D1.HFO.CL2.05 D1.HFI.CL8.07 D1.HFA.CL7.01 …...Training Strategies The aims of this curriculum are...

Process a financial sale transaction

D1.HFO.CL2.05 D1.HFI.CL8.07

D1.HFA.CL7.01 D2.TCC.CL1.12

Trainer Guide

Process a financial sale

transaction

D1.HFO.CL2.05 D1.HFI.CL8.07

D1.HFA.CL7.01 D2.TCC.CL1.12

Trainer Guide

Project Base

William Angliss Institute of TAFE 555 La Trobe Street Melbourne 3000 Victoria Telephone: (03) 9606 2111 Facsimile: (03) 9670 1330

Acknowledgements

Project Director: Wayne Crosbie Chief Writer: Alan Hickman Subject Writer: Emma Gronow Project Manager/Editor: Alan Maguire DTP/Production Daniel Chee, Mai Vu, Jirayu Thangcharoensamut, Kaly Quach

The Association of Southeast Asian Nations (ASEAN) was established on 8 August 1967. The Member States of the Association are Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Viet Nam.

The ASEAN Secretariat is based in Jakarta, Indonesia.

General Information on ASEAN appears online at the ASEAN Website: www.asean.org.

All text is produced by William Angliss Institute of TAFE for the ASEAN Project on “Toolbox Development for Priority Tourism Labour Division”.

This publication is supported by the Australian Government’s aid program through the ASEAN-Australia Development Cooperation Program Phase II (AADCP II).

Copyright: Association of Southeast Asian Nations (ASEAN) 2012.

All rights reserved.

Disclaimer

Every effort has been made to ensure that this publication is free from errors or omissions. However, you should conduct your own enquiries and seek professional advice before relying on any fact, statement or matter contained in this book. The ASEAN Secretariat and William Angliss Institute of TAFE are not responsible for any injury, loss or damage as a result of material included or omitted from this course. Information in this module is current at the time of publication. Time of publication is indicated in the date stamp at the bottom of each page.

Some images appearing in this resource have been purchased from stock photography suppliers Shutterstock and iStockphoto and other third party copyright owners and as such are non-transferable and non-exclusive. Clip arts, font images and illustrations used are from the Microsoft Office Clip Art and Media Library. Some images have been provided by and are the property of William Angliss Institute.

Additional images have been sourced from Flickr and SXC and are used under Creative Commons licence: http://creativecommons.org/licenses/by/2.0/deed.en

File name: TG_Process_a_financial_sale_transaction_refined.docx

http://www.asean.org/

http://creativecommons.org/licenses/by/2.0/deed.en

© ASEAN 2012 Trainer Guide

Process a financial sale transaction

Table of contents

Competency Based Training (CBT) and assessment an introduction for trainers .............. 1

Competency standard ..................................................................................................... 11

Notes and PowerPoint slides .......................................................................................... 21

Recommended training equipment ................................................................................. 63

Instructions for Trainers for using PowerPoint – Presenter View ..................................... 65

Appendix – ASEAN acronyms ........................................................................................ 67

Competency Based Training (CBT) and assessment an introduction for trainers


Process a financial sale transaction 1

Competency Based Training (CBT) and

assessment an introduction for trainers

Competency

Competency refers to the ability to perform particular tasks and duties to the standard of performance expected in the workplace.

Competency requires the application of specified knowledge, skills and attitudes relevant to effective participation, consistently over time and in the workplace environment.

The essential skills and knowledge are either identified separately or combined.

Knowledge identifies what a person needs to know to perform the work in an informed and effective manner.

Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.

Attitude describes the founding reasons behind the need for certain knowledge or why skills are performed in a specified manner.

Competency covers all aspects of workplace performance and involves:

Performing individual tasks

Managing a range of different tasks

Responding to contingencies or breakdowns

Dealing with the responsibilities of the workplace

Working with others.

Unit of Competency

Like with any training qualification or program, a range of subject topics are identified that focus on the ability in a certain work area, responsibility or function.

Each manual focuses on a specific unit of competency that applies in the hospitality workplace.

In this manual a unit of competency is identified as a ‘unit’.

Each unit of competency identifies a discrete workplace requirement and includes:

Knowledge and skills that underpin competency

Language, literacy and numeracy

Occupational safety and health requirements.

Each unit of competency must be adhered to in training and assessment to ensure consistency of outcomes.


2 © ASEAN 2012 Trainer Guide Process a financial sale transaction

Element of Competency

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

The elements of competency are the basic building blocks of the unit of competency. They describe in terms of outcomes the significant functions and tasks that make up the competency.

In this manual elements of competency are identified as an ‘element’.

Performance criteria

Performance criteria indicate the standard of performance that is required to demonstrate achievement within an element of competency. The standards reflect identified industry skill needs.

Performance criteria will be made up of certain specified skills, knowledge and attitudes.

Learning

For the purpose of this manual learning incorporates two key activities:

Training

Assessment.

Both of these activities will be discussed in detail in this introduction.

Today training and assessment can be delivered in a variety of ways. It may be provided to participants:

On-the-job – in the workplace

Off-the-job – at an educational institution or dedicated training environment

As a combination of these two options.

No longer is it necessary for learners to be absent from the workplace for long periods of time in order to obtain recognised and accredited qualifications.

Learning Approaches

This manual will identify two avenues to facilitate learning:

Competency Based Training (CBT)

This is the strategy of developing a participant’s competency.

Educational institutions utilise a range of training strategies to ensure that participants are able to gain the knowledge and skills required for successful:

Completion of the training program or qualification

Implementation in the workplace.

The strategies selected should be chosen based on suitability and the learning styles of participants.




Competency Based Assessment (CBA)

This is the strategy of assessing competency of a participant.

Educational institutions utilise a range of assessment strategies to ensure that participants are assessed in a manner that demonstrates validity, fairness, reliability, flexibility and fairness of assessment processes.

Flexibility in Learning

It is important to note that flexibility in training and assessment strategies is required to meet the needs of participants who may have learning difficulties. The strategies used will vary, taking into account the needs of individual participants with learning difficulties. However they will be applied in a manner which does not discriminate against the participant or the participant body as a whole.

Catering for Participant Diversity

Participants have diverse backgrounds, needs and interests. When planning training and assessment activities to cater for individual differences, trainers and assessors should:

Consider individuals’ experiences, learning styles and interests

Develop questions and activities that are aimed at different levels of ability

Modify the expectations for some participants

Provide opportunities for a variety of forms of participation, such as individual, pair and small group activities

Assess participants based on individual progress and outcomes.

The diversity among participants also provides a good reason for building up a learning community in which participants support each other’s learning.

Participant Centred Learning

This involves taking into account structuring training and assessment that:

Builds on strengths – Training environments need to demonstrate the many positive features of local participants (such as the attribution of academic success to effort, and the social nature of achievement motivation) and of their trainers (such as a strong emphasis on subject disciplines and moral responsibility). These strengths and uniqueness of local participants and trainers should be acknowledged and treasured

Acknowledges prior knowledge and experience – The learning activities should be planned with participants’ prior knowledge and experience in mind

Understands learning objectives – Each learning activity should have clear learning objectives and participants should be informed of them at the outset. Trainers should also be clear about the purpose of assignments and explain their significance to participants

Teaches for understanding – The pedagogies chosen should aim at enabling participants to act and think flexibly with what they know

Teaches for independent learning – Generic skills and reflection should be nurtured through learning activities in appropriate contexts of the curriculum. Participants should be encouraged to take responsibility for their own learning



Enhances motivation – Learning is most effective when participants are motivated. Various strategies should be used to arouse the interest of participants

Makes effective use of resources – A variety of teaching resources can be employed as tools for learning

Maximises engagement – In conducting learning activities, it is important for the minds of participants to be actively engaged

Aligns assessment with learning and teaching – Feedback and assessment should be an integral part of learning and teaching

Caters for learner diversity – Trainers should be aware that participants have different characteristics and strengths and try to nurture these rather than impose a standard set of expectations.

Active Learning

The goal of nurturing independent learning in participants does not imply that they always have to work in isolation or solely in a classroom. On the contrary, the construction of knowledge in tourism and hospitality studies can often best be carried out in collaboration with others in the field. Sharing experiences, insights and views on issues of common concern, and working together to collect information through conducting investigative studies in the field (active learning) can contribute a lot to their eventual success.

Active learning has an important part to play in fostering a sense of community in the class. First, to operate successfully, a learning community requires an ethos of acceptance and a sense of trust among participants, and between them and their trainers. Trainers can help to foster acceptance and trust through encouragement and personal example, and by allowing participants to take risks as they explore and articulate their views, however immature these may appear to be. Participants also come to realise that their classmates (and their trainers) are partners in learning and solving.

Trainers can also encourage cooperative learning by designing appropriate group learning tasks, which include, for example, collecting background information, conducting small-scale surveys, or producing media presentations on certain issues and themes. Participants need to be reminded that, while they should work towards successful completion of the field tasks, developing positive peer relationships in the process is an important objective of all group work.

Competency Based Training (CBT)

Principle of Competency Based Training

Competency based training is aimed at developing the knowledge, skills and attitudes of participants, through a variety of training tools.

Training Strategies

The aims of this curriculum are to enable participants to:

Undertake a variety of subject courses that are relevant to industry in the current environment

Learn current industry skills, information and trends relevant to industry

Learn through a range of practical and theoretical approaches

Be able to identify, explore and solve issues in a productive manner




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

Be ‘job ready’ and a valuable employee in the industry upon graduation of any qualification level.

To ensure participants are able to gain the knowledge and skills required to meet competency in each unit of competency in the qualification, a range of training delivery modes are used.

Types of Training

In choosing learning and teaching strategies, trainers should take into account the practical, complex and multi-disciplinary nature of the subject area, as well as their participant’s prior knowledge, learning styles and abilities.

Training outcomes can be attained by utilising one or more delivery methods:

Lecture/Tutorial

This is a common method of training involving transfer of information from the trainer to the participants. It is an effective approach to introduce new concepts or information to the learners and also to build upon the existing knowledge. The listener is expected to reflect on the subject and seek clarifications on the doubts.

Demonstration

Demonstration is a very effective training method that involves a trainer showing a participant how to perform a task or activity. Through a visual demonstration, trainers may also explain reasoning behind certain actions or provide supplementary information to help facilitate understanding.

Group Discussions

Brainstorming in which all the members in a group express their ideas, views and opinions on a given topic, is a free flow and exchange of knowledge among the participants and the trainer. The discussion is carried out by the group on the basis of their own experience, perceptions and values. This will facilitate acquiring new knowledge. When everybody is expected to participate in the group discussion, even the introverted persons will also get stimulated and try to articulate their feelings.

The ideas that emerge in the discussions should be noted down and presentations are to be made by the groups. Sometimes consensus needs to be arrived at on a given topic. Group discussions are to be held under the moderation of a leader guided by the trainer. Group discussion technique triggers thinking process, encourages interactions and enhances communication skills.

Role Play

This is a common and very effective method of bringing into the classroom real life situations, which may not otherwise be possible. Participants are made to enact a particular role so as to give a real feel of the roles they may be called upon to play. This enables participants to understand the behaviour of others as well as their own emotions and feelings. The instructor must brief the role players on what is expected of them. The role player may either be given a ready-made script, which they can memorise and enact, or they may be required to develop their own scripts around a given situation. This technique is extremely useful in understanding creative selling techniques and human relations. It can be entertaining and energising and it helps the reserved and less literate to express their feelings.



Simulation Games

When trainees need to become aware of something that they have not been conscious of, simulations can be a useful mechanism. Simulation games are a method based on "here and now" experience shared by all the participants. The games focus on the participation of the trainees and their willingness to share their ideas with others. A "near real life" situation is created providing an opportunity to which they apply themselves by adopting certain behaviour. They then experience the impact of their behaviour on the situation. It is carried out to generate responses and reactions based on the real feelings of the participants, which are subsequently analysed by the trainer.

While use of simulation games can result in very effective learning, it needs considerable trainer competence to analyse the situations.

Individual /Group Exercises

Exercises are often introduced to find out how much the participant has assimilated. This method involves imparting instructions to participants on a particular subject through use of written exercises. In the group exercises, the entire class is divided into small groups, and members are asked to collaborate to arrive at a consensus or solution to a problem.

Case Study

This is a training method that enables the trainer and the participant to experience a real life situation. It may be on account of events in the past or situations in the present, in which there may be one or more problems to be solved and decisions to be taken. The basic objective of a case study is to help participants diagnose, analyse and/or solve a particular problem and to make them internalise the critical inputs delivered in the training. Questions are generally given at the end of the case study to direct the participants and to stimulate their thinking towards possible solutions. Studies may be presented in written or verbal form.

Field Visit

This involves a carefully planned visit or tour to a place of learning or interest. The idea is to give first-hand knowledge by personal observation of field situations, and to relate theory with practice. The emphasis is on observing, exploring, asking questions and understanding. The trainer should remember to brief the participants about what they should observe and about the customs and norms that need to be respected.

Group Presentation

The participants are asked to work in groups and produce the results and findings of their group work to the members of another sub-group. By this method participants get a good picture of each other's views and perceptions on the topic and they are able to compare them with their own point of view. The pooling and sharing of findings enriches the discussion and learning process.

Practice Sessions

This method is of paramount importance for skills training. Participants are provided with an opportunity to practice in a controlled situation what they have learnt. It could be real life or through a make-believe situation.




Games

This is a group process and includes those methods that involve usually fun-based activity, aimed at conveying feelings and experiences, which are everyday in nature, and applying them within the game being played. A game has set rules and regulations, and may or may not include a competitive element. After the game is played, it is essential that the participants be debriefed and their lessons and experiences consolidated by the trainer.

Research

Trainers may require learners to undertake research activities, including online research, to gather information or further understanding about a specific subject area.

Competency Based Assessment (CBA)

Principle of Competency Based Assessment

Competency based assessment is aimed at compiling a list of evidence that shows that a person is competent in a particular unit of competency.

Competencies are gained through a multitude of ways including:

Training and development programs

Formal education

Life experience

Apprenticeships

On-the-job experience

Self-help programs.

All of these together contribute to job competence in a person. Ultimately, assessors and participants work together, through the ‘collection of evidence’ in determining overall competence.

This evidence can be collected:

Using different formats

Using different people

Collected over a period of time.

The assessor, who is ideally someone with considerable experience in the area being assessed, reviews the evidence and verifies the person as being competent or not.

Flexibility in Assessment

Whilst allocated assessment tools have been identified for this subject, all attempts are made to determine competency and suitable alternate assessment tools may be used, according to the requirements of the participant.

The assessment needs to be equitable for all participants, taking into account their cultural and linguistic needs.



Competency must be proven regardless of:

Language

Delivery Method

Assessment Method.

Assessment Objectives

The assessment tools used for subjects are designed to determine competency against the ‘elements of competency’ and their associated ‘performance criteria’.

The assessment tools are used to identify sufficient:

a) Knowledge, including underpinning knowledge

b) Skills

c) Attitudes

Assessment tools are activities that trainees are required to undertake to prove participant competency in this subject.

All assessments must be completed satisfactorily for participants to obtain competence in this subject. There are no exceptions to this requirement, however, it is possible that in some cases several assessment items may be combined and assessed together.

Types of Assessment

Allocated Assessment Tools

There are a number of assessment tools that are used to determine competency in this subject:

Work projects

Written questions

Oral questions

Third Party Report

Observation Checklist.

Instructions on how assessors should conduct these assessment methods are explained in the Assessment Manuals.

Alternative Assessment Tools

Whilst this subject has identified assessment tools, as indicated above, this does not restrict the assessor from using different assessment methods to measure the competency of a participant.

Evidence is simply proof that the assessor gathers to show participants can actually do what they are required to do.

Whilst there is a distinct requirement for participants to demonstrate competency, there are many and diverse sources of evidence available to the assessor.

Ongoing performance at work, as verified by a supervisor or physical evidence, can count towards assessment. Additionally, the assessor can talk to customers or work colleagues to gather evidence about performance.




A range of assessment methods to assess competency include:

Practical demonstrations

Practical demonstrations in simulated work conditions

Problem solving

Portfolios of evidence

Critical incident reports

Journals

Oral presentations

Interviews

Videos

Visuals: slides, audio tapes

Case studies

Log books

Projects

Role plays

Group projects

Group discussions

Examinations.

Recognition of Prior Learning

Recognition of Prior Learning is the process that gives current industry professionals who do not have a formal qualification, the opportunity to benchmark their extensive skills and experience against the standards set out in each unit of competency/subject.

Also known as a Skills Recognition Audit (SRA), this process is a learning and assessment pathway which encompasses:

Recognition of Current Competencies (RCC)

Skills auditing

Gap analysis and training

Credit transfer.

Assessing competency

As mentioned, assessment is the process of identifying a participant’s current knowledge, skills and attitudes sets against all elements of competency within a unit of competency. Traditionally in education, grades or marks were given to participants, dependent on how many questions the participant successfully answered in an assessment tool.

Competency based assessment does not award grades, but simply identifies if the participant has the knowledge, skills and attitudes to undertake the required task to the specified standard.



Therefore, when assessing competency, an assessor has two possible results that can be awarded:

Pass Competent (PC)

Not Yet Competent (NYC).

Pass Competent (PC)

If the participant is able to successfully answer or demonstrate what is required, to the expected standards of the performance criteria, they will be deemed as ‘Pass Competent’ (PC).

The assessor will award a ‘Pass Competent’ (PC) if they feel the participant has the necessary knowledge, skills and attitudes in all assessment tasks for a unit.

Not Yet Competent’ (NYC)

If the participant is unable to answer or demonstrate competency to the desired standard, they will be deemed to be ‘Not Yet Competent’ (NYC).

This does not mean the participant will need to complete all the assessment tasks again. The focus will be on the specific assessment tasks that were not performed to the expected standards.

The participant may be required to:

a) Undertake further training or instruction

b) Undertake the assessment task again until they are deemed to be ‘Pass Competent’.

Competency standard



Competency standard

UNIT TITLE: PROCESS A FINANCIAL SALE TRANSACTION NOMINAL HOURS: 30 hours

UNIT NUMBER: D1.HFO.CL2.05 D1.HFI.CL8.07 D1.HFA.CL7.01 D2.TCC.CL1.12

UNIT DESCRIPTOR: This unit deals with skills and knowledge required to process financial transactions made by cash or other means, and to reconcile those transactions.

ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE

Element 1: Prepare point of sale area for

operation

1.1 Prepare point of sale register/terminal for operation

1.2 Open point of sale register/terminal

1.3 Obtain cash float

1.4 Ensure supplies of change

1.5 Obtain supplies of point of sale documentation

1.6 Clean and tidy the point of sale area and equipment

Element 2: Process payments and receipts during

trade

2.1 Calculate or verify amount due from customer/guest

2.2 Accept cash payments and issue receipts

2.3 Accept non-cash payments and issue receipts

Unit Variables

The Unit Variables provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment.

This unit applies to processing and reconciling financial transactions made by cash or other means within the labour divisions of the hotel and travel industries and may include:

1. Front Office

2. Housekeeping

3. Food and Beverage Service

4. Food Production

5. Travel Agencies

6. Tour Operation

Prepare point of sale register/terminal may be related to:

Turning equipment on

Altering date

Updating price/product look up (plus) to reflect specials and deals

Competency standard


2.4 Process advanced deposits and payments

2.5 Process refunds

2.6 Give change as required

2.7 Complete required documentation throughout trading to record transactions

2.8 Issue cash internally, as required

2.9 Make cash payments on behalf of the enterprise

2.10 Apply appropriate customer/guest service skills

Element 3: Reconcile financial transaction at end

of trade

3.1 Close point of sale register/terminal

3.2 Secure point of sale area

3.3 Obtain register/terminal reading

3.4 Count cash in register/terminal

3.5 Calculate non-cash payments/receipts for the period

3.6 Determine balance between register/terminal reading and cash and non-cash totals

3.7 Investigate and resolve discrepancies with takings

3.8 Complete end of shift takings documentation

3.9 Forward documentation and takings to designated location

Checking operation of register/terminal

Verifying audit roll and/or replacing as required

Cleaning register/terminal.

Open point of sale register/terminal may include:

Entering individual staff member operator code

Verifying correct operation of register/terminal.

Cash float may involve:

Verifying contents of float

Clarifying and addressing discrepancies

Signing for float.

Supplies of change could include:

Ordering of change and completion of correct documentation

Obtaining sufficient notes and coins

Exchanging notes for coins

Signing for change

Securing supplies of change.

Point of sale documentation may relate to:

Register/terminal audit rolls

Register/terminal receipt rolls

Receipt book

Refund documentation

Change ordering documentation

Reconciliation documentation

Credit card documentation.

Competency standard



Amount due may include:

Calculating all service fees

Ensuring appropriate discounts are given to customers/guests

Calculating appropriate taxes, fees and levies

Explaining all charges to customers/guests.

Cash payments may relate to:

Payment in notes and coins

Payment in a foreign currency

Verifying money presented by customer/guest

Calculating currency exchange rates and relevant fees, where applicable.

Issue receipts may relate to:

Issuing receipts via cash register/terminal

Issuing hand written receipt

Complying with legal requirements of host country to provide receipt.

Non-cash payments may relate to:

Debit and credit cards

Checks, including personal, business and travellers’’ checks

Electronic funds transfers at point of sale

In-house vouchers

Charges to company accounts

Foreign currency

Making required checks to ensure authenticity of payment option.

Competency standard


Advanced deposits and payments may relate to:

Accommodation

Functions

Meals and beverages

Room hire and associated charges

Pre-payments for assorted events

Payment by cash and other means.

Process refunds may include:

Recording reasons for refund

Ensuring refunds are valid

Completing required internal documentation

Maintaining positive customer/guest relationships

Gathering feedback from customer/guest

Providing refund in the approved form.

Required documentation may include:

Internal documentation

External agent documentation.

Issuing cash internally may include:

Validating documentation and identity of person requesting change/money

Adhering to internal policies and procedures

Processing required documentation to support the internal transaction

Processing disbursements

Providing change to other departments and registers/terminals.

Competency standard



Make cash payments could include:

Checking documentation

Verifying authenticity of the charge/payment

Obtaining receipt for payments made

Forwarding documentation to designated internal department.

Customer/guest service skills could relate to:

Creating and maintaining positive environment

Resolving charging issues and problems

Negotiating solutions

Providing sales and product advice to customers/guests

Maintaining security of cash.

Making point of sale secure may include:

Standard procedures for cash handling, such as taking cash from customers and providing change to customers

Managing floats

Removing excess cash from registers/terminals

Internal protocols for counting money which may include location, staff members, times, techniques

Standard procedures for dealing with customer claims that they have been short-changed

Hold-up procedures

Internal cash movement protocols

On-site security of cash on the premises.

Obtaining register/terminal reading could include:

Authorizations to read register/terminals

Difference between x and z readings

Using register figures to calculate expected takings for the period.

Competency standard


Count cash could relate to:

Separating float from other monies

Making up float to required amounts and denominations

Ensuring security of cash and safety of staff and customers

Accuracy of counting

Bundling of notes

Counting coins into required bags

Recording of takings and actual cash sums.

Determine balance may include

Determining expected totals

Calculating actual cash and non-cash takings

Comparing expected and actual figures

Factoring in relevant documentation such as cash out slips, refunds, disbursements, complimentary sales and excess monies removed from the register/terminal during trade.

Investigate and resolve discrepancies may include:

Re-counting cash

Re-calculating non-cash totals

Checking audit roll for comments in relation to over-rings

Analysing sales shown on audit roll

Checking with staff to identify possible causes of discrepancies

Verifying additions and all documented calculations

Checking supporting documents.

End of shift takings documentation may include:

Completing change order forms

Completing daily takings sheets

Competency standard



Completing non-cash documentation

Signing off from register / terminal.

Assessment Guide

The following skills and knowledge must be assessed as part of this unit:

Knowledge of the enterprise’s policies and procedures in regard to cash handling, cash security, transaction processing and cash on premises

The enterprise’s policies and procedures in regard to customer service standards and speed of service

Accuracy and speed in basic numeracy and arithmetic skills

Accuracy and speed in cash counting skills

Procedures for processing non-cash payments as accepted by the host enterprise

Underpinning knowledge about the reconciliation process

Cash security protocols and techniques to ensure correct change is given to customers

Documentation security procedures

Tax related requirements, fees, charges and levies for purchases as applicable to the host enterprise and the host country.

Linkages To Other Units

Perform clerical procedures

Receive and resolve customer complaints

Maintain quality customer/guest service

Maintain financial standards and records

Process a financial transaction for services rendered

Process transactions for purchase of goods and services

Process financial transactions

Conduct a night audit

Provide accommodation reception services.

Competency standard


Critical Aspects of Assessment

Evidence of the following is essential:

Demonstrated ability to apply the requirements of the host enterprise cash handling and cash security policies and procedures

Demonstrated ability to open up and close down a point of sale register/terminal

Demonstrated ability to process transactions during trade which must include:

Accepting cash payment

Accepting non-cash payments in all forms accepted by the host enterprise

Giving change to customers

Processing refunds

Making cash payments on behalf of the organization

Demonstrated ability to balance takings for a shift/day including cash and non-cash figures

Demonstrated ability to resolve discrepancies between expected and actual takings figures

Demonstrated ability to ensure the security of cash at register/terminals and in transit between register/terminal and designated internal locations

Demonstrated ability to complete require internal documentation associated with cash handling and reconciliation at point of sale registers/terminals.

Context of Assessment

Assessment must ensure:

Actual or simulated workplace application of cash handling, transaction processing and register reconciliation procedures.

Resource Implications

Training and assessment must include the use of actual cash and non-cash transactions and actual internal documentation used by the host enterprise.

Competency standard



Assessment Methods

The following methods may be used to assess competency for this unit:

Observation of practical candidate performance

Simulation

Role plays

Case studies

Oral and written questions

Third party reports completed by a supervisor

Project and assignment work.

Key Competencies in this Unit

Level 1 = competence to undertake tasks effectively

Level 2 = competence to manage tasks

Level 3 = competence to use concepts for evaluating

Key Competencies Level Examples

Collecting, organizing and analysing information

1

Assemble required documentation and data to enable a reconciliation to occur; check figures and documents to assist in resolving discrepancies

Communicating ideas and information 1 Explain charges to customers

Planning and organizing activities 1 Schedule reconciliation activities

Working with others and in teams 1

Cooperate with others in relation to obtaining cash float, change, documentation and information

Competency standard


Using mathematical ideas and techniques

2 Calculate change for customers; undertake actual reconciliation activities and calculations

Solving problems 1

Reconcile discrepancies between expected and actual takings figures

Using technology 1 Use point of sale registers/terminals

Notes and PowerPoint slides




Slide

Slide No Trainer Notes

1. Trainer introduces unit to trainees.



Slide


2. Session Introduction:

Welcome trainees to the unit explaining what the trainees can expect in terms of classroom schedule

Discuss housekeeping issues such as times of attendance, expected classroom behaviour, contact details, resources required - such as a calculator

Explain that the trainees will be assessed and the requirements of those assessments.

Get to know you activity on next slide.




Slide


3. Ice-breaker (10 minutes)

If the trainees haven’t met before ask them to break into pairs. Each person in the pair should introduce himself to the other and ask key questions as above.

After the trainees have had some time to talk, ask them to introduce their partner using the information they have learnt about them.

If the trainees have met before you may prefer to ask them to introduce themselves to you, the trainer, using the questions above as a basis for discussion.

The trainer will now have a better idea of the composition of the group and the group will feel more comfortable with each other. It is sometimes helpful to make a brief note next to the trainee’s name regarding their experience or knowledge as you may be able to draw on this throughout the module.

Trainer: Explain to trainees that, in order to understand how to process financial sales transactions, they must first understand what a financial sale is and what it means to the business.



Slide


4. Trainers to explain what a financial sales transaction is, using local and relevant examples. Trainees may already understand or may be able to provide examples from their work environment to assist with the discussion.

Trainers can use this slide and the next to ensure that trainees understand that financial sales are revenue for the organisation. Revenue collected gives the business funds to spend and the owners some profit.




Slide


5. Continuing from the previous slide, trainers use local examples to illustrate that cash collected throughout the day or shift is revenue.

It may be relevant at this point to explain the components that make up the term “cash”.

Trainers please remember to use local examples of card transactions for whatever electronic transfer system is used.



Slide


6. Trainees must appreciate that, because cash collected represents revenue, there are strict security measures an organisation follows. Trainees can discuss the questions on the slide in groups, then the trainer leads a class discussion. Alternatively, trainers can facilitate a class wide conversation. Refer to the training manual for examples, procedures and point of sale options.




Slide


7. Trainers: Using the elements from the Unit description, processing financial sale transactions can be divided into three main functions. It may help trainees to focus on each function and its characteristics.



Slide


8. Trainees understand what a point of sale area is and how it can look different in Tourism and Hospitality businesses. A restaurant, bar or hotel can probably be visualised or described to trainees without much difficulty. However trainees must understand that point of sale areas can be a computer terminal in an office building or even at home. Online payments, especially in hotels and travel businesses are an increasingly common method of payment. A cash register is not required to define a point of sale area!

Trainers: When opening the point of sale area, this really means preparing the point of sales area for accepting sales. Physically opening the point of sale register or terminal needs appropriate authorisation and often occurs once the rest of the point of sale area is ready.

Ensure trainees are aware of security identification such as photographic identity, passwords, secure keys.

It is very important that trainees understand their responsibility when they are preparing the point of sale area. Once the point of sale area is open, it is the staff member’s responsibility to keep the area secure and safeguard the cash collected.




Slide


9. The safeguarding of cash is one of the primary responsibilities of staff processing financial sale transactions. Trainers explain what a cash float and why it is used. Please refer to local currencies and examples to illustrate what a float may look like.

Trainees count the float to confirm that the notes and coins are as expected. Trainers can choose to show trainees an example of a float if resources permit.

Refer to the training manual for further information.



Slide


10. Part of the preparation of the point of sale area is ensuring that you have all the supplies you need to accept payments efficiently.

This may involve changing the notes and coins in the float for denominations that are better suited to the point of sale area. There are also supplies of documentation that need to be kept to hand in the point of sale area.

Trainers: please use local examples to illustrate types of documentation. Cash register or terminal rolls, pens and pencils and electronic payment documentation are just some examples.




Slide


11. The point of sale area is often the last impression customers, guests or clients have of the business. Keeping the area clean and free of clutter creates the impression of a well-organised and efficient organisation. The training manual lists examples of specific tasks that can be done to keep the point of sale area clean.



Slide


12. Trainer can choose to run the activities as class or group discussions, depending on the training group.

For activity two, trainees should focus on appropriate identification, discuss signing the Float control sheet and what it may look like and practice counting notes and coins.




Slide


13. Trainers: Using the elements from the Unit description, processing financial sale transactions can be divided into three main functions. It may help trainees to focus on each function and its characteristics.



Slide


14. Trainers remind group that cash collected during the day or shift is revenue for the business. All transactions must be handled carefully and according to procedures so that cash is secure. The next series of slides will discuss common methods of payment and explain how the payments are processed. Trainers may find it helpful to ask trainees their experience in processing payments or may use other means to provide local examples.




Slide


15. Trainers can refer to point 2.10 in the training manual to provide information on the types of customer service skills required when processing financial sale transactions in the tourism and hospitality industry.

Trainers may provide scenarios for the groups of trainees where they need to solve a customer service issue. Depending on the group of trainees, each pair might decide on a customer service issue and present the resolution to the class, explaining the personal skills they used.



Slide


16. Trainees can summarise the payment a customer or guest makes for a financial sales transaction into the 4 points on the slide. Each point will be considered in detail over the next series of slides.




Slide


17. Customers, guests or clients expect to pay the advertised amount for the goods and services that have been provided. They can also expect to be able to review their bill or account and see the breakdown of the charges that make up that bill. Point of sale systems provide this information electronically but you may also need to create this detail manually.

Trainees should understand the source of sales information. Relevant, local examples can be used or examples such as a restaurant where menu items are chosen from the Point of Sale terminal and the account with this detail is printed by the system on request. When sales information is collected manually, trainees need to know that all calculations should be double-checked for accuracy.

Once the bill or account is created, the customer confirms the amounts due.

Trainers can use the training manual or examples of their own to discuss discrepancies that can arise. It is an important point to make that it is easier to resolve discrepancies before the customer makes a payment as refunds can be time consuming and frustrating for the customer.



Slide


18. Trainers can organise trainees into groups or lead a class discussion noting the suggestions on the white board or butchers paper.




Slide


19. Trainers explain that customers or guests usually pay more than is required to settle their transaction as customers do not always have the exact denomination of notes and coins required. Use the training manual as a guide to the details that should be discussed.

What can go wrong is continued on the next slide.



Slide


20. Trainers use notes from Training Manual or draw from experience within the group to discuss what can go wrong and what can be done to prevent the problem or solve it. Remind trainees that the security of cash is paramount.

This continues for the next two slides.




Slide



This continues for the next slide.



Slide






Slide


23. Using the Training Manual as well as local examples, trainers explain to trainees that non cash payments are used to settle financial sale transactions. Trainees need to understand that the documentation produced from these transactions represents revenue. Therefore it must be kept safe at all times.

Trainers can use the Training Manual to explain how to process the different types of transactions or may draw on local examples. It is important that whatever examples are discussed, trainees can clearly identify the documentation that forms part of the audit or paper trail.



Slide


24. Trainees can see from this diagram how financial sales flow into revenue. The documentation collected along the way is the audit or paper trail that supports the revenue collected.

Safeguarding documentation when processing sales was mentioned in the previous slide. Here trainers can mention the timely and accurate collection of documentation. An example of recording meals ordered as soon as possible after the order is given can be found in the Training Manual. Trainers may draw on any other local, relevant examples to illustrate this point.




Slide


25. Once again trainers can impress upon trainees the importance of keeping payments from financial sales transactions secure. Forms of secure storage that can be mentioned are the point of sale terminal or register, a safe and a night deposit outlet at a bank. Please expand with local examples where possible.

Part of storing cash securely is performing cash skims throughout the day or trading period. Each establishment will set out procedures on the timing of cash skims. Also, as your experience grows, trainees will be able to identify times when the cash drawer should be cleared. This is continued on the next slide.



Slide


26. Trainers can use the Training Manual to teach the process of preparing a cash skim. Trainees should understand the need to send documentation with the cash skim as well as keeping documentation in the cash drawer so that the register or terminal can be balanced at the end of the day or shift.

If resources are available, trainers can assemble trainees into groups and practice preparing a cash skim. As an entire group, a pro forma cash skim sheet can be created and then completed by all groups.




Slide


27. Paying in advance for a hotel room, airfare or tour are common transactions in the Tourism and Hospitality industry. Local examples are best used here to illustrate if such transactions are recorded electronically or manually in the first instance. Trainees should of course be aware of both options but local examples will best illustrate the points to remember. Other transaction types follow on the next series of slides.



Slide


28. Trainers can refer to the Training Manual to introduce refunds that may need to be given and why. Trainees can offer examples of their own.

Trainees should be aware that they will always need authorisation to process refunds because refunds reduce revenue. For this reason, appropriate documentation must be completed and kept.

Review the customer service standards that were discussed earlier and apply them to the refund process. Trainer can use the whiteboard or other display item to note the customer skills that are particularly important to use.




Slide


29. Usually the Accounts Department processes payments to suppliers. From time to time however, there may be an arrangement to pay the supplier cash on delivery. Point of sale staff must carefully review the invoice provided by the supplier to make sure that the goods have been received and that there is authorisation to pay the supplier from the point of sale register or terminal.

Cash is paid out carefully to suppliers and documentation stored in the cash drawer. The invoice and associated documentation form part of the day’s takings and therefore part of the audit or paper trail for revenue.



Slide


30. Reimbursements and disbursements are less frequent examples of cash paid from the point of sale terminal. However they do exist and the only difference is that reimbursements give small amounts of cash back to a supervisor or manager for items purchased whereas disbursements are made on behalf of guests or clients. The procedures adopted to process the two types of transactions are almost the same. Authorisation must be checked, documentation to support the payment reviewed and careful cash handling techniques used to pay out the cash.

The documentation generated from these transactions should be treated as cash and kept securely in the cash drawer ready to be included in the day’s takings.




Slide


31. Trainers: The final series of slides covers the last function – reconciling financial sales transactions. Summary of steps is on the next slide.



Slide


32. Trainers begin by explaining to trainees that at the end of the day or shift, cash and non cash payments are counted and checked (Balanced) against the takings recorded in the point of sale system. Individual establishments will follow different procedures but the most common duties or tasks remain the same. Trainees should ensure they know their own workplace procedures.




Slide


33. Point of sale staff are responsible for cash until the time it is signed over to the Accounts Department and stored securely. Hence the point of sale area must be secure so that the cash is safe from theft when counted. Refer to the training manual or local examples to explain how to secure the point of sale area and the different methods that may be used.



Slide


34. Trainers explain that at the end of the day or shift a balance with the total takings is generated from the point of sale system. There are two types of readings that may be used in an organisation. Trainers may ask trainees if they have had experience in obtaining these readings and the name given to them in their workplace. Trainers may also replace the terms “X” read and “Z” read with local examples.




Slide


35. This is an example of the information that a Cash Summary Sheet may contain. The Summary Sheet is completed when balancing the day’s takings. Trainers can discuss the appropriate way to complete this using the Training Manual or local examples. Counting contents is continued on the next two slides.



Slide


36. Trainers can refer to the Training Manual for notes on how to count. If resources are available, trainees should practice counting cash and non cash payments and completing a Cash Summary Sheet.




Slide


37. Now that the cash is counted, it is time to check if the final or summary readings from the system agree to the cash drawer. Trainees should be aware that “balancing or reconciling the takings” are the common phrases used. Refer to the Training Manual for more detailed discussion.



Slide


38. Trainers should refer to the Training Manual for detail regarding the differing approaches to investigating and resolving discrepancies. Trainees will benefit from the use of local examples and from referring to their own experience. The next three slides deal with discrepancies and the Training Manual provides the information and guidelines to assist with discussions.




Slide


39. Refer to Training Manual and local examples to illustrate how to investigate discrepancies.



Slide


40. Refer to Training Manual and local examples to illustrate how to investigate discrepancies.




Slide


41. Trainees can work separately or in groups to complete this activity.



Slide


42. The final task to safeguard the day’s takings is to collate all documentation, make sure it is complete and deliver the cash and documentation to secure storage. Refer to the Training Manual for details to cover. Trainees should be aware that once cash is secure, their responsibility for the day’s takings is complete.

Recommended training equipment




Calculator

Pen and paper

Whiteboard or other display tools

Butcher’s paper to record class activities

Local currency examples of notes and coins

Information on local bank requirements regarding the “bundling” of notes and coins

A simulated Point of Sale Terminal or register if possible

A cash drawer if possible

Examples of bank card payments, personal cheques, accounts, vouchers and receipts where possible. Local pictorial examples are available on-line.

Instructions for Trainers for using PowerPoint – Presenter View



Instructions for Trainers for using

PowerPoint – Presenter View

Connect your laptop or computer to your projector equipment as per manufacturers’ instructions.

In PowerPoint, on the Slide Show menu, click Set Up Show.

Under Multiple monitors, select the Show Presenter View check box.

In the Display slide show on list, click the monitor you want the slide show presentation to appear on.

Source: http://office.microsoft.com

Note:

In Presenter View:

You see your notes and have full control of the presentation

Your trainees only see the slide projected on to the screen

More Information

You can obtain more information on how to use PowerPoint from the Microsoft Online Help Centre, available at: http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033

Note Regarding Currency of URLs

Please note that where references have been made to URLs in these training resources trainers will need to verify that the resource or document referred to is still current on the internet. Trainers should endeavour, where possible, to source similar alternative examples of material where it is found that either the website or the document in question is no longer available online.

http://office.microsoft.com/

http://office.microsoft.com/training/training.aspx?AssetID=RC011298761033

Instructions for Trainers for using PowerPoint – Presenter View


Appendix – ASEAN acronyms




AADCP ASEAN – Australia Development Cooperation Program.

ACCSTP ASEAN Common Competency Standards for Tourism Professionals.

AEC ASEAN Economic Community.

AMS ASEAN Member States.

ASEAN Association of Southeast Asian Nations.

ASEC ASEAN Secretariat.

ATM ASEAN Tourism Ministers.

ATPMC ASEAN Tourism Professionals Monitoring Committee.

ATPRS ASEAN Tourism Professional Registration System.

ATFTMD ASEAN Task Force on Tourism Manpower Development.

CATC Common ASEAN Tourism Curriculum.

MRA Mutual Recognition Arrangement.

MTCO Mekong Tourism Coordinating office.

NTO National Tourism Organisation.

NTPB National Tourism Professional Board.

RQFSRS Regional Qualifications Framework and Skills Recognition System.

TPCB Tourism Professional Certification Board.

D1.HFO.CL2.05 D1.HFI.CL8.07 D1.HFA.CL7.01 …...Training Strategies The aims of this curriculum are...

Documents

Transcript of D1.HFO.CL2.05 D1.HFI.CL8.07 D1.HFA.CL7.01 …...Training Strategies The aims of this curriculum are...