1 Guidance Explain the use of Property Management Systems (PMS) as it applies to the tourism industry Version 1 BIIAB June 2015 Page 1 of 1

33 Unit Title BIIAB Reference Level 4 Credit Value 3 GLH 30 Unit Reference No. Learning Outcome - The learner will: 1 Understand ICT and its usage in the catering industry 2 Understand the range of reservation systems currently available in the catering industry 3 Understand ICT and its impact on the catering industry 4 Understand the privacy and security of ICT usage in the catering industry Application of ICT in the catering industry DTC11 M/507/2122 Assessment Criterion - The learner can: Describe the usage of ICT in the catering industry Explain how the use of ICT can aid the promotion and marketing of a catering business Summarise the importance of ICT usage in providing real time information in a catering business Describe a range of manual and automated reservation systems currently available in the catering industry Explain the relevance of each reservation system for different situations Describe the range of systems that can be used to monitor sales Summarise the use of a Management Systems (PMS) as it applies to the catering industry Summarise the use of a General Distribution Systems (GDS) as it applies to the catering industry Explain the use of Food Ordering Systems and revenue control systems as it applies to a restaurant business Describe the impact that ICT can have on a catering business Describe the security problems with online financial transactions Explain how to provide confidence in internet usage among final users Version 1 BIIAB June 2015 Page 1 of 1

34 Unit Title BIIAB Reference Level 4 Credit Value 3 GLH 30 Unit Reference No. Learning Outcome - The learner will: 1 Understand the use of social media in the tourism and catering industry 2 Be able to identify and plan the use of social media for chosen purpose 3 Be able to identify ways to support the use of social media in the tourism and catering industry Usage of social media in tourism and catering DTC12 T/507/2123 Assessment Criterion - The learner can: Identify a range of social media technologies used within the tourism and catering industries Describe the benefits and limitations of using social media Summarise the current uses of social media for the tourism and catering industry Identify a need for the use of Social Media within a tourism business Select appropriate social media for an identified need Prepare an action plan for the implementation of social media for an identified need Describe the barriers to implementing social media to a tourism and catering business Explain how to overcome the barriers to social media Produce guidelines for the safe use of social media in a tourism and catering business Evaluate ways to manage the use of social media in a tourism and catering business Review and revise the use of social media, suggesting improvements Version 1 BIIAB June 2015 Page 1 of 1

35 Unit Title BIIAB Reference Level 4 Credit Value 2 GLH 20 Unit Reference No. Learning Outcome - The learner will: 1 Understand the roles and responsibilities of a supervisor 2 Understand management functions and theories 3 Understand the responsibilities to maintain safe, secure, and productive work environment Supervisory skills within tourism and catering DTC13 K/507/2264 Assessment Criterion - The learner can: Describe the role of a supervisor Describe the competencies that are most important for the role of a supervisor Explain the key tasks and responsibilities of the supervisor Summarise the hierarchical positions in an organisation including their relationships with the supervisor Identify the management functions and theories Describe management functions including their importance for supervisory management Explain the difference between management functions and supervisory management Describe people management theories Explain the application of behaviourist theories to tourism and catering industry Identify the legal implications of Health and Safety at Work Describe the risk assessment process Identify the documentation and records to be maintained in order to ensure compliance with relevant legislation Identify ways to implement the Health and Safety at Workplace Describe own responsibility in relation to security of the work environment Explain the importance of maintaining a productive work environment in tourism and catering industries Unit Guidance Learning Outcome / Assessment Criteria Guidance AC1.1 Describe the role of a supervisor within a tourism and catering industry / business AC1.3 LO2 Explain the key tasks and responsibilities of the supervisor within a tourism and catering industry / business Understand management functions and theories in relation to the tourism and catering industries Version 1 BIIAB June 2015 Page 1 of 1

36 Unit Title BIIAB Reference Level 4 Credit Value 3 GLH 30 Unit Reference No. Learning Outcome - The learner will: 1 Understand the characteristics, attitudes and styles of a leader 2 Understand equality and diversity and social inclusion in the workplace 3 Know the importance of teamwork and the management of teams in the tourism and catering industry 4 Know how to create a positive working climate Leadership skills within tourism and catering DTC14 A/507/2267 Assessment Criterion - The learner can: Identify the role of a leader, distinguishing between leader and supervisor Describe the characteristics of a leader Describe the different attitudes needed as a leader Identify the different leadership styles Explain the different leadership styles commonly used within tourism and catering Identify the differences between coaching and mentoring skills Define equality and diversity Describe the legal implications of not complying with equality and diversity legislation in the workplace Explain a leader s responsibilities in ensuring compliance with equality and diversity legislation in the workplace Explain how to ensure that the equality and diversity policy can be implemented when recruiting staff Identify ways positive cross-cultural interaction can be increased Explain the importance of working as a team Identify ways to build successful teams for efficiency in the workplace Describe total quality management and its importance for success Describe ways to successfully empower employee for the tourism and catering industry Explain a leader s responsibility to motivate employees Summarise motivation theories and practices Describe the impact of motivation on employees productivity Describe the ways to build positive work climate Unit Guidance Assessment Criterion AC2.2 Guidance Describe the legal implications of not complying with equality and diversity legislation in the workplace Version 1 BIIAB June 2015 Page 1 of 1

37 Unit Title BIIAB Reference Level 4 Credit Value 3 GLH 30 Unit Reference No. Learning Outcome - The learner will: 1 Understand how to select employees who fit the job 2 Understand how to develop employees using training programmes 3 Be able to specify job performance standards in tourism and catering industry 4 Be able to evaluate performance of individuals and teams in tourism and catering Recruitment and training within tourism and catering DTC15 A/507/2270 Assessment Criterion - The learner can: 1.1 Identify the principal characteristics of the tourism and catering industry and its labour requirements 1.2 Summarise the key competencies required for different tourism and catering jobs 1.3 Describe the various recruitment sources available to fill vacancies 1.4 Explain different selection techniques and processes for selecting staff when recruiting 2.1 Explain the importance of employee training in the tourism and catering industry 2.2 Identify the essential elements in a successful training programme 2.3 Summarise the steps for developing a job specific training programme 2.4 Design an Induction Training Programme Discuss the importance of job analysis Indicate steps involved job analysis process Identify hospitality industry related key performance standards Design a job description using performance standards for a specific key role Describe the performance review process for individuals and teams Explain the purpose and benefits of performance reviews for individuals and teams Prepare a professional development plan based on the performance review Explain the importance of effective mentoring and coaching Evaluate the performance review process, identifying where this can be improved to help enhance individual and team performance Unit Guidance Assessment Criterion AC1.3 Guidance Describe the various recruitment sources available to fill vacancies in the tourism and catering industry Version 1 BIIAB June 2015 Page 1 of 1

38 Unit Title BIIAB Reference Level 4 Credit Value 2 GLH 20 Unit Reference No. Learning Outcome - The learner will: 1 Know how to implement planning and organising functions in a tourism and catering industry 2 Know how to communicate effectively in a tourism and catering business 3 Know how to delegate onsite and on time in a tourism and catering business 4 Know how to make right decisions and control in a tourism and catering business Planning and organisational skills within tourism and catering DTC16 J/507/2272 Assessment Criterion - The learner can: Describe the essential steps of the planning process Explain how hospitality supervisors can effectively manage their time on the job Explain the principles of organisation in a tourism and catering industry Summarise the difference between a hierarchical and flat organisation structure Summarise various types of communication used within the tourism and catering industry Outline the communication process within the tourism and catering industry Explain the importance of effective communication within the tourism and catering industry Illustrate the use of effective communication skills in directing employees Identify the main principles of delegation Describe conditions which are essential to successful delegation in a tourism and catering business Describe the importance of accountability and responsibility in relation to delegation in a tourism and catering business Describe the common mistakes in delegation in a tourism and catering business Indicate the key elements in a managerial decision making process in a tourism and catering business Describe the decision making process in a tourism and catering business Identify decision making techniques used to help resolve problems in a tourism and catering business Define the concept of a control system Describe the main steps involved in the control system Unit Guidance Assessment Criterion AC1.1 Guidance Describe the essential steps of the planning process within tourism and catering Version 1 BIIAB June 2015 Page 1 of 1

39 Unit Title BIIAB Reference Level 4 Credit Value 2 GLH 20 Unit Reference No. Learning Outcome - The learner will: 1 Understand the concept of entrepreneurship and its environment 2 Understand entrepreneurship as a process 3 Be able to develop the entrepreneur and spirit Entrepreneurship within tourism and catering DTC17 T/507/2249 Assessment Criterion - The learner can: Summarise the concept of entrepreneurship Explain the reasons for entrepreneurship Identify the obstacles in entrepreneurship Describe environmental factors necessary to promote entrepreneurship Explain the stages of the entrepreneurial process Describe the influence of cognitive aspects of an entrepreneur on the entrepreneurial process Explain the emphasis being given to policies related to entrepreneurial activity in SMEs Evaluate the factors that contribute to a good business idea Summarise key competencies needed to develop the entrepreneurial spirit Create a concept to demonstrate the entrepreneurial spirit Describe different behaviours and characteristics of an entrepreneur Explain the opportunities and threats posed by the global economy to an entrepreneur Version 1 BIIAB June 2015 Page 1 of 1

40 Unit Title BIIAB Reference Level 4 Credit Value 2 GLH 20 Unit Reference No. Learning Outcome - The learner will: 1 Understand the concept of innovation and the different classes 2 Understand the importance of creativity in developing an innovative product 3 Be able to present an innovative product Innovation within tourism and catering DTC18 K/507/2250 Assessment Criterion - The learner can: Define the concept of innovation Explain the innovation process Analyse the importance of innovation within the context of SME in the tourism sector Describe the class types of innovation Describe the role of creativity in developing an innovative product Explain how ideas are generated in the creative process Analyse the importance of creativity for developing an innovative product Explain the constraints to innovation Identify the innovative tourism product Design and present an innovative tourism product Describe the legal implications in the development and launching of an innovative product Identify the advantages and disadvantages of test market Explain the main critical success factors of an innovative product Unit Guidance Assessment Criteria AC1.3 AC3.1 AC3.2 Guidance Analyse the importance of innovation within the context of SME in the tourism and catering sector Identify the innovative tourism or catering product Design and present an innovative tourism or catering product Version 1 BIIAB June 2015 Page 1 of 1

41 Unit Title BIIAB Reference Level 4 Credit Value 3 GLH 30 Unit Reference No. Learning Outcome - The learner will: 1 Be able to present an initial business idea 2 Understand the skills and human resources required to develop and operate a small business 3 Understand the legal and financial aspects that can affect the start-up of a business 4 Be able to produce a start-up proposal for a small business Setting up of small business DTC19 Y/507/2261 Assessment Criterion - The learner can: Identify the target market being aimed at Carry out a feasibility study to justify a need for the specific business idea Prepare a forecast of financial operating statements Present the initial business idea using appropriate methods to the main stakeholders Describe the essential skills required to develop and operate a business Identify the human resources requirement to develop and operate a business Describe personal development skills and training requirements needed to operate a small business Identify the legal aspects that can affect the start-up of a business Examine the availability of various financing options and cost of finance Prepare a cash flow statement for the proposed small business Produce a marketing plan Summarise the essential information to include in a startup proposal Produce a business plan for a small business highlighting advantages and limitations of the business plan Describe any special issues related to business Evaluate the success of a business proposal Version 1 BIIAB June 2015 Page 1 of 1

42 Unit Title BIIAB Reference Level 4 Credit Value 3 GLH 30 Unit Reference No. Learning Outcome - The learner will: 1 Understand the European legal framework as it applies to a small business enterprise Small business enterprise DTC20 Y/507/2258 Assessment Criterion - The learner can: Understand business finance Be able to investigate the performance of a selected small business enterprise Describe the applicable National and European law in development of a business enterprise Identify support structures for business enterprise creation Explain National and European legal basis of commercial companies in the tourism sector Explain specific legislation related to the start-up of a small business in tourism and catering Identify the problems that face the providers of finance to the SME sector Compare the benefits for securing funding from different sources Explain the principles of managing cash flow in and out of a business Describe how to prepare a basic financial plan Explain the importance of small business enterprise in the tourism and catering sector Produce a profile of a selected small business identifying its strengths and weaknesses Examine the criteria to be used in measuring the success of small business enterprise Analyse the business using key performance indicators Unit Guidance Assessment Criterion AC1.3 Guidance Explain National and European legal basis of commercial companies in the tourism and catering sector Version 1 BIIAB June 2015 Page 1 of 1

43 Unit Title BIIAB Reference Level 4 Credit Value 3 GLH 30 Unit Reference No. Learning Outcome - The learner will: 1 Understand the concept and dimensions of sustainability in the tourism sector 2 Understand the concept of sustainable tourism in terms of a global perspective 3 Understand the indicators for sustainable tourism 4 Be able to design and manage projects of sustainable tourism Sustainable tourism DTC21 A/507/2124 Assessment Criterion - The learner can: Describe the context of sustainable tourism Evaluate the context and the problem of sustainable tourism Examine in depth the appropriate materials, tools and documents which will ensure sustainability Describe the collation and analysis process for socioeconomic data Explain the results of the analysed socio-economic data Identify suitable innovative sustainable tourism products as a result of the socio-economic data collation and analysis Identify indicators for sustainable tourism Explain how to produce a SWOT analysis considering the local context and the objectives Evaluate the SWOT results to identify possible objectives and outcomes Explain how to use a Concept Map Tool to develop a project Design a project plan using Deming Cycle Formulate a budget highlighting resource requirements Evaluate and review findings Suggest further improvement Version 1 BIIAB June 2015 Page 1 of 1

44 Unit Title BIIAB Reference Level 4 Credit Value 2 GLH 20 Unit Reference No. Learning Outcome - The learner will: 1 Understand the concept and dimensions of accessible tourism and its impacts 2 Know how to meet the needs of individuals with accessibility needs 3 Understand and evaluate indicators for accessible tourism 4 Be able to design and manage accessible environments, layout and services Accessible tourism DTC22 F/507/2125 Assessment Criterion - The learner can: 1.1 Summarise the characteristic and needs of the main categories related to accessible tourism 1.2 Explain the differences between the characteristic and needs of the main categories related to accessible tourism 1.3 Identify the products or services which are available for tourists with accessible needs 1.4 Evaluate the impact of such products or services on a tourism business 2.1 Identify devices and solutions that can improve the product or service which meets with the requirements of tourists with accessible needs 2.2 Describe how to develop and offer a product or a service to meet a range of accessible needs 2.3 Explain how to evaluate the sustainable use of proposed products or services 3.1 Explain the analysis of facilities and premises in order to understand the possible required adjustment 3.2 Describe how to collate the key indicators related to good business practice in order to meet the core components that drive the triple bottom line concept 3.3 Summarise triple bottom line outcomes of accessible tourism 3.4 Explain how to evaluate the findings of the triple bottom line approach to fully understand the complexities of accessible tourism provision Design a project plan using Deming Cycle Formulate a budget highlighting resource requirements for an accessible environment, layout and service Evaluate and review the findings Suggest further improvement to ensure continued accessible environments, layout and services Unit Guidance Assessment Criterion AC3.1 Guidance Explain the analysis of facilities and premises in order to understand the possible adjustment needed in the tourism business Version 1 BIIAB June 2015 Page 1 of 1

45 Unit Title BIIAB Reference Level 4 Credit Value 2 GLH 20 Unit Reference No. Learning Outcome - The learner will: 1 Understand the concept and dimensions of rural tourism and its environmental and economic impacts 2 Understand the concept and dimensions of sustainable rural tourism 3 Understand the different concepts and characteristics of the main kinds of rural tourism 4 Be able to design and manage rural tourism, offers and services Rural tourism DTC23 D/507/2245 Assessment Criterion - The learner can: Describe the main characteristics of rural tourism Explain the theoretical and practical framework of rural tourism Explain the environmental and economic impact of rural tourism Identify the products and services in use within the concept of sustainable rural tourism Describe the products and services within the concept of sustainable rural tourism Explain how to prepare products and services within the concept of sustainable rural tourism Describe different offers according to the concept of ecotourism Describe different offers according to the concept of agritourism Explain different offers according to the concept of seasonal tourism Describe different offers according to the concept of food & wine tourism Design a project plan to manage rural tourism, offers and services using Deming Cycle Formulate a budget highlighting resource requirements Evaluate and review findings of the plan and budget Suggest further improvements in order to manage rural tourism, offers and services Version 1 BIIAB June 2015 Page 1 of 1

46 Unit Title BIIAB Reference Level 4 Credit Value 3 GLH 30 Unit Reference No. Learning Outcome - The learner will: 1 Understand and use the concept and dimensions of agri-food tourism and its environmental and economic impacts 2 Understand the situation related to your home country from economic, environmental, social point of view 3 Be able to prepare and offer package, structure and service in rural areas related to agri-food tourism 4 Be able to design and manage agrifood tourism, offers and services related to your home country Agri-food tourism DTC24 H/507/2246 Assessment Criterion - The learner can: 1.1 Describe the framework of food and wine tourism related to the concept of multi-functionality of agriculture 1.2 Describe the framework of food and wine tourism related to the multiple functions and indicators 1.3 Describe the framework of food and wine tourism related to the farm multifunctional agricultural 2.1 Describe the aspects of food and wine tourism in your home country 2.2 Analyse the aspects of food and wine tourism in your home country 2.3 Evaluate the aspects of food and wine tourism in your home country Explain the organisation of food and wine in rural areas Analyse the strategies of the food and wine farm Evaluate the new frontiers of the food and wine farm Design a project plan to manage agri-food tourism, offers and services using Deming Cycle Formulate a budget highlighting resource requirements Evaluate and review findings of the plan and the budget Suggest further improvements in order to manage agrifood tourism, offers and services using Version 1 BIIAB June 2015 Page 1 of 1

47 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook 17. BIIAB Level 4 Diploma in Tourism and Catering (QCF) Sign-off Sheet To achieve the BIIAB Level 4 Diploma in Tourism and Catering (QCF) learners must obtain a total of 50 credits. This must consist of: Minimum total credit: 50 Mandatory Groups A-D minimum credit: 40 In addition, a minimum of 10 credits from either: o Optional Group E or o Optional Group F. A minimum of 50 credits must be achieved at Level 4 Minimum GLH: 500 Maximum GLH: 500 Learners and centres should complete the following table to confirm when a unit is considered as complete. Only units that are a requirement of the RoC and Optional units that are selected to meet the RoC requirements need to be completed. Version 1 BIIAB June

48 Mandatory Group A Personal and Professional Development BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook Unit No. URN Unit Title Learner Signature DTC1 J/507/2112 Personal Learning and Development DTC2 L/507/2113 Hospitality Skills for the Tourism and Catering Sector DTC3 R/507/2114 Research Skills and Project Management DTC4 Y/507/2115 Learning in Action and Employability Skills Date Assessor Signature Date IQA signature (if sampled) Date Mandatory Group B Customer Service Unit No. URN Unit Title Learner Signature DTC5 D/507/2116 Customer Service Principles in the tourism and catering industry DTC6 H/507/2117 Preparing to deliver a customer service training programme within the tourism and catering business DTC7 K/507/2118 Inter-cultural communications within the tourism and catering business DTC8 M/507/2119 Conflict Management Date Assessor Signature Date IQA signature (if sampled) Date Version 1 BIIAB June

49 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook Mandatory Group C - ICT Unit No. URN Unit Title Learner Signature DTC9 H/507/2120 Application of ICT in Tourism and Catering DTC10 K/507/2121 Application of ICT in the tourism industry DTC11 M/507/2122 Application of ICT in the Catering Industry DTC12 T/507/2123 Usage of social media in tourism and catering Date Assessor Signature Date IQA signature (if sampled) Date Mandatory Group D Supervisory and Leadership Unit No. URN Unit Title Learner Signature DTC13 K/507/2264 Supervisory Skills within Tourism and Catering DTC14 A/507/2267 Leadership skills within tourism and catering DTC15 A/507/2270 Recruitment and Training within Tourism and Catering DTC16 J/507/2272 Planning and organisational skills within tourism and catering Date Assessor Signature Date IQA signature (if sampled) Date Version 1 BIIAB June

50 BIIAB Level 4 Diploma in Tourism and Catering (QCF) Handbook Optional Group E Entrepreneurship and Innovation Unit No. URN Unit Title Learner Signature DTC17 T/507/2249 Entrepreneurship within tourism and catering DTC18 K/507/2250 Innovation within tourism and catering DTC19 Y/507/2261 Setting up of small business DTC20 Y/507/2258 Small business enterprise Date Assessor Signature Date IQA signature (if sampled) Date Optional Group F Sustainable Tourism Unit No. URN Unit Title Learner Signature DTC21 A/507/2124 Sustainable Tourism DTC22 F/507/2125 Accessible Tourism DTC23 D/507/2245 Rural Tourism DTC24 H/507/2246 Agri-Food Tourism Date Assessor Signature Date IQA signature (if sampled) Date Version 1 BIIAB June

51 Learner Summative Reflection The purpose of this summative reflection is to enable you, the learner to reflect on your qualification, what you have learnt and how you have been able to apply this within your work role. You will need to complete your statement in the space provide below and sign & date the document, or you and your assessor may wish to record your reflection on a voice recorder. Learner Name: Qualification Unit Summary Unit No. Completion Date Assessor Signature Unit No. Completion Date Assessor Signature Learner Reflection Learner Signature: Assessor Signature: Date: Date: Version 1 September 2014 BIIAB