13 Business Trip
Evaluating and Creating
A formative assessment leading to a summative activity on a simulation of a real-world task. This business trip exercise allows students in a business admin-type course to develop transferable skills that can be applied to future workplace.
Description for students (Example 1)
You are asked to plan a business trip for Ms. Johanne Trudeau, Director of the Sudbury office. She will be travelling with her colleague, Mr. Lapointe. They are scheduled to meet on the third Tuesday of next month at 1, Yonge Street, in Toronto. Ms. Trudeau and Mr. Lapointe will be asked to make a short presentation at the meeting, which begins at 10:30 a.m. They will take advantage of this trip to meet a client at 2:00 p.m. at Humber College and end their day at a hotel where you will have to make reservations.
Knowing that you must settle all the details of the trip as quickly as possible, you promptly send her the information. According to office policies, you must reserve a room for Mr. Lapointe and one for Ms. Trudeau; however, the trips to Toronto will be done jointly.
Ms. Trudeau will leave from the office, as it is company policy that employees must leave from the workplace. You must thus make these arrangements for her:
- Transportation to the Sudbury airport
- A flight from Sudbury to Toronto
- Transportation from the airport to 1, Yonge Street, for the meeting
- Transportation to her meeting at 205, Humber College Blvd.
- Transportation to the hotel (which you have confirmed)
- Add any other information that you consider important or relevant
Note: In order to save Ms. Trudeau time and to be of service to her, you decide to include a list of restaurants near their meeting place. It is also important to ensure that breakfast is included in the hotel room package.
Note: This activity is a simulation. You must do the research and gather the necessary information, but do not confirm the reservations. For simulation evaluation purposes, perform the following steps, in point form, in a Word document of no more than two (2) pages:
- Create the itinerary based on the example found in Section 8.4 of the course textbook and research the Internet to determine:
- The travel agenda
- Departure times and other travel
- Schedules including scheduled appointments and commitments
- Any other relevant information
- Add evidence of your research in the form of screenshots pasted into a Word document, explaining the logic of your choices for each screenshot.
- Justify any decisions you make about transportation, lodging and other options by providing all the details of the trip, and making sure they are legible and easy to find.
- Submit the itinerary with all evidence and justification to your teacher.
Description for Students (Example 2)
You have organized the trip to the meeting for Ms. Trudeau and Mr. Lapointe at 1, Yonge Street, in Toronto. This morning, you are asked to make reservations for Ms. Tammy Francoeur to accompany them to the meeting.
Ms. Trudeau also asks you to make all the reservations for Ms. Francoeur, the Human Resources Manager, who works at the Sault Ste. Marie branch, and who will accompany them to this meeting. Ms. Tammy Francoeur’s assistant sends you an email with the following information:
Here is the information that I was asked to send you regarding Ms. Tammy Francoeur’s upcoming trip to Toronto. Please note the following points:
She wants to stay in the same hotel as Ms. Trudeau.
She prefers a direct one-way flight, if possible.
She will need extra luggage capacity.
She would like a room with a king size bed.
Note: This activity is a simulation. You must do the research and gather the necessary information, but do not confirm the reservations. Refer to the activity Planning a Business Trip.
- Following the same procedures in this activity, prepare a travel itinerary for Ms. Francoeur.
- Submit all the documents in the itinerary to your teacher.
- Word processing software (or other Microsoft software)
- Learning platform (Brightspace)
Students appreciate that this activity is a simulation of a real-world task, which allows them to develop transferable skills.