Ass Tool - SITXCCS002 Pro Visitor Info

SITXCCS002 - Provide visitor
information
Assessment Tool
Mode | Classroom Delivery
SITXCCS002 - Provide visitor information Page 1 of 36

Assessment Tool | V 2.1 | Sep 2019
Australian English Colleges t/a Australian College of Hospitality and Business Management
Provider Code: 45215 | CRICOS Provider Code 03630A
Assignment Cover Sheet
Student ID
Student Name
Unit
Assessment Task - Title/Number

Trainer/Assessor
Date Submitted
Note: Plagiarism/Cheating is a serious offence. If a student is found plagiarising/cheating, it may result in a penalty of
suspension/cancellation of student’s enrolment. In submitting their work, students must be aware of college’s Plagiarism
and Academic Misconduct Policy available in student handbook, college’s website and student administration.
Declaration of Originality:
By submitting this assignment for assessment, I acknowledge and agree that:

 This assessment task/work is submitted in accordance with the college’s Plagiarism and Academic Misconduct
Policy. I also understand the serious nature of academic dishonesty (such as plagiarism) and the penalties
attached to being found guilty of committing such offence
 No part of this assessment task/work has been copied from any other source without acknowledgement of the
source
 No part of this assessment task/work has been written by any other person, except to the extent of team and/or
group work as defined in the unit/assessment task
 A copy of the original assessment task/work is retained by me and that I may be required to submit the original
assignment to the trainer/assessor upon request
 The trainer/assessor may, for the purpose of assessing this assessment task/work:
o Provide a copy of this assignment to another member of the faculty for review and feedback; and/or
o Submit a copy of this assignment to a plagiarism checking service. I acknowledge that a plagiarism
checking service provider may then retain a copy of this assessment task/work on its database for the
purpose of future plagiarism checking
Late submission: Late submission without a prior approval of the trainer/assessor will not be accepted and
may delay the assessment outcome. You may also need to resubmit work as per college’s Reassessment Policy.
I declare that this assessment is my own work.
Student
Date:
signature:
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SITXCCS002 - Provide visitor information
Supporting: SIT40416 Certificate IV in Hospitality; May also support other qualifications based on respective packaging rules
© Skillworks Australia Pty Ltd, 2018
Copyright:
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Assessment Summary
Read all the instructions below before attempting the assessment task. Assessment tasks are tools used to
determine if you have the knowledge and skills to complete tasks to industry standards within the workplace.
Your trainer/assessor will help you throughout this task and it is your responsibility to provide enough
evidence to justify a competent decision by the trainer/assessor. If you do not understand the questions or
what is required, ask your trainer/assessor for assistance. For group assessments, all students are to contribute
to the assessment tasks. You can work in groups up to a maximum of four people.
You are to complete all tasks by the due date and assessments must have a coversheet attached. If you think
you do not have enough time to complete the tasks by the due date, discuss with the trainer/assessor the
reasons of why you cannot submit on time.
Writing your responses

When answering questions, ensure that your answers are detailed enough to so the assessor can draw a
conclusion that you have the knowledge and/or skills to demonstrate competency. Handwritten answers must
be written in blue or black pen. When producing reports, ensure that your project has a title page, table of
contents, page numbers, reference list, ensuring that your answers thoroughly match the questions asked.
Answer all questions in your own words to avoid plagiarism. Plagiarism is copying someone else’s work or
ideas and saying that it your own work. Sources of work must be properly referenced, outlining the source of
your ideas. Penalties may include having to resubmit the assessment task again, repeating the Unit of
competency, or for repeat plagiarism, expulsion from Australian College of Hospitality & Business
Management.
Marking of Assessments
On submission of your assessment will be marked for a result of either Satisfactory (S) or Not Yet Satisfactory
(NYS). If you receive a NYS result, you will be asked to redo the tasks again. To achieve a competent result with
this unit, all tasks need to be completed and marked as satisfactory. Your trainer/assessor will provide
feedback to you on each task, outlining where you must improve to achieve a Satisfactory (S) result. When all
tasks are marked as Satisfactory (S), you will receive a result of Competent (C) for this unit otherwise, you will
be marked Not Yet Competent (NYC). Assessments submitted to the trainer/assessor after the due date may
not be accepted, and you may have to pay a resubmission fee / adjustment may apply.
Students with Special Needs
If leaners/learners have any special needs (e.g. physical disability, learning difficulty) regarding assessment,
they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all
possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some
examples of additional support could include:
 Language, literacy and numeracy (LLN)

 Assistive technology
 Additional materials or tutorials
 Assistance in using technology for online delivery components.
Reasonable adjustment
Reasonable adjustment refers to any modification made to the learning environment, certification
requirements, training delivery or assessment method to help learners with a disability access and participate
in education and training on the same basis as those without disability (IBSA, 2015). The Disability Standards
for Education 2005 were formed under the Disability Discrimination Act 1992. They clarify the obligations of
training providers to ensure that learners who have a disability are able to access and participate in education
and training on the same basis as those without disability.

Some examples of reasonable adjustments could include:
 Personal support services, e.g. a reader, Auslan interpreter, a scribe

 assistive technology or special equipment, e.g. screen readers, magnifiers, alternative keyboards
 modifying the presentation method, e.g. visual, oral, print, electronic
 adjustments to timeframes, e.g. providing materials prior to class, extended time limits
 adjustment of the physical environment, e.g. specific furniture, arrangement of classroom.
The determination of “reasonableness” requires judgement that must take into account the impact on the RTO
and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the
ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not
Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the
standards expected should be the same irrespective of the group and/or individual being assessed (Disability
Standards for Education 2005).
Skill Recognition and Credit Transfer
Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of
evidence of successful completion of the same unit in an equivalent or higher qualification. Under the
Australian Qualifications Framework, this qualification recognises competencies achieved as part of a
Nationally Recognised Qualification from other institutes or universities.
Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the
required skills and knowledge in the specific areas of competency through work/industry experience and/or
completed eligible assessments in equivalent or higher qualification.
Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy
is available either through the faculty coordinator or college’s website.
Academic Policies and Procedures
Applicable policies and procedure related to this course including plagiarism, assessments, appeals and
complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the
college’s website.
Submission of Work
All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by
the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should
be signed by the student and must contain student details and date of submission.
Material submitted for assessment—Word processed assignments, reports, essays, projects, etc. must contain
student’s name, ID (if available). Within the context of these assessment tasks, the assessor fulfils the role of
client, manager or supervisor, as applicable. Work submitted for “approval” within this context must
demonstrate care and attention to detail, such that the student inspires confidence that the work is being
undertaken competently.

Where soft copy/electronic files are submitted, students are encouraged to name the files according to
established procedure. This would typically include a course or unit code, assessment or submission code, and
in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted
within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip. Follow
submission guidelines in each assessment task for specific instructions.
Unit Overview:
This unit describes the performance outcomes, skills and knowledge required to access general information on
facilities, products and services available in the local area and to provide this to visitors.
The unit applies to frontline service personnel working in a range of tourism, travel, hospitality, entertainment
and cultural contexts. Information is often provided face-to-face but may be by telephone or other remote
mechanisms.
It applies to frontline service personnel who routinely respond to visitor requests for general local area
information. They may be working independently or with guidance from others in restaurants, hotels,
wineries, attractions, entertainment venues, tour operations, visitor information centres and at tour desks.
Learning Outcomes
On successful completion of this unit, the learner/trainee will be able to;
1. Access and update visitor information

2. Provide information to visitors
3. Seek feedback on information provision
As well as demonstrating the performance criteria, to be assessed as competent, the learner must
demonstrate their ability to apply the required knowledge and skills in a range of situations. These are
summarised in the Competency Standards section below.
Performance Criteria
The following performance criteria specify the required level of performance for each of the elements of
competency:
Element Performance Criteria
1.1. Identify and access sources of visitor information.

1.2. Obtain general information on local facilities, products and
1. Access and update visitor services to meet different visitor needs.
information. 1.3. Share information with colleagues to support the efficiency
and quality of service.
1.4. Identify and use opportunities to update and maintain
local area knowledge
2. Provide information to visitors.
2.1. Identify specific information and assistance needs of
visitors, including those with special needs.
2.2. Provide appropriate scope and depth of information to
meet visitor needs.
2.3. Identify and use opportunities to promote internal products

and services.
3.1. Proactively seek visitor feedback to ensure required

information has been provided.
3. Seek feedback on information
3.2. Follow procedures for any formal visitor evaluation.
provision.
3.3. Provide information on visitor feedback to relevant
colleagues.
Performance Evidence
Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the
context of the job role, and:
 provide current, accurate and relevant information about local area features to three different visitors
on three different occasions
 provide above information and assistance in a culturally appropriate manner and according to
organisational service standards
 extend personal knowledge of relevant facilities, products and services
 seek formal and informal feedback from visitors on above services.
Knowledge Evidence
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this
unit:
 sources of information on the available local area facilities, products and services:
 brochures
 library
 local council
 local people and local identities with specialised knowledge
 local visitor guide booklets and maps
 online reservation systems
 organisation information
 organisation-designed information systems
 principal supplier of a product
 product library
 room directories
 social media websites
 state or territory government tourism authority information systems
 timetables
 information on the local area features:
 accommodation options
 dining options
 entertainment venues
 local attractions
 local personal services facilities
 local shopping facilities
 local transport options
 organisation-specific information
 road conditions

 sporting facilities
 tours, local outings and trips
 travelling routes
 weather conditions
 organisational service procedures and standards:
 designated response times for acknowledging customers and their enquiry
 personal presentation and hygiene standards
 awareness of customs and practices of various social and cultural groups of visitors to assist with
meeting visitor needs and expectations in regards to:
 modes of greeting, farewelling and conversation
 body language and body gestures
 formality of language
 clothing
 methods of collecting feedback:
 formal:
 surveys
 interviews
 structured questioning
 informal:
 observation
 casual discussion
 organisational service procedures and standards.
Assessment Plan
Assessments for this unit have been developed by taking into account assessment guidelines as provided in the
training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing
process of gathering evidence to determine what each student/learner knows, understands and can do in
order to inform teaching and support learning of the intended curriculum.
The purposes of this assessment are;
 To collect evidences that demonstrate competency in the performance criteria of the unit and satisfy
skill, knowledge and employability skills requirements
 To provide feedback to the learners/trainees indicating the areas of improvement and professional
development
 To measure the effectiveness of the delivery plan and evaluate the learning outcomes
The required assessment criteria are provided in each assessment task for learner’s information.
Assessment Method
Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency
and the training package. The evidence is generated through summative assessment tasks. However, the role
of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative
tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on
the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student
needs.

These tasks and activities usually take place throughout the unit and planned in accordance with the
summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks.
Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be
used by students as an evidence of participation or example of work completed as part of their learning.
Formative tasks are not assessed.
For summative tasks, the following assessment methods are available to collect the aforementioned evidence
to demonstrate satisfactory performance in this unit;
 Written Assessment Tasks

 Practical/Analytical Tasks
 Test/Examinations
 Projects
 Observation
 Integrated Assessment
The Written Assessment Tasks and Tests have been developed to address various parts of Performance
Criteria as well as Required Knowledge.
The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and
activities are mostly designed as in-class assessments, enabling the trainers to observe the work being
undertaken and completed (i.e. demonstration of a specific/required skill). Practical tasks may also include use
of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally
provided within the task description. However, trainers/assessor may set certain conditions for conducting and
observing these tasks.
The Project (Individual or Group based) addresses various aspects of competency standard including
Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is
to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of
instructions and learning in the prescribed delivery period by assessing the overall performance of the
students/trainees for the purpose of grading/final results.
The Test/Exam is generally designed to test the Required Knowledge component of the unit of competency. It
may also be used to reinforce learning and test specific aspects of other part of competency where knowledge
of certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task
description. Examinations are conducted under set conditions.
Observation forms part of in-class activities, participation in designated group processes, presentation and
provides an option where specific skills need to be demonstrated to the assessor.
Some of the assessments in this course may be used as Integrated Assessments; i.e. to use evidence created in
one unit/task to determine competency in another unit/task. The concept behind the design of the integrated
assessment is to limit repetitive tasks that test the same or similar competency elements in different units of
competency.
Optional/Supplementary Assessments
In addition to the above assessment instruments, the following methods can be used, if required, in the
context of assessment for this unit of competence, especially in the circumstances where assessment involved
components of online learning as well as actual workplace activities and/or performance.

 Workplace Verification through RPL application
 Competency Conversation at completion of the unit
To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed
as indicated in the Competency Standards (2).
Assessment can be both a formative and summative process. Formative assessment is used to provide
feedback to students and teachers to promote further learning. Summative assessment contributes to the
judgement of student learning for competency/award purposes.
Submission of Work
All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by
the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should
be signed by the student and must contain student details and date of submission. Assessment Cover Sheets
are available at the reception.
Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects,
etc. must contain student’s name, ID (if available), address and contact details. Within the context of these
assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work submitted
for “approval” within this context must demonstrate care and attention to detail, such that the student
inspires confidence that the work is being undertaken competently.
Where soft copy/electronic files are submitted, students are encouraged to name the files according to
established procedure. This would typically include a course or unit code, assessment or submission code, and
in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted
within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip or rar.
Follow submission guidelines in each assessment task for specific instructions.
Assessment Tasks and Schedule
The following assessments are planned for this unit;
Type Assessment
# Assessment Task/Activity
Method
1 Presentation: Travel and Tourism Industry in Australia Individual Observation
2 Develop Client Solutions: Family Holiday Trip (x3) Individual Written & Observation
3 Knowledge Test Individual Test
Task schedule to be advised by trainer/assessor based on the lesson and session plans.

Assessment Task 1:
Presentation: Travel and Tourism Industry in
Assessment Task
Australia
Schedule
Performance Criteria:
SITXCCS002: 1.1, 1.2, 1.3, 2.2, 3.3

Outcomes Assessed
Addresses some elements of required skills and knowledge
as shown in the Assessment Matrix
Assessment instruction:
 This task is conducted as open book tests (this means you are able to refer to your textbook,
resources or any other reading materials).
 Student must read and respond to all criteria of the task.
 Student must use computers to answer the criteria of the project.
 Student must complete the task independently or in group, please see the assessment criteria.
 No marks or grades are allocated for this assessment task. The outcome of the task will be
Satisfactory or Not Satisfactory.
 As student complete this assessment task student predominately demonstrating his/her practical
skills, techniques and knowledge to trainer/assessor.
 The trainer/assessor may ask student relevant questions on this assessment task to ensure that this is
his/her own work.
Description:
The Travel and Tourism industry in Australia has benefited from a strong rise in inbound tourist numbers over
the past five years. However, as reported by IBIS (2017), the industry has a low level of market share
concentration. This is due to the diverse and fragmented nature of the industry, with operators ranging from
small owner-operator tour companies and bed and breakfast establishments to large chain accommodation
providers.
In this task, you will need to research and present the industry situation/environmental analysis to the class
audience – assuming class audience as the industry stakeholders.
Your presentation will cover;
1. Overview of the Travel and Tourism Sector in Australia (must cover all Australian States and
Territories)
2. Features of Key Australian Destinations
3. Industry Statistics
4. Analysis of the Travel and Tourism Data
5. Current issues and trends
6. Cultural and religious protocols of Australian indigenous people
7. Culture and religious protocols of visitors to Australia – Asian visitors (example)
8. Major players/organisations and regulatory bodies

9. Laws and ethical guidelines relevant to Travel and Tourism industry
You may use tourism data and market trends data from published reports and online sources with appropriate
referencing. You may also use a specific visitor profile (8) to research and discuss cultural issues and
sensitivities. Ideally, you will prepare a slide for each of the above sections at the minimum. Maximum of 12
slides overall.
Suggested steps towards preparation and delivery of your presentation are as follows;
 Decide on a topic/title/main message
 Research the topic and gather the required information
 Analyse and organise the information
 Prepare your presentation structure
 Prepare your slides
 Support the contents with audio/video components if suitable
 Prepare information for the audience
 Prepare an audience feedback form
 Practice
 Make a presentation
 Allow for audience feedback and answer queries
Duration: 20 minutes
Assessment Criteria:
The following assessment criteria will be used for marking this assessment task. Ensure that you have
addressed all the criteria in your work;
 Introduced self and the topic to the audience
 The presentation covered all the required topic areas
 Contents and organisation demonstrate the research undertaken
 Presented industry statistics and trend data
 Was able to interpret and analyse the data in own words
 Identified and listed information sources
 Discussed cultural issues and sensitivities relevant to Australian indigenous people
 History and profile of Australian indigenous people was accurately portrayed
 Provided an example of cross-cultural sensitivities and issues through an example
 Demonstrated cultural sensitivity and understanding in dealing with cultural topics/issues
 Demonstrated breadth of Australian destination knowledge, which must include coverage of all
Australian States and Territories, and the major regions and destinations therein
 Identified and list key industry organisations and stakeholders
 Identified and described laws and regulations relevant to the industry
 Outlined ethical conduct requirements for the industry and professionals
 Slides were structured and consistent in flow and information
 Used a variety of contents including graphics and/or video
 Developed appropriate strategies and delivery methods suitable for target audience
 Demonstrated a focussed stance on the issue and maintained consistency
 Presentation was organised and structured
 Effectively used presentation aids
 Provided the audience with an opportunity to ask questions and adequately answered the questions
 Provided all the supporting documents

Submission Guidelines
This assessment task will predominantly be assessed by observation. It must be completed in the presence of
an assessor for observation and marking.
Submit;
 Draft notes and supporting documents showing research/data collection
 A copy of presentation slides
 Copies of handouts (if used)
Electronic versions of the assessment task and email/electronic submission arrangements are at further
discretion of the trainer/assessor.

Assessment Task 2:
Roleplay: Develop Client Solutions: Family Holiday
Assessment Task
Trip
Schedule
SITXCCS002: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3 3.1, 3.2, 3.3
Outcomes Assessed
his/her own work.
Description:
Note to Trainer/Assessor: Ensure that students are provided with appropriate Australian destination
requirements from the perspective of three different clients (e.g. three different destinations). Different
destination mixes should be given to different students to maintain uniqueness of responses. A simulated
environment must be created – with rearrangement of furniture if needed. Roleplay protocols and procedures
must be outlined to students. The location/destination can be varied between students if needed.
In a hospitality environment, visitors and patrons seek local area information from the tour desk at the hotel,
travel agency representatives, and tourist/tourism offices. In this task, you will play the given role and
undertake guest/visitor interaction as per the task and roleplay conditions provided. For the purpose of this
task, your trainer/assessor will play the role of the Front Desk Manager.
Context
Byron Bay is a coastal town in the south-eastern Australian state of New South Wales. It is a popular holiday
destination, known for its beaches, surfing and scuba diving sites. Cape Byron State Conservation Park is on a
headland with a lighthouse. Between June and November, humpback whales can be spotted from headland
viewpoints such as the Captain Cook Lookout.
Assume that you are working as a Tour Desk Officer/Concierge at one of the five-star resorts located at Cape
Byron. You may use profile of any well-known hotel in the area.

You may also select another location (within the same roleplay and task requirements) in discussion with your
trainer/assessor (Manager roleplay).
Read the following instructions and complete the given tasks.
Roleplay:
For the purpose of this task, you will play the role of a Tour Desk Officer/Concierge working at a hotel located
on Cape Byron. Your class members/other students will play the role of the clients as arranged by your
trainer/assessor within the sessions. Participants will be briefed on the task by your trainer/assessor. The
Assume that your organisation has set some basic standards for customer service as follows;
 Greet with a smile and welcome

 Provide appropriate seating
 Offer assistance and ask for details

 Listen and take notes
 Show courtesy and maintain a positive approach
 Demonstrate cultural understanding and respect
 Provide relevant and clear response
 Use tone and pitch that demonstrates warmth and concern
Your client (student roleplay) will have already prepared some questions and queries for you based on the pre-
task briefing (primarily seeking information and advice on a local destination).
Also, for the purpose of this task, your trainer/assessor will play the role of your manager. Undertake the task
in the following sequence (A – C).
Within the roleplay, assume that a number of guest/visitor groups (3) have approached you and asked for local
area information and guidance. You will be required to provide specific solutions to the following client
groups;
1) A family of five (5) – Parents (48 & 45), children 15, 12 & 8
2) Newly married couple (Middle Eastern & Asian backgrounds) – Cross/inter-culture (28 & 21)
3) A family of six (6) – Grandparents (62 & 65), young parents (38 & 36), children (8 & 6)
Where exact age-groups are not available for roleplay in the classroom, the ages/roles will need to be assumed
and played under trainer/assessor’s supervision. Role play requirements and interactions will be maintained as
per specific task requirements as follows.
A. Roleplay Interaction:
At a pre-arrange session, undertake the role play (for each of the above client groups separately) as follows;
1) Meet and greet the client

2) Understand client needs and requirements
3) Take notes and ask for information
4) Assist the client in courteous manner if detected/observed any language difficulties
5) Tackle misunderstandings, if any during conversation and seek advice/inputs from the Manager
(trainer/assessor roleplay) if needed

5) Provide a time frame to the client for response
6) Obtain client contact details (email)
7) Finish the meeting and provide a summary to your Manager (trainer/assessor roleplay)
You will be observed by your trainer/assessor as part of the assessment for this task.
Assume that the clients have expressed the need to undertake a trip to an Australian destination for a specific
duration/time. The information on the destination will be conveyed by your Manager (trainer/assessor
roleplay). Accordingly, develop an information pack containing at least at least five different features of each
tourism destination within Australia for each client. Complete the task as follows (all the given parts);
Part A: Research
Undertake research for each of the destinations using a range of sources including but not limited to, travel
guides, brochures, online reviews, industry body, peer communication and discussion with the Manger
(trainer/assessor roleplay), tourism information offices and/or websites, social media sites, published
materials, or multimedia sources). Sources used must be listed as references. Of these sources, three specific
sources, travel guides, internet/websites, and social media sites must be used and demonstrated.
Your research will include interaction with your Manger (trainer/assessor roleplay) and your classmates if they
have had an experience on the destinations being researched. Take notes for your reference and inclusion as
part of the submission.
Part B: Client Solution
Prepare three different information packs for clients appropriate for their group profile and specific needs as
communicated;
 Destination overview and historical context

 Key attractions, events, and activities
 Local features:
o Areas of environmental, social or cultural significance or sensitivity
o Cultural elements
o Facilities for customers with special needs
o Local customs
o Local economy
o Local facilities, banking and public facility information
o Major cities, towns and tourist areas and precincts
o Major gateways for and transport networks within the region and destination
o Special regional features
 Information on geographical features of the destination
o Climate and seasonal factors of the destination and the region
o Major geographic features of the destination and its region
 Information on cultural and related features of the destination:
o Areas of environmental, social or cultural significance or sensitivity
o Major cities, towns and tourist areas and precincts
o Major tourist attractions
o Major gateways for and transport networks within the destination and its region
o Basic aspects of the history and culture of the host community and, cultural mix
 Local contacts for information on;
o Health advisory notices
o Safety advisory information

Use the above structure to develop three (3) different information packs distinct of the local destinations. The
information pack will include a mixture of word-processed information and guides, maps, etc. in PDF format.
The complete information pack can be provided as a collection of electronic copies in PDF or Word. Ensure
that the information is presented in a formal/business style and organised in index/table of contents or an
explanatory guide. Seek feedback and evaluate the response against service criteria/standards provided in
Assessment Task 1. Write a brief note/comment on the feedback for own/future improvement.
Discuss the requirements and various development states – and the timeline – with your Manger
(trainer/assessor roleplay).
Part C. Feedback
Following client response, prepare a brief feedback/survey for the client focussing on the service delivery,
information and client satisfaction. Discussed and get the survey tool approved by your Manager
(trainer/assessor roleplay)
Email the survey to the client and request a response within a specific period (24-28 hours).
On receipt of the feedback, analyse client comments and write your own notes/explanation depending on the
nature of feedback. If any misunderstanding arises, consult with your Manager (trainer/assessor roleplay) and
resolve in an amicable and an impartial way.
Submit all documentation and records (including email correspondence copies) to your trainer/assessor.
Assessment Criteria:
The following assessment criteria will be used for marking this assessment task. Ensure that you have
addressed all the criteria in your work;
 Undertook the given task and effectively maintained the given role
 Completed the task in designated sessions as instructed
 Completed the task addressing needs of three different client groups
 Consulted with the Manger (trainer/assessor roleplay) and clarified the information and specific client
requirements
 Maintained an effective communication and consultation with the Manager (trainer/assessor
roleplay) as needed at various stages of the task flow
 Client greeting, meeting and interaction reflect real-life practice and conduct
 Demonstrated effective listening skills
 Showed courtesy and acted in a manner reflective of workplace protocols
 Showed cultural sensitivity and ability to deal with culturally diverse audience
 Showed understanding and consideration for cultural differences in all verbal and non-verbal
communication
 Maintained and followed organisational service standards
 Maintained a positive body language, tone, and personal approach
 Assisted the client in clarifying/communicating information (e.g. language barrier/difficulty)
 Took notes and gathered enough information for service purpose
 Undertook extensive research on the products with at least three unique sources including travel
guides, internet, and social media sites
 Gathered and organised information appropriate to the required product/client need
 Demonstrated secondary research and information/data organisation and sorting skills

 Demonstrated knowledge of tourism destination information requirements and formats suitable for
client presentation
 Outlined historical features and cultural heritage of the destinations
 Provided a list of key destinations, attractions, and events for each destination
 The information provided is accurate and relevant to the client needs
 Provided information on local features as required
 Provided information on geographical and climate factors as required
 Provided information on cultural and related features including major attractions, cultural
significance, and local cultural mix as required
 Provided local source of information for health and safety announcements/releases
 Addressed the requirements of each sub-section as listed in the task requirement
 The scope and extent of information collected and provided under each area/section is relevant,
realistic, and adequate from the industry practice perspective
 Information preparation and presentation was reflective of real-life work practice and procedure
 Identified and listed sources of information (reference list)
 Demonstrated research and organisation skills and product knowledge within the context of this task
 Developed a client survey tool and collected feedback
 Analysed feedback for improvement purpose
 Provided all the relevant documents with comments and notes to the Manager (trainer/assessor
roleplay)
Parts of this assessment task will be assessed by observation. The relevant tasks/parts must be completed in
the presence of an assessor for observation and marking as instructed.
Submit;
 Copies of notes from client interview/meeting

 Client information pack
 Copies (or links) of reference documents showing information sources
 Copies of client interaction (email), including any feedback received
 Copy of client feedback with own notes
Electronic versions of the assessment task and email/electronic submission arrangements are at further
discretion of the trainer/assessor.

Answer
ARIANNA: Good morning Mr and Mrs LEE. Welcome to Hilton Sydney, I go by ARIANNA and I will assist you
today with your movement plans to Bali.
Mr and Mrs LEE: howdy ARIANNA thank you for your assistance. Anyway, what were you ready to finds for us?
ARIANNA: I knew about your expectation to go to Bali after the meeting you took care of here in Sydney. I have
observed some to be intriguing things for yourself and I trust you will be content with my answer. Following
your remaining at Hilton here in Sydney I can propose you one of our premises in Bali. The room I might want
to book for you is an Ocean view fancy
Ruler with breakfast included.
Mr and Mrs LEE: that is exceptionally fascinating, it is exactly the thing we were searching for? What amount
will it cost for us? ARIANNA: the cost is exceptionally advantageous on the off chance that you pursue our
Hilton Honors Program. With the program you will admittance to uncountable offers and limits in any of our
premises and on your flights.
Mr and Mrs LEE: yes we are intrigued.
ARIANNA: great the cost for the remaining at the Conrod inn it will be $500 each 3 evenings. Close to the
lodging I have likewise searched up for some intriguing see sight for you which are: Lempuyang Temple - Tirta
Gangga - Tukad Cepung Waterfall - Gunung Sari Dance
Assuming you need I can add them into the statement for you booking them for your benefit so you don't
need to contemplate anything.
Mr and Mrs LEE: yes we might want to book 2 of them.
ARIANNA: wonderful I will book them for you. To close I might want to make you mindful that as you can see
from the statement there are a few charges for the booking. 10% charges of the inn booking.
Mr and Mrs LEE: that is fine for us.
ARIANNA: alright great. Allow me to clarify then what it is remembered for the honor program:
Destination Analysis Report for Byron Bay

The travel industry is a developing industry in Australia and traveler objections are the exploiting to extend
their organizations. Byron Bay among the quickly developing vacationer locations in New South Wales. The
business is overseen by the Byron Shire Council. The paper will give an inside and out investigation of the
Byron Bay traveler objective. The geographic guide beneath gives an actual area of the objective. The guide
shows that Byron Bay is deliberately situated to interface with different locations, which is a variable of guests
having long get-aways could consider. Most of sightseers might want to spend their days off in numerous
objections, which implies that the place of interest that is midway or deliberately found will show up in their
determination list.

A social-economic Profile of the Destination
The number of inhabitants in Byron Shire people group where the Byron Bay traveler
objective is found was recorded as 31,556 individuals. The quantity of guys was 15,197,
while that of females was 16,361 ("Byron Shire | Community profile," 2017). The
quantity of the Aboriginal and Torres Strait Islander individuals was 575. The report
additionally demonstrates that 26,267 of the complete populace comprises individuals
matured 15 years or more. The business is filling around here, set apart with an
expanding rivalry.
Destination Stakeholders
The partners incorporate the Byron Shire Council, people group, the Destination Byron
leading body of the executives and the guests. The people group decides the social,
monetary and natural maintainability of Destination Byron (Byrd, 2007; Dredge and
Jenkins, 2007; Leiper, 2004; Tosun and Timothy, 2003). The Byron Shire Council
distinguishes and builds up enactment that guides natural administration, which
influences the economical improvement of Byron Bay traveler objective. The
administration board assumes the part of giving the overall bearing of the objective. The
guests' dynamic necessities influence the general running of the cove.
Bayron Bay Wildlife Safari

Objective Byron gives an admittance to the area's eucalypt woods, rainforest, and
meadow, which is wealthy in different untamed life, for example, Spot koalas, flying
foxes, kangaroos, birds, and wallabies. The presence of a wide assortment of untamed
life means that biodiversity supportability. Byron Bay gets kudos for being the home of
the world's uncommon indicates including Kangaroos and flying foxes to give some
examples. Numerous guests particularly those worried about creature government
assistance track down Byron Bay probably their most ideal decision to visit or for
concentrate on purposes.
Kayaking With Dolphins
Oar a kayak close by dolphins is one of the extraordinary encounters Byron Bay
proposals to its guests. Byron Bay ocean side has intriguing dolphins, which draws in
guests to this traveler objective. The Byron Bay administration board gives freedoms to
the guests of kayaking with dolphins with their assistance. It one reason numerous
guests crowd at the cove; either to have the main involvement in dolphins by
concentrating on their practices or if nothing else seeing them.

Visitor Analysis
Byron Bay is a fascination place for guests each year. The 2010 report of the
Department of Resources, Energy, and Tourism shows that homegrown guests rule
Byron Bay, comprising 76%. 44%, 32% and 17% of the all out level of the homegrown
guests came from Queensland, New South Wales, and Victoria separately. A similar
report shows that 18%, 16%, 16%, 10% and 9% of the global guests came from New
Zealand, North America, 16% the UK, Scandinavia, and Germany. Separately. The
examination was directed in two waves, and in general, 42% made up the day to day life
stage, 32% going with companions or family members, 29% close relative and 29%
accomplices.
There exist numerous persuasive elements for visiting Byron Bay. The Department of
Resources, Energy, and Tourism 2010 report shows that the assortment of things to see
comprised 30% of the justifications for why guests choose to visit the sound. Also, 23%
of the assessment of guests accept that Byron Bay is an extraordinary site for a family
occasion. 23% of the guests consider the straight as an incredible site they could go
through with companions. Also, 21% of the guest assessment demonstrate that
Destination Byron is an interesting site to go through with accomplices. Nonetheless, the
absolute most justification behind visiting Byron Bay are the particular attractions, with
the assessment of public sentiment remaining at 29% ("Byron Shire Visitor Profile and
Satisfaction Report," 2010). Wave 1 of the review demonstrated that Byron Bay is an
extraordinary spot to go through occasions with companions while Wave 2 showed that

the site has an assortment of things to see. Subsequently, it could extensively be
inferred that Byron Bay vacationer location's guests have a few motivations to visit the
site.
Description of Destination Analysis
SWOT ANALYSIS
Strengths Weakness
• High-level of recognition both • The “Great Place to be”
locally and internationally. perception of Byron Bay could be
• A gateway to scenic and vibrant compromised with inadequate
hinterland. proactive tourism management.
• Natural environment including • Iconic status attracting extremely
rainforests, beaches, and high tourist visitations, which the
headlands. management often fail to handle.
• Byron Bay is centrally located • Conflict of interest between
within the tourism region. the community and tourism
• Proximity to domestic markets like sector.
South-East Queensland.
Opportunities Threats
• The growth of emerging • Increased environmental
economies will provide tourism sensitivity.
market. • Increasing and unsustainable
• The growth of the global spirit tourist visitations.
of adventure. • Byron Bay be moving closer to
life cycle stagnation stage.
An Analysis Of Destination Issues
Byron Bay partakes in a wide scope of qualities that help its capacity to flourish in an
exceptionally serious industry like the travel industry area. Prominently, the sound is
enriched with a common habitat with appealing elements like sea shores, rainforest, and
headlands. The ocean side gives a site where guests could encounter the breeze of the
district while the rainforest offers a shot at considering the world's uncommon
biodiversity to be plants and creatures like the kangaroos and flying foxes. Hassan
(2000) contend that biodiversity isn't just significant for ecological supportability yet
additionally adds to the travel industry fascination.
Beerli and Martın (2004) support this perspective by contending that one a climate
contributes as a significant component one might have in regards to the picture they will
create about the objective. Moreover, Byron Bay is midway situated inside the travel
industry locale. For example, the inlet gives the closeness to Queensland, a home of

other vacationer locations like Cairns, Atherton Tablelands, Port Douglas, Cassowary
Coast/Mission Beach and Daintree. Openness is a significant element for vacationer
objections, which contenders can't overlook (Darcy and Dickson, 2009). Moreover, the
Destination Byron is an entryway to the picturesque hinterland and lively elements, for
example, the Minyoni fall.
Byron Bay giving admittance to other the travel industry objections in the locale and
supplied with indigenous habitat highlights. In any case, the objective place has
shortcomings that it should address to move its business further. While it is a famous
vacationer location both at the homegrown and global levels, Byron Bay gets guests that
it couldn't deal with. Somewhat, this is because of the supervisory crew to sufficiently
deal with the straight. Then again, the irreconcilable circumstance between the objective
and the inhabitants is likewise a migraine to a consistent administration of the site.
Tonge and Fletcher (2002) contend that the lacking proactive the travel industry the
board has been enduring at Byron Bay. Inhabitants with elective method for
transportation frequently rival the administration to visit guests around the inlet (Tonge
and Fletcher 2002). Barrena Martínez and co-creators (2016) contend that organizations
ought to plainly convey their corporate social obligation plan to the networks they work
to procure authenticity and acknowledgment. Maybe, this is the thing that the Byron Bay
administration board has neglected to do, prompting the irreconcilable situation between
the objective and the Byron Shire people group.
Notwithstanding, Byron Bay is fortunate since there is a developing worldwide soul of

experience.
Moreover, numerous countries are encountering financial development, which will

empower residents to make outings to traveler objections of their decision. There is a
positive relationship between's the financial development of a nation and the buying
force of the residents.
Friedman (2006), contends that the financial development of a nation mirrors the
capacity of individuals in that nation to get to well-paying positions, thus, increment the
saving limits. Accordingly, the developing business sectors give development freedoms
to vacationer locations including Byron Bay (Eichengreen, Park and Shin, 2012). Byron
Bay is an objective for both the homegrown market including Queensland, Victoria and
New South Wales and worldwide guests from such nations as the United States, the UK,
Scandinavia, and Germany. In this manner, it can exploit the financial development in
these nations to steers its business to more significant levels.
Notwithstanding the chances, Byron straight ought to know about the progressively
moving administrative scene. The worldwide environmental change is expanding the
natural use affectability. Thus, there is a probability that Australia would change the
guidelines that deal with the utilization of land to adjust to the global norms. Thus, this
will influence business tasks, with the fundamental setback being the vacationer location
center points as their exercises straightforwardly sway the climate. Esty and Winston
(2009) battle that organizations without legitimate systems to take on the new changes
are probably going to leave, brilliant firms would consistently investigate new aggressive
methodologies. Byron Bay is no special case, which implies it should devise systems to
succeed even amidst the changing administrative scene (Airey and Ruhanen, 2014). The

staggering guests the objective get strains its capacities, which implies it should stay
imaginative to endure.
Moreover, in the wake of encountering a long record of progress, it is conceivable that

Byron Bay could be shutting the hole to its development stagnation. The Destination
Byron should keep its inventive soul consuming notwithstanding the expanding dangers
if it should hold or grow its portion of the overall industry. The mix of the qualities and
openings with the capacity to bypass dangers and shortcoming to devise new techniques
will be an upper hand for Byron Bay.
Conclusion
Byron Bay gives quite possibly the most interesting guest destination with nearness to
different business sectors in the district. The key objective topics, for example, kayaking
with dolphins, untamed life safari and hinterland visit all demonstrations the travel
industry attractions. Furthermore, Byron Bay is a center point for both homegrown
highway and worldwide appearances, drawing in sightseers from Germany, Scandinavia,
the U.S. also, the UK. The SWOT examination demonstrates that Byron Bay is an
objective center in the locale and could become further with the financial improvement
most countries are encountering across the globe. Nonetheless, it should devise
methodologies to enough deal with the expanding number of guests so it can't think
twice about expanding natural use affectability if it should flourish in the exceptionally
aggressive market like the travel industry objective area.
REPORT MR. AND MRS. LEE
paddies, sea shores and coral reefs. The island is home to strict locales, for example, cliffside
Uluwatu Temple. Toward the south, the beachside city of Kuta has vivacious bars, while
Seminyak, Sanur and Nusa Dua are famous hotel towns. The island is likewise known for its
yoga and reflection withdraws.
Bali's populace of more than 3,000,000 spirits spread over the entire island, remembering
those for the more modest islands of Nusa Penida, Nusa Ceningan, Nusa Lembongan,
Serangan and Menjangan Island. The staggering greater part of Balinese are Hindus, with the
expanding number on non-Hindu relocating from the nearest adjoining islands of Java and
Lombok.
Life in Bali is extremely public under the association of towns. Sanctuary services, marriage,
incineration, cultivating and surprisingly the inventive craftsmanship celebrations are chosen
by the nearby local area organization called "Banjar". The obligations in the everyday life are
ordinarily regulated by both the Banjar and the public authority. The nearby government for
the most part liable for schools, wellbeing facilities, emergency clinics and streets, and Banjar
is answerable for any remaining parts of life. There is one more affiliation exists in the banjar
named "Subak" that worries to the development of rice and arranges the perplexing water
system framework. Each family who possesses a rice field should be an individual from their
neighborhood Subak, which then, at that point, guarantees that each part gets his reasonable
conveyance of water. A banjar comprises of a normal of 50 to 150 relatives, claiming a

gathering setting called the Bale Banjar, which is utilized for ordinary get-togethers and a
middle for nearby gamelan ensembles and show gatherings.
References
Airey, D., & Ruhanen, L. (2014). Tourism Policy-Making in Australia: A National and
State Perspective. Tourism Planning & Development, 11(2), 149-162.
doi: 10.1080/21568316.2013.864991
Barrena Martínez, J., López Fernández, M., & Romero Fernández, P. (2016).
Corporate social responsibility: Evolution through institutional and stakeholder
perspectives. European Journal of Management and Business Economics,
25(1), 8-14. http://dx.doi.org/10.1016/j.redee.2015.11.002
Beerli, A., & Martın, J. D. (2004). Tourists’ characteristics and the perceived image of
tourist destinations: a quantitative analysis—a case study of Lanzarote, Spain.
Tourism management, 25(5), 623-636.
https://doi.org/10.1016/j.tourman.2003.06.004
Byrd, E. T. (2007). Stakeholders in sustainable tourism development and their roles:
applying stakeholder theory to sustainable tourism development. Tourism
Review, 62(2): 6-13.
Byron Shire | Community profile. (2017). idcommunity. Retrieved from
https://profile.id.com.au/byron
Assessment Task 3:
Assessment Task Knowledge Test

Schedule
SITXCCS002: 1.1, 1.2, 2.1

Outcomes Assessed

his/her own work.
Description:
This is an Open book test and all the questions must be answered.
Assessment criteria
Student work will be assessed based on the following criteria. The same criteria are used in the checklists to record
assessment outcome.
The following criteria must be addressed for this task;
 Test completed in presence of an assessor

 All the questions are attempted and answered
 Answers are consistent with model answers
Submit;
 Completed Test paper
Answer all the following questions in your own words.
Q1. List six (6) sources of information on the typical local area facilities, products and services.
__________________________________________________________________________________________
 Travelling guide
___________________________________________________________________________________
 Local websites is also needed
__________________________________________________________________________________________
 Travelling agency
_______________________________________________________________________________
 Indigenous people
_______________________________________________________________________________
 Maps to see location
__________________________________________________________________________________________
 Blog
_______________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Q2. List six (6) types of information that can be provided to clients on the local area features
__________________________________________________________________________________________
o Attraction of the space
o Point of interest of the space
o Restaurant to go
o Organized visit accessible
o How to move around the space
o Facilities of the space
 Services given by the space

_________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Q3. Provide at least four (4) examples of organisational service procedures and standards that can be
applied to client interaction and customer service
__________________________________________________________________________________________
Be moral
___________________________________________________________________________________
Anti-separation
__________________________________________________________________________________________
Listen effectively
__________________________________________________________________________________Be
proficient
__________________________________________________________________________________________
Respect protection
_________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Q4. Provide example of four (4) types of visitor needs and expectations of diverse culture groups that travel
and tourism workers/operators should be aware of;
__________________________________________________________________________________________
o Religious responsibility
o Language hindrances
o No-verbal correspondence needs
o Cultural accepts
_____________________________________________________________________________________
Q5. List five (5) methods of formal and informal collection of client feedback.
__________________________________________________________________________________________
o Feedback structure
o Questionnaire

o Email
o Verbal criticisms
o Comment/audit on site or Social Media

__________________________________________________________________________________________
Q7. List at least six (6) formal and informal research methods that can be employed to gather, organise and
use product and destination information.
__________________________________________________________________________________________
o Talk to local people
o Personal experience
o Destination travel guide
o Blogs
o Destination sites
o Statistics site
o Travel reports
Q8. Provide examples of features of Australian destinations that can be provided to the clients to help them
prepare their trip.
__________________________________________________________________________________________
__________________________________________________________________________________________
o Weather
o areas of natural, social or social importance or affectability.
o cultural components.
o facilities for clients with exceptional necessities.
o local customs.
o local economy.
o local offices, banking and public office data.
o major urban communities, towns and vacationer regions and areas

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Q9. Outline key principles of fairness and equity in relation to interaction with colleagues and customers in a
workplace environment
__________________________________________________________________________________________
Reasonableness is portrayed by value, regard, equity and stewardship of the common world, both among
individuals and in their relations to other living creatures.
• Access (more prominent balance of admittance to labor and products)
• Equity (defeating injustice brought about by inconsistent admittance to financial assets and power)
• Rights (equivalent viable lawful, modern and political freedoms)
• Participation (extended freedoms for genuine cooperation in the choices which administer their lives
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Q10. Briefly describe different types of disability and their implications for the workplace.
__________________________________________________________________________________________
Vision hindrance
Vision hindrance alludes to individuals who are visually impaired or who have incomplete vision. When
conversing with a visually impaired individual or has a dream debilitation:
• always distinguish yourself and any others with you
• ask if the individual needs help, and tune in for explicit guidelines, but be ready for your proposal to
be rejected.
In the case of directing an individual, let them take your arm, rather than taking theirs. Portray any
progressions in the climate like advances, deterrents, and so forth
If the individual has an aide canine, kindly recall the canine is working and ought not be tapped, taken care of
or occupied.
Tips
• Ensure front of office staff are informed and ready on the most proficient method to welcome and
help individuals with vision debilitation.
• Allow additional time and more noteworthy adaptability for preparing and enlistment.
• Be mindful that glare and helpless lighting might fuel vision impedance.
Individuals who are hard of hearing or nearly deaf
Hearing hindrances can go from gentle to significant. Individuals who are almost deaf might utilize a scope of
procedures and hardware including discourse, lip-perusing, composing notes, listening devices or gesture
based communication mediators.
When conversing with a hard of hearing or nearly deaf: individual:
• look and talk straightforwardly to them, not simply to individuals going with them, including
mediators
• speak obviously and utilize an ordinary manner of speaking except if in any case educated by the
individual with the consultation impedance

• if you're not sure the thing an individual is saying, request that they rehash or reword, or on the other
hand offer them a pen and paper.
Tips
• Ensure front of office staff are informed and ready on the best way to welcome and help individuals
who are hard of hearing or nearly deaf.
• Allow additional time and more noteworthy adaptability for preparing and acceptance.
• Consider work area - permitting the worker to see individuals going into the room and arrange the
workstation in a space where there is negligible foundation commotion.
Individuals with emotional well-being conditions
Psychological instability is an overall term for a gathering of ailments that influence the brain or cerebrum.
These sicknesses, which incorporate bipolar problem, gloom, schizophrenia, tension and behavioral conditions,
influence the manner in which an individual thinks, feels and acts.
An individual with a psychological wellness condition might encounter trouble concentrating, which can now
and again be a consequence of drug. Attempt to stay away from excessively unpleasant circumstances any
place conceivable so their condition isn't exacerbated.
Tips
• Provide clear and intensive clarifications and guidelines, recorded as a hard copy whenever required.
• Ask the individual how they might want to get data.
• Allow additional time and more prominent adaptability for preparing and enlistment.
Additional data: Mental wellbeing in the work environment
Individuals with scholarly inability
An individual with a scholarly incapacity might have critical constraints in the abilities expected to live and
work locally, incorporating hardships with correspondence, taking care of oneself, social abilities, security and
self-heading.
The main thing to recollect is to regard every individual as a person:
• a individual with a scholarly inability is very much like every other person - treat them as you might
want to be dealt with
• be kind of the additional time it may take for an individual with a scholarly handicap to do or say
something
• be patient and give your full focus, particularly with somebody who talks gradually or with incredible
exertion.
__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Q11. Explain the meaning of discrimination in your own words. What can organisations do to avoid
discrimination in a workplace?
__________________________________________________________________________________________
Segregation as I would see it is the point at which somebody is kept aside by another person dependent on
close to home predispositions like sex, sexual orientation, age, etc.In request to stay away from separation an
association should carry out an enemy of separation strategy and method and train its staff to stay away from
segregation and welcome variety.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Q12. List main features/key essentials of an anti-discrimination policy.
__________________________________________________________________________________________
o Scope
o EEO
o Rights
o Complaint methodology
o Reporting methodology
o Roles and obligations

____________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Q13. List six (6) sources of assistance in communicating with colleagues and customers from diverse social
and cultural groups.
__________________________________________________________________________________________
__________________________________________________________________________________________
 Translator
o No-verbal correspondence
o Visual correspondence
o Ask for help
o Avoid language
o Use basic words
o Do not judge
__________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
Q14. List and briefly describe approaches to overcoming language barriers in the workplace.
__________________________________________________________________________________________
1.Use plain language:- Regardless of whether you're working with somebody who knows your essential
language as an auxiliary, or you're attempting to impart a profoundly specialized issue to your non-specialized
collaborators, everybody ought to start utilizing plain language sooner rather than later. Utilizing language or
elusive jargon just sets out the freedom for miscommunication and causes individuals to feel awful that they
can't get what you're saying. Making a culture in your work environment of talking basically and clarifying all
issues as clearly as conceivable is critical.
2.Find a solid interpretation administration:- In case you're working across global workplaces, enroll the
assistance of a certified interpreter or observe an interpretation administration that addresses your issues.
3.Enlist translators:- Regardless of whether you have existing bilingual workers or recruit one, believed
mediators ought to be utilized to guarantee that there isn't any data or guidance missed because of a language
hindrance.
4.Provide classes for your representatives:- In case you're working in an exceptionally specialized climate,
similar to a SaaS organization, incorporate an intensive lesson to your language during starting position
preparing, and consider continuous learning classes later on. Deals need to comprehend the intricate details of
any item they're offering; promoting necessities to comprehend the reason why their items are significant; and
everybody should have the option to communicate in a typical language to anticipate the fate of the
organization________________________________________________________________________________
___
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Student Feedback Form

Unit SITXCCS002 - Provide visitor information
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I received information about the assessment
5 4 3 2 1
requirements prior to undertaking the tasks
The assessment instructions were clear and easy to

5 4 3 2 1
understand
I understood the purpose of the assessment 5 4 3 2 1
The assessment meets your expectation 5 4 3 2 1
My Assessor was organised and well prepared 5 4 3 2 1
The assessment was Fair, Valid, Flexible and

5 4 3 2 1
Reliable
My Assessor's conduct was professional 5 4 3 2 1
The assessment was an accurate reflection of the

5 4 3 2 1
unit requirements
I was comfortable with the outcome of the

5 4 3 2 1
assessment
I received feedback about assessments I completed 5 4 3 2 1
Too Great
The pace of this unit was: Too Fast
Slow Pace
Comments:


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SITXCCS002 - Provide visitor

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Assessment Task - Title/Number

By submitting this assignment for assessment, I acknowledge and agree that:

I declare that this assessment is my own work.

Admin Use Only

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© Skillworks Australia Pty Ltd, 2018

Skillworks Australia Pty Ltd

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Writing your responses

Students with Special Needs

 Language, literacy and numeracy (LLN)

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 Personal support services, e.g. a reader, Auslan interpreter, a scribe

Skill Recognition and Credit Transfer

Academic Policies and Procedures

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

1. Access and update visitor information

Element Performance Criteria

1.1. Identify and access sources of visitor information.

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3.1. Proactively seek visitor feedback to ensure required

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The purposes of this assessment are;

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Formative tasks are not assessed.

 Written Assessment Tasks

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Assessment Tasks and Schedule

The following assessments are planned for this unit;

3 Knowledge Test Individual Test

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SITXCCS002: 1.1, 1.2, 1.3, 2.2, 3.3

Your presentation will cover;

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Read the following instructions and complete the given tasks.

 Greet with a smile and welcome

 Offer assistance and ask for details

1) Meet and greet the client

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Part B: Client Solution

 Destination overview and historical context

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 Copies of notes from client interview/meeting

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Ruler with breakfast included.

Mr and Mrs LEE: yes we are intrigued.

Mr and Mrs LEE: yes we might want to book 2 of them.

Mr and Mrs LEE: that is fine for us.

Destination Analysis Report for Byron Bay

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Bayron Bay Wildlife Safari

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An Analysis Of Destination Issues

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Notwithstanding, Byron Bay is fortunate since there is a developing worldwide soul of