Access and Interpret Product Information: D2.TTA - CL2.01 Trainer Guide

Access and interpret product
information
D2.TTA.CL2.01
Trainer Guide
Access and interpret
product information
D2.TTA.CL2.01
Trainer Guide
Project Base
William Angliss Institute of TAFE
555 La Trobe Street
Melbourne 3000 Victoria
Telephone: (03) 9606 2111
Facsimile: (03) 9670 1330
Acknowledgements
Project Director: Wayne Crosbie
Project Manager Jim Irwin
Chief Writer: Alan Hickman
Subject Writer: Nick Hyland
Editor: Jim Irwin
DTP/Production: Daniel Chee, Mai Vu, Cindy Curran
The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member
States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia,
Myanmar, Philippines, Singapore, Thailand and Viet Nam.
The ASEAN Secretariat is based in Jakarta, Indonesia.
General Information on ASEAN appears online at the ASEAN Website: www.asean.org.
All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox
Development for Travel Agencies and Tour Operations Divisions”.
This publication is supported by the Australian Government’s aid program through the ASEAN-
Australia Development Cooperation Program Phase II (AADCP II).
Copyright: Association of Southeast Asian Nations (ASEAN) 2015.
All rights reserved.
Disclaimer
Every effort has been made to ensure that this publication is free from errors or omissions. However,
you should conduct your own enquiries and seek professional advice before relying on any fact,
statement or matter contained in this book. The ASEAN Secretariat and William Angliss Institute of
TAFE are not responsible for any injury, loss or damage as a result of material included or omitted
from this course. Information in this module is current at the time of publication. Time of publication is
indicated in the date stamp at the bottom of each page.
Some images appearing in this resource have been purchased from stock photography suppliers
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and non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art
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Additional images have been sourced from Flickr and SXC and are used under Creative Commons
licence: http://creativecommons.org/licenses/by/2.0/deed.en
File name: TG_Access & interpret product info_290415
Table of contents
Competency Based Training (CBT) and assessment – An introduction for trainers .......... 1
Competency standard ..................................................................................................... 11
Notes and PowerPoint slides .......................................................................................... 21
Recommended training equipment ............................................................................... 201
Instructions for Trainers for using PowerPoint – Presenter View ................................... 205
Appendix – ASEAN acronyms ...................................................................................... 207
© ASEAN 2015
Trainer Guide
Access and interpret product information
© ASEAN 2015
Trainer Guide
Competency Based Training (CBT) and assessment – An introduction for trainers
Competency Based Training (CBT) and

assessment – An introduction for trainers
Competency
Competency refers to the ability to perform particular tasks and duties to the standard of
performance expected in the workplace.
Competency requires the application of specified knowledge, skills and attitudes relevant
to effective participation, consistently over time and in the workplace environment.
The essential skills and knowledge are either identified separately or combined.
Knowledge identifies what a person needs to know to perform the work in an informed
and effective manner.
Skills describe the application of knowledge to situations where understanding is
converted into a workplace outcome.
Attitude describes the founding reasons behind the need for certain knowledge or why
skills are performed in a specified manner.
Competency covers all aspects of workplace performance and involves:
 Performing individual tasks
 Managing a range of different tasks
 Responding to contingencies or breakdowns
 Dealing with the responsibilities of the workplace
 Working with others.
Unit of competency
Like with any training qualification or program, a range of subject topics are identified that
focus on the ability in a certain work area, responsibility or function.
Each manual focuses on a specific unit of competency that applies in the hospitality
workplace.
In this manual a unit of competency is identified as a ‘unit’.
Each unit of competency identifies a discrete workplace requirement and includes:
 Knowledge and skills that underpin competency
 Language, literacy and numeracy
 Occupational safety and health requirements.
Each unit of competency must be adhered to in training and assessment to ensure
consistency of outcomes.
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Element of competency
An element of competency describes the essential outcomes within a unit of competency.

The elements of competency are the basic building blocks of the unit of competency.
They describe in terms of outcomes the significant functions and tasks that make up the
competency.
In this manual elements of competency are identified as an ‘element’.
Performance criteria
Performance criteria indicate the standard of performance that is required to demonstrate

achievement within an element of competency. The standards reflect identified industry
skill needs.
Performance criteria will be made up of certain specified skills, knowledge and attitudes.
Learning
For the purpose of this manual learning incorporates two key activities:
 Training
 Assessment.
Both of these activities will be discussed in detail in this introduction.
Today training and assessment can be delivered in a variety of ways. It may be provided
to participants:
 On-the-job – in the workplace
 Off-the-job – at an educational institution or dedicated training environment
 As a combination of these two options.
No longer is it necessary for learners to be absent from the workplace for long periods of
time in order to obtain recognised and accredited qualifications.
Learning approaches
This manual will identify two avenues to facilitate learning:

Competency Based Training (CBT)
This is the strategy of developing a participant’s competency.
Educational institutions utilise a range of training strategies to ensure that participants are
able to gain the knowledge and skills required for successful:
 Completion of the training program or qualification
 Implementation in the workplace.
The strategies selected should be chosen based on suitability and the learning styles of
participants.
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Competency Based Assessment (CBA)
This is the strategy of assessing competency of a participant.

Educational institutions utilise a range of assessment strategies to ensure that
participants are assessed in a manner that demonstrates validity, fairness, reliability,
flexibility and fairness of assessment processes.
Flexibility in learning
It is important to note that flexibility in training and assessment strategies is required to

meet the needs of participants who may have learning difficulties. The strategies used will
vary, taking into account the needs of individual participants with learning difficulties.
However they will be applied in a manner which does not discriminate against the
participant or the participant body as a whole.
Catering for participant diversity
Participants have diverse backgrounds, needs and interests. When planning training and
assessment activities to cater for individual differences, trainers and assessors should:
 Consider individuals’ experiences, learning styles and interests
 Develop questions and activities that are aimed at different levels of ability
 Modify the expectations for some participants
 Provide opportunities for a variety of forms of participation, such as individual, pair and
small group activities
 Assess participants based on individual progress and outcomes.
The diversity among participants also provides a good reason for building up a learning
community in which participants support each other’s learning.
Participant centred learning
This involves taking into account structuring training and assessment that:
 Builds on strengths – Training environments need to demonstrate the many positive
features of local participants (such as the attribution of academic success to effort,
and the social nature of achievement motivation) and of their trainers (such as a
strong emphasis on subject disciplines and moral responsibility). These strengths and
uniqueness of local participants and trainers should be acknowledged and treasured
 Acknowledges prior knowledge and experience – The learning activities should be
planned with participants’ prior knowledge and experience in mind
 Understands learning objectives – Each learning activity should have clear learning
objectives and participants should be informed of them at the outset. Trainers should
also be clear about the purpose of assignments and explain their significance to
participants
 Teaches for understanding – The pedagogies chosen should aim at enabling
participants to act and think flexibly with what they know
 Teaches for independent learning – Generic skills and reflection should be nurtured
through learning activities in appropriate contexts of the curriculum. Participants
should be encouraged to take responsibility for their own learning
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 Enhances motivation – Learning is most effective when participants are motivated.

Various strategies should be used to arouse the interest of participants
 Makes effective use of resources – A variety of teaching resources can be employed
as tools for learning
 Maximises engagement – In conducting learning activities, it is important for the minds
of participants to be actively engaged
 Aligns assessment with learning and teaching – Feedback and assessment should be
an integral part of learning and teaching
 Caters for learner diversity – Trainers should be aware that participants have different
characteristics and strengths and try to nurture these rather than impose a standard
set of expectations.
Active learning
The goal of nurturing independent learning in participants does not imply that they always
have to work in isolation or solely in a classroom. On the contrary, the construction of
knowledge in tourism and hospitality studies can often best be carried out in collaboration
with others in the field. Sharing experiences, insights and views on issues of common
concern, and working together to collect information through conducting investigative
studies in the field (active learning) can contribute a lot to their eventual success.
Active learning has an important part to play in fostering a sense of community in the
class. First, to operate successfully, a learning community requires an ethos of
acceptance and a sense of trust among participants, and between them and their trainers.
Trainers can help to foster acceptance and trust through encouragement and personal
example, and by allowing participants to take risks as they explore and articulate their
views, however immature these may appear to be. Participants also come to realise that
their classmates (and their trainers) are partners in learning and solving.
Trainers can also encourage cooperative learning by designing appropriate group
learning tasks, which include, for example, collecting background information, conducting
small-scale surveys, or producing media presentations on certain issues and themes.
Participants need to be reminded that, while they should work towards successful
completion of the field tasks, developing positive peer relationships in the process is an
important objective of all group work.
Competency Based Training (CBT)
Principle of Competency Based Training

Competency based training is aimed at developing the knowledge, skills and attitudes of
participants, through a variety of training tools.
Training strategies
The aims of this curriculum are to enable participants to:
 Undertake a variety of subject courses that are relevant to industry in the current
environment
 Learn current industry skills, information and trends relevant to industry
 Learn through a range of practical and theoretical approaches
 Be able to identify, explore and solve issues in a productive manner
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 Be able to become confident, equipped and flexible managers of the future

 Be ‘job ready’ and a valuable employee in the industry upon graduation of any
qualification level.
To ensure participants are able to gain the knowledge and skills required to meet
competency in each unit of competency in the qualification, a range of training delivery
modes are used.
Types of training
In choosing learning and teaching strategies, trainers should take into account the
practical, complex and multi-disciplinary nature of the subject area, as well as their
participant’s prior knowledge, learning styles and abilities.
Training outcomes can be attained by utilising one or more delivery methods:
Lecture/tutorial
This is a common method of training involving transfer of information from the trainer to
the participants. It is an effective approach to introduce new concepts or information to the
learners and also to build upon the existing knowledge. The listener is expected to reflect
on the subject and seek clarifications on the doubts.
Demonstration
Demonstration is a very effective training method that involves a trainer showing a
participant how to perform a task or activity. Through a visual demonstration, trainers may
also explain reasoning behind certain actions or provide supplementary information to
help facilitate understanding.
Group discussions
Brainstorming in which all the members in a group express their ideas, views and
opinions on a given topic. It is a free flow and exchange of knowledge among the
participants and the trainer. The discussion is carried out by the group on the basis of
their own experience, perceptions and values. This will facilitate acquiring new
knowledge. When everybody is expected to participate in the group discussion, even the
introverted persons will also get stimulated and try to articulate their feelings.
The ideas that emerge in the discussions should be noted down and presentations are to
be made by the groups. Sometimes consensus needs to be arrived at on a given topic.
Group discussions are to be held under the moderation of a leader guided by the trainer.
Group discussion technique triggers thinking process, encourages interactions and
enhances communication skills.
Role play
This is a common and very effective method of bringing into the classroom real life
situations, which may not otherwise be possible. Participants are made to enact a
particular role so as to give a real feel of the roles they may be called upon to play. This
enables participants to understand the behaviour of others as well as their own emotions
and feelings. The instructor must brief the role players on what is expected of them. The
role player may either be given a ready-made script, which they can memorise and enact,
or they may be required to develop their own scripts around a given situation. This
technique is extremely useful in understanding creative selling techniques and human
relations. It can be entertaining and energising and it helps the reserved and less literate
to express their feelings.
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Simulation games
When trainees need to become aware of something that they have not been conscious of,
simulations can be a useful mechanism. Simulation games are a method based on "here
and now" experience shared by all the participants. The games focus on the participation
of the trainees and their willingness to share their ideas with others. A "near real life"
situation is created providing an opportunity to which they apply themselves by adopting
certain behaviour. They then experience the impact of their behaviour on the situation. It
is carried out to generate responses and reactions based on the real feelings of the
participants, which are subsequently analysed by the trainer.
While use of simulation games can result in very effective learning, it needs considerable
trainer competence to analyse the situations.
Individual /group exercises
Exercises are often introduced to find out how much the participant has assimilated. This
method involves imparting instructions to participants on a particular subject through use
of written exercises. In the group exercises, the entire class is divided into small groups,
and members are asked to collaborate to arrive at a consensus or solution to a problem.
Case study
This is a training method that enables the trainer and the participant to experience a real
life situation. It may be on account of events in the past or situations in the present, in
which there may be one or more problems to be solved and decisions to be taken. The
basic objective of a case study is to help participants diagnose, analyse and/or solve a
particular problem and to make them internalise the critical inputs delivered in the training.
Questions are generally given at the end of the case study to direct the participants and to
stimulate their thinking towards possible solutions. Studies may be presented in written or
verbal form.
Field visit
This involves a carefully planned visit or tour to a place of learning or interest. The idea is
to give first-hand knowledge by personal observation of field situations, and to relate
theory with practice. The emphasis is on observing, exploring, asking questions and
understanding. The trainer should remember to brief the participants about what they
should observe and about the customs and norms that need to be respected.
Group presentation
The participants are asked to work in groups and produce the results and findings of their
group work to the members of another sub-group. By this method participants get a good
picture of each other's views and perceptions on the topic and they are able to compare
them with their own point of view. The pooling and sharing of findings enriches the
discussion and learning process.
Practice sessions
This method is of paramount importance for skills training. Participants are provided with
an opportunity to practice in a controlled situation what they have learnt. It could be real
life or through a make-believe situation.
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Games
This is a group process and includes those methods that involve usually fun-based
activity, aimed at conveying feelings and experiences, which are everyday in nature, and
applying them within the game being played. A game has set rules and regulations, and
may or may not include a competitive element. After the game is played, it is essential
that the participants be debriefed and their lessons and experiences consolidated by the
trainer.
Research
Trainers may require learners to undertake research activities, including online research,
to gather information or further understanding about a specific subject area.
Competency Based Assessment (CBA)
Principle of Competency Based Assessment

Competency based assessment is aimed at compiling a list of evidence that shows that a
person is competent in a particular unit of competency.
Competencies are gained through a multitude of ways including:
 Training and development programs
 Formal education
 Life experience
 Apprenticeships
 On-the-job experience
 Self-help programs.
All of these together contribute to job competence in a person. Ultimately, assessors and
participants work together, through the ‘collection of evidence’ in determining overall
competence.
This evidence can be collected:
 Using different formats
 Using different people
 Collected over a period of time.
The assessor, who is ideally someone with considerable experience in the area being
assessed, reviews the evidence and verifies the person as being competent or not.
Flexibility in assessment
Whilst allocated assessment tools have been identified for this subject, all attempts are
made to determine competency and suitable alternate assessment tools may be used,
according to the requirements of the participant.
The assessment needs to be equitable for all participants, taking into account their
cultural and linguistic needs.
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Competency must be proven regardless of:

 Language
 Delivery Method
 Assessment Method.
Assessment objectives
The assessment tools used for subjects are designed to determine competency against
the ‘elements of competency’ and their associated ‘performance criteria’.
The assessment tools are used to identify sufficient:
a) Knowledge, including underpinning knowledge
b) Skills
c) Attitudes
Assessment tools are activities that trainees are required to undertake to prove participant
competency in this subject.
All assessments must be completed satisfactorily for participants to obtain competence in
this subject. There are no exceptions to this requirement, however, it is possible that in
some cases several assessment items may be combined and assessed together.
Types of assessment
Allocated Assessment Tools
There are a number of assessment tools that are used to determine competency in this
subject:
 Work projects
 Written questions
 Oral questions
 Third Party Report
 Observation Checklist.
Instructions on how assessors should conduct these assessment methods are explained
in the Assessment Manuals.
Alternative assessment tools
Whilst this subject has identified assessment tools, as indicated above, this does not
restrict the assessor from using different assessment methods to measure the
competency of a participant.
Evidence is simply proof that the assessor gathers to show participants can actually do
what they are required to do.
Whilst there is a distinct requirement for participants to demonstrate competency, there
are many and diverse sources of evidence available to the assessor.
Ongoing performance at work, as verified by a supervisor or physical evidence, can count
towards assessment. Additionally, the assessor can talk to customers or work colleagues
to gather evidence about performance.
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A range of assessment methods to assess competency include:

 Practical demonstrations
 Practical demonstrations in simulated work conditions
 Problem solving
 Portfolios of evidence
 Critical incident reports
 Journals
 Oral presentations
 Interviews
 Videos
 Visuals: slides, audio tapes
 Case studies
 Log books
 Projects
 Role plays
 Group projects
 Group discussions
 Examinations.
Recognition of Prior Learning
Recognition of Prior Learning is the process that gives current industry professionals who
do not have a formal qualification, the opportunity to benchmark their extensive skills and
experience against the standards set out in each unit of competency/subject.
Also known as a Skills Recognition Audit (SRA), this process is a learning and
assessment pathway which encompasses:
 Recognition of Current Competencies (RCC)
 Skills auditing
 Gap analysis and training
 Credit transfer.
Assessing competency
As mentioned, assessment is the process of identifying a participant’s current knowledge,
skills and attitudes sets against all elements of competency within a unit of competency.
Traditionally in education, grades or marks were given to participants, dependent on how
many questions the participant successfully answered in an assessment tool.
Competency based assessment does not award grades, but simply identifies if the
participant has the knowledge, skills and attitudes to undertake the required task to the
specified standard.
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Therefore, when assessing competency, an assessor has two possible results that can be
awarded:
 Pass Competent (PC)
 Not Yet Competent (NYC).
Pass Competent (PC)
If the participant is able to successfully answer or demonstrate what is required, to the
expected standards of the performance criteria, they will be deemed as ‘Pass Competent’
(PC).
The assessor will award a ‘Pass Competent’ (PC) if they feel the participant has the
necessary knowledge, skills and attitudes in all assessment tasks for a unit.
Not Yet Competent’ (NYC)
If the participant is unable to answer or demonstrate competency to the desired standard,
they will be deemed to be ‘Not Yet Competent’ (NYC).
This does not mean the participant will need to complete all the assessment tasks again.
The focus will be on the specific assessment tasks that were not performed to the
expected standards.
The participant may be required to:
a) Undertake further training or instruction
b) Undertake the assessment task again until they are deemed to be ‘Pass Competent’.
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Competency standard
Competency standard
UNIT TITLE: ACCESS AND INTERPRET PRODUCT INFORMATION NOMINAL HOURS: 80
UNIT NUMBER: D2.TTA.CL2.01
UNIT DESCRIPTOR: This unit deals with skills and knowledge required to access and explain domestic and/or internal tourism-specific
information to support sales activities.
ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE
Element 1: Identify and evaluate sources of Unit Variables
product information The Unit Variables provide advice to interpret the scope and context of this unit of
1.1 List potential sources of product competence, allowing for differences between enterprises and workplaces. It relates to the
information unit as a whole and facilitates holistic assessment.
1.2 Determine usefulness of product This unit applies to work in the travel industry within the labour divisions of the hotel and
information sources travel industries and may include:
1.3 Identify items that may contain product 1. Travel Agencies
information 2. Tour Operation
Element 2: Access product information Sources of product information may relate to:
2.1 Select appropriate sources of product  Internal business sources, including databases and reservation systems either manual or
information computerised
2.2 Register to receive and/or access product  Direct contact with:
information
 Travel suppliers, including airlines, cruise operators, railway operators, bus lines, car
2.3 Visit suppliers and other sources to talk rental businesses, limousine hire and taxis
with sales staff and obtain items that may
 Suppliers and providers of support and ancillary services, including travel insurance
contain product information
providers, finance providers, currency exchange, conference and similar venues and
interpreters
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Competency standard
2.4 Access selected internal databases and  Tour operators and wholesalers
internal business systems  Travel agencies and associations
2.5 Access external sources of product  Peak travel bodies
information
 Government tourism industry bodies and authorities, including domestic and
Element 3: Interpret product information international bodies
3.1 Identify specific sales needs that form the  Literature, including reference books, magazines and newspapers
basis for the search for product information
 Websites, including individual companies, directories, news sites, surveys and research
3.2 Read items that may contain product sites
information
 Personal network of contacts, including those within the host enterprise and those
3.3 Integrate sourced product information with external to the business
identified client needs and/or preferences
Product information may relate to:
Element 4: Provide product information
 Travel, including air, cruise, train, bus, car
4.1 Interpret industry terminology
 Destinations, including statistical information and details relating to climate, currency,
4.2 Pass on general information relating to maps, travel guides, events, languages, history, safety, government information, time
products and services zones, culture and communications
4.3 Explain specific details about product and
 Tourist activities and attractions, including natural and man-made
services
 Tours, trips, sight-seeing and excursions
 Accommodation facilities, including 5-star to back-packer venues
 Services, including medical, personal, entertainment, sporting, shopping
 Travel requirements, including requirements relating to entry, passport, visas, warnings
and advisory bulletins, customs information
 Finance
 Travel insurance.
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Competency standard
Determine usefulness may include:

 Defining enterprise needs
 Assessing validity, reliability, accuracy, currency and sufficiency of information provided
 Evaluating method and speed of access to information provided
 Identifying ease of access to information provided
 Appraising cost of obtaining information
 Complying with enterprise policies and commercial agreements, including agency, sub-
agency and franchise requirements
 Reviewing the utility of sources on a regular basis.
Items that may contain product information will include:
 Brochures
 Timetables
 Tariff sheets, including confidential tariff schedules
 Sales and promotion kits
 Supplier information kits
 Product manuals
 Advertising fliers
 Manufacturer’s specifications
 Websites, including downloads from same.
Register may include:
 Registering on-line
 Paying a fee
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Competency standard
 Establishing required password and username, if required

 Lodging host enterprise details with product information source
 Establishing the bona fides of the host enterprise
 Joining an association or body in order to enable access.
Access selected internal databases may include:
 Obtaining internal authority to access required fields of information
 Setting-up password access authority
 Determining folders, documents and locations to use.
Access external sources may include:
 Telephoning organisations, bodies and authorities
 Going on-line
 Requesting a visit from sales staff from other organisations.
Specific sales needs may relate to:
 Non-negotiable client needs, including budget, timing, duration of travel, required
destination and activities, health
 Requests from and preferences of client, including general enquiries and special interest
requests, travel preferences, timing and designated destination activities
 Need to provide quotations
 Processing a reservation, including booking and coordinating supplier services and
products
 Issuing non-air documentation
 Processing financial transactions, including payment of deposits and full-payment for
bookings
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Competency standard
 Need to amend an existing booking due to unforeseen circumstances

 Cancellations and/or alterations made to bookings.
Integrate sourced product information may include:
 Matching availability and data to identified client needs and preferences to the best
extent possible
 Searching for possible alternatives and options
 Converting supplier codes and abbreviations into usable data to adequately interpret the
information provided.
Industry terminology may include:
 Industry jargon
 Industry specifications
 Common abbreviations
 Industry and supplier/provider codes
 Use of 24-hour international time clock
 Technical capacity of equipment.
Products and services may include:
 Transportation and transfers
 Accommodation, meals, functions and entertainment
 Tours, cruises and entry to attractions
 Tour guide services and activities
 Special events, including special event consumable items
 Venue and convention facilities, including equipment to support same
 Speaker, audio-visual, catering, health and financial services.
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Competency standard
Specific details may include:

 Costs, tariffs and rates
 Conditions and rules
 Scheduling information
 Product codes
 Booking procedures
 Points of departure and arrival
 Touring inclusions and exclusions
 Technical specifications for audio-visual and other meetings and events equipment.
Assessment Guide
The following skills and knowledge must be assessed as part of this unit:
 Understanding and following the enterprise’s policies and procedures in regard to
accessing product information both internally and externally
 Knowledge of major categories of tourism products and services
 Using industry terminology, jargon and abbreviations
 Ability to convert to and from international time
 General knowledge of destinations and travel options
 Understanding of the advantages and disadvantages of travel choices, destinations,
activities and other travel-related purchasing options.
Linkages To Other Units
 Access and retrieve computer-based data
 Develop and update local knowledge
 Maintain quality customer/guest service
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Competency standard
 Use common business tools and technology

 Develop and update tourism industry knowledge
 Promote products and services to customers
 Operate a computerised reservation system
 Maintain product information inventory
 Source and provide destination information and advice
 Construct and apply tourism product research
 Promote tourism products and services.
Critical Aspects of Assessment
Evidence of the following is essential:
 Understanding of arrangements that exist to determine sources of information that are to
be used
 Demonstrated ability to evaluate and rate nominated sources of information against
given criteria
 Demonstrated ability to access a nominated range of information sources both
electronically and paper-based to identify a designated set of information
 Demonstrated ability to communicate product information to clients to meet identified
needs and preferences
Context of Assessment
Assessment must ensure:
 Actual or simulated workplace application of techniques to access and interpret product
information.
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Competency standard
Resource Implications
Training and assessment must include the use of real equipment, with access to the
Internet, databases, facilities and products.
Assessment Methods
The following methods may be used to assess competency for this unit:
 Observation of practical candidate performance
 Case studies
 Role plays
 Oral and written questions
 Third party reports completed by a supervisor
 Project and assignment work.
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Competency standard
Key Competencies in this Unit

Level 1 = competence to undertake tasks effectively
Level 2 = competence to manage tasks
Level 3 = competence to use concepts for evaluating
Key Competencies Level Examples
Collecting, organising and 2 Determine and evaluate suitable sources
analysing information of product information
Communicating ideas and 1 Explain product information to clients
information
Planning and organising activities 1 Schedule review of product information
sources
Working with others and in teams 1 Liaise with industry partners and other staff
to access and identify relevant information
as required by the client
Using mathematical ideas and 1 Calculate costs to ensure compliance with
techniques client budget
Solving problems 1 Develop alternatives for clients to enable
their requirements to be met as best as
possible
Using technology 1 Research and access information via the
Internet
© ASEAN 2015
Trainer Guide 19
Competency standard
© ASEAN 2015
20 Trainer Guide
Notes and PowerPoint slides

Slide
Slide No Trainer Notes
1. Trainer welcomes students to class.
© ASEAN 2015
Trainer Guide 21
Slide
2. Trainer advises this Unit comprises four Elements, as listed on the slide explaining:
 Each Element comprises a number of Performance Criteria which will be identified
throughout the class and explained in detail
 Trainees can obtain more detail from their Trainee Manual
 At times the course presents advice and information about various protocols but
where their workplace requirements differ to what is presented, the workplace
practices and standards, as well as policies and procedures must be observed.
© ASEAN 2015
22 Trainer Guide
Slide
3. Trainer advises that assessment for this Unit may take several forms all of which are
aimed at verifying they have achieved competency for the Unit as required.
Trainer indicates the methods of assessment that will be applied to them for this Unit.
© ASEAN 2015
Trainer Guide 23
Slide
4. Introduce topic.
Class Activity – General Discussion
Ask general questions:
 What are examples of sources of information?
 What is product knowledge?
 Why is product knowledge important?
© ASEAN 2015
24 Trainer Guide
Slide
5. Trainer identifies the Performance Criteria for this Element, as listed on the slide.
© ASEAN 2015
Trainer Guide 25
Slide
6. Class Activity – Questions

Get audience to answer following questions:
 What information do you need to know to effectively do your job?
 What information do you need to know that customers may enquire about?
 Where can you get this information?
© ASEAN 2015
26 Trainer Guide
Slide
7. Class Activity – General Discussion

 Identify the benefits for each point.
© ASEAN 2015
Trainer Guide 27
Slide

 What are examples for each of these points?
© ASEAN 2015
28 Trainer Guide
Slide

 Discuss question in the slide.
© ASEAN 2015
Trainer Guide 29
Slide

 What businesses are contained within each of these sectors?
© ASEAN 2015
30 Trainer Guide
Slide
11. Class Activity – Identify businesses for each type of business

 Identify actual companies for each type of tourism business.
© ASEAN 2015
Trainer Guide 31
Slide

© ASEAN 2015
32 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 33
Slide

© ASEAN 2015
34 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 35
Slide

© ASEAN 2015
36 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 37
Slide

© ASEAN 2015
38 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 39
Slide

© ASEAN 2015
40 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 41
Slide

© ASEAN 2015
42 Trainer Guide
Slide
23. Class Activity – Identify businesses for each type of business & Activity
 Identify actual companies for each type of tourism business
 Complete Activity 1.
© ASEAN 2015
Trainer Guide 43
Slide
24. Class Activity – Question

 Discuss the question in the slide.
© ASEAN 2015
44 Trainer Guide
Slide

 Discuss the types of information to be collected under each point
 How can you collect this information?
 What format would you like it in?
© ASEAN 2015
Trainer Guide 45
Slide

© ASEAN 2015
46 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 47
Slide

© ASEAN 2015
48 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 49
Slide

© ASEAN 2015
50 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 51
Slide

© ASEAN 2015
52 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 53
Slide

 Discuss the questions in the slide.
© ASEAN 2015
54 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 55
Slide

© ASEAN 2015
56 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 57
Slide

© ASEAN 2015
58 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 59
Slide

© ASEAN 2015
60 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 61
Slide

© ASEAN 2015
62 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 63
Slide

© ASEAN 2015
64 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 65
Slide

© ASEAN 2015
66 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 67
Slide

 Discuss questions in the slide.
© ASEAN 2015
68 Trainer Guide
Slide
49. Class Activity – Discuss importance

 Discuss importance for each of these points.
© ASEAN 2015
Trainer Guide 69
Slide

© ASEAN 2015
70 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 71
Slide

© ASEAN 2015
72 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 73
Slide

 Discuss question in the slide
 Refer to TM for questions that you can ask to determine informational needs.
© ASEAN 2015
74 Trainer Guide
Slide
55. Class Activity – Discussion

© ASEAN 2015
Trainer Guide 75
Slide
56. Class Activity – Discussion & Review information

 What information is contained within these informational formats?
 Trainer to show examples of each.
© ASEAN 2015
76 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 77
Slide

© ASEAN 2015
78 Trainer Guide
Slide
59. Class Activity – Identify importance of tourism statistics

 Why is it important to gather statistics?
 How can it benefit customers?
 What information do you seek under each category?
 How can you gather this information?
© ASEAN 2015
Trainer Guide 79
Slide
60. Class Activity – Identify importance of tourism industry statistics

 Why is it important to gather industry statistics?
© ASEAN 2015
80 Trainer Guide
Slide
61. Class Activity – Identify importance of tourism industry statistics

 Why is it important to gather industry statistics?
© ASEAN 2015
Trainer Guide 81
Slide
62. Class Activity – Identify importance of testimonials

 Why is it important to gather testimonials?
 How can they be beneficial?
© ASEAN 2015
82 Trainer Guide
Slide
63. Class Activity – Discussion & provide example of a specification

 Discuss the importance of these methods
 Provide example of a specification.
© ASEAN 2015
Trainer Guide 83
Slide
64. Class Activity – Discussion & provide example of a specification

 Provide examples of each.
© ASEAN 2015
84 Trainer Guide
Slide
65. Class Activity – Discussion & provide example of a quotation

 Provide examples of each.
© ASEAN 2015
Trainer Guide 85
Slide
66. Class Activity – Discussion & Activity

 From a personal perspective, explain how personal observations have provided you
with critical information
© ASEAN 2015
86 Trainer Guide
Slide
67. Introduce topic.

 What considerations would you have before accessing product information?
 What are the steps associated with accessing product information?
© ASEAN 2015
Trainer Guide 87
Slide
© ASEAN 2015
88 Trainer Guide
Slide
69. Class Activity – Discuss

© ASEAN 2015
Trainer Guide 89
Slide

 Discuss the importance of each of these sales needs.
© ASEAN 2015
90 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 91
Slide

© ASEAN 2015
92 Trainer Guide
Slide

For a case study of your choice, identify:
 A research topic
 Research objectives.
© ASEAN 2015
Trainer Guide 93
Slide

 Discuss these methods based on personal experience
 What other methods can be used?
© ASEAN 2015
94 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 95
Slide

 Identify some costs based on a particular case study of your choice.
© ASEAN 2015
96 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 97
Slide

 What are the benefits of these methods?
© ASEAN 2015
98 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 99
Slide

 Discuss these objectives
 How can you meet these objectives?
 What other objectives may you have?
© ASEAN 2015
100 Trainer Guide
Slide

 Discuss activities associated with these points.
© ASEAN 2015
Trainer Guide 101
Slide

 Why is it important to introduce your organisation?
© ASEAN 2015
102 Trainer Guide
Slide

 Why is it important to have a ‘fit’?
© ASEAN 2015
Trainer Guide 103
Slide

 What else can you do to gain a ‘better understanding’ of a tourism business?
© ASEAN 2015
104 Trainer Guide
Slide

 How can you gather information relating to ‘current’ promotional activities and
special offers?
© ASEAN 2015
Trainer Guide 105
Slide

 What other contractual agreement points may need to be negotiated?
© ASEAN 2015
106 Trainer Guide
Slide

 What is the best way to get product information from overseas tourism
organisations?
© ASEAN 2015
Trainer Guide 107
Slide

 What are examples of publications you need to register for?
 How can you register to access information?
© ASEAN 2015
108 Trainer Guide
Slide

 Discuss these points
 Provide an example of each.
© ASEAN 2015
Trainer Guide 109
Slide

 Discuss these points
 Provide an example of each
© ASEAN 2015
110 Trainer Guide
Slide

 What are reasons exist?
© ASEAN 2015
Trainer Guide 111
Slide

© ASEAN 2015
112 Trainer Guide
Slide

 What are the benefits of visiting identified sources?
© ASEAN 2015
Trainer Guide 113
Slide

 Discuss these benefits of visiting identified sources.
© ASEAN 2015
114 Trainer Guide
Slide
95. Class Activity – Discuss & Activity

 Discuss these benefits of visiting identified sources
© ASEAN 2015
Trainer Guide 115
Slide

© ASEAN 2015
116 Trainer Guide
Slide

 What information can come from each of these sources?
© ASEAN 2015
Trainer Guide 117
Slide

© ASEAN 2015
118 Trainer Guide
Slide

 Provide examples of each system.
© ASEAN 2015
Trainer Guide 119
Slide

 Discuss how these systems can be managed and maintained
© ASEAN 2015
120 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 121
Slide
102. Class Activity –Activity

© ASEAN 2015
122 Trainer Guide
Slide
103. Class Activity –Discussion

 What are examples of policies and procedures that apply to the management of
product information inventory?
© ASEAN 2015
Trainer Guide 123
Slide

 Provide examples of comment cards
 How else can you get feedback from customers?
© ASEAN 2015
124 Trainer Guide
Slide

 What is the purpose of interpreting product information you have received?
 What are the steps associated with interpreting product information?
© ASEAN 2015
Trainer Guide 125
Slide
© ASEAN 2015
126 Trainer Guide
Slide

 Why is this important?
 What are the objectives of reading product information collected?
© ASEAN 2015
Trainer Guide 127
Slide

 How can you achieve each of these points?
© ASEAN 2015
128 Trainer Guide
Slide
109. Class Activity –Discussion & Activity

 What else can you do?
© ASEAN 2015
Trainer Guide 129
Slide

 How can you do this?
© ASEAN 2015
130 Trainer Guide
Slide

 Why are these objectives important?
 What other objectives would you have?
© ASEAN 2015
Trainer Guide 131
Slide

 Why are these objectives important?
 What other objectives would you have?
© ASEAN 2015
132 Trainer Guide
Slide

 What activities are associated with interpreting information?
© ASEAN 2015
Trainer Guide 133
Slide

 Why is this important?
© ASEAN 2015
134 Trainer Guide
Slide

 Discuss the steps associated with each of these points.
© ASEAN 2015
Trainer Guide 135
Slide

 Why is it important to integrate information?
 How can you integrate information to meet the needs of the organisation?
 How can you integrate information to meet the needs of the client?
© ASEAN 2015
136 Trainer Guide
Slide

 Discuss importance of these points.
© ASEAN 2015
Trainer Guide 137
Slide

© ASEAN 2015
138 Trainer Guide
Slide
119. Class Activity – Discuss & Review a quotation

© ASEAN 2015
Trainer Guide 139
Slide

© ASEAN 2015
140 Trainer Guide
Slide

 Discuss importance of these points
 Refer to points on TM Pages 77 & 78.
© ASEAN 2015
Trainer Guide 141
Slide

© ASEAN 2015
142 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 143
Slide

© ASEAN 2015
144 Trainer Guide
Slide

 Discuss importance of these protocols.
© ASEAN 2015
Trainer Guide 145
Slide
126. Class Activity – Discuss & Review a quotation & Activity

 Discuss importance of these protocols
© ASEAN 2015
146 Trainer Guide
Slide

 How can you provide information to clients?
 What needs to be considered when providing information?
 Trainer identifies the Performance Criteria for this Element, as listed on the slide.
© ASEAN 2015
Trainer Guide 147
Slide
© ASEAN 2015
148 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 149
Slide

© ASEAN 2015
150 Trainer Guide
Slide
131. Class Activity – Discussion & Review codes, abbreviations and terminology
 Review the codes, abbreviations and terminology in the TM
 Complete Activities 12 & 13.
© ASEAN 2015
Trainer Guide 151
Slide
132. Class Activity – Discussion & Review codes, abbreviations and terminology &
Activity
 Review the codes, abbreviations and terminology in the TM
© ASEAN 2015
152 Trainer Guide
Slide
133. Class Activity – List types of Non-air & Air documentation & Activity
 What are examples of each?
© ASEAN 2015
Trainer Guide 153
Slide

© ASEAN 2015
154 Trainer Guide
Slide
135. Class Activity – Discuss submission considerations

 How do they impact submission methods?
© ASEAN 2015
Trainer Guide 155
Slide
136. Class Activity – Discuss importance of customer service basics

 Trainer to discuss importance of these customer service basics points.
© ASEAN 2015
156 Trainer Guide
Slide
137. Class Activity – Discuss importance of customer service basics

 Trainer to discuss importance of these customer service basics points.
© ASEAN 2015
Trainer Guide 157
Slide
138. Class Activity Role Play – Providing a quotation to a customer (Slides 149-152)
 Again, in groups and either based on Work Activities case study or Trainer’s
scenarios, provide quotation to a customer
 Trainer to demonstrate steps, key activities and important points.
© ASEAN 2015
158 Trainer Guide
Slide
© ASEAN 2015
Trainer Guide 159
Slide
© ASEAN 2015
160 Trainer Guide
Slide
© ASEAN 2015
Trainer Guide 161
Slide
142. Class Activity – Discuss submission methods

 What are the advantages and disadvantages of using each method?
© ASEAN 2015
162 Trainer Guide
Slide

 Discuss these benefits.
© ASEAN 2015
Trainer Guide 163
Slide

 Discuss these benefits.
© ASEAN 2015
164 Trainer Guide
Slide
145. Class Activity – Show examples of hard copy materials

 Show examples.
© ASEAN 2015
Trainer Guide 165
Slide

 Show examples.
© ASEAN 2015
166 Trainer Guide
Slide

 Show examples.
© ASEAN 2015
Trainer Guide 167
Slide

 Show examples.
© ASEAN 2015
168 Trainer Guide
Slide
149. Class Activity – Discuss the information to be provided under each point
 Discuss possible content under each point.
© ASEAN 2015
Trainer Guide 169
Slide
150. Class Activity – Discuss the information to be provided under each point
© ASEAN 2015
170 Trainer Guide
Slide
151. Class Activity – Discuss information content

© ASEAN 2015
Trainer Guide 171
Slide

© ASEAN 2015
172 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 173
Slide

© ASEAN 2015
174 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 175
Slide

© ASEAN 2015
176 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 177
Slide

© ASEAN 2015
178 Trainer Guide
Slide

 Discuss the content for each specific detail.
© ASEAN 2015
Trainer Guide 179
Slide

© ASEAN 2015
180 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 181
Slide

 What organisations are influenced by seasonality?
 Provide examples how tourism organisations change their offering due to
seasonality.
© ASEAN 2015
182 Trainer Guide
Slide

 What are common methods and conditions to confirm travel arrangements?
© ASEAN 2015
Trainer Guide 183
Slide

 Discuss the impact on these costing considerations.
© ASEAN 2015
184 Trainer Guide
Slide

 Discuss the impact on these costing considerations.
© ASEAN 2015
Trainer Guide 185
Slide

 Provide examples of these additional travel costs.
© ASEAN 2015
186 Trainer Guide
Slide

 Provide examples of these product price increases.
© ASEAN 2015
Trainer Guide 187
Slide
168. Class Activity – Discuss booking conditions

 What information would you need to discuss for each of these points?
© ASEAN 2015
188 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 189
Slide

© ASEAN 2015
190 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 191
Slide
172. Class Activity – List terms and conditions

 Audience to prepare list of all possible terms and conditions affecting travel
bookings and arrangements.
© ASEAN 2015
192 Trainer Guide
Slide
173. Class Activity – Discuss terms and conditions

 What is the purpose of each of these terms and conditions?
 What are examples / stipulations of each of these terms and conditions?
© ASEAN 2015
Trainer Guide 193
Slide

© ASEAN 2015
194 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 195
Slide
176. Class Activity – Discuss questions

© ASEAN 2015
196 Trainer Guide
Slide

© ASEAN 2015
Trainer Guide 197
Slide
178. Class Activity – Discuss limitations

© ASEAN 2015
198 Trainer Guide
Slide
179. Class Activity – Discuss cancellation of tours & Activity

 Discuss question in the slide
© ASEAN 2015
Trainer Guide 199
© ASEAN 2015
200 Trainer Guide
Recommended training equipment

Access to Global Distribution Systems:
 Travelport (Galileo, & Apollo)
 Travelport (Worldspan)
 Amadeus
 Sabre
 Booking conditions
 Computer and internet access.
Computerised systems
Customer information recording forms
Examples of travel documentation
Examples of industry statistics
Examples of information relating to different tourism businesses
 Transportation
 Airlines
 Cruise operators
 Railway operators
 Bus lines
 Car rental businesses
 Limousine hire
 Taxis
 Travel insurance providers
 Finance providers
 Currency exchange
 Conference and similar venues
 Interpreters
 Hotels and motels
 Guest houses
 Bed and breakfasts
 Caravan parks and camping grounds
 Resorts
 Time share properties
© ASEAN 2015
Trainer Guide 201
 Apartments, villas and cottages

 Conference and exhibition centres
 Museums and galleries
 National parks, wildlife parks and gardens
 Theme parks
 Heritage sites and centres
 Sport and activity centres
 Aquarium and zoos
 Tour Operators
 Inbound Tour Wholesaler
 Outbound Tour Wholesaler
 Retail Travel Agents
 Local, regional and national information services
 Ministries of Tourism
 Tourism Boards.
Examples of types of information
 Destination information
 Local community information
 Tours
 Attractions
 Activities
 History
 Geographical features
 Local customs and culture
 Climate
 Accommodation
 Amenities and services.
Examples of different information formats

 Brochures, flyers and pamphlets
 Product manuals
 Supplier information and sales kits
 Confidential and general industry tariffs
 Preferred contracts or agreements
 Clue cards
 Fare sheets
© ASEAN 2015
202 Trainer Guide
 Industry publications, advices and notices

 Videos
 Posters
 Timetables
 Atlases and maps
 Travel literature
 Travel Guides
 Newspapers and magazines
 Internal databases
 Online product training modules.
Final contracts / quotations
Formal quotation templates
Industry codes:
 Airport codes
 Airline codes
 Tour codes
 Room types
 Service codes.
Manual filing systems

Policies and procedures
Quotation examples
Terms and conditions including:
 Travel Agent Terms and Conditions
 Supplier Terms and Conditions
 Product or service provider terms and conditions.
© ASEAN 2015
Trainer Guide 203
© ASEAN 2015
204 Trainer Guide
Instructions for Trainers for using PowerPoint – Presenter View
Instructions for Trainers for using

PowerPoint – Presenter View
Connect your laptop or computer to your projector equipment as per manufacturers’
instructions.
In PowerPoint, on the Slide Show menu, click Set up Show.
Under Multiple monitors, select the Show Presenter View check box.
In the Display slide show on list, click the monitor you want the slide show presentation
to appear on.
Source: http://office.microsoft.com
Note:
In Presenter View:
You see your notes and have full control of the presentation
Your trainees only see the slide projected on to the screen
More Information
You can obtain more information on how to use PowerPoint from the Microsoft Online
Help Centre, available at:
http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033
Note Regarding Currency of URLs
Please note that where references have been made to URLs in these training resources
trainers will need to verify that the resource or document referred to is still current on the
internet. Trainers should endeavour, where possible, to source similar alternative
examples of material where it is found that either the website or the document in question
is no longer available online.
© ASEAN 2015
Trainer Guide 205
Instructions for Trainers for using PowerPoint – Presenter View
© ASEAN 2015
206 Trainer Guide
Appendix – ASEAN acronyms

AADCP ASEAN – Australia Development Cooperation Program
ACCSTP ASEAN Common Competency Standards for Tourism Professionals
AEC ASEAN Economic Community
AMS ASEAN Member States
ASEAN Association of Southeast Asian Nations
ASEC ASEAN Secretariat
ATM ASEAN Tourism Ministers
ATPMC ASEAN Tourism Professionals Monitoring Committee
ATPRS ASEAN Tourism Professional Registration System
ATFTMD ASEAN Task Force on Tourism Manpower Development
CATC Common ASEAN Tourism Curriculum
MRA Mutual Recognition Arrangement
MTCO Mekong Tourism Coordinating office
NTO National Tourism Organisation
NTPB National Tourism Professional Board
RQFSRS Regional Qualifications Framework and Skills Recognition System
TPCB Tourism Professional Certification Board
© ASEAN 2015
Trainer Guide 207
© ASEAN 2015
208 Trainer Guide

Access and Interpret Product Information: D2.TTA - CL2.01 Trainer Guide

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Access and interpret product

Competency Based Training (CBT) and

An element of competency describes the essential outcomes within a unit of competency.

Performance criteria indicate the standard of performance that is required to demonstrate

This manual will identify two avenues to facilitate learning:

Competency Based Assessment (CBA)

This is the strategy of assessing competency of a participant.

It is important to note that flexibility in training and assessment strategies is required to

 Enhances motivation – Learning is most effective when participants are motivated.

Competency Based Training (CBT)

Principle of Competency Based Training

 Be able to become confident, equipped and flexible managers of the future

Competency Based Assessment (CBA)

Principle of Competency Based Assessment

Competency must be proven regardless of:

A range of assessment methods to assess competency include:

Determine usefulness may include:

 Establishing required password and username, if required

 Need to amend an existing booking due to unforeseen circumstances

Specific details may include:

 Use common business tools and technology

Key Competencies in this Unit

Notes and PowerPoint slides

Slide No Trainer Notes

1. Trainer welcomes students to class.

Slide No Trainer Notes

Slide No Trainer Notes

Slide No Trainer Notes

Slide No Trainer Notes

Slide No Trainer Notes

6. Class Activity – Questions

Slide No Trainer Notes

7. Class Activity – General Discussion

Slide No Trainer Notes

8. Class Activity – General Discussion

Slide No Trainer Notes

9. Class Activity – General Discussion

Slide No Trainer Notes

10. Class Activity – General Discussion

Slide No Trainer Notes

11. Class Activity – Identify businesses for each type of business

Slide No Trainer Notes

12. Class Activity – Identify businesses for each type of business

Slide No Trainer Notes

13. Class Activity – Identify businesses for each type of business

Slide No Trainer Notes

14. Class Activity – Identify businesses for each type of business

Slide No Trainer Notes

15. Class Activity – Identify businesses for each type of business

Slide No Trainer Notes

16. Class Activity – Identify businesses for each type of business

Slide No Trainer Notes

17. Class Activity – Identify businesses for each type of business

Slide No Trainer Notes

18. Class Activity – Identify businesses for each type of business

Slide No Trainer Notes

19. Class Activity – Identify businesses for each type of business

Slide No Trainer Notes

20. Class Activity – Identify businesses for each type of business

Slide No Trainer Notes

21. Class Activity – Identify businesses for each type of business

Slide No Trainer Notes

22. Class Activity – Identify businesses for each type of business