SITTPPD008 Learner Workbook V1.0

SITTPPD008
Develop tourism products

Learner Workbook
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Table of Contents
Table of Contents.............................................................................................................................1
Instructions to Learner.....................................................................................................................3
Assessment instructions................................................................................................................3
Assessment requirements.............................................................................................................6
Candidate Details.............................................................................................................................7
Assessment – SITTPPD008: Develop tourism products..................................................................7
Observation/Demonstration............................................................................................................8
Third Party Guide.............................................................................................................................9
Third party details (required information from the learner).........................................................9
Activities.........................................................................................................................................10
Activity 1A....................................................................................................................................10
Activity 1A checklist – for assessor..............................................................................................11
Activity 1B....................................................................................................................................12
Activity 1B checklist – for assessor..............................................................................................13
Activity 1C....................................................................................................................................14
Activity 1C checklist – for assessor..............................................................................................15
Activity 1D...................................................................................................................................16
Activity 1D checklist – for assessor..............................................................................................17
Activity 1E....................................................................................................................................18
Activity 1E checklist – for assessor...............................................................................................19
Activity 1F....................................................................................................................................20
Activity 1F checklist – for assessor...............................................................................................21
Activity 2A....................................................................................................................................22
Activity 2B....................................................................................................................................24
Activity 2C....................................................................................................................................26
Activity 2D...................................................................................................................................28
Activity 2E....................................................................................................................................30
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Activity 3A....................................................................................................................................32
Activity 3B....................................................................................................................................34
Activity 3C....................................................................................................................................36
Activity 3D...................................................................................................................................38
Activity 3E....................................................................................................................................40
Activity 4A....................................................................................................................................42
Activity 4B....................................................................................................................................44
Activity 4C....................................................................................................................................46
Activity 5A....................................................................................................................................48
Activity 5B....................................................................................................................................50
Activity 5C....................................................................................................................................52
Summative Assessments................................................................................................................54
Section A: Skills Activity...............................................................................................................55
Summative Assessments: Section A checklist..............................................................................56
Section B: Knowledge Activity (Q & A).........................................................................................57
Summative Assessments: Section B checklist..............................................................................60
Section C: Performance Activity...................................................................................................61
Summative Assessments: Section C checklist..............................................................................62
Workplace Documentation – for learner........................................................................................63
Workplace documents checklist..................................................................................................63
Supplementary Oral Questions (optional) – for assessor................................................................64
Competency record to be completed by assessor...........................................................................67
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Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own.Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor.The following list outlines some of the activities for which a learner can be
accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used, including

assessments taken totally or in part from the internet.
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If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will notbe accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues.We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law.However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to thedisclosure of. While we may ask you to provide information or details
about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.
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Assessment appeals process

If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor.If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.
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Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration documentmust be

completed by the agreed third party.
Third parties can be:

 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.
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Candidate Details
Assessment – SITTPPD008:Develop tourism products
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for SITTPPD008:Develop tourism products.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed.We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________
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Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstrationwill require:
 Performing a skill or task that is asked of you
 Undertakinga simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstratethe skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.
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Third Party Guide

You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves.The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:

 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training.Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.
Documents relevant to collection of third party evidenceare included in the Third Party section in the
Observations/Demonstrations document.
Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________

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Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Activity 1A
Estimated Time 20 Minutes
Objective To provide you with an opportunity to focus product research according to
organisational objectives
Complete the following individually or in a group (as applicable to the specific
activity and the assessment environment):
Explain how you would conduct product research.
Answer-
We will accumulate information and survey the adequacy of various practices.
This might include:
 Estimation
 question sheets
 telephone interviews
 face-to-confront interviews
 group meeting
Auxiliary exploration, in which we break down the available information which is

accessible, for example, about industry, rivals, guidelines and ideal interest
group.
It is essential to utilize the two strategies to guarantee the exploration is
acceptable. Essential exploration will help the most top to bottom information
which will rest assured about its legitimacy.
Notwithstanding, it is likewise costly to attempt and may not deliver the

necessary example size. A few organizations additionally commit the error of just
meeting dear loved ones, instead of genuine clients. Consequently, optional
information can work perception of the business.
While leading examination, one ought to consider the authoritative goals. These
are the objectives the association is at present seeking after.
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Activity 1A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for theactivity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner? (Please circle)
Has sufficient evidence and information been provided by the learner for the Yes No
activity? (Please circle)
Comments
Provide your comments here:
The learner’s
Not yet satisfactory Satisfactory
performance was:
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
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Assessor’s signature
Activity 1B
Objective To provide you with an opportunity to evaluate information sources for tourism,
tourism market trends, and distribution and marketing networks
From where can you obtain information about tourism and market trends?
Some information about tourism and market trend we can obtain from:
1. Public and private examination frame work
2. Administration bodies:
 Finance organizations
 land the executives organizations
3. Websites
4. Neighbourhood individuals
5. The travel industry administrators:
 destination advertising organizations
 Arrangement
 Trip administrators
6. Reports and examination:

 Local, state, provincial or public showcasing plans.
 Analytical information.
7. The travel industry associations and affiliations
8. Preparing organizations.
As referenced before, data that is accessible to everybody may not really be

exact. Considering the source's standing and ability for giving precise information.
For instance, a little, generally obscure organization may not really be essentially
as trusted as the public authority.
Data on the travel industry might connect with a wide scope of points, including
famous objections and exercises or the size of specific business sectors. The
business is presently one of the biggest on the planet because north of one billion
individuals currently making the travel industry trips every year.
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Activity 1B checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 1C
Objective To provide you with an opportunity to consult with internal and external
stakeholders
1. Which stakeholders should you consult with in your organisation?
2. How can you consult with necessary stakeholders?
Answer-
Partners are by and large isolated into two gatherings: external and internal.
Inside stakeholders are ones inside the association, like workers, volunteers and
directors.
These gatherings simply decide and execute the help or item.
Outer stakeholders are bunches outside the association who cooperate with the
association somehow or another, like clients and providers. Sponsors or financial
backers are typically viewed as outer partners except if they are associated with
decision making inside the association. Other outer partners who influence the
help are controllers, strategy creators and providers. So I will consult with
external stakeholder.
Techniques for consult with necessary include:

 Individual meetings: It can be directed between at least two individuals;
meetings can be engaged around unambiguous inquiries.
 Email/intranet interchanges: This is a speedy and basic way for individuals
to give criticism while additionally making documentation which can be
checked on later.
 Meetings to generate new ideas: They are utilized to create
groundbreaking thoughts and arrangements. Helpful ones can be
additionally investigated and other can be disposed of.
 Centre gatherings: These permit definite investigation of matter, as a rule
with small group with 5 to 10 people.
 Studies (disconnected or on the web): These can be altered to zero in on
unambiguous issues connecting with the functional plans.
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Activity 1C checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 1D
Objective To provide you with an opportunity to analyse current market trends, needs,
and product and service gaps
1. Research one current tourism market trend that applies to your

organisation.
2. Define a product or service gap.
Market patterns are perceived monetary examples inside an industry. They might
be short, middle of the road or long haul. It is by and large acknowledged that the
associations which are speediest to answer trend are effective most.
Market trend applies to our organization are-

 Client spending: Regulate, the amount of clients will spend on the item by
and large; for instance, boarding passes are probably going to be many
dollars while dinners will be a lot of lower.
 Objective: With the travel industry being firmly associated with
movement, various objections might become in and undesirable because
of different changes in culture, economies and governmental issues.
 Items: Products might shift in notoriety and worth additional time; figure
out which are the most sought after ones as of now.
An item or service gap is an unconvinced client need. For instance, clients might
need modest trips to a specific objective. This makes a possible hole on the
lookout.
Nonetheless, it isn't generally commonsense to meet each client need; we ought
to examine whether it is functional given on association's ongoing degree of
assets and funds.
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Activity 1D checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 1E
Objective To provide you with an opportunity to identify product development
opportunities and target markets, including opportunities for new and
innovative approaches
Define the target market for your organisation or product.
The target market is a gathering for certain common qualities that an organization
has distinguished as possible clients for its items. Distinguishing the objective
market illuminates the dynamic interaction as an organization plans, bundles, and
markets its item.
An objective market might be comprehensively sorted by age range, area, pay,

and way of life. Numerous different socioeconomics might be thought of. Their
phase of life, their leisure activities, interests, and professions, all might be
thought of.
The objective market likewise can illuminate an item's details, bundling, and
appropriation.
Buyers with similar socioeconomics will quite often esteem similar items and
administrations, which is the reason reducing the fragments is perhaps the main
component to decide target markets.
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Activity 1E checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 1F
Objective To provide you with an opportunity to evaluate distribution and marketing
networks that support proposed tourism product, including the use of new
technologies
1. Choose a product your organisation produces. Identify all elements of the

distribution network.
2. For the same product, identify all elements of the marketing network.
The product my organization produces are Shein clothes. The elements of

distribution network are-
1. Dispatching and shifting organisations, by:
 Route
 Train
 Via ocean
 Airlift
2. Stockrooms and capacity regions
3. Retail store
4. Occasion coordinators.
Marketing organizations include:

 Media organizations
 Promoting associations
 Sponsors
 Bundling associations.
The initial step is to decide financial plan, and apportion it for various viewpoints.
Conveying the item will generally be more costly.
New advances might influence how to disseminate and advertise innovation.

Quite possibly the most broadly utilized type is computerized innovation, which
alludes to PCs and other digitized media. It is many times utilized in
correspondence to permit organizations to arrange with individuals either inside
or beyond their association. This might incorporate email, video visit, making
computerized items and moving documents. Computerized media incorporates
photographs, video, radio, information, word handling, bookkeeping sheets and a
scope of different items.
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Activity 1F checklist – for assessor

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 2A
Objective To provide you with an opportunity to identify and analyse product preferences
and quality expectations of different consumer markets, including those with
special needs
1. Define quality expectations.
2. Give an example of a special need and how you can meet the user’s
expectations.
One of the primary issues is client inclinations and assumptions. Clients will
probably have a thought of what they need before they start to peruse the items;
assuming if neglect to meet these inclinations or assumptions somehow or
another, they are probably not going to get it.
For special need user’s expectation-

 VISION
Individuals with visual issues might experience issues perusing, adhering to
composed directions and noticing items or risks in their current circumstance.
Ways of conquering this inability incorporate bigger, clearer composition or sound
depictions.
 Language hindrances
Many clients we experience will be from different nations that don't involve
English as a first language. How they might interpret English might change from
familiar to non-existent; if so, we might require an interpreter to impart the
expected data.
On a momentary premise, the Department of Human Services offers an
interpretation and understanding help.
https://www.humanservices.gov.au/client/administrations/interpreter-and-
translation-service.
Assuming the individual has discourse inabilities that make non-verbal
correspondence hard for them, we will utilize elective types of correspondence.
These may incorporate PECS (Picture Exchange Communication System), gesture
based communication or composed correspondence.
 Mental debilitation
A mental debilitation is an adjustment of the manner in which the mind processes
data, and might be either gentle or serious. Instances of mental impedances
incorporate Autism, Down disorder, cerebrum injury and dementia.
For this,
We will provide understanding and easy details, and also assist family members in
necessary.
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 2B
Objective To provide you with an opportunity to identify and assess external issues that
impact on establishing a product
1. Give a brief list of your organisation’s capacity.
2. What acquisition costs may apply to your organisation?

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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 2C
Objective To provide you with an opportunity to assess suitability of destinations for
accessibility and availability of services for target markets
Choose a destination featured in one of your organisation’s products and

determine its accessibility.
Objective is a significant part of the travel industry items, which will influence
clients when using them. Guaranteeing that the objections are proper for the
objective market. We ought to decide if they are open and whether the fitting
administrations are accessible.
Accessibility is entirely settled by:
 Nearness to association.
 Strategies for make a trip accessible to objections.
 Wellbeing of region/locale.
Contingent upon the kind of item, we focus on one or the other home grown or
global areas. Home grown ones will be less expensive and will utilize a significant
part of similar regulation and guidelines, decreasing expenses.
Consider whether the help will require different methods of transport, as this will
likewise influence costs. Voyaging abroad will probably require either plane or
boat travel.
So our organization use mainly domestic destination.
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 2D
Objective To provide you with an opportunity to assess organisational capacity to provide
proposed product and identify additional resources required
Define organisational capacity.
Organisational abilities are the capacities of an organization, in view of its

aggregate assets.
These will influence which administrations and items the organization can make,
so ought to be into account while creating items.
One should ensure that plans are plausible utilizing ongoing assets, any other way
items and administrations won't meet client assumptions.
For instance, in the event that with a little organization with restricted monetary
assets, the items we can lay out will be totally different to those of a huge global
association. We ought to think about this in preparation.
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 2E
Objective To provide you with an opportunity to consider issues relating to product life
cycle
1. What issues are present at each stage of the product life cycle?
2. How can you extend a product’s life cycle?
There is normally a negative income during the presentation phase of the item's
life cycle, as the association consumed more putting it available than they make
in income. Advancement specifically is costly; in any case, raising client awareness
is important.
During the development stage, income might grow. In any case, progress in this
stage might draw in contest from rivals who discharge comparable items or
administrations.
Contingent upon the item and association, there might in any case be a
requirement for critical spend on advertising to support development.
It very well might be feasible to drag out the item's life cycle through different
extension methodologies. These are normally executed during the development
stage when development has dialled back yet a reduce hasn't begun.
Augmentation procedures include:

 Publicizing
 Consolidating new bundling.
 Entering new business sectors.
 Decreasing costs
 Adding elements to the item, like working on the particulars.
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 3A
Objective To provide you with an opportunity to determine net delivery cost by
identifying expenditure items
What expenditure items will apply to your product?
Expenditure item we will apply to our product will be:

 Capital expenses and extent credited to the item.
 Authorizing and grant expenses.
 Human asset costs.
 Protections.
 Working expenses ascribed to working the item.
 Promoting costs.
 Supply of part items and administrations.
Consumption costs will fluctuate as indicated by the sort of item or

administration, and the way that it will be conveyed to clients.
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 3B
Objective To provide you with an opportunity to identify organisations involved in the
product distribution network and the commission or mark up structures that
would apply
1. How can you identify commissions or mark ups?
2. How can you get better deals with commissions or mark ups?
To distinguish association's which are essential for this organization, we ought to

track the item's whole excursion from the producer to the buyer.
This is seldom pretty much as straight-forward as it initially appears. Considering
how the item is shipped, where it is put away between legs of the excursion and
where the clients get it.
Associations will charge an expense, known as a commission, for loading, putting

away or shipping items. For better deal with commission we will recognize how
much expenses are by reaching the associations. At times we might have the
option to get more ideal arrangements by marking long haul contracts or
expanding the amount. This will require exchange abilities.
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 3C
Objective To provide you with an opportunity to incorporate distributor commissions or
mark-ups, and determine required profit margin and mark-up for profit and
make reasonable cost adjustments to ensure price-competitive product
1. Explain how you can determine the required profit margin.
2. Why may you need to make cost adjustments? Explain how you would
make reasonable adjustments.
To decide a suitable net revenue, we have to:

 Consider the business needs (for example compensations, advancement
of business)
 Contrast overall revenues with that of comparable organizations.
 Take a gander at different associations in circumstance.
By making sensible acclimations to cost, we can make the item more cutthroat on
the lookout and improve the probability of deals.
Know that setting cost too high can lessen the volume of deals and result will be
low benefits. Thusly, higher isn't better all of the time.
To distinguish a sensible expense change, you might have to:

 Research costs of items in a similar market.
 Ascertain what the base we could charge and be beneficial.
 Lead item testing with main interest groups at a scope of various costs.
It is many times wise to emphasize on how the innovator in the market is

evaluating their item. This shows what clients will pay for the item.
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 3D
Objective To provide you with an opportunity to estimate expected income and assess
profitability and yield
1. Explain how you would estimate expected income.
2. What is the benefit of two sets of predictions?
We can decide the organization's normal pay by computing the complete income
by calculating the total revenue minus the expenses.
It is difficult to decide this with complete precision until the item is discounted on
the lookout; in any case, we can make a sensible assessment.
Most organizations construct two arrangements of forecasts: one which is

moderate and reflects reality, and another which is forceful and addresses the
most ideal situation.
This empowers them to keep on track while passing on space to grow, and to
expect a scope of situations.
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 3E
Objective To provide you with an opportunity to clearly and accurately document pricing
structures
Explain your organisation’s pricing structure for a product of your choice.
Pricing isn't as clear as it might appear; there are many variables that can
influence it. We ought to be sure about your construction so we generally furnish
clients with the right cost; not doing so will bring about unfortunate client support
and lost income or deals.
Along these lines, it is essential to report the cost structure so it tends to be
imparted to representatives.
This should be possible through preparing, formal briefings or a scope of other
specialized strategies.
It would be ideal to archive:

 Selling cost publicized.
 Limits or concessions.
 Cost for mass purchasers.
 Arranged augmentation systems, for example, reductions in cost and
other advancements.
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 4A
Objective To provide you with an opportunity to create and implement product
development plan that incorporates strategies and actions for marketing,
communications and implementation
Create a Gantt chart to show the implementation of your product development

plan.
March April May June July August
Research 20 15
Development 17 10
Feedback 12 16
Changes 20
Marketing 25 28
Shipping 29
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 4B
Objective To provide you with an opportunity to communicate plan to relevant internal
and external stakeholders
Create a plan to communicate the product development plan to internal or

external stakeholders.
To impart the subtleties of it actually, objectives ought to be SMART - Specific,

Measurable, Attractive, Reasonable and Time-outlined.
Specific – characteristics and simple to gauge.

Measurable- development toward the objective that can be followed and tried.
Attractive - Positive and something helpful for the client,
Reasonable - objective is sensible and feasible inside characterized plans.
TIME-FRAMED - objective is connected to unequivocal time measures.
A SMART objective would be "guarantee 95% of workers know about key

subtleties of the arrangement in the span of about fourteen days."
Inward correspondence channels include:

 Instructional classes and materials
 Notice sheets, signs or banners
 Internet Site
 Interior messages
 Pamphlets
 Worker gatherings or briefings
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 4C
Objective To provide you with an opportunity to where appropriate, test new products
and services in marketplace prior to full implementation
What is the purpose of testing new products and services?
It can affirm whether the item:

 Meets prerequisites or determinations.
 Measures up to clients' assumptions for quality.
 Exhibits confirmation of idea, if vital.
 Endures the vital pressure and tensions of purpose.
 Meets legitimate and administrative prerequisites.
The most widely recognized technique for testing is giving the item to a likely
client and social occasion information about it. Ensuring the preliminary clients
are individuals in objective market. For instance, assuming the item is focused on
older individuals, input from youngsters will not be pertinent.
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 5A
Objective To provide you with an opportunity to monitor product development initiatives
based on feedback and other business factors
1. What business factors may help you monitor product development

initiatives?
2. What feedback may you need?
Business variables might include:
 Deals: The main measurement of achievement as this will create income.

 New clients: what number clients are being drawn to association and
involving it interestingly.
 Exposure: what number individuals know about your item through verbal,
virtual entertainment or advertising?
 Change rate: How frequently clients who attempt or test the item
proceed with buying it.
Input
Input from different partners to decide how the item is faring available can assist
with giving clarifications to the information that you gather from business factors.
For instance, you might know that your item is struggling yet uncertain of why.
Input might be from:
 New and bringing customers back
 Retailers
 Industry specialists.
You could look for input on an assortment of sources, for example, on item
bundling, at retail location, via virtual entertainment, by email, telephone or
recorded as a hard copy. Clarify that you care about gathering input from your
clients; in the event that they don't completely accept that you will follow up on
it, they will not give it.
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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 5B
Objective To provide you with an opportunity to identify and action changes required in a
timely manner and according to any contractual obligations
1. How may consumer protection affect the organisation’s actions?
2. What is an organisation’s duty of care towards customers?

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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Activity 5C
Objective To provide you with an opportunity to communicate changes to relevant
colleagues, customers and distributors
What is the purpose of communicating changes?

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Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence
 Performance – evidence requirements, critical aspects of assessment,performance

evidence.
Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.
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Section A: Skills Activity

Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:
 Reading skills to:

o interpret complex tourism research documents that relate to tourism trends, market
statistics, information on market preferences and requirements
 Numeracy skills to:
o assess the profitability of various product options
o complete complex budgetary costings
o calculate different commission and mark-up structures.
 Problem-solving skills to:
o make strategic responses to product development challenges
 Initiative and enterprise skills to:
o evaluate and develop strategic responses to complex marketing and business
information
 Planning and organisation skills to:
o coordinate implementation aspects of product development
 Technology skills to:
o work with current tourism management and marketing systems
Answer the activity in as much detail as possible, considering your organisational requirements.
1. Use your reading skills to research a tourism trend using an information source of your choice.
2. For the distribution network of a chosen product in your workplace, calculate an appropriate
mark up structure to make a profit.
3. Identify a marketing or business challenge in your workplace. Collect information on it and

develop an appropriate strategic response.
4. Implement the decision made in the previous question, and co-ordinate all necessary parts of
it.
5. Identify a tourism management system or software used in your workplace. Use it to complete
one workplace task associated with it.
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Summative Assessments: Section A checklist

performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Section B: Knowledge Activity (Q & A)

Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 Features and inclusions of a product development plan

 Tourism industry structures, interrelationships and networks
 Tourism industry information sources:
o government bodies:
 funding agencies
 land management agencies
o internet
o local people
o reports and research:
 local, state, regional or national marketing plans
 statistical data
o public and private research bodies
o tourism operators:
 accommodation
 destination marketing companies
 tour operators
 inbound tour operators
 tour wholesalers
o tourism organisations and associations
o training agencies
 Distribution and marketing networks that support tourism products in the relevant context
 Key stakeholders in local, regional, state and national tourism organisations and the
structures of these organisations at each level
 Current market trends, products and service styles that meet certain market requirements
and quality expectations
 Current tourism product base for the proposed destination and market to be serviced
 Current and proposed products and services of competitors
 Features of the destination at which the product will be delivered
 Aspects of laws that impact on tourism operations and actions required of tourism
operators:
o consumer protection:
 providing services as advertised
 terms and conditions
 refund requirements
 cancellation fees
o child sex tourism
o legal liability insurance requirements and duty of care to customers
o environmental protection:
 licences
 permits
 accreditation
 minimal impact practice
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o local community protection:

 land ownership, management and access requirements
 Factors impacting organisational capacity to provide proposed product:
o destination factors:
 capacity to sustain tourism
o impacts of potential product diversification for the business
o profitability issues
o resource constraints
o skills requirements
o sustainability:
 economic
 environmental
 current credentials
 legislative, accreditation, permit requirements
 minimal impact issues
 social and cultural
o risk assessment and control requirements
 Financial operating costs in tourism organisations; desired profit margins and achievement
of high yield in order to determine an appropriate selling price
 Expenditure items relevant to the development of tourism products:
o capital costs and proportion attributed to the product
o fixed costs
o human resource costs
o insurances
o licensing and permit fees
o marketing costs
o operating costs attributed to operating the product
o supply of component products and services
o variable costs
 Industry commission and mark-up procedures and rates appropriate in the relevant industry
context.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. What are the features of a product development plan?
2. What are the benefits of forming relationships within the tourism industry?
3. How can you assess how accurate a tourism industry information source is?
4. List all organisations in your distribution and marketing network.
5. Give an example of a key stakeholder in a local, state or national tourism for your
organisation.
6. Give an example of a current market trend.
7. Why do you need to research the current and proposed products/services of competitors?
8. What products does your organisation sell?

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9. What sort of conditions and features of the destination should you monitor?
10. How can child sex tourism laws impact on tourism operations?
11. How can you measure organisational capacity?
12. Give examples of financial operating costs in your organisation.
13. Give examples of expenditure items relevant to the development of tourism products in your
organisation.
14. How can you determine an appropriate mark-up structure?

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Summative Assessments:Section B checklist

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Section C: Performance Activity

Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
This activity will enable you to demonstrate the followingperformanceevidence:
 Research, assess and develop a new product or service for a tourism operation, including:
o analysing current industry, market and organisational information
o gap analysis of current products or services
o determining costs of delivery, distribution and commission structure and setting a
profitable selling price for the new product or service
o creating a product development plan
o developing measures of success and return on investment for the new product or
service.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. In a workplace environment, research a new product or service for a tourism organisation.
Ensure that you:
 Analyse current industry, market and organisational information from appropriate

sources
 Conduct gap analysis of current products or services
 Consult with internal and external stakeholders as appropriate.
2. Determine costs and financial information associated with the product or service.
Ensure that you:
 Determine costs of delivery, distribution and commission structure

 Set a profitable selling price for the new product or service.
3. Create a product development plan.
Ensure that you:
 Plan for all aspects of the product’s implementation

 Develop measures of success for the product
 Determine reasonable return on investment for the new product or service.
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Summative Assessments:Section C checklist

Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Comments
The learner’s
performance was:
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Workplace Documentation – for learner

Workplace documents checklist
To demonstrate and support workplace knowledge, workplace documents can be submitted to the
assessor or third party. Indicate in the table below the documents that have been provided. Please
refer to your trainer/assessor if clarification is required or if you have any further questions on what
you are able to provide or use.
Document name/description Document attached
Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace documents? Yes No (Please circle)
If not originals, have the originals been validated or checked? Yes No (Please circle)
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SupplementaryOral Questions (optional) – for assessor

The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:

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Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:

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Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Assessor’s name
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Competency record to be completed by assessor

performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for theunit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Has the learnercompleted all required assessments to a satisfactory standard? Yes No

(Please circle)
Has sufficient evidence and information been provided by the learner to prove Yes No
their competency across the entire unit? (Please circle)
The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)
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Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:

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Develop tourism products

Activity 2E checklist – for assessor...............................................................................................31

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 Presenting any work by another individual as one's own unintentionally

 Handing in assessments markedly similar to or copied from another learner

 Presenting the work of another individual or group as their own work

 Handing in assessments without the adequate acknowledgement of sources used, including

Assessment appeals process

Recognised prior learning

 Product-based methods e.g. reports, role plays, work samples

 Portfolios – annotated and validated

 Third party evidence.

If submitting third party evidence, the Third Party Observation/Demonstration documentmust be

Third parties can be:

The third party observation must be submitted to your trainer/assessor, as directed.

An explanation of observations and demonstrations:

The observation will usually require:

 Performing a work based skill or task

 Interaction with colleagues and/or customers.

 Performing a skill or task that is asked of you

 Undertakinga simulation exercise.

Third Party Guide

The reasons to use a third party may include:

Third party details (required information from the learner)

Third party name: ______________________________________________________________

Position of third party: ______________________________________________________________

Telephone number: ______________________________________________________________

Email address: ______________________________________________________________

Declaration for nominated third party

Third party signature: _____________________________________ Date: ___________________

Explain how you would conduct product research.

Auxiliary exploration, in which we break down the available information which is

Notwithstanding, it is likewise costly to attempt and may not deliver the

Activity 1A checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

6. Reports and examination:

As referenced before, data that is accessible to everybody may not really be

Activity 1B checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

1. Which stakeholders should you consult with in your organisation?

2. How can you consult with necessary stakeholders?

Techniques for consult with necessary include:

Activity 1C checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

1. Research one current tourism market trend that applies to your

2. Define a product or service gap.

Market trend applies to our organization are-

Activity 1D checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

Define the target market for your organisation or product.

An objective market might be comprehensively sorted by age range, area, pay,

Activity 1E checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

1. Choose a product your organisation produces. Identify all elements of the

Third party signature: ___________________ Date: _