FFoooodd aanndd BBeevveerraaggee SSeerrvviiccee && AAccccoommmmooddaattiioonn OOppeerraattiioonnss ‘ON –THE-JOTBR’ ATRIANIENRIN’SG G TURIADINEE R’S GUIDE TABLE OF CONTENT Table of Content 1 Introduction 4 Objective of this Course 4 Course Duration 4 Target Audience 4 Characteristics of Beneficiaries 4 Learning Outcomes 5 Assessment 5 Instructions to Trainers 6 Training Kits 6 Activities 6 How to use the Trainer’s Manual 7 Resources required 7 MODULE 1: THE WORLD OF HOSPITALITY AND TOURISM 1.1 Stepping into the world of Hospitality and Tourism 25 1.2 Uniqueness of the Tourism Industry 26 1.3 Misconceptions of the Industry 27 1.4 Career Paths in the Industry 27 1.5 People in the World of Tourism 27 1.6 Cross Cultural Issues and Awareness 28 Wrap Up 28 1.7 Effective Communication 31 1.8 Components of Effective Communication 32 1.9 Types of Communication 32 1.10 Barriers to Communication 32 1.11 Effective/Active Listening Skills 33 Wrap up 33 1.12 Service Excellence 34 1.13 Types of Guests 35 1.14 Guest Expectations 35 1.15 Service Journey 35 1.16 SPIRIT of Hospitality 36 1.17 Guest Complaints 39 1.18 Handling Complaints 39 1.19 Benefits of complaints 40 1.20 Misconceptions of Complaints 40 Wrap up 40 MODULE 2: PROFESSIONAL HOSPITALITY 2.1 Professional Hospitality 43 2.2 Grooming and Personal Hygiene 43 2.3 Uniforms or Appropriate Dress Code 44 2.4 Principles of Personal Hygiene 44 2.5 Ill Health and Injuries 46 2.6 Work Ethics and Values 46 2.7 Teamwork 47 Wrap up and Answers 48 1 FFoooodd aanndd BBeevveerraaggee SSeerrvviiccee && AAccccoommmmooddaattiioonn OOppeerraattiioonnss ‘ON –THE-JOTBR’ ATRIANIENRIN’SG G TURIADINEE R’S GUIDE MODULE 3: ACCOMMODATION OPERATIONS 3.1.1 The Importance of Housekeeping in Accommodation Operations 51 3.2.1 Housekeeping Procedures and Cleaning Supplies 58 3.2.2 Cleaning Defined 58 3.2.3 Cleaning Principles 59 3.3.1 Establish Relevance of Professional Guest Room Cleaning 64 3.3.2 Rules for Working in Guestroom Areas 64 3.3.3 Preparation before Cleaning 65 3.3.4 Order of Cleaning Guestrooms 65 3.4.1 Recap Previous Lessons and Link forward to the day’s Lesson 72 3.4.2 Attention Getter 72 3.4.3 Establish Relevance of Topic 72 3.4.4 Identifying Public Areas 73 MODULE 4: RESTAURANT OPERATIONS AND OUTLETS 4.1 Restaurant 82 4.2 Themes used in a Restaurant 82 4.3 Activities in a Restaurant 83 4.4 Patronage in Restaurants 83 4.5 Organizational Structure 84 4.6 Food and Beverage Outlet 84 Wrap 85 MODULE 5: RESTAURANT SERVICE EQUIPMENT 5.1 Types of Restaurant Service Equipment 88 5.2 Glassware 88 5.3 Hollow ware 89 5.4 Flat ware 89 5.5 Crockery 89 5.6 Silver ware 89 5.7 Table Linen 90 5.8 Restaurant Equipment 90 5.9 Restaurant Furniture 90 MODULE 6: MENUS 6.1 Menu 93 6.2 Menu as a Selling Tool 93 6.3 Forms of Menu 94 6.4 Types of Menu 94 6.5 Sections of Menu 95 6.6 Description of Menu 95 6.7 Presentation of Food to Guests 95 6.8 Non-Alcoholic Beverages 96 6.9 Service of Non-Alcoholic Beverages 96 6.10 Service of Alcoholic Beverages 98 MODULE 7: FOOD AND BEVERAGE SERVICE 7.1 Forms of Food and Beverage Service 101 7.2 Preparation for Service 101 7.3 Mis-en place 102 7.4 Cleaning and Polishing 102 7.5 Setting up Tables 102 7.6 Back up Preparatory Task 103 7.7 Sequence of Serving Food and Beverages 103 7.8 Taking Bookings 103 2 FFoooodd aanndd BBeevveerraaggee SSeerrvviiccee && AAccccoommmmooddaattiioonn OOppeerraattiioonnss ‘ON –THE-JOTBR’ ATRIANIENRIN’SG G TURIADINEE R’S GUIDE 7.9 Guest Reception 104 7.10 Taking Food and Beverage Orders 104 7.11 Communicating Food and Beverage Orders to the Kitchen and Bar 104 7.12 Serving of Food and Beverage 105 7.13 Loading, Uploading and Carrying Trays in various Positions 105 7.14 Carrying Plates 105 7.15 Clearing During Service 106 7.16 Disposal of Dirty/Used Plates 106 7.17 Crumbing Down 106 7.18 Changing and Replacing 107 7.19 Presenting the Bill 107 7.20 Collecting Payment 107 7.21 Escorting Guests (Saying Goodbye) 107 3 FFoooodd aanndd BBeevveerraaggee SSeerrvviiccee && AAccccoommmmooddaattiioonn OOppeerraattiioonnss ‘ON –THE-JOTBR’ ATRIANIENRIN’SG G TURIADINEE R’S GUIDE Introduction Welcome to the Food & Beverage Service and Accommodation Operations course. The purpose of this guide is to provide you, the trainer, with guidelines on the presentation and learner support requirements for the course. It will enable you to plan, prepare, conduct and evaluate this course. Objective of this Course By the end of the training the learners will be able to demonstrate improved knowledge and skills required for working in the hospitality industry. Course Duration The duration of this course is subject to the discretion and availability of the hospitality facility. Target Audience The following participants should attend this course: • Guestroom and public area attendants • General Cleaners • Waiters/Waitresses • New entrants to the hospitality industry with a passion for the industry Characteristics of the Beneficiaries  Unskilled and semi-skilled informal workers of hotels and other accommodation establishments.  Persons with little knowledge on hospitality industry, food and beverage service, and guestroom attending skills.  50% men / 50% women.  Age 18 – 25  No formal education to basic education  Literate 4 FFoooodd aanndd BBeevveerraaggee SSeerrvviiccee && AAccccoommmmooddaattiioonn OOppeerraattiioonnss ‘ON –THE-JOTBR’ ATRIANIENRIN’SG G TURIADINEE R’S GUIDE Learning Outcomes At the end of this course, the learner should: • Be adequately prepared to work in the world of tourism and hospitality • Be equipped with skills to deliver professional service as waiters, guestroom and public areas attendants in 3-5 star hotels. • Exhibit professional skills in accommodation operations and food and beverage service operations. Assessment Formative Assessment Learners may be formatively assessed throughout the course. This will take place in the form of quizzes, practical exercises and/or application. Summative Assessment A final summative assessment may be given to learners at the end of the course and will be based on the learning outcomes for the course. This assessment is (indicate what format this assessment takes, for example, a paper-based assessment, practical, simulation) to be completed at the end of the course; for practical assessments, the practical components of the course must be combined into an integrated assessment to ensure that learners can demonstrate an entire process. 5 FFoooodd aanndd BBeevveerraaggee SSeerrvviiccee && AAccccoommmmooddaattiioonn OOppeerraattiioonnss ‘ON –THE-JOTBR’ ATRIANIENRIN’SG G TURIADINEE R’S GUIDE Instructions to Trainers Training kits To effectively train in this course, you will have to invest time and effort into putting a training kit together. Ideas for the content of the kit are provided in the “Resources” column of the detailed guide for each module. The materials and resources will enhance your training. Your kit should contain resources such as: • Paper-based: books, photos, magazines, posters, notices, signs, advertisements, brochures, maps, etc. • Equipment-based resources: utensils, cleaning equipment, knives, etc. • Samples and examples: materials used in industry, items learners may have not seen before – e.g. certain types of crockery Preparing for your classes, go through the resources required and collect or prepare these well in advance, especially where you will need industry samples and examples, flashcards, new articles and so on. If possible, share the work involved with colleagues to reduce the workload on one person and to make the resources available to other classes as well. Activities This trainer guide provides for many and varied activities. These activities are not all included in the Learner Guide. Depending on your time and resource, you must identify what activities you can deliver based on time and facilities. Try to do as many activities as possible to facilitate Active Learning opportunities for your learners. Activities are provided in the following categories: • Out of class research – such as sourcing information from industry. Learners will do this out of class time and you will facilitate feedback on their findings and draw conclusions • Practical activities: these include role-plays, tastings, identification tests, flashcard games, simulations, guest speakers, audio-visual sessions, demonstrations and practice time • Discussion-based: Learners will have time to discuss various topics either as a large group or in smaller groups. Facilitate feedback from these discussions. 6 FFoooodd aanndd BBeevveerraaggee SSeerrvviiccee && AAccccoommmmooddaattiioonn OOppeerraattiioonnss ‘ON –THE-JOTBR’ ATRIANIENRIN’SG G TURIADINEE R’S GUIDE How to use the Trainer’s Manual Icons For quick reference, the following icons are used in the Learner’s Guide: Activity Questions to ask participants Tips Use resources Ice breaker Resources required In order to teach this course, please ensure that you have the following resources. The specific resources needed for each topic are listed in the lesson plans and boxes. Resources Quantity Trainer Guide 1 (1 for each trainer) Trainer’s kit (see below) 1 Flip chart sheets 1 Attendance register 1 Registration form 1 per learner Post-training evaluation form 1 per learner Stationery (pen, notepad, folder) 1 for each participant Whiteboard markers 1 multicolour pack (red, blue, black, green) Permanent markers 1 multicolour pack Meta–cards 200 pieces Name tags 24 pieces (as required) Learners’ kits 1 per participant 7 FFoooodd aanndd BBeevveerraaggee SSeerrvviiccee && AAccccoommmmooddaattiioonn OOppeerraattiioonnss ‘ON –THE-JOTBR’ ATRIANIENRIN’SG G TURIADINEE R’S GUIDE Contents of trainer’s kit Quantity Computer/Laptop 1 Flip File 1 Pictures related to food & beverage service 1 set Sticker of different multicolour (red, green, 1 set yellow, blue) Scenarios (complaints) 1 set Cleaning materials and utensils (mop, 1 set squeezer, broom, duster, gloves) Restaurant linen 1set Restaurant cutleries, crockery and glassware 1set Different bar equipment 1set Sample of menu 1 Different varieties of tea bag/soft drinks As required Ashtrays 8 Cloth table napkins 5 8 FFoooodd aanndd BBeevveerraaggee SSeerrvviiccee && AAccccoommmmooddaattiioonn OOppeerraattiioonnss ‘ON –THE-JOTBR’ ATRIANIENRIN’SG G TURIADINEE R’S GUIDE Ghana Training Models and curriculum HITT Model and Curriculum: On-the-job training Course Food and Beverage Service and Accommodation Operations. Name  By the end of the training the learners will have enhanced their Goal basic skills to function more professionally as waiters/waitresses, room and public area attendants in restaurants and hotels.  Demonstrate improved knowledge and skills for work in the hospitality industry.  Provide consistently high standards of cleaning in guestrooms and Objectives public areas.  Demonstrate improved professional skills and knowledge in food and beverage. Group training at 3 – 5 star rated hotel facilities using high impact learning Training methods and tools which include demonstrations, role plays, simulations model and flip files. The entire course will be conducted between 24 and 29 days with a minimum of 3 hours training per day, divided into 3 clusters as follows: 4 – 5 days for generic /core courses, 3 - 5 days for room attending and public area cleaning and 17 - 19 days for food and beverage service with 3 - 4 hours per day (e.g. a total of 24, 32 and 40 hours respectively) and divided into three compulsory clusters: Cluster 1: Core hospitality skills Compulsory ( 4 - 5 days)  Module 1: The World of Tourism and Hospitality – (10 - 14 hours)  Module 2: Professional Hospitality – ( 4 – 7 hours) Cluster 2: Technical skills – Guestroom and Public area cleaning- Compulsory (3 - 5 days)  Module 3: Room Attending and Public Area Cleaning –10 - 15 hours Course Topic 1 – (4 – 6 hours allocated for theory) Content Topic 2 – ( 2 - 3 hours allocated for practical training) Topic 3 – (2 - 3 hours allocated for practical training) Topic 4 – (2 - 3 hours allocated for practical training) Cluster 3: Technical skills - Waiting-on (17 - 19 days)  Module 4: Restaurant operations and outlets – (3 – 4 hours)  Module 5: Restaurant Service Equipment Hours – (12 – 13 hours)  Module 6: Menu as a selling tool – (16 - 18 hours)  Module 7: Food and Beverage Service- (20 - 22 hours) The modules in each cluster should be taken in logical sequence as listed. The core module should be taken as a prerequisite for the technical modules. 9 FFoooodd aanndd BBeevveerraaggee SSeerrvviiccee && AAccccoommmmooddaattiioonn OOppeerraattiioonnss ‘ON –THE-JOTBR’ ATRIANIENRIN’SG G TURIADINEE R’S GUIDE Cluster 1: All participants Training Facilities: Training room in the hotel /Restaurant Group size: 20 Cluster 3: Half of the Cluster 2: Half of the Course participants (waiters / Content participants waitresses) (Room Attendants) Training Facilities: Training Facilities: Training Restaurant in the facility/ room in the facility/on-the-job on-the-job Group size: 10 Group size: 10 Clusters 1, 2 and 3 should be completed within 2 weeks latest should be 2.5 weeks, • Cluster 1: All participants ( Waiter/waitress and room attendant Target trainees) Audience • Cluster 2: All participants (Guestroom and public area attendants) • Cluster 3: All participants ( Waiter/waitress) Training in functional restaurants or hotels Small groups: Minimum of 6, maximum of 10 people Training method Training methods: HITT approach Including demonstrations, role plays and simulations suitable to the trainee’s profile Trainer materials: • Flip file – very picture based (drawings), e.g. use photos of best and worst practice, diagrams and illustrations to explain concepts • Facilitator guide including training programme/schedule • Content manual of notes to provide guidance to trainer Training • A functional restaurant and or hotel materials • Resources – e.g. Flash cards, stories for storytelling. needed Learner materials: • Learner guide • Samples of Drink menu, food menu; food order form, housekeeping materials (equipment, linen, guest supplies and cleaning agents) • Hand-outs Venue Brief A functional hotel or restaurant with sufficient space and facilities to accommodate a group of 10 learners. Group size Cluster 1: no. of trainees per course will be 6 - 10 per training session. Cluster 2: no. of trainees per course will be 6 - 10 per training session. Cluster 3: no. of trainees per course will be 6 -10 per training session. 10