GCSE Teacher Guidance Leisure and Tourism Controlled Assessment. Unit 2: Customer Service in the Leisure and Tourism Industry

Transcription

1 GCSE Teacher Guidance Leisure and Tourism Controlled Assessment Unit 2: Customer Service in the Leisure and Tourism Industry For first teaching from September 2009

2 Updated: 9 September 2011

3 Foreword Controlled assessment is a new approach in GCSE subjects which require internal assessment. It is a tightening of the circumstances in which students, over a period of time, complete those aspects of the subject which are usually marked by their teacher. Controlled assessment regulations set out the levels of control for each stage of a controlled assessment task for individual subjects. The aim is to address issues of authenticity, plagiarism and comparability of process and demand across specifications in the same subject offered by different awarding bodies. These guidance notes are intended to provide advice for teachers and candidates on Unit 2: Customer Service in the Leisure and Tourism Industry of the GCSE Leisure and Tourism specification for examination in 2011 and This material complements the information provided in Section 6 Guidance on Controlled Assessment in the Leisure and Tourism GCSE specification and, where necessary, expands upon it. Updated: 9 September 2011

4 Updated: 9 September 2011 BLANK PAGE

5 Contents Page 1 Introduction 5 2 Controlled Assessment in GCSE Leisure and Tourism 7 3 Task Setting 7 4 Task Taking 8 5 Task Marking 11 6 Internal Standardisation 11 7 Moderation 11 8 Support 12 9 Frequently Asked Questions 12 Appendix 1: Glossary of Terms for Controlled Assessment Regulations 15 Appendix 2: Witness Statement (for use with Task 3) 17 Appendix 3: Internal Standardisation Guidelines to Teachers 21 Updated: 9 September 2011

6 Updated: 9 September 2011 BLANK PAGE

7 1 Introduction to Unit 2: Customer Service in the Leisure and Tourism Industry This unit explores why giving excellent customer service plays an important part in the leisure and tourism industry. The word excellent is used to reflect the views of industry managers, who regularly say that customer service must be better than good and should exceed, not just meet, customers expectations. Students should be aware of customer service training programmes used within the industry such as Welcome Host. Teachers could start by introducing students to the situations in which customer service is provided. Students may initially need to see how this relates to instances with which they are familiar. Teachers may, therefore, need to relate to typical activities in which their cohort participates. This could be reinforced by visits to leisure and tourism organisations, guest speakers or work experience. Students could be given details of different situations and asked to discuss what they would expect as good customer service and what would make it excellent in each case. These situations should relate to different types of customers so that the same situations could be used when considering other topics within the unit. Once students are clear on what activities are required of staff to provide excellent customer service, they could then consider situations where poor customer service has been provided. They could be asked to identify elements of poor service and how they could have been improved. Having considered customer service situations, teachers could then discuss different types of customer. When classifying customer types, the teacher may wish to refer to market segmentation in Unit 3 Marketing in the Leisure and Tourism Industry. Students need to understand that to meet customer needs, these must be identified. They could produce checklists of discovery questions that could be asked to clarify customer type and needs for different leisure and tourism situations. These checklists could be tested through role play activities. A key element of this unit is the opportunity for students to develop the skills and qualities needed to work in the industry, including personal, professional and social skills. When discussing personal presentation it is useful to consider the role of the uniform. This could be linked to Unit 1 Introduction to Leisure and Tourism where students consider employment opportunities in the leisure and tourism sector. They could be asked to specify which job roles require uniforms and which do not. They could then discuss why some job roles have a uniform requirement and how it links to customer service. Students could also consider the difference between a uniform and dress code and devise their own dress code for different situations. Students need to be aware that there are many different situations in which customer service is provided and that in some instances there is appropriate documentation which must be completed. When dealing with the different methods of providing customer service much of the emphasis will be on oral communication but it is essential that written communication is also considered. This could be through completion of travel agency enquiry forms, leisure centre booking forms, membership application forms, customer comment cards etc. These communication skills could also be used when covering the topic of keeping customer records. Students could also be asked to transcribe answer phone messages and reply to written correspondence. The use of image and body language as a communication tool should also be developed for dealing with customers who may have a hearing impairment, or for whom English is not their first language. Updated: 9 September

8 Complaints may be received via the telephone, in writing or face-to-face and students will need to be aware of how to deal with complaints in each of these situations. In general terms, students at this level would not be expected to deal with complex complaints. They should be aware of the need to obtain accurate information and of how to explain to a customer that the complaint is to be passed on without them feeling fobbed off. They should also be aware that complaints are not dealt with simply by offering compensation and that a system is followed to determine how to make an appropriate response. They should be able to deal with straightforward complaints. Teachers will need to ensure that students know which complaints they should deal with and which should be passed on. This could be through presenting students with details of different types of complaint and asking them to classify them. They could also be given role play situations to demonstrate how they would personally deal with complaints. Through this unit, students should develop theoretical knowledge of all aspects of customer service and an understanding of how it can be applied in a range of leisure and tourism situations. They should be provided with opportunities to develop their own customer service skills which can be taken with them into employment. The unit builds on the introductory work in Unit 1: Introduction to Leisure and Tourism. It links well with Unit 3 Marketing in the Leisure and Tourism Industry and Unit 4 Leisure and Tourism Destinations. Updated: 9 September

9 2 Controlled Assessment in GCSE Leisure and Tourism The following skills must be assessed through controlled assessment: the ability to identify, gather and record relevant information and evidence; the ability to analyse and evaluate; and the ability to make reasoned judgements and present conclusions. In addition elements of all these skills may be assessed externally. The controlled assessment comprises three stages: Task setting; Task taking; and Task marking. 3 Task Setting The level of control for the setting of the controlled assessment task for Unit 2 is high. This means that CCEA sets the task. The controlled assessment task will be reviewed every two years to ensure that it continues to set an appropriate challenge and remains valid, reliable and stimulating. The controlled assessment task provides opportunities for centres to contextualise the task to better suit their specific circumstances. This includes the availability of and access to resources. The controlled assessment task for Unit 2 Customer Service in the Leisure and Tourism Industry is available to download from It is critical to ensure that candidates are using the appropriate controlled assessment task for the year of submission. Updated: 9 September

10 4 Task Taking The level of control for task taking is medium. Candidates must complete all work, with the exception of research, under informal supervision. This means that the use of resources is not tightly prescribed and assessable outcomes may be informed by group work. The role of the teacher is to ensure that: the contributions of individual candidates are recorded accurately; and plagiarism does not take place. Research may be completed under limited supervision, this means that research may be completed without direct supervision and will not contribute to assessable outcomes. The controlled assessment tasks can be downloaded from Teachers must ensure that the task relates to the date of cash-in for the candidates. Teachers should provide all candidates with details of the task and clarify any points. Teacher may advise candidates of appropriate sources or organisations. If teachers give any assistance beyond this, it must be recorded on the Candidate Record Sheet. The task should require the candidate to do a minimum of 10 hours supervised work. The work of individual candidates may be informed by working with others, but all candidates must provide an individual response. Candidates must record all sources they use (online or paper based) and show them as a bibliography at the back of their work. Paper based sources should be listed by author and should include details of the title, date of publication and publisher. Online sources should show the full web address and details of when it was accessed and/or downloaded. Teachers must authenticate all work submitted for assessment by signing the declaration on the Candidate Record Sheet. Work which is not authenticated cannot be accepted. Guidance on the completion of Controlled Assessment in GCSE Leisure and Tourism Unit 2: Customer Service in the Leisure and Tourism Industry. The controlled assessment criteria require candidates to demonstrate: depth of understanding of the importance of customer service to an organisation; depth of understanding about the customer service activities of the organisation being investigated; and confidence, competence and independence in dealing with a variety of customers in a variety of situations. Updated: 9 September

11 Context and Choice of Organisation The controlled assessment will be set in a given context which may require the candidate to adopt a particular role. The centre is free to select any leisure and tourism organisation; however, careful consideration should be given to the choice of organisation. When selecting an appropriate organisation, it is important to ensure that the organisation chosen provides candidates with sufficient evidence to meet the requirements shown in the assessment criteria and therefore to access the full range of marks for the task. Any large leisure and tourism organisation such as a leisure centre, a hotel or a large museum is acceptable so long as the centre has easy access to the organisation. Contact with the organisation should be made well in advance of the candidates being given the controlled assessment task. Students will need guidance regarding the type of information to be collected (this may need to be clarified between the centre and the organisation in advance). This research could be facilitated by a visit to the organisation, a visit from a guest speaker, a period of work experience or part-time employment. It is quite acceptable for all candidates in a centre to base their controlled assessment on evidence gathered from the same organisation; furthermore the organisation used for controlled assessment in Unit 2 may be the same organisation used for Unit 3 Marketing in the Leisure and Tourism Industry. The Role of the Teacher The teacher should provide all candidates with the details of the task as published online and clarify any points. The controlled assessment for Unit 2 comprises three tasks; candidates must complete Task 1, Task 2 and Task 3. Teachers must not break down the controlled assessment further for candidates or issue lists of points that should be covered in each task. Teachers may review candidates work and provide advice at a general level but must not provide detailed and specific advice on how drafts could be improved to meet assessment criteria. Teachers may advise candidates of appropriate sources or organisations. During the task taking stage, the teacher s role is confined to ensuring that: the contribution of the individual candidates is recorded accurately; and plagiarism does not take place. Candidates must be made aware that to copy from a published source (including from the Internet) or from another candidate and passing the work of as their own is cheating and carries severe penalties. Completing the Controlled Assessment It is recommended that the tasks are not distributed to candidates until the content of the unit has been taught in full. In this way candidates can become familiar with: the importance of customer service the skills and qualities required; and customer service provision. Updated: 9 September

12 The controlled assessment for Unit 2 comprises three tasks: Task 1: The importance of customer service within a chosen leisure and tourism organisation (30% of the marks for this unit) Task 2: The provision of customer service in a chosen leisure and tourism organisation (40% of the marks for this unit) Task 3: Demonstrate the skills and qualities required to work in the leisure and tourism industry (30% of the marks for this unit) It is expected that completion of the controlled assessment will require a minimum of 10 hours supervised work. During this time the work of an individual candidate may be informed by working with others, but each candidate must provide an individual response. Tasks 1 and 2 should be completed in written form, the candidate may choose from a range of appropriate formats including a handout, a booklet or a PowerPoint presentation. Where a PowerPoint presentation is used it is important that speaker notes accompany the presentation. Alternatively the candidate may be recorded delivering the presentation and both the DVD and presentation submitted. In Task 2 candidates need to draw on the views and opinions of staff and customers thus it is important that they have access to customers. Whilst an organisation may not permit a large group of students to interview customers on site, it should be possible to obtain this information in other ways; e.g. staff and students may be customers of the organisation or the organisation may have comments posted online, e.g. on TripAdvisor. This task also requires the students to include their own views and opinions and for this reason it is vital to give careful consideration to the choice of organisation before embarking on the controlled assessment and to ensure that students have easy access to the organisation. Task 3 requires candidates to provide evidence of their customer service skills based on three different situations to three different types of customer and using three different methods of provision. Teachers should refer to pages 11 and 12 of the specification for the typical types of customer, customer service situations and methods of provision. The use of a grid such as that given below will ensure that the evidence provided by each candidate matches the requirements of the task. Task 3: Demonstrate the skills and qualities required to work in the leisure and tourism industry Situation Type of customer Method of provision Updated: 9 September

13 Ideally, students should be given the opportunity of completing Task 3 in a real work situation, perhaps on work experience or while working part-time in a leisure and tourism organisation. If this is not possible, the work simulations should be made as realistic as possible. Customers should be staff or students with whom the student is unfamiliar. The setting should be appropriate and props should be used where relevant. Task 3 must be evidenced in the form of detailed witness statements (see Appendix 2) for each scenario. Each witness statement should provide details of the assessment activity and how the student demonstrated their ability to meet the requirements of the task. The teacher/assessor who observes the candidate demonstrate their customer service skills must authenticate it. The assessment decisions may also be confirmed by audio or visual recordings. Teachers should make sure that there is a system in place to ensure that the appropriate people sign the witness statement (for example, evidence gathered in a work placement situation should be authenticated by the student s supervisor) and that there is standardisation when using workplace assessors statements in making grading decisions. Presentation of work for assessment Work may be hand written or word processed. It is good practice for candidates to show their centre and candidate numbers as a header or footer on each page. Prior to submission the candidate must sign the declaration on the candidate record sheet and attach the completed candidate record sheet to their work. All pages should be secured and the work submitted in a suitable folder such as a report file. Ring binders and plastic pockets must not be used. Only work that the candidate wishes to be assessed should be submitted. All research including notes made from paper based and online sources should be removed. 5 Task Marking The level of control is medium. Teachers mark the controlled assessment task using criteria that we provide. 6 Internal Standardisation Centres with more than one teaching group must carry out internal standardisation of the controlled assessment marks before submitting them to us. This is to ensure, as far as possible, that each teacher has applied the assessment criteria consistently when making assessments. See Appendix 3 for details. 7 Moderation CCEA will issue full instructions about the details of the moderation procedures and the nature of the sample we require well in advance of submission. CCEA may adjust a centre s marking. This is to bring the assessment of the candidates work into line with our agreed standards. Updated: 9 September

14 8 Support The following support is available to centres: Agreement Trials organised on an annual basis which allow clarification of standards with Principal Moderators; Written feedback to centres on TAC6 Centre Report forms; Principal Moderator Reports; Arrangements can be made for support moderators to advise centres with particular difficulties; Centre visits by the CCEA officer. For further information on any of the above please contact Margaret McMullan, Principal Officer Leisure and Tourism on ext 2285 or 9 Frequently Asked Questions When can candidates take the controlled assessment unit? The controlled assessment task can be completed at any time. However, teachers should be aware that the controlled assessment unit must be taken terminally. Centres must submit their marks and samples to us by 1 May in the year of submission. What is the weighting for the controlled assessment unit? The controlled assessment unit has a weighting of 20%. How often will CCEA change the controlled assessment tasks? CCEA will review our controlled assessment tasks every two years to ensure that they continue to set an appropriate challenge and remain valid, reliable and stimulating. What are the levels of control for this unit? Task setting: high level of control; this means that CCEA sets the tasks; Task taking: medium level of control i.e. informal supervision: this means that the use of resources is not tightly prescribed and assessable outcomes may be informed by group work; however the teacher must ensure that the contributions of individual candidates are recorded accurately and that plagiarism does not take place; Task marking: medium level of control; this means that teachers mark the controlled assessment tasks using mark schemes or criteria that we provide. Can candidates complete research on their own? Research may be completed without direct supervision and will not contribute directly to assessable outcomes. Updated: 9 September

15 Is there a recommended word or time limit for this controlled assessment? There is no word limit. It is expected that the completion of the unit will require a minimum of 10 hours work. How many tasks must the candidates complete for this controlled assessment unit? This controlled assessment unit comprises three tasks. All three tasks are compulsory. Can I amend the task to suit my candidates? Centres must not change the tasks as set by CCEA. However, centres will have the opportunity to contextualise the task to better suit their specific circumstances. Where a role is specified it is important that the candidate adopts and maintains the specified role. It is vital to ensure that candidates are using the appropriate task for the year of submission. Can all candidates use the same organisation as a basis for completion of the tasks? Yes, the teacher should advise students of an appropriate organisation. Any large leisure and tourism organisation, such as a leisure centre, a hotel, or a large museum, would be acceptable so long as the centre has easy access to the organisation. Can candidates collaborate with one another about their work? The work of an individual candidate may be informed by working with others; however, each candidate must provide an individual response. Can candidates use ICT to prepare and/or present their work? ICT may be used throughout the controlled assessment unit. How should candidates present their work for this controlled assessment unit? The controlled assessment task will indicate suitable methods of presentation which may include handouts, booklets, reports and PowerPoint presentations. It should be noted that a PowerPoint presentation on its own is unlikely to fulfil the assessment criteria. PowerPoint presentations should therefore be accompanied by speaker notes or equivalent. What evidence is required for Task 3 where candidates are required to demonstrate the skills and qualities required to work in the leisure and tourism industry? This task must be evidenced in the form of a witness statement (see Appendix 2) for each scenario which must be authenticated by the teacher/assessor who observes the candidate. The assessment decisions may also be confirmed by audio and visual recordings. Updated: 9 September

16 Are candidates required to complete task 3 whilst on work placement? The evidence for this task can be gathered in a real or simulated situation. If a simulated situation is being used then it must be realistic, take place in an appropriate environment and make use of props where appropriate. Can candidates draft and re-draft their work? Drafting is not one of the skills being assessed through controlled assessment in Leisure and Tourism. Teachers may review candidates work and may provide advice at a general level. Teachers must not provide detailed and specific advice on how drafts could be improved to meet assessment criteria. What is the role of the teacher in this controlled assessment unit? At the outset, teachers should provide all candidates with the details of the tasks and may clarify any points. Teachers may also advise candidates of appropriate sources or organisations. At the task taking stage supervision is confined to ensuring that: the contribution of the individual candidates is recorded accurately; and plagiarism does not take place. Updated: 9 September

17 Appendix 1 Glossary of Terms for Controlled Assessment Regulations Term Definition Controlled assessment External assessment Formal supervision (High level of control) Informal supervision (Medium level of control) A form of internal assessment where the control levels are set for each stage of the assessment process: task setting, task taking, and task marking A form of independent assessment in which question papers, assignments and tasks are set by the awarding body, taken under specified conditions (including detailed supervision and duration) and marked by the awarding body The candidate must be in direct sight of the supervisor at all times. Use of resources and interaction with other candidates is tightly prescribed. Questions/tasks are outlined, the use of resources is not tightly prescribed and assessable outcomes may be informed by group work. Supervision is confined to: ensuring that the contributions of individual candidates are recorded accurately; and ensuring that plagiarism does not take place. The supervisor may provide limited guidance to candidates. Limited supervision (Low level of control) Requirements are clearly specified, but some work may be completed without direct supervision and will not contribute directly to assessable outcomes. Updated: 9 September

18 Term Definition Mark scheme A scheme detailing how credit is to be awarded in relation to a particular unit, component or task Normally characterises acceptable answers or levels of response to questions/tasks or parts of questions/tasks and identifies the amount of credit each attracts May also include information about unacceptable answers Task Task marking A discrete element of external or controlled assessment that may include examinations, assignments, practical activities and projects Specifies the way in which credit is awarded for candidates outcomes Involves the use of mark schemes and/or marking criteria produced by the awarding body Task setting The specification of the assessment requirements Tasks may be set by awarding bodies and/or teachers, as defined by subject-specific regulations. Teacher-set tasks must be developed in line with awarding body specified requirements. Task taking The conditions for candidate support and supervision, and the authentication of candidates work Task taking may involve different parameters from those used in traditional written examinations. For example, candidates may be allowed supervised access to sources such as the internet. Unit The smallest part of a qualification that is formally reported and can be separately certificated May comprise separately assessed components Updated: 9 September

19 Appendix 2 Witness Statement (for use with Task 3) GCSE Leisure and Tourism Unit 2: Customer Service in the Leisure and Tourism Industry Controlled Assessment: Witness Statement For use with Task 3: Demonstrate the skills and qualities required to work in the Leisure and Tourism industry Updated: 9 September

20 Notes for Guidance A separate witness statement must be completed for each situation undertaken as part of Task 3. The demonstration of customer service skills (real or simulated) may be recorded (audio or visual). The teacher/assessor observing the demonstration of customer service skills must complete the witness statement and sign and date the document for authentication purposes. Where the candidate is being assessed by someone other than their teacher, the assessor should indicate their position within the organisation. The candidate must also sign the witness statement. The witness statement should be completed in full with detailed comments to support the mark awarded. Updated: 9 September

21 Witness Statement (for use with Task 3) Candidate name Candidate number Assessor name and designation Date of presentation Type of situation (please tick) Providing advice, information and / or assistance Receiving and passing on messages Dealing with dissatisfied customers Dealing with an emergency Offering additional services Method of provision (please tick) Type of customer (please tick) Description of situation Face-to-face Telephone Written communication Electronic communication Individual and groups People of different ages People from different cultures Non-English speakers People with specific needs Business people Updated: 9 September

22 Assessor feedback (please tick) Weak Fair Good Excellent Assessor Comment Personal presentation Understanding of situation Communication skills (verbal / non-verbal) Handling of Situation Customer satisfaction Overall comment Assessor s signature: Date: Candidate s signature: Date: Updated: 9 September

23 Appendix 3 Internal Standardisation Guidelines to Teachers (See also section 2.4) 1. The Council requires that, in each centre in which more than one teacher is teaching a subject, a process of internal standardisation of assessments is carried out within the centre. These guidelines provide teachers and departments with a straightforward method of internal standardisation. The purpose of internal standardisation is to ensure, as far as possible, that there is consistency in the application of assessment criteria for each subject within the centre. 2. Internal standardisation should take the form of a mini-agreement trial based on the exemplar material used by the Council in agreement trials and on samples of work selected by each of the teachers concerned. Stage 1 Confirmation of Standards 3. A record must be kept where the amount of assistance given varies between teaching groups. 4. The teacher conducting the internal standardisation should choose a number of pieces from exemplars already issued by CCEA. The teachers in the department, working in pairs should discuss the pieces of work and decide on an appropriate mark. Each pair should then discuss their marks with the other teachers in the department with the aim of achieving a departmental consensus. 5. Any disagreement should be clarified by reference to the assessment criteria and any previous notes for guidance and/or exemplar material provided by CCEA. The role of the teacher or teachers who attended the agreement trial is important at this stage. Stage 2 Agreement Trial 6. From each teaching group the work selected should illustrate the variety of types of work undertaken by that group and also the range of performance within the group. Three items of work from each group are likely to suffice as sample material. 7. The sample work from one teaching group should be re-marked by the other teachers in the department. The original marks should not be known to those doing the remarking. All assessments should be in accordance with the assessment criteria for the subject. 8. The marks resulting from both the original marking and re-marking should be reported together and a discussion held on the reasons for any significant discrepancies which appear. During this process, reference should be made to the assessment criteria. If it is found that the original marks awarded by one or more teachers have to be adjusted, agreement should be reached on the extent and type of adjustment(s) needed. 9. The procedures outlined in Paragraphs 7 and 8 above should be repeated for each teaching group. 10. Complete and Sign TAC2, and include top copy with samples of work. 11. If necessary, amend the mark(s) on Candidate Record Sheets. ONLY THE FINAL AGREED MARKS SHOULD APPEAR ON THE MARK SHEET (OMR TAC1) SUBMITTED TO CCEA. Updated: 9 September